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Speaker 1: The Michael Berry Show. Welcome to our bonus podcast. President Trump,

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Speaker 1: along with Bobby Kennedy Junior, is trying to make America

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Speaker 1: healthy again. They've looked at the connection between vaccines and autism.

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Speaker 1: They've re established a presidential fitness test in schools. They're

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Speaker 1: looking at the chemicals put into our food by the

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Speaker 1: food industry. Another issue we've seen rise dramatically over the

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Speaker 1: last couple of decades is the over medication of our children.

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Speaker 1: It's dangerous. Doctor Leonard Sachs, physician and psychologist, joins prager

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Speaker 1: U CEO Marissa Striit. By the way, Prager You does

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Speaker 1: some great work some good organizations out there, TPUSA, prager U,

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Speaker 1: Hillsdale College, and they discuss the toxic culture, weak parenting,

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Speaker 1: and a corrupt medical system and how it is working

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Speaker 1: together to fail our kids. They discuss the crisis of

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Speaker 1: over medicaid children, ADHD and antidepressant epidemic, and why the

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Speaker 1: best parenting mix means mixing love with firm boundaries. I

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Speaker 1: hope you find this interesting and maybe you find a

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Speaker 1: place to apply.

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Speaker 2: It, Doctor Sachs. People ask me all the time, what

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Speaker 2: are doctors telling me? Because I have access and I

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Speaker 2: can hear the whispers of the things that the doctors

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Speaker 2: are saying, and I get to ask these questions. And really, frankly,

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Speaker 2: one of the reasons why I even started this show

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Speaker 2: was because I have the ability to call somebody like

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Speaker 2: you or other doctors and say, you know, things make

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Speaker 2: no sense. There are things that make no sense that

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Speaker 2: our children are going through. And you know, people come

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Speaker 2: up and say to me, you know, Marissa, it's so

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Speaker 2: hard to be a parent these days.

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Speaker 3: And I'm sure that.

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Speaker 2: The difficulties of being a parent has changed over the years. Right,

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Speaker 2: Maybe we're a little less worried about finding food, we're

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Speaker 2: not living through the Great Depression, but we have other challenges,

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Speaker 2: whether it's screen time and mental illness. And on the

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Speaker 2: one hand, we're so wealthy as a nation. On the

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Speaker 2: other hand, we're so depressed as a nation. And it

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Speaker 2: really is hard to figure out what is it that

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Speaker 2: we're doing wrong as parents and why are children suffering

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Speaker 2: so much? Is it really that hard to be a

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Speaker 2: parent these days, or has postmodernist parenting just made it

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Speaker 2: so difficult in a culture that is pervasive against the

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Speaker 2: family unit and what is needed in order to raise

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Speaker 2: a child.

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Speaker 4: I think the key problem is that our culture has changed,

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Speaker 4: and American popular culture has undermined the authority of parents.

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Speaker 4: So the first chapter of my book, that Collapse of

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Speaker 4: Parenting is titled the Culture of Disrespect. American popular culture

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Speaker 4: has become a culture of disrespect. So I'll give you

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Speaker 4: an example from my own practice. I'm a family doctor.

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Speaker 2: Mom, you're also a psychologist, which is rare, right, a

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Speaker 2: family doctor and a psychologie.

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Speaker 4: I'm a family doctor, MDM, and I'm also a PhD psychologist.

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Speaker 4: But an example from my own practice. So mom says,

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Speaker 4: you know, doctor Sex, I don't understand what's going on

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Speaker 4: with my eight year old son. He's so defined, he's

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Speaker 4: so disrespectful. I don't understand the words coming out of

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Speaker 4: his mouth. His father and I never talk like this.

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Speaker 4: Where's this coming from? And I said, does he watch

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Speaker 4: Disney Channel? Does he watch Nickelodeon? Nick Junior? And she said, well,

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Speaker 4: of course. I said, lock it down, no more Disney,

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Speaker 4: no more Nickelodeon, no more Nick Junior. I said, I'm

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Speaker 4: not saying all TV is terrible, you know, nothing wrong

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Speaker 4: with Home and Garden television, but no more Disney Channel.

