What has been in place in Maryland and especially Baltimore these several decades was MAINSTREAMED AS A MODEL of mental health care with AFFORDABLE CARE ACT and tens of billions of dollars in funding to expanded mental health and addiction services taking almost all of what used to be ORDINARY BEST IN WORLD HISTORY PUBLIC HEALTH ACCESS.
Out goes all those left social progressive arts and humanities designed to teach children to be CITIZENS-----and in comes the global banking CORPORATE FASCISM of mind-control setting the stage to DOING ANYTHING THEY ARE TOLD. We would suggest that our US citizens tied to private schools and IVY LEAGUE universities have long been exposed to these psychiatric perspectives to pathologize left political standings.
Possibilities of Pedagogy
The End of History Education in Elementary Schools?
Bruce VanSledright, Kimberly Reddy, and Brie Walsh, May 2012
One can see why CLINTON/BUSH/OBAMA are now pushing as hard as they can to place two and three year old children into PRE-K testing and evaluation-----tied to telemedicine psychiatric therapy NO DOUBT.
Looks like O'GRADY has all the right connections to be that far-right global 1% extreme wealth extreme poverty LIBERTARIAN MARXIST!.....The opposite of our organization fighting for the 99% of WE THE PEOPLE
'Cheryl Scott Williams, Executive Director, Learning First Alliance'Learning First Alliance
Date: November 2006
Purpose: to support a conference for national and state leaders of Learning First Alliance member organizations
Grantee Location: Washington, District of Columbia
Grantee Website: http://www.learningfirst.org
'Professional and Community Activities: O’Grady is frequently an invited presenter and a keynote speaker at professional conferences. Her recent talks include a featured talk at the Learning and Brain Conference (2014, 2017) sponsored by Harvard, Yale and John Hopkins Universities, a keynote speech at the International Young Child Expo (2017) sponsored by Fordham University and the American Psychological Association (2017)'.
LEARNING FIRST ALLIANCE just one of those global 1% corporate education NGOs created just before the 2008 economic crash preparing for RACE TO THE TOP EDUCATION REFORMS. This organization is a far-right wing global 1% organization and indeed there is LOTS AND LOTS AND LOTS of psychiatric re-education to killing all ideals of US FREEDOM, LIBERTY, JUSTICE, AND THE PURSUIT OF HAPPINESS WITH FREE WILL AND CHOICE-----
MOVING FORWARD to ONE WORLD ONE GOVERNANCE DEEP DEEP REALLY DEEP STATE.
Positive Psychology in the Elementary School Classroom
Patty O'Grady (Author)
Overview | Contents | Inside the Book
Use the neuroscience of emotional learning to transform your teaching.
How can the latest breakthroughs in the neuroscience of emotional learning transform the classroom? How can teachers use the principles and practices of positive psychology to ensure optimal 21st-century learning experiences for all children? Patty O’Grady answers those questions. Positive Psychology in the Elementary School Classroom presents the basics of positive psychology to educators and provides interactive resources to enrich teachers’ proficiency when using positive psychology in the classroom. O’Grady underlines the importance of teaching the whole child: encouraging social awareness and positive relationships, fostering self-motivation, and emphasizing social and emotional learning. Through the use of positive psychology in the classroom, children can learn to be more emotionally aware of their own and others’ feelings, use their strengths to engage academically and socially, pursue meaningful lives, and accomplish their personal goals.
The book begins with Martin Seligman’s positive psychology principles, and continues into an overview of affective learning, including its philosophical and psychological roots, from finding the “golden mean” of emotional regulation to finding a child’s potencies and “golden self.” O’Grady connects the core concepts of educational neuroscience to the principles of positive psychology, explaining how feelings permeate the brain, affecting children’s thoughts and actions; how insular neurons make us feel empathy and help us learn by observation; and how the frontal cortex is the hall monitor of the brain. The book is full of practical examples and interactive resources that invite every educator to create a positive psychology classroom, where children can flourish and reach their full potential.
“In Positive Psychology in the Elementary School Classroom, Patty O’Grady offers enriching information that will help teachers instruct the whole child. . . . It is not just about feeling good, and far more than just ‘being happy.’ It is about finding your individual strengths and personal motivations. Teachers who implement it can use academic subjects to teach about life lessons – about feelings, strengths, friendships, meaning, and pride in accomplishments. . . . [A] great read for therapists, parents, school counselors, and school personnel. . . . And, if you do lead a class, it just may make your teaching more memorable.” — PsychCentral
“[A] formative resource for those in teacher education as a means of influencing their view of classroom practice. . . . [S]hould feature on the reading lists for teacher trainees as a means of enhancing their understanding of the complex interrelationship between learning and teaching – and learners and teachers.” — Primary Science (UK)
“Through the use of positive psychology, teachers model and reinforce nonviolent behaviors and pro-social skills, thus providing students with a safe, caring, and inclusive environment in which every child can learn to become a respectful and responsible citizen. This book is an excellent resource for classroom teachers who want to integrate positive psychology values into their curriculum. Research has demonstrated that children who feel safe and cared for are predisposed to learning, and Patty O’Grady’s book provides readers with the tools to provide this care.” — Bev Dekker, The Society for Safe and Caring Schools & Communities
“Positive Psychology in the Elementary School Classroom provides a thorough examination of neuroscience research, educational theory, and teaching strategies that can be combined to produce a school climate that helps children grow both cognitively and emotionally. In addition to explaining the science behind the connection between emotional and academic competence, this book also teaches the reader about specific classroom activities that will enable children to develop confidence and enjoy an ‘accomplished life.’” — Cheryl Scott Williams, Executive Director, Learning First Alliance
What is CONSERVATIVE politics tying itself to ARGENTINA CORPORATE FASCISM in the article we shared. In US the battle of modern Democrat vs Republican was that battle between Republicans being the wealth and power party with goals of CONSERVING THAT WEALTH AND POWER to the same few 1%---------before CLINTON/BUSH/OBAMA those right wing conservatives were Americans-----after ROBBER BARON few decades we see the US colonized by OLD WORLD global 1% and global banking ----the political stance of CONSERVATIVE now lies with right wing GLOBAL wealth and power.
