Topic

Education

5,744 petitions

Update posted 8 hours ago

Petition to BBC

Asking the Media to join us to create a better world for Bpd and talent

Hi, my name is Laurene Hope my aim to join with mainstream media to end the stigma of mental illness and the need to be already famous  so we can all work on there.     I run a positive hopeful station and theatre company to support people like myself.Unique stars with talent and so much to offer. Everyone is unique and has a story  everyone!    I want to see People who have been diagnosed with Bpd to be taught how to manage it as I do without meds. We all have personality disorder, some more than others ,but it's manageable when you use creativity like the stage. There should not be a stigma! Creativity is for me the answer to not needing medication for this complex needs Disorder. i wasn't allowed to adopt because of this either. You can help me change this.. Get us on here together hosting and singing and talking about Bpd and how to stay happy focused and have a good life regardless of mental illness. I have been performing since the age of 6. I have been touring all over the country singing and acting as Piaf: "Love Conquers All." I even got a 5 star review for my performance on Broadway Baby which you can read on my website. I also sold out Edinburgh by singing on the streets and was the 'Toast of Henley". Some of you might not know... I have a mental illness which is BPD: Borderline Personality Disorder. But performing contains the illness, it is my medicine. Theatre and singing are my passion, they keep me sane. Most of you have seen my work. You've praised, sang,laughed, danced and cried at my shows. Now I am asking for my dream to become a reality. To perform on BBC , and ITV and  radio all over the world and help millions of people too. 1 performance on tv  will give people that dream! And  will also be a huge opportunity to promote Therapeutic Communities which help not only myself,but also many others with the same disorder. By signing this petition and by leaving words of encouragement you will help make my dreams come true and spread awareness to people about this disorder. I also hope to get my show programmed by theatres all over as part of their schedules for the new year. You may visit my website Moving on Theatre www.movingontheatre.co.uk to learn more about my performances and shows. Thank you very much. Your support means a lot to me. Love,Laurene

Lauren Ottewill
707 supporters
Update posted 10 hours ago

Petition to Logan River Academy, Maureen McDonald (Clinical Services & Academic Coordinator - Logan River Academy), Shannon Kegerries (CMHC - Logan River Academy), Annette Bohling, Sharyn Howell - 213-241-6701, Debra Duardo - 213-241-3840, Ray Renati, Kat Eden - (650) 366-3380 Ext. 2218, Omid Gohari, Liz Severe, Kirk Farmer, Heather Capson, Mike Bodrero, Mont Criddle, Mark Petersen, Lori Connin, Larry Carter, Jeff Smith (Owner - Logan River Academy)

Logan River Academy - Stop using solitary confinement a.k.a. "Precaution," and "Development," on kids.