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Speaker 4: And three weeks later she called me she said it stopped.

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Speaker 4: He was learning this from the Disney Channel. You watch

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Speaker 4: the Disney Channel. People think Disney is family friendly. It's not.

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Speaker 4: You watch the Disney Channel. Shows like Dog with a

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Speaker 4: Blog are unbelievably disrespectful. The father, supposedly a school psychologist,

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Speaker 4: knows nothing about children. The talking dog is always wiser

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Speaker 4: and more insightful than the idiot dad. Live in Mattie,

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Speaker 4: another Disney Channel show. The mother, also supposedly a school psychologist,

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Speaker 4: knows nothing about what teenagers need or want. The two

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Speaker 4: girls roll their eyes in disbelief at the ridiculous, clueless,

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Speaker 4: stupid suggestions made by the out of touch mom. These

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Speaker 4: shows teach kids that being disrespectful to parents is cute

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Speaker 4: and funny. No Disney Channel, no Nickelodeon, no Nick Junior.

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Speaker 4: Do not allow these into your home. But it's not

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Speaker 4: just the Disney Channel. When I talk about the culture

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Speaker 4: disrespect again my book The Class of Parenting, the first

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Speaker 4: chapter goes into great detail about how all of American

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Speaker 4: popular culture, the culture the kids experience. If they speak

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Speaker 4: English at home and they have a device with internet access,

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Speaker 4: it's not just TV. It's the most popular songs, it's

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Speaker 4: the most popular YouTube videos. The culture of disrespect breaks

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Speaker 4: the bonds across generations. In order for parenting to work,

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Speaker 4: kids have to respect their parents. They have to listen

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Speaker 4: to their parents, you know. I begin the new edition

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Speaker 4: of the Collapse of Parenting with something that happened in

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Speaker 4: the office last year. When I was writing the new edition,

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Speaker 4: Mom brought her daughter, a six year old girl, into

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Speaker 4: the office. She was sick. Mom explained, had a fever

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Speaker 4: and a sore throat. And okay. Mom's explained that. I

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Speaker 4: said to the girl, okay, got to open wide and

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Speaker 4: say ah, an order to sugar head. No. I said, okay, Mom,

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Speaker 4: looks like you're need your help here. Would you please

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Speaker 4: ask your daughter to open wide and say ah? And

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Speaker 4: Mom said her body her choice. Okay, my body, my choice,

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Speaker 4: longtime slogan of abortion rights activists. Mom is adopting this

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Speaker 4: slogan to defend her daughter's refusal to allow me, the

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Speaker 4: examining physician, to look at her throat. Look. Parenting only

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Speaker 4: works if parents have some authority. But this notion of

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Speaker 4: authority for many parents now they're uncomfortable exercising authority. Got

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Speaker 4: to go back to Deuteronomy six. I have to etnidecha.

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Speaker 4: You shall love the Lord your God with all your heart,

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Speaker 4: with all your soul, and with all your might. And

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Speaker 4: these words which I command you this day shall be

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Speaker 4: upon your heartsinan tom levenecha. Now that next phrase is

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Speaker 4: usually translated teach them diligently to your children. But you

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Speaker 4: know Hebrew, you know that's not quite what the Hebrew says.