Argentina and Chile were indeed the earliest in the America's to face this COLONIZATION by global banking and indeed far-right wing, authoritarian, militaristic, dictatorship brought civil unrest with FAKE ALT RIGHT ALT LEFT and VOILA extreme wealth extreme poverty with a global 1% and their 2% ruling these nations. This same MOVING FORWARD took southeast Asia after one police action after another -----
What is the first thing we see in militarized far-right wing MARXISM----all 99% of citizens must look, act, think the same and think those global 1% and their corporations are GREAT LEAPS FORWARD. As the article written about Argentina's FASCISM in the 1970s ----psychiatric therapy helped MOVE FORWARD this march to DEEP STATE.
These comments from parents in this one school district has been the stance through last century from a super-majority of parents and students attending PUBLIC K-12
"It''s a false sense of security," she said of uniforms. "I don''t want that."
Article Comment concerned parent commented at 2/12/2010 12:49:00 PM:
I think it is worth mentioning that not one independent study has shown that uniforms increase safety, or student morale. Even more alarming, those same studies showed that students in school districts perform worse academically once uniform policies are implemented.
Uniforms have been in public schools for over 20 years. If it hasn't worked for all of the schools who have implemented it in the past 20 years, when why will it work for Starkville? And why has the school board not addressed the data?
It's not that parents don't think they'll make our kids safer. The data is there. Independent studies have been done. Not one has shown uniforms to improve safety. Not one.
Starkville has over 2700 kids who qualify for free and reduced lunches. According to state policy the school distric will be required to provide uniforms for any of these students who need them. We are looking at potentially spending tens and even hundreds of thousands of dollars to put uniforms on kids. Even if the district only spent $25/child, the cost in one year alone is near $70,000! What a waste for a policy that has been proven to be ineffective.
Show us some proof that uniforms will make our kids safer. Or smarter. Or better behaved. Then we will support uniforms. Until then, figure out a better way to spend our money and your time.
Starkville students, parents say â€˜No Uniformsâ€™
Starkville School District Superintendent of Education Judy Couey speaks at a public forum at the Greensboro Center in Starkville, Thursday night. Photo by: Kelly Tippett
February 12, 2010 11:26:00 AM
STARKVILLE -- As Starkville School District Superintendent Judy Couey stood at the microphone Thursday night in the Greensboro Center auditorium, Starkville HighÂ School studentsÂ Robert Ingram, Allison Price and Jennifer Hunt walked down the side aisle, turned and faced the crowd in front of them and held up large, homemade signs.
One of the signs simply read "No Uniforms;" another said "To protect, you must understand, and you understand nothing;" yet another featured a drawing of a swastika and other language in opposition to the school district''s proposal to require all students to where uniforms beginning in the 2010-2011 school year.
Ingram, Price and Hunt were just three of the more than 200 people who piled into the Greensboro Center Thursday night to offer opinions on the proposed uniform policy. A majority of those in attendance were opposed to the policy, which would require students to wear khakis, collared shirtsÂ and other dress apparel instead of the students'' typical wardrobe.
Many in opposition cited the loss of personal freedom and creativity, while others were opposed because they would have to buy new clothes for their children in tight financial times. Those opposed to uniform policy also cited a 2009 survey, in which only 15.9 percent of the 744 Starkville School District students who responded were in favor of uniforms, along with only 44.3 percent of the 517 parents who took part, in favor.
Starkville attorney Rob Roberson, who has three children in Starkville schools was opposed to the uniform policy and the way the school board has handled the issue.
"I think there was a tremendous amount of well intention put behind this, but this is a bigger issue than school uniforms," Roberson said. "This is about you listening to us."
"The reality is, if this school board is not listening, why did you do the survey?" RobersonÂ said toÂ a round of applause.
Will Irvin, vice president of the student council at Armstrong Middle School, said he was speaking out against the policy on behalf of the majority of his classmates. Irvin drew laughter from the crowd, first by reading off the palm of his hand like Sarah Palin, then with his candid take on the issue.
"We are people too; kids are people too," Irvin said. "The thing is, we''re the ones going to the schools. Not anybody else but us. We''re the ones who matter the most."
Support for uniforms
But some people were in favor of uniforms, saying it would cut down on the clothing disparity among students from different socio-economic backgrounds. That, in turn, would lead to less bullying, they said.
Bill Houston, a teacher at Starkville High School, was in favor of the uniform policy. And he warned that, if the policy is imposed, parents and students who refuse to abide will only distract from the learningÂ environment of others.
"Whatever this decision is, parents, if you send your kids to school and they are not in compliance with the policy, those teachers are going to have a battle in the classroom that is going to take away from the educational process," Houston said.
He also said a stricter dress code would lead to more appropriate clothing on students at the high school.
"Anybody been to the high school lately?" Houston asked. "Parents, what we''re getting there showing up ain''t what you''re sending coming out."
School officials have cited safety concerns as one of the main reasons for wanting to implement a uniform policy.
SomeÂ schools and school playgrounds in the district don''t have fences around them, so students and others tend to come and go, which can makeÂ it difficult for teachers and administrators to determine who is a student and who isn''t, Couey said. Additions to these school buildings and the merging of schools also has led to increased student populations on each campus, which makes it even more difficult to keep tabs on students and others, Couey said. Plus, some of the campuses border wooded areas and, on two or three occasions in the past year, non-students have been caught on school property during regular school hours.
"We have supervisory issues that have been created by building on to these existing campuses, and we have very large student numbers," Couey said. "We have a desire to have a welcoming, open campus, but we have issues that are created by putting new buildings onto buildings that were built during a different time. Our job as administrators is to plan in a way that will anticipate anything that can possibly happen. We can''t plan to react. We have to plan to anticipate."
With plans to issue student identification cards already in the works for the 2010-2011 school year, Couey said uniforms would add another "layer" of safety.
Other proposed solutions
But some people believe the school district should build more fences around schools and hire additional school resource officers to improve safety, not implement a uniform policy.
Dana Seymour is a teacher at Henderson Intermediate School, but also has three children in the school district. She wants to see every playground fenced in and doesn''t believe uniforms will make a difference in the safety at each school.