Logan River Academy is a residential treatment facility in Utah, a state where there is comparable lack of oversight and relevant legislation to safe guard vulnerable students in residential programs (1.) We believe in the merit of scientifically tested and accepted residential treatment programs, but do not believe the program at LRA is either. LRA's residential program is not properly accredited (2,) they belong to NATSAP, a non-accrediting voluntary membership organization which gives the appearance of accreditation/licensure, but that does not enforce any professional and/or ethical standards on its member programs (3.) Our own research into these programs has turned up very scary things. The policies in place at Logan River Academy, detailed below, are not only cruel, they are ineffective and, in our opinion, fraudulent. Their harsh discipline policies have the end effect of cheaply warehousing kids while they accept $7,500 - $8,900 per child per month from naive parents and courts. We understand they pay many of their staff, who have direct supervision of special needs kids, close to minimum wage. Although there were meetings on Capitol Hill, and The House of Representatives even passed a bill (4,) clearly stating the problem, it remains (5):http://www.youtube.com/watch?v=I2KzAUB7sgE&list=UUu7v65ausH6Q9XMlxETjTBA The Government Accountability Office has done a report as well:http://www.gao.gov/new.items/d08146t.pdf Many students in this program spend most of their days sitting straight forward, not allowed to move, look at another student, or make any noise; think detention but much longer and more strict. The program calls it “DEVO” (6) and they hand it out for any and all infractions; for example, one student was punished with a significant amount (hours) of “DEVO” time for returning to his room with a moist towelette from the dining area to clean his glasses, thinking it was permitted. They called it contraband and gave him excessive “DEVO,” time. This is just one example. We have first hand accounts of students receiving up to 2000 “DEVO,” hours for a single infraction and students spending over 100 consecutive days in “DEVO.” “DEVO,” is short for “development.” A true and tragic irony given the consequences of its imposition on children. There is another level of “DEVO,” that is much worse. It is called “Precaution.” Some students report allegations of being stripped naked for it. I fear that it is so they cannot strangle themselves with their clothing (7) (8.) If true this strategy may also mean they are improperly attempting to care for suicide risks without the proper facilities and personnel. Other students report spending every waking moment in “DEVO,” on “Precaution,” completely isolated from peers for up to 30 days on end (8.) During this time they don't attend class, they don't develop socially, they are forced to sit still and quiet. According to the American Academy of Chlid & Adolescent Psychiatry (AACAP) (9.:) “The potential psychiatric consequences of prolonged solitary confinement are well recognized and include depression, anxiety and psychosis. Due to their developmental vulnerability, juvenile offenders are at particular risk of such adverse reactions. Furthermore, the majority of suicides in juvenile correctional facilities occur when the individual is isolated or in solitary confinement. Solitary confinement should be distinguished from brief interventions such as "time out," which may be used as a component of a behavioral treatment program in facilities serving children and/or adolescents, or seclusion, which is a short term emergency procedure, the use of which is governed by federal, state and local laws and subject to regulations developed by the Joint Commission, CARF and supported by the National Commission of Correctional Healthcare (NCHHC), the American Correctional Association (ACA) and other accrediting entities. The Joint Commission states that seclusion should only be used for the least amount of time possible for the immediate physical protection of an individual, in situations where less restrictive interventions have proven ineffective. The Joint Commission specifically prohibits the use of seclusion "as a means of coercion, discipline, convenience or staff retaliation." A lack of resources should never be a rationale for solitary confinement.” I am unable to find any scientific literature regarding the benefits and success rate of “DEVO.” In fact, I am unable to find any scientific literature or studies about it at all (10.) In my opinion, it is pseudoscience at best and torture at worst. We know that one student who was just removed from the program had been placed in solitary confinement at least twice. The National Institutes of Health have established guidelines for effective child discipline (11.) They are: “To be effective, discipline needs to be:    given by an adult with an affective bond to the child;    consistent, close to the behaviour needing change;    perceived as ‘fair’ by the child;    developmentally and temperamentally appropriate; and    self-enhancing, ie, ultimately leading to self-discipline.” Also according to AACAP (12:) “Be sure that the residential program has a method of maintaining safe behaviors, promoting positive behaviors, and preventing aggression. Make sure that punishments and verbal intimidations are prohibited.” Hours and hours of timeout lasting long after an infraction, doled out by complete strangers who are often perceived as sadistic fails to meet a single one of these standards. Further, the Child Welfare League of America says of timeout (13,) “Sometimes children need time to calm down and collect themselves. (Adults do to!) Used sparingly, with consistency and repetition, it must be viewed as teaching the child, not punishing.” Certainly hours and hours of what I'll call “enhanced” detention is not “sparingly,” and must be considered “punishing." The United States Surgeon General has also weighed in on the matter (14:) “In behavioral token programs, youths are rewarded for conforming to rules, exhibiting prosocial behavior, and not exhibiting antisocial or violent behavior. Like some other residential approaches, behavioral token programs can have positive effects on targeted behaviors while youths are institutionalized. However, when this strategy is used alone, any such effects disappear when youths leave the program.” In addition to this, no truly independent entity is able to monitor the students' progress and wellbeing, or more importantly the lack thereof. You see, while the students are made to suffer for minor infractions, the administration of the facility do not hold themselves accountable for their own poor and dangerous results. As noted in their state accreditation report they have a very high staff turnover rate and do not provide student performance data or curriculum maps (15.) Please tell the parents of the children at LRA that they have made the wrong choice for their children and to remove them from the program before any more emotional damage is inflicted on them. Please tell the Los Angeles Unifed School District (and all other public districts) to immediately remove any students from Logan River Academy and to cease sending students there. Please tell Logan River Academy to stop using their “DEVO” techniques, that they are dangerous, unnecessary and counterproductive to nurturing intact adults. In many cases the families of these kids have been tricked by, in my opinion, snake oil salesman to sending/keeping their children to/in these programs against their will. These kids, and please remember: they are kids - are innocent despite their behavioral problems, and have been left with no other advocates. References:(1) http://www.deseretnews.com/article/991002/Boarding-schools-go-unchecked-in-Utah.html?pg=all(2) http://www.consumer.ftc.gov/articles/0185-residential-treatment-programs-teens(3) http://natsap.org/natsap-members(4) http://www.govtrack.us/congress/bills/112/hr3126(5) http://www.youtube.com/watch?v=I2KzAUB7sgE&list=UUu7v65ausH6Q9XMlxETjTBA(6) http://wiki.fornits.com/index.php?title=Logan_River_Academy(7) https://www.shutdownloganriver.com/testimonials#1-click-to-read-more(8) http://www.fornits.com/phpbb/index.php?topic=16654.15(9) http://www.aacap.org/AACAP/Policy_Statements/2012/Solitary_Confinement_of_Juvenile_Offenders.aspx(10) https://www.google.com/search?client=ubuntu&channel=fs&q=DEVO+boundary+behavior&ie=utf-8&oe=utf-8(11) http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2719514/(12) http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Residential_Treatment_Programs_97.aspx(13) https://web.archive.org/web/20131217183753/http://www.cwla.org/positiveparenting/tipsdiscipline.htm(14) http://www.ncbi.nlm.nih.gov/books/NBK44295/#A13025(15) http://www.schools.utah.gov/CURR/accred/Reports/DOCS/Logan-River-VT-report-2009.aspx