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Speaker 4: It would be easy to say that. In Biblical Hebrew,

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Speaker 4: the verb for teach has lemaide, but that's not the

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Speaker 4: word there. The verbus chanan shannane doesn't mean to teach

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Speaker 4: In Biblical Hebrew, it means to chisel in stone. So

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Speaker 4: a better translation of that would be chiseled these words,

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Speaker 4: and size and scribe these words in the hearts of

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Speaker 4: your children. And I include an exit Jesus of Deuteronomy

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Speaker 4: six in my book That Collapse of Parenting, And right

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Speaker 4: alongside that exe Jesus, I have a I cite a

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Speaker 4: column from the New York Times my longtime columnists Jennifer

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Speaker 4: Finney Boylan, where she wrote a column on enlightened parenting,

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Speaker 4: and she says enlightened parenting means and I quote setting

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Speaker 4: your child loose to decide for themselves their own right

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Speaker 4: and wrong. And if in so doing your child becomes

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Speaker 4: a stranger to you, then so be it. That's the

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Speaker 4: New York Times. Well, if you set your child loose

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Speaker 4: to decide for themselves their own right and wrong, what

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Speaker 4: they'll discover is little nas x Drake's Siza mainline pornography.

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Speaker 4: It's a dereliction of duty because it's a toxic culture.

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Speaker 4: Biblical parenting means you incize these laws on the hearts

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Speaker 4: of your children. But many parents have listened to The

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Speaker 4: New York Times and National Public Radio and set their

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Speaker 4: kids loose in a toxic culture, and the result is

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Speaker 4: kids who are defiant and disrespectful, and confused and anxious

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Speaker 4: and depressed.

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Speaker 2: You know, it's interesting that you don't only bring up

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Speaker 2: the culture, but you bring up the sheenan tom, the

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Speaker 2: portion of chiseling the truth into a child. And I

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Speaker 2: have a master's in education, and I remember going through

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Speaker 2: my education degree and they would say to us, you know,

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Speaker 2: children don't come with a manual. And you know now

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Speaker 2: as a parent and as an adult, but even then

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Speaker 2: I thought to myself, well, you know, the Torah, the

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Speaker 2: Old Testament is kind of a manual for raising children.

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Speaker 2: It is a manual for understanding human nature. It's just

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Speaker 2: this again postmodernist approach that the youngest are the one

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Speaker 2: who are the wisest, who know everything, and there's nothing

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Speaker 2: to learn from the past.

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Speaker 3: And so you know this.

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Speaker 2: You talk about this culture of disrespect, and so much

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Speaker 2: of it is being taught through Nickelodeon and frankly even NPR.

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Speaker 2: Do you know that when I was getting my degree

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Speaker 2: in education, they would tell us teachers that we need

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Speaker 2: to listen to NPR every morning in order to know

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Speaker 2: the truth. That's what they would teach us. And then

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Speaker 2: here you are a practicing physician who brings up companies

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Speaker 2: like NPR as a warning something that we should actually

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Speaker 2: not listen to because it would teach parents and adults

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Speaker 2: that the child knows best right. The child could pick

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Speaker 2: their own gender, the child could pick what they want

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Speaker 2: for breakfast. If they want to eat Skittles and M

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Speaker 2: and m's for breakfast. You know, maybe that's okay, it's

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Speaker 2: mind boggling, and it's absolutely silly.

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Speaker 3: But why do you think this is happening.

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Speaker 2: Why would NPR and Nickelodeon, Why are they making shows

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Speaker 2: that you know, we all know are bad for our kids.

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Speaker 4: Yeah. When people ask me what do I mean by

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Speaker 4: the collapse of parenting, they often think I'm blaming the parents.

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Speaker 4: I'm not blaming the parents. I'm blaming the culture. The

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Speaker 4: culture has changed, it's become a toxic culture, and you're

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Speaker 4: asking why. So I think we have to look a

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Speaker 4: little bit at American history, and I look especially at

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Speaker 4: this interval between roughly nineteen seventy two to nineteen ninety seven.