"It''s a false sense of security," she said of uniforms. "I don''t want that."
Couey, who said she is neither for nor against uniforms, just wants to take as many steps as she can to improve the safety of the more than 4,000 students in the district.
"Worst-case scenario with uniforms, you hear a lot of mixed results," Couey said. "You hear things about stifling creativity or you hear things like ''I just don''t want to do it,'' or ''My child doesn''t want to do it.'' However, if you look at the worst-case scenario of not being able to identify those students on your campus, it becomes a bit dangerous. I''m just concerned about that."
The school board still has not decided whether or not to impose the uniform policy. It will consider the opinions of the 31 people who spoke at the forum Thursday night before making a decision, Board President Walter Taylor said after the forum.
The school board''s next meeting is Feb. 16 at 6 p.m. in the Greensboro Center, located at 401 Greensboro St.
What Obama and Clinton neo-liberals did during AFFORDABLE CARE ACT as we have shouted these several years is EXPAND categories of mental health diagnoses----expand Federal funding ----expand psychiatric presence in schools while handing a consolidated industry of global policing with global mental health clinicians MOVING FORWARD by our local 5% pols and players.
Make no mistake, left social progressives have supported psychology and academic studies of behavior ---we have NEVER SUPPORTED tying these structures to our government----to our policing and education structures ----it is a university academic study that helps in community and workplace leadership.
When we moved from left social progressive to FAR-RIGHT WING EXTREME WEALTH NEO-LIBERALISM those societal goals of course went OPPOSITE---and will MOVE FORWARD authoritarianism and LIBERTARIAN MARXISM----
UNSCRUPULOUS POLITICS AND GLOBAL 1% CONTROLLED COLONIZED US GOVERNMENT.
There has always in the US been a distinct difference between PSYCHOLOGY AND PSYCHIATRY------where psychology is a broad-based sociological arts and humanity---psychiatry is a MEDICAL PROFESSION. US local public agencies tied to psychologists talking to children----only these few decades of CLINTON/BUSH/OBAMA has psychiatry and PHARMA been introduced to our public K-12. Indeed, only adults through modern time chose to see a MEDICAL PSYCHIATRIC THERAPIST because our children are busy developing their own sense of themselves needing to be empowered by critical assessment of their own situations.
The Real Problems With Psychiatry
A psychotherapist contends that the DSM, psychiatry's "bible" that defines all mental illness, is not scientific but a product of unscrupulous politics and bureaucracy.
- Hope Reese
- May 2, 2013
On May 22, the American Psychiatric Association will release the fifth Diagnostic and Statistical Manual of Mental Disorders, the DSM-5. It classifies psychiatric diagnoses and the criteria required to meet them. Gary Greenberg, one of the book's biggest critics, claims these disorders aren't real -- they're invented. Author of Manufacturing Depression: The Secret History of a Modern Disease and contributor to The New Yorker, Mother Jones, The New York Times and other publications, Greenberg is a practicing psychotherapist. The Book of Woe: The Making of the DSM-5 and the Unmaking of Psychiatry is his exposé of the business behind the creation of the new manual.
Can you talk about how the first DSM, published in 1952, was conceived?
One of the reasons was to count people. The first collections of diagnoses were called the "statistical manual," not the "diagnostic and statistical manual." There were also parochial reasons. As the rest of medicine became oriented toward diagnosing illnesses by seeking their causes in biochemistry, in the late 19th, early 20th century, the claim to authority of any medical specialty hinged on its ability to diagnose suffering. To say "okay, your sore throat and fever are strep throat." But psychiatry was unable to do that and was in danger of being discredited. As early as 1886, prominent psychiatrists worried that they would be left behind, or written out of the medical kingdom. For reasons not entirely clear, the government turned to the American Medico-Psychological Association, (later the American Psychiatric Association, or APA), to tell them how many mentally ill people were out there. The APA used it as an opportunity to establish its credibility.
How has the DSM evolved to become seen as the "authoritative medical guide to all of mental suffering"?
The credibility of psychiatry is tied to its nosology. What developed over time is the number of diagnoses, and, more importantly, the method by which diagnostic categories are established.
You're a practicing psychotherapist. Can you define "mental illness"?
No. Nobody can.
It's circular -- thinking that anybody who commits suicide is depressed; anybody who goes into a school with a loaded gun and shoots people must have a mental illness.
The DSM lists "disorders." How are disorders different from diseases or illnesses?
The difference between disease and disorder is an attempt on the part of psychiatry to evade the problem they're presented with. Disease is a kind of suffering that's caused by a bio-chemical pathology. Something that can be discovered and targeted with magic bullets. But in many cases our suffering can't be diagnosed that way. Psychiatry was in a crisis in the 1970s over questions like "what is a mental illness?" and "what mental illnesses exist?" One of the first things they did was try to finesse the problem that no mental illness met that definition of a disease. They had yet to identify what the pathogen was, what the disease process consisted of, and how to cure it. So they created a category called "disorder." It's a rhetorical device. It's saying "it's sort of like a disease," but not calling it a disease because all the other doctors will jump down their throats asking, "where's your blood test?"
The reason there haven't been any sensible findings tying genetics or any kind of molecular biology to DSM categories is not only that our instruments are crude, but also that the DSM categories aren't real. It's like using a map of the moon to find your way around Russia.So would you say that these terms -- disorder, disease, illness -- are just different names for the same concept?
I would. Psychiatrists wouldn't. Well, psychiatrists would say it sometimes but wouldn't say it other times. They will say it when it comes to claiming that they belong squarely in the field of medicine. But if you press them and ask if these disorders exist in the same way that cancer and diabetes exist, they'll say no. It's not that there are no biological correlates to any mental suffering -- of course there are. But the specificity and sensitivity that we require to distinguish pneumonia from lung cancer, even that kind of distinction, it just doesn't exist.
What are the most common misconceptions about the scientific nature of diseases such as depression?
I guarantee you that in the course of our conversation a doctor is telling a patient, "you have a chemical imbalance -- that's why you're depressed. Take Prozac." Despite the fact that every doctor who knows anything knows that there is no biochemical imbalance that causes depression, and most doctors understand that a diagnosis of depression doesn't really tell you anything other than what you already knew, that doesn't stop them from saying it.