Shutdown Logan River
2,441 supporters
Update posted 13 hours ago

Petition to CUSD School Board

Limit iPads to Classrooms - An Option Parents Want from CUSD

The Cupertino Union School District has implemented a 1:1 iPad program in middle schools. Parents who raised concerns about this program in the past were dismissed as outliers and "noises". However, a greater consensus does exist - many parents are worried about the many downsides of this program for the long term physical and mental health of their children.  Top concerns: High rate of early addiction to games/social media  Distraction in class and at home, falling grades Health Issues: “iPad” neck, carpal tunnel syndrome, eye problems... Constant power struggle over iPad use at home Potential long-term behavioral changes  Less outdoor and physical activities, obesity Financial liability due to lost, stolen, broken iPads Parents not offered alternatives: OPT OUT /student laptops/leave device at school, etc. For the short term: We are asking CUSD that- School/district-provided iPads be made available in the classroom for all student iPad needs iPad use is restricted to classroom use only The school district assumes all liability for the device Exercising the above option is decoupled from family financial status (no stigma attached) We are asking CUSD to ensure that in the classroom- iPad usage is ergonomically sound - keyboard, screen position, etc.  Usage conforms to the American Association of Pediatrics recommendation for only 1-2 hours per day of screen time for children and teens.  iPad specific homework will be modified to allow for a paper option or use of laptop/desktop home device as an alternative.  Textbooks will be provided for home use. For the long term we are asking CUSD to provide: Evidence-based policies - show us data 1:1 iPad is effective or that iPads are better for learning than other devices such as student laptops Short and long term health impact surveys, including mental health and behavioral impact of intensive iPad usage Greater involvement of all stakeholders including parents in decision making --------Articles for more information-------- - Students Are 'Hacking' Their School-Issued iPads: Good for Them "The Los Angeles School District alone, where some of this purported “hacking” occurred, has plans to spend $1 billion for an iPad rollout over the next two years that would eventually put a device in every student’s hands. But in light of the security breaches and other concerns about the project’s implementation, the district is rethinking the initiative. It recently announced that students will not be allowed to take their iPads home—one of the key perks of the sort of “24–7 learning” that mobile devices are supposed to support..." http://www.theatlantic.com/technology/archive/2013/10/students-are-hacking-their-school-issued-ipads-good-for-them/280196/  - Gray Matters: Too Much Screen Time Damages the Brain  “Taken together, [studies show] internet addiction is associated with structural and functional changes in brain regions involving emotional processing, executive attention, decision making, and cognitive control.” --research authors summarizing neuro-imaging findings in internet and gaming addiction (Lin & Zhou et al, 2012) https://www.psychologytoday.com/blog/mental-wealth/201402/gray-matters-too-much-screen-time-damages-the-brain   - Health Outcomes of Information System Use Lifestyles among Adolescents: Videogame Addiction, Sleep Curtailment and Cardio-Metabolic Deficiencies "Background and ObjectiveObesity is a rising problem among adolescents in modern societies; it results in long-term cardio-metabolic problems. Possible overlooked drivers of obesity and its consequent cardio-metabolic deficits include videogame addiction and the resulting curtailed sleep; both are growing problems among adolescents. The objective of this study is to examine possible associations among these concepts in adolescents, as a means to point to plausible interventions." https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4858285/ - 5 Problems with iPads in Education The majority of iPad deployments thus far have been messy and poorly executed. A recent study conducted on the efficacy of iPads in four California school districts found that students who used iPads performed no better than the control group.  http://betanews.com/2012/10/24/5-problems-with-ipads-in-education/ - Screens In Schools Are a $60 Billion Hoax "Tech in the classroom not only leads to worse educational outcomes for kids, which I will explain shortly, it can also clinically hurt them. I’ve worked with over a thousand teens in the past 15 years and have observed that students who have been raised on a high-tech diet not only appear to struggle more with attention and focus, but also seem to suffer from an adolescent malaise that appears to be a direct byproduct of their digital immersion. Indeed, over two hundred peer-reviewed studies point to screen time correlating to increased ADHD, screen addiction, increased aggression, depression, anxiety and even psychosis..." http://time.com/4474496/screens-schools-hoax/?xid=fbshare - It’s ‘digital heroin’: How screens turn kids into psychotic junkies "There’s a reason that the most tech-cautious parents are tech designers and engineers. Steve Jobs was a notoriously low-tech parent. Silicon Valley tech executives and engineers enroll their kids in no-tech Waldorf Schools. Google founders Sergey Brin and Larry Page went to no-tech Montessori Schools, as did Amazon creator Jeff Bezos and Wikipedia founder Jimmy Wales..." http://nypost.com/2016/08/27/its-digital-heroin-how-screens-turn-kids-into-psychotic-junkies/           

Concerned CUSD Parents
713 supporters