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Speaker 4: It's really interesting if you actually go back and watch

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Speaker 4: a press conference from the nineteen fifties of the nineteen sixties,

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Speaker 4: the reporters were so respectful. When you look at a

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Speaker 4: press conference with President Eisenhower where he's in President President Kennedy,

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Speaker 4: it's almost like they're bowing to the president. Mister president,

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Speaker 4: if you would, if you would be so kind, like

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Speaker 4: they're treating him like royalty. In nineteen seventy three, President

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Speaker 4: Nixon said I'm not a crook in nineteen seventy nineteen

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Speaker 4: ninety seven and Bill Clinton said I did not have

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Speaker 4: sex with that woman. They were lying to us. In

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Speaker 4: nineteen sixty four, Gallop pulled the American people, and the

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Speaker 4: American people more than eighty percent of Americans said you

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Speaker 4: can trust the government to do the right thing all

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Speaker 4: the time or almost all the time. It's incredible. Today

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Speaker 4: more than eighty percent of Americans said you cannot trust

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Speaker 4: the government to do the right thing. The concept of authority,

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Speaker 4: the concept of trusting people in power to do the

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Speaker 4: right thing is gone.

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Speaker 3: Well, they lost our trust and.

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Speaker 4: They lost our trust. And I'm not asking people to

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Speaker 4: trust the government. I'm not. I'm not. But the problem

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Speaker 4: is when we lost trust in the government, we lost

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Speaker 4: trust in authority, and the concept of trusting authority took

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Speaker 4: with it trust in appearance. And the problem is when

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Speaker 4: you lose trust and the concept of parenting, you lose

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Speaker 4: something something very important because parents have a unique responsibility.

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Speaker 4: Parents have to teach right and wrong, and kids are

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Speaker 4: living in a culture of you do you whatever floats

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Speaker 4: your boat, if it feels right, do it. And unfortunately,

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Speaker 4: many parents now teach right and wrong in the same way,

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Speaker 4: and they will literally say to their kids, you know,

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Speaker 4: I personally wouldn't cheat on a test, but you know, hey,

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Speaker 4: that's just me. You do you whatever floats your boat.

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Speaker 4: And there has been an explosion in cheating over the

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Speaker 4: last twenty years, which I document in my book The

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Speaker 4: Collapse of Parenting. If you're going to teach your kids

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Speaker 4: not to cheat, you have to teach that there is

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Speaker 4: such a thing as right and wrong, and you have

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Speaker 4: to do the right thing because that's the right thing

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Speaker 4: to do. In order to teach that, you have to

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Speaker 4: teach from a position of authority. How do you do that?

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Speaker 4: It's very difficult to do that if you haven't taught

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Speaker 4: your kids that parents have authority. If you don't have

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Speaker 4: a moral framework, you have to ideally have a moral framework.

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Speaker 4: So I urge parents, you must establish a moral framework.

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Speaker 4: You must establish a firm foundation, and you must assert

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Speaker 4: your authority. Otherwise your kids are going to be drifting

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Speaker 4: and your kids will be at risk. And this is

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Speaker 4: for the sake of your kids. So, for example, there's

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Speaker 4: a chapter in my book on overweight. In nineteen seventy one,

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Speaker 4: four percent of American kids were obese. Today, more than

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Speaker 4: twenty percent of American kids were obese. Now, there are

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Speaker 4: multiple factors driving that, all of which I go into it.

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Speaker 4: It's a lengthy chapter, and it's a detailed chapter with

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Speaker 4: many scholarly references. But why did this happen? One big

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Speaker 4: reason this happened is because in nineteen seventy one, American

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Speaker 4: parents told their kids what's for supper, and today American

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Speaker 4: parents asked their kids what's for supper. I was speaking

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Speaker 4: to parents in Chapaquad, New York, which is an affluent

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Speaker 4: suburb of New York City. And after my talk, husband

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Speaker 4: and wife came down and they told me how they

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Speaker 4: made a healthy nutritiou supper for their kids. And their

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Speaker 4: kids looked at their supper and said, yuack, we don't

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Speaker 4: want to eat that. Let's just order pizza. And so

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Speaker 4: Dad got out his phone and got pulled up the

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Speaker 4: Dominoes app and daughter ordered her personal pizza with her

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Speaker 4: favorite toppings, and son ordered his personal pizza with his

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Speaker 4: favorite toppings. And I asked, Dad, why'd you do that?