There are no 99% of WE THE PEOPLE place under strain in MOVING FORWARD far-right authoritarianism then our CREATIVE CITIZENS. Far-right corporate fascism always moves to channel our creative minds into goals of global banking 1% ----this case has our creative minds tied to SMART CITIES-----DEEP DEEP REALLY DEEP STATE.
This article does not surprise -------all our US 99% of citizens are now being pressured to ACT AS GLOBAL CORPORATIONS want them to act in order to be employed---in order to be that 5% player-----AND we know for thousands of years our most creative are the ones bucking authority, standardization, corporate fascism.
When we allow all our K-12 public schools have all arts and humanities tied to after-school programs funded by global 1% DONATIONS-----we see this control and modeling coming down to our children through art and music. While today this all seems the same ordinary classroom instruction----MOVING FORWARD far-right always educated art serves wealth and power---this is why our US STARS are always global 1% OLD WORLD MERCHANTS OF VENICE FREEMASONS------
REAL left social progressive arts and mental health bring instructors from our communities being parents, community members as educators ------when we segue to ART AS MENTAL HEALTH we are crossing into a right wing stance.
We have NO DOUBT 30% of global hedge fund IVY LEAGUE Johns Hopkins MICA students are seeking psychiatric therapy---we would assume those numbers are far higher in all these art schools often attached to what have become far-right wing Bush neo-conservative. This is why MICA et al should NOT be tied to Hopkins---it should be an independent private arts school.
CONFORMITY TIED TO AUTHORITARIANISM DOES NOT ALLOW ANY ROOM FOR DIFFERENCE THAT IS NOT DESIGNATED MENTAL HEALTH ISSUE.
November 11, 2010
By Daniel Grant
Art institutes, like all colleges, strive to put their best foot forward when appealing to prospective students and their parents: These are our art studios; this is our distinguished faculty; have a look at our art library.
However, considering how many students avail themselves of mental-health therapy in the course of a given year—10 percent of the student body at the Rhode Island School of Design, 25 percent at the Maryland Institute College of Art, 30 percent at the Savannah College of Art and Design—perhaps the college’s counseling center should be a stop on the tour.
All college students face stress, but mental-health professionals say art students face particular, and particularly intense, kinds of stress that their peers in many other scholastic situations don’t. And while crises may spur some art students to seek help, others incorporate therapeutic resources as part of their overall development.
“It’s a healthy thing for students to come here,” says Tamara Knapp-Grosz, a psychologist and director of counseling and support services at the Savannah College of Art and Design. “Most come for reasons of personal growth.”
Many students have considerable experience working with therapists and psychiatrists before they arrive at art colleges. Nationally, some 15 percent of students entering college are already on a prescribed psychotropic medication (for anxiety, attention-deficit disorder, depression, or some other condition), according to results of a 2009 survey conducted by Pennsylvania State University’s Center for the Study of Collegiate Mental Health. Art-college students are no exception. Between 10 and 15 percent of the students entering the School of the Art Institute of Chicago are on a psychotropic medication, as are a quarter of the students entering the counseling centers of RISD and the Maryland Institute. Those numbers can rise as students deal with the stress of college life.
A growing number of independent art colleges have established counseling centers that are separate from a medical office, staffed by therapists, psychologists, and the occasional psychiatrist. Those centers vary widely in their resources. Two part-time therapists tend to the needs of the 350-student Maine College of Art, in Portland, while the Minneapolis College of Art and Design has only one counseling psychologist for its entire student body of 700. The counseling center for the 2,000-student Massachusetts College of Art and Design, in Boston, has one full-time psychologist, says the center’s director, Betsy Smith, “and three part-time people to help me.”
Lyme Academy College of Fine Arts, in Connecticut, has one therapist coming in twice a week, while the Memphis College of Art, in Tennessee, has no one on staff but refers students to the counseling center at the University of Memphis, which charges $10 per visit.
The counseling center at the School of the Art Institute of Chicago permits 16 free therapy sessions per degree. “We follow the short-term model, because of resource issues,” says the center’s director, Joseph Behen. Those who need more help, or a psychiatrist who could prescribe medication, are referred to off-campus providers.
The Maryland Institute offers 14 therapy sessions per calendar year and has a part-time psychiatrist (three hours every other week) who can prescribe.
Two of the largest independent art colleges in the United States, Pratt Institute (4,800 students) and the Savannah College of Art and Design (9,000 students), both have full-time psychiatrists or psychiatric nurses who can write prescriptions.
As a practical matter, colleges that set a limit on the number of therapy sessions sometimes will exceed that number, therapists’ case loads permitting, if a student doesn’t have health insurance or the ability to afford a copayment, or if the student is unlikely to go to an off-campus clinic or doctor’s office.
The overwhelming majority of problems that art students bring to a college’s counseling center are not related to the artwork they are creating but are common to most young adults—anxiety, attention-deficit and hyperactivity disorder, depression, eating disorders, insomnia, panic attacks, relationship problems, and substance abuse. Some students may come to the center because of poor study habits or acting out in class, while others may be diagnosed as being obsessive-compulsive or suffering from bipolar disorder or schizophrenia. The American College Health Association’s 2009 National College Health Assessment said that 19 percent of all U.S. college students report one of those conditions.
But even if these aren’t “art” problems, many of the therapists and psychologists working in art colleges’ counseling centers tend to have a connection to art (perhaps as hobbyist or having taken some art classes). Wayne Assing, director of RISD’s counseling center, says his staff has “a deep appreciation of art and a deeper appreciation of the process of art and the development of one’s artistic identity.” Martha Cedarholm, a nurse practitioner and director of Pratt Institute’s counseling center, says her staff is attentive to the problems of “treating depression or ADD”—attention deficit disorder—“without flattening students so that they lose some of their creativity.”
“A treatment that works well in an art-history class,” she says, “might not work well in a painting class.”
It also helps if the therapist understands how the art-college experience and program differs from that of other colleges. Tom Glaser, the psychologist at the Minneapolis College of Art and Design, says studio-art classes may last six hours at a time, “and you may have three or four of those in a given week, and then you have academic courses that usually last an hour and assign homework.”
“The sheer amount of work here is greater than at any other school I’ve worked in, and students have less free time,” says Glaser, who previously worked in the counseling centers at a branch campus of the University of Wisconsin and at Carleton College.
Assing says studio-art training can be far more stressful than other fields of study. A psychology major, for instance, learns about the field of psychology—its history, the variety of techniques, the manner in which research is done and written up—without any expectation of developing something markedly new and different by the time they graduate, or ever. The psychology student, in other words, is trained to fit into the field, to be competent.
Art students, in contrast, may receive a certain level of technical training—how to draw the human figure, how to cast bronze, how to render a design on the computer. But they are expected to produce something that is original almost from their first class.
“They have to be creative on demand,” says Patricia Farrell, director of the counseling center at the Maryland Institute College of Art, “and they then have to handle a public critique.” Critiques are assessments, in-class but sometimes open to anyone in the college, of student work. They can be quite harsh, far different from the experience of being handed back an assignment with a grade on it.)
Cedarholm points out that art students often reveal a lot of personal information about themselves, and frequently are encouraged to do so by their instructors, in the artwork they create. “You can’t hide in art school,” she says.
That can be particularly troublesome for students who have suffered traumatic experiences. “They have had the trauma; replaying it in their art can be retraumatizing for them, and then they get a critique, which retraumatizes them again,” says Cedarholm. Counselors at her center, she says, talk to students on the need to reveal less about themselves, and occasionally will contact department heads who are asked to advise faculty members to “back off a subject and allow a student more privacy.”
All the while, students are placed in a highly competitive environment. Everyone was the art star at his or her high school and everyone is striving to do unique work. But the students are also attempting to develop their identities and beginning to recognize that most of them—in the fine-art realm anyway—are unlikely to be successful as professional artists. Even when the work they create isn’t personal, many students still personalize the critique, taking the comments as criticism of themselves and not just of their art.
Bottom line, says Cedarholm:
“Art school is a traumatizing experience.”
Students and their parents tend to view colleges in terms of proximity to home, cost, strengths of certain departments, and how much the students there seem like kindred spirits. But it may be wise to evaluate colleges, too, in terms of how good a fit they might be psychologically and by the availability of on-campus mental-health services.
“It appears that art school is more stressful than other schools,” Tom Glaser says. Certain students relish that type of experience more than others. For some who have felt like outsiders in high school, an art college may be an ideal situation.
But for others, says Assing, it may be too intense without other activities that “balance out one’s life.”
“You need other outlets, like athletics. There is a hockey team at RISD, and our center leads mindfulness meditation,” he says.
Students who crave more balance—attending classes that aren’t six hours long, talking to people who aren’t artists, or just going to a college football game—might find that pursuing a studio-art degree at a liberal-arts college or university is the best bet. But even those who thrive on art colleges’ intensity might feel more comfortable knowing there’s professional help at hand if that intensity sometimes overwhelms them.
'Some experts trace South Korea’s emotional malaise to the decline of these traditional values and the rise of the country as a modern industrial power, starting in the 1980s. South Korea, once even poorer than woeful North Korea, now boasts the world’s 13th-largest economy'.
IT SEEMS REAGAN/CLINTON OVERSEAS FOREIGN ECONOMIC ZONE GLOBAL NEO-LIBERAL POLICIES HAD THIS EFFECT ALL OVER THE GLOBE.
With this week's attention to policing and social work policies------we have known our 99% of global citizens in these same far-right wing, authoritarian structures have high levels of mental health issues as well. So, the problem is not being unemployed or poor----the problem is feeling one has no way to create a better life for themselves or families----
and DEPRESSION IN THESE SOCIETAL STRUCTURES IS NORMAL.
“The lack of creative and emotional outlets and a rigid life cycle cause stress, and that can cause people to make the wrong choice, like committing suicide, when they fail because of competitive overload.”
Stressed and Depressed, Koreans Avoid Therapy
By MARK McDONALDJULY 6, 2011
SEOUL — It can sometimes feel as if South Korea, overworked, overstressed and ever anxious, is on the verge of a national nervous breakdown, with a rising divorce rate, students who feel suffocated by academic pressures, a suicide rate among the highest in the world and a macho corporate culture that still encourages blackout drinking sessions after work.
Korea's dying students
- Issue: September 2013
- Author: Deva Lee, Matthew Lamers
Story by: Deva Lee, Matthew Lamers, Photos by: James Kim, Craig Stuart
When Chun Yoon-mi was in middle school, she was “absolutely sure” she wanted to kill herself. She narrowed it down to two choices: she would either jump off the building she shared with her grandparents, or overdose on pills. Bullies at her school had urged her to commit suicide, telling her she was the reason her parents divorced. The date was set.
“However, a few days before I planned to do it,” she says, “I saw my grandma crying and smiling over a picture of me as a baby … and it made me feel guilty.” Chun — whose name has been changed to protect her identity — chose to survive. “If I did indeed kill myself, my grandma and mom were the ones who were going to suffer,” she explaines. She endured another year of bullying before moving to the United States to live with her mother.
Just over a year ago, a girl in Gangwon Province wasn’t as fortunate. In the suicide note she left, she explained that she was “sorry,” but that she killed herself “because life is too tough.” Her mother discovered the body in the garden of the family’s apartment. She was 10 years old.
Suicide is responsible for around 40 deaths per day in Korea, and can be considered a national epidemic. With the highest rate in the Organization for Economic Cooperation and Development (OECD) – whose members are generally democratic and developed countries – the nation has led the first world in incidences of suicide per 100,000 people since 2004.
Teen suicide increased significantly in the 10 years leading to 2009 before dropping slightly in the past few years. The last decade has seen suicide claim between 6-17 percent of fatalities of youth aged 10-14 years, and 20-34 percent of teens aged 15-19 years.
According to the National Youth Policy Institute, nearly one-fourth of Korean youths considered committing suicide in 2012.
Their survey found that academic pressure was the top reason, at 36.7 percent, followed by problems in the household and violence at school, at 23.7 percent and 7.6 percent, respectively.