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Speaker 4: Why didn't you just tell them this is what's for supper?

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Speaker 4: And Dad said, well, I don't believe in starvation as

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Speaker 4: a means of discipline. I said, they're not gonna star

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Speaker 4: Look fifty years ago, if mom made a healthy supper

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Speaker 4: and the kids didn't approve, she didn't run out and

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Speaker 4: buy them at pizza.

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Speaker 3: They went to hungry.

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Speaker 4: She would say, if you don't like this, you can

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Speaker 4: go to bed hungry. But today parents won't do that.

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Speaker 4: Today parents will order Domino's pizza. Now, if you let

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Speaker 4: twelve year olds decide what's for supper, there are a

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Speaker 4: few twelve year olds who will choose broccoli, Brussels sprouts,

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Speaker 4: cabbage qualifierspins, and kale. But there are many more twelve

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Speaker 4: year olds who will choose pizza, French fries, potato chips,

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Speaker 4: and ice cream. If you let kids decide what's for supper,

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Speaker 4: you're going to get a lot of fat kids. That

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Speaker 4: is one one of several reasons why there are many

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Speaker 4: more fat kids today, because parents have abdicated their authority.

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Speaker 4: What is childhood for? What is the point humans are

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Speaker 4: maturing for more years than most animals live? Why we

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Speaker 4: don't have to wonder? We have scholars like doctor Connor

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Speaker 4: at Emory, who has devoted his career to addressing this

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Speaker 4: question and wrote a tome eight hundred pages Oxford University

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Speaker 4: Press titled The Evolution of Childhood, looking at development in

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Speaker 4: our species and comparing it with development in all these

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Speaker 4: other species, mostly other primates, addressing the question why why

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Speaker 4: does it take so many years? Why is childhood and

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Speaker 4: adolescent so long in our species? And the answer he

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Speaker 4: and of her scholars give is it takes so many

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Speaker 4: years because it takes many years for the adults to

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Speaker 4: teach the kids right and wrong. Setting your kid loose

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Speaker 4: to discover for himself his own right and wrong is

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Speaker 4: not only an abdication of responsibility, it's profoundly unhuman. It's

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Speaker 4: not in our DNA, it's not what we're programmed to do.

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Speaker 4: Inscribe these laws in your hearts of the children. That's

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Speaker 4: biblical parents, and it is evidence.

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Speaker 3: Based common sense.

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Speaker 2: You know, doctor, When you mention the impact of politics

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Speaker 2: on parents and parenting in America, I can't help but

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Speaker 2: think about the Department of Education, which was created essentially

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Speaker 2: to tell the parents that they don't know what they're doing.

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Speaker 2: And there is a Department of Education that is going

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Speaker 2: to help oversee what values and what is truth and

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Speaker 2: what should be taught to kids. And I think that

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Speaker 2: that it would be interesting for somebody to look into

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Speaker 2: whether there is a shift in the mindset of parenting

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Speaker 2: around the same time where you had these large teachers'

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Speaker 2: unions and you had these large conglomerates of again Department

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Speaker 2: of Education NGOs that came back to the parents and

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Speaker 2: basically said, don't worry about teaching values to your children.

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Speaker 2: Separate the church out of the education of a child.

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Speaker 2: And essentially your role as a parent is to bathe

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Speaker 2: the child, feed the child, and bring them in to

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Speaker 2: the school so that the values can be taught not

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Speaker 2: by the parent, but by the supposed government experts. And

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Speaker 2: I think that probably led to that. I remember when

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Speaker 2: I was an educator, I was told to tell parents,

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Speaker 2: please don't worry about doing homework with your children. Please

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Speaker 2: don't worry about educating your children. You don't need to

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Speaker 2: be stressed out with that. Please just make sure that

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Speaker 2: they get a nice, healthy meal at the end of

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Speaker 2: the day and in the morning so they can come

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Speaker 2: back fresh so that we, the experts, can teach them everything.