A lethal competition
Chun, now 17 and living in New York, says that the competitive nature of Korea’s school system, rather than providing a healthy place for students to learn and develop important life skills, encourages students to compete against each other as early as elementary school. “Attending English academies and others, everyone wants every ‘spec’ they can get and kids are overworked,” she says. “This progresses into high school. If you do not get accepted in a college in Seoul, you don’t have many chances to get a good job thereafter.”
Kim Soo-hyun, also 17, is currently feeling the pressure to compete for admission to university. She leaves her home at 6:45 a.m. Even though her high school is officially on vacation, she and her fellow pupils are participating in mandatory extra classes. She doesn’t return home until 10:30 p.m., after attending a public school and two hagwon, or private tutoring academies. She does homework until about 1 a.m.
Kim’s schedule is typical of South Korean high school students, who spend almost all their time preparing for the Suneung, or the College Scholastic Ability Test, held every November. Kim’s score will determine whether she is accepted into a top-tier school — putting her on a path to a respectable career — or forcing her to seek a position in a lower-ranking educational institution, which carries much more uncertainty for career and marriage prospects.
She says she is pressured to attain excellent grades by her “parents, mostly,” who attended prestigious universities and expect their daughter to follow suit. As Kim says, even those with outstanding grades are not considered successful “if the student doesn’t end up in top universities.” She accepts these standards as the norm. “It’s a bit cruel,” she says, “but I think that it’s (the) same in any other society.”
Not exactly. South Korean students spend more hours studying than students in any other OECD country. High school students are under significant pressure to succeed academically. And they do: The country has the highest scores in reading and mathematics in the OECD. But this seems to have come at a cost.
Bae Eun-jeong, a middle school teacher in Seoul, believes that this hyper-competitive educational environment focuses on competition and academic achievement to the detriment of students’ mental health.
“Most Korean students go to an academy right after school,” she says. “They hop from one academy to another all day long to improve their grades. They don’t have enough family time. Even when a teacher wants to talk about their interests after school, it is hard to get a hold of the students because their schedule is so tight.
“The lack of creative and emotional outlets and a rigid life cycle cause stress, and that can cause people to make the wrong choice, like committing suicide, when they fail because of competitive overload.”
Psychology professor Kim Yung-che of Keimyung University in Daegu agrees that the pressure on students to achieve has increased in recent years. “Pressure on students to succeed has increased dramatically, and bullying has emerged as a serious problem. … Some students might not be able to find outlets to communicate their problems and emotional instability, (so) suicide might be one of the ways they choose to express themselves.”
Hong Jun-sung, co-author of the academic study “An Ecological Understanding of Youth Suicide in South Korea,” tells Groove Korea that the country’s children, “from an early age, learn the importance of succeeding.” Success has a very narrow definition, however: “The only way to succeed in life is to ‘be the very best.’
“It is not surprising that students who are dissatisfied with their school environment are (more) likely to commit suicide,” says Hong. “Students are likely to be dissatisfied with their school if they experience academic stress, negative relationships with teachers and negative peer relationships – all of which can induce feelings of depression, anxiety, and emotional problems, and subsequently trigger suicidal behaviour.”
Hwang Hyun-su of the Korean Teachers and Education Workers’ Union (KTU) sees this ruthless competition as “a kind of torture in the name of ‘education’.
“The system usually focuses on only academic things and students’ marks. It is connected to the entrance of a university, which is very hierarchical,” Hwang says. “Parents and teachers drive students into cutthroat competition in schools. There is little joy of learning, love for arts or teaching of democratic citizenship -- only enduring until entering a good university.”
For Chun, it was an endless cycle of competition. “The Korean culture of always competing for being the absolute best is a double-edged sword,” she says. “Also, the fact that schools do not speak up about all the bullying issues is a big problem.”
Suicide and bullying
In early May this year, the nation was shocked by the suicide of a 15-year-old who jumped from the 20th floor of his apartment building after enduring years of humiliation at the hands of a bully. Part of his suicide note warned: “You’ll never be able to spot school violence the way it is now. There are blind spots in classrooms and restrooms where no closed-circuit cameras are installed. That is where most school violence happens.”
A week earlier, the Wall Street Journal reported that a 12-year-old in Busan jumped to her death on the first day of school. Her note only read: “I am sorry. I am worried that I will become the odd one out again.”
Korean media has regularly reported on instances in which bullying led to suicides in recent years, with the suicide of former President Roh Moo-hyun in 2009 making the extent of the epidemic evident to the nation. The problem reached the country’s highest office in May when President Park Geun-hye declared school violence a “social ill” and promised to hatch solutions to “eradicate” it. To combat the issues, President Park announced a plan to install high-resolution, closed-circuit cameras at schools across the nation, as well as the initiation of courses on the prevention of bullying and the establishment of security offices.
Last year, the government launched a hotline as part of its measures to improve student welfare and combat school violence. Since the 117 line was implemented, the call center has received about 305 reports per day, according to data from the National Police Administration and the Ministry of Education, Science and Technology.
From January to May 2013, assaults accounted for 29.1 percent of the complaints, 23 percent involved verbal abuse, 9.7 percent were threats and intimidation, and ostracism accounted for 5.9 percent. Elementary school students made up 56.5 percent of the victims, middle school students took up 27.7 percent and high schoolers accounted for 11.6 percent. The number of cases referred to the police has doubled since 2012.
Responding to the increasing reports of school violence, the Gyeonggi Provincial Police Agency prepared a 2013 School Violence Response Guideline. It calls for “honorary teachers” and police officers to visit schools monthly to promote an anti school-violence campaign. In addition, local governments, education authorities and civic groups will create school violence prevention councils, and police stations will operate guidance programs for students. The government also plans to establish counseling centers for victims nationwide and come up with a unified training program for counselors.
According to Hwang and the KTU, the prevalence of bullying may be due to the education system’s use of corporal punishment. Because of this, Hwang says, “it is very easy and natural for students to act violently towards their classmates when they experience and witness their teachers’ violent actions towards students.”
A 2011 survey published by the Korea Institute of Criminology revealed just how widespread corporal punishment had become. Of the 481 high school students at six high schools polled, 95 percent had experienced corporal punishment.
Although education offices in Seoul, Gwangju, Gyeonggi Province and Gangwon Province have banned corporal punishment, at present there exists no all-encompassing law against corporal punishment nationwide.
Student rights ordinances, some of which ban corporal punishment, differ from province to province. A recent change in Seoul’s education chief could lead to a nullification of the city’s year-old student rights ordinance. The ordinance — which also permits protests, allows pupils to choose their own hairstyles and clothing on school grounds for the first time, and prevents discrimination against homosexual and pregnant students — is opposed by the Ministry of Education, Science and Technology as well as the Korean Federation of Teachers’ Associations.
“Corporal punishment doesn’t provide any solutions for the numerous problems facing students, but it affects a student mentally. Especially, when the student gets corporal punishment in front of other students, they will feel embarrassed and humiliated. It will exasperate problems of students with low self-esteem,” says Middle school teacher Bae.
Stigma and depression
While academic pressure and bullying are detrimental to youth welfare, social factors are not solely responsible for the high rates of teen suicide.
Ha Kyooseob, president of the Korean Association for Suicide Prevention, notes that people don’t often consider the strong link between suicide and depression. This allows them to blame social factors for suicides, he says, rather than addressing the prevalence of mental health problems.
“Most Koreans still do not know that they have mental disorders,” he explains to Groove Korea, “and that mental disorders can be treated successfully.”
For those who suffer from depression, it may be more difficult to negotiate social pressure and approach others for help. This is compounded by the stigma surrounding mental health in Korea.
Hong agrees that mental illness is often hidden or overlooked by Koreans. “Many South Korean parents refuse to acknowledge that their child has such problems and are reluctant to seek help,” he says.
Until recently, patients of mental health professionals had their insurance records branded with a “Code F,” rendering their condition public and putting them at risk of discrimination. The Ministry of Health and Welfare explains that in former policies, “institutions had to input the psychiatric disease code in the diagnosis section for insurance claims when conducting supportive therapy, concentration therapy and analysis therapy.” It is because of this stigma, it said, that “only 15.3 percent of people with a mental illness received consultations with a psychiatrist, a non-psychiatric doctor or any other mental health professional for treatment.”
One hundred eight thousand adults attempted suicide in 2011, according to the Ministry of Health and Welfare. It estimates 75.3 percent of them had mental disorders.
High school student Chun believes the stigma impedes people from seeking treatment. She thinks that this is rooted in Korea’s culture of “saving face,” which often values one’s reputation above all else. “It’s the same with mental diseases,” she says. “No one wants to say they have one, because they don’t want to have a ‘bad image.’ Korea’s all about keeping a good image and being perfect. Any deviation from the norm is seen as bad.”
The cost of rapid change
Although the current generation of Korea’s youth did not witness firsthand the country’s rapid postwar industrialization, democratization, technological revolution or subsequent economic collapse (and then revitalization), they have inherited the accompanying stress from their parents and society.
The onset of the suicide epidemic appears to be tethered to the East Asian Financial Crisis in 1997. Prior to this, suicide rates were remarkably low, considering the country’s rapid economic growth in the postwar period known as “The Miracle on the Han River.” Historically, such periods of rapid development in a country have been accompanied by a spike in national suicide rates. Korea managed to adapt very well to the swift social changes in the late ’80s and early ’90s, which included technological advances and increased urbanization, along with a rash of social challenges.
Adaption to these seismic changes took a knock, however, with the 1997 financial crisis. This put a large number of men out of work, adding enormous strain on patriarchal, single-income households. Social welfare programs were inadequate in relation to the support needed by the young, old or unemployed during the period.
While the country’s economy has recovered remarkably, uncharted social side effects have weighed on the average Korean since then. Statistics from the Korean Association for Suicide Prevention show that the national suicide rate tripled from the mid-1990s, when only 10 in 100,000 people took their own lives, to around 30 in 100,000 in 2008.
Despite this jump, the Korean government’s spending on social welfare programs — such as mental health care or suicide prevention — was still remarkably low. As a ratio of gross domestic product, Korea spent the least among all 33 OECD nations on social programs in 2009 — lower than even Mexico and the United States. But that started to change. Spending on welfare rose 37 percent on average every year from 2007 to 2012.
The government’s role
With a new president at the helm, the government has changed its tune in the last year, and has started taking serious measures to reverse the epidemic. They’re being pressured on two fronts: More people are accepting the existence of a serious problem, and suicide has apparently reached such alarming numbers that the government says it is affecting Korea’s “brand” overseas.
“Suicide not only hurts the lives of individuals but the national image and its value,” admitted Prime Minister Chung Hong-won, who instructed relevant ministries “to make every effort to curb suicides.”
At a policy coordination meeting in June, the government pledged to set up a public-private committee to explore ways to stem the country’s suicide rate. In the belief that the media’s coverage of the deaths cause copycat suicides, the government may ask media companies to not report the details of such cases and is considering blocking websites that provide information on how to commit suicide.
January saw the initiation of suicide prevention measures on two bridges over the Han River in Seoul, a popular site for suicides. Teams installed surveillance cameras, heat-detecting sensors, emergency bells and phones, all set to record the behavioral patterns of those attempting to jump off the bridges, which also carry signs with encouraging messages. If the project proves successful, it will be expanded to all bridges over the Han in the future.
It’s clear that these measures only treat the symptoms of the epidemic, however, and not the causes. New programs hope to change this. From April 1, the Ministry of Health and Welfare stated that psychiatric consultations with no medicine prescribed will not leave detailed medical records when health insurance is claimed. Instead, psychiatrists are now allowed to make claims for the general consultation code (Z Code) of health insurance claims.
This comes as part of the Ministry’s Comprehensive Plan for Mental Health Improvement, launched in June 2012, which seeks to combat the steady increase of suicide rates as well as “discrimination against mental illness.” In this program, the ministry promises to conduct mental screening for all Koreans from 2013. “(Tests) will be conducted twice for preschoolers and elementary school students, once for middle school and high school students each, three times for those in (their) 20s, and twice in each decade beyond that.” No other details were provided and the Health Ministry was unavailable for comment.