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Speaker 2: And this is basically the opposite of what you're saying.

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Speaker 4: The first teachers of virtue must be the parents, and

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Speaker 4: the parents should work in collaboration with the schools to

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Speaker 4: teach virtue to the children. And I attended public schools

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Speaker 4: in Ohio, K through twelve, and I am alarmed by

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Speaker 4: what's happening in many public schools across the United States.

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Speaker 4: You know, as I mentioned, I visited over five hundred

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Speaker 4: schools over the last twenty four years. And if you

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Speaker 4: go to my website leonardsax dot com, you can look

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Speaker 4: at my list of visits and if you go back

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Speaker 4: twenty years, you'll see it used to be mostly public

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Speaker 4: schools and now it's all Christian schools because I'm not

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Speaker 4: welcome at the public schools anymore. So I am concerned

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Speaker 4: about what's happening at the public schools, and I tell

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Speaker 4: parents you need to be on your guard. I recently

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Speaker 4: joined with other psychologists and the Alliance Defending Freedom to

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Speaker 4: write a Friend of the Court brief my old school district.

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Speaker 4: I was a family doctor in Montgomery County, Maryland for

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Speaker 4: eighteen years, and Montgomery County, Maryland decided to launch a

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Speaker 4: program to indoctrinate kids in kindergarten, first grade, second grade

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Speaker 4: and have the teachers read to them these stories about

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Speaker 4: transgender kids. Trinity's Rainbow, a boy who becomes a girl,

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Speaker 4: and a girl becomes a boy, and a CONSORTI of Pearans, Christian,

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Speaker 4: Jewish and Muslim said we want to opt out, and

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Speaker 4: the school district said, no, you can't, and so they

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Speaker 4: sued and they lost, and they sued and they lost.

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Speaker 4: And they went to the Supreme Court and we wrote

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Speaker 4: a Throne to the Court brief in support of the

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Speaker 4: attorneys representing those parents, and the Supreme Court heard their

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Speaker 4: case in April and then recently ruled in favor of

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Speaker 4: the parents.

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Speaker 3: This is the Mahmood versus Taylor.

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Speaker 4: Yes saying yeah, and again it's common sense. The Bill

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Speaker 4: of Rights and the Constitution gives parents a right to

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Speaker 4: free expression of their religion. And in Islam, in Christianity

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Speaker 4: and Judaism, if God has made you male, it's not

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Speaker 4: in your authority to remake yourself as female. And the

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Speaker 4: school district by contradicting that is basically interfering with the

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Speaker 4: parents constitutional right of free expression of their religion. So unfortunately,

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Speaker 4: you now do have to be on your guard and

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Speaker 4: recognize that in many public schools your constitutional rights are

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Speaker 4: being interfered with. So, yeah, that's a problem.

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Speaker 2: You talk about the religious element of it, but you

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Speaker 2: also have the scientific receipts for the absolute fact that

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Speaker 2: there are differences between the sexes and there are two

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Speaker 2: their males and females. And your research on this, which

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Speaker 2: I think you brought with us with you to look at,

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Speaker 2: is absolutely fascinating, and I think so many of the

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Speaker 2: cases that are now making it to the Supreme Court.

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Speaker 2: The underlying issue here is, in twenty twenty five, scientists

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Speaker 2: can't tell the difference between a male and a female.

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Speaker 3: It's that ridiculous.

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Speaker 2: But physicians like you have to generate studies that show

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Speaker 2: the absolute obvious that males and females are in fact different.

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Speaker 2: It's not just a biblical truth, it's also a scientific truth.