In addition, teachers will be given mandatory training and the government will increase the number of community mental health centers throughout the country. The Ministry acknowledges that “existing suicide prevention programs have been mere translated versions of foreign programs” and that their new plans reflect the “nation’s sociocultural conditions.”
The effectiveness of these new programs is debatable, since previous efforts to address the issue have been relatively unsuccessful.
According to Hong, “it is simply not enough to just send a student to a counselor and have a one-on-one counseling session. Families, peers, teachers and school officials need to be actively involved.”
Chun says she is now living a happy life in the United States. Her advice to anyone suffering at the hands of a bully is to “never succumb under the pressure of someone else’s cruel words, and definitely share what is going on with parents, teachers.”
She thinks Korea’s suicide problem will only abate if the root causes are addressed and there are repercussions for bullies, which could include parents, teachers and iljin (school gangs).
“I think it’s definitely going to take time.”
As we watch national media and all those global 1% CLINTON/BUSH/OBAMA 5% pols and players having these few decades dismantled and privatized to global corporations the best in world history US public K-university system------those Clinton 5% are now being sold as MORPHING INTO MARXISM DEMOCRATIC SOCIALISTS-----and here we see all of Baltimore's education players taped at JOHNS HOPKINS which is from where all Baltimore public policy stems.
Please understand that our US labor unions were taken by global banking so leaders are 5% players---those ALT RIGHT ALT LEFT advancing global 1% ONE WORLD ONE EDUCATION COMMONER CORE and all its stances as RACE TO THE TOP MOVES FORWARD.
These local education leaders tied to global Wall Street BLOOMBERG----OF BLOOMBERG SCHOOL OF PUBLIC HEALTH----AS IN FAR-RIGHT WING AUTHORITARIAN NAKED CAPITALISM NEO-LIBERALISM WRAPPED IN FAR-RIGHT WING BUSH NEO-CONSERVATISM----are those advancing global policing corporation meets global clinician corporation meets our public K-12----telemedicine psychiatric therapy for all-------a good thing to these 5% players.
ACHIEVE INC-----EDUCATION TRUST-------BALTIMORE CITY SCHOOL BOARD----ALL GLOBAL EDUCATION CORPORATION.
No REAL left social progressive would be attached to a global hedge fund IVY LEAGUE Johns Hopkins---they would not be asked to speak---they would not agree to speak and when they do we KNOW THEY ARE SPEAKING FOR GLOBAL 1% EDUCATION POLICY.
Morgan State's public media WEAA as with Johns Hopkins public media WYPR of course have nothing to do with PUBLIC---they are that Clinton neo-liberal/Bush neo-con ALT RIGHT ALT LEFT media outlet making sure no one knows REAL public policy goals.
Take time to listen to these audios to understand TALKING POINTS around education policy knowing these folks are working for global 1% ONE WORLD ONE GOVERNANCE for only the global 1%.
April 28, 2011 – Hour 1
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How has teaching changed in recent years, and how do education experts see it changing in coming years? These questions and others are discussed by our panel this hour, which was taped at Johns Hopkins University on April 25, 2011. The panelists are Randi Weingarten, president of the American Federation of Teachers, Michael Cohen, president of Achieve Inc., Richard Lemons, vice president of Education Trust, and Sonja Brookins Santelises, chief academic officer of Baltimore City Public Schools.
No one knows better than our 5% to the 1% Baltimore 'labor and justice' organization players what needs to be done to FIX BALTIMORE PUBLIC HEALTH AND WELFARE-----it is not being tied to NYC Mayor Bloomberg/Johns Hopkins/global Baltimore Development----as Santelises KNOWS.
ARGENTINA GLOBAL BANKING CORPORATE FASCISM
'sectors of the government also para-doxically appropriated and reframed community-based psychiatric perspectives to pathologize leftist subversion and advance their own conservative ideology'.
Baltimore schools vying for federal funding to boost mental health resources
Erica L. GreenContact ReporterThe Baltimore Sun August 18, 2016
The Baltimore school system has applied for a federal grant that would funnel up to $2.3 million for mental health services to 13 schools in West Baltimore.
The Promoting Student Resilience grant is designed to help school systems address the behavioral and mental health needs of students in communities that have experienced significant civil unrest in the past two years.
The school district, in partnership with the Health Department and several other city agencies, submitted its application last month to the U.S. Department of Education.
The schools that would benefit are in Upton-Druid Heights, Penn North and Sandtown-Winchester, neighborhoods that were most affected by the protests and riots last year after the death of Freddie Gray. Gray, 25, died in April 2015 after suffering a severe spinal cord injury in police custody.
Baltimore schools CEO Sonja Santelises told The Baltimore Sun's editorial board Thursday that increasing mental health services in the city's schools would be a priority of her administration this year.
The grant supports efforts to help teachers better understand and educate highly traumatized and troubled students.
"That doesn't mean third-grade teachers have to become licensed clinicians," Santelises said.
School officials want to increase the number of clinicians and mental health screenings for students and launch stress-reduction and mindfulness groups.
"This is nothing more than young people in other communities have access to already, through insurance or other connections," Santelises said.
The schools grant aligns with a Resiliency in Communities after Stress and Trauma grant being sought by the city Health Department. That grant would focus on the same three communities.
Baltimore City Health Commissioner Dr. Leana Wen said she wants to strengthen the relationship between her department and the school system.
"Dr. Santelises understands that in order for our children to be well, in order for our children to learn, they also need to have these underlying issues be addressed," Wen said. "We have to bring trauma training to everyone who comes into contact with our children."
The Baltimore Sun reported on the prevalence of trauma in city students' lives in the 2014 series "Collateral Damage." The series detailed how people, especially children, suffer when living in violent neighborhoods.
Promise Heights, a program of the University of Maryland School of Social Work that has partnered with the Upton-Druid Heights community, released the results of a survey last year that captured students' experiences.
More than 200 students from Baltimore Renaissance Academy High School — where a student was accused of fatally stabbing another student last year — and Booker T. Washington Middle School for the Arts were surveyed.
Forty-three percent of the students said they witnessed physical violence at least once a week, and 39 percent said they knew someone who had been killed at a young age.
Forty percent said they knew someone who possessed a gun, and nearly 19 percent said they could easily get one.