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Speaker 4: Well. It is troubling because, as I said, I've visited

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Speaker 4: a great many schools, and I can tell you that

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Speaker 4: in many many public schools, particularly in the large school

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Speaker 4: districts now, teachers are officially prohibited as a matter of policy,

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Speaker 4: from using the words boys and girls. You're not allowed

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Speaker 4: to say boys and girls. Would you please line up?

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Speaker 4: Boys and girls? Please settle down. That's prohibited. A teacher

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Speaker 4: can be disciplined now if she uses those words, if

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Speaker 4: she uses the words ladies and gentlemen, she'll really get

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Speaker 4: a hot water because using the words boys and girls

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Speaker 4: reinforces the header noormat to binary. And anyone who reinforces

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Speaker 4: the head or norma to binary must be a Republican.

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Speaker 4: And you're going to be and that's really unfortunate because

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Speaker 4: we now have, as you mentioned a moment ago, we

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Speaker 4: now have this some extraordinary new research that shows how

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Speaker 4: profound these differences are, so if.

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Speaker 3: You may look at them.

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Speaker 4: So this is a really astonishing study from Stanford. Neuroscientists

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Speaker 4: at Stanford looking at data from one five hundred young

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Speaker 4: adults from across the United States as well as from Germany.

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Speaker 4: So they did a bunch of things with these young adults.

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Speaker 4: So they're in a high resolution MRI scan. They're looking

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Speaker 4: at brain activity in these young people. And the first

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Speaker 4: thing that they did was what's called neural fingerprints. So researchers,

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Speaker 4: neuroscientists have known for many years that every human brain

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Speaker 4: has a fingerprint. So what they mean by a fingerprint

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Speaker 4: is when you're just sitting not doing anything, your brain

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Speaker 4: doesn't shut off. You're thinking, you're thinking about what you've done,

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Speaker 4: what you're going to do, where you've been, where you're

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Speaker 4: going to be, and that fingerprint of brain activity, it

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Speaker 4: turns out, is unique to you. It's more unique to

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Speaker 4: you than the fingerprint on your own finger. So the

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Speaker 4: researchers wondered, how does the fingerprint have brain activity differ

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Speaker 4: If you look at men compared with women, does it differ?

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Speaker 4: Maybe it doesn't differ. And this is what they found.

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Speaker 4: All the women are at the top left hand corner,

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Speaker 4: all the men are at the lower right hand corner.

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Speaker 4: No overlap, huge gap between men and women. What does

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Speaker 4: that mean? What that means is that whatever's going on

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Speaker 4: in the brain of brains of women at rest is

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Speaker 4: completely different from what's going on in the brains of

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Speaker 4: men at rest, with no overlap between the two.

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Speaker 2: But they didn't start imagining what the men are thinking about.

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Speaker 4: We don't know. But they went further. They didn't stop there.

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Speaker 4: With all this high resolution analysis that they they were

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Speaker 4: able to do, they were able to determine by analyzing

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Speaker 4: brain structure and brain function. They were able looking at

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Speaker 4: the men, roughly seven hundred and fifty men from across

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Speaker 4: the United States and Germany, they were able to determine

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Speaker 4: just by looking at the brain structure and function, they

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Speaker 4: could predict cognitive functions such as intelligence with high accuracy.

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Speaker 4: But that model, and I'm now showing you that some

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Speaker 4: of the graph from their chart. The graph on the

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Speaker 4: left shows the graph among the men, showing that they

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Speaker 4: could predict very accurately the cognitive functions such as intelligence

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Speaker 4: among the men that the male model applied to the

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Speaker 4: women doesn't apply at all, and likewise among the women.

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Speaker 4: What that tells you is that the brain structure and

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Speaker 4: function that determines intelligence among men is completely different from

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Speaker 4: the brain structures and functions that determine intelligence among women

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Speaker 4: and vice versa.

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Speaker 2: How does this impact people who are saying, well, maybe

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Speaker 2: somebody is transgender, they identify as a female or a male.

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Speaker 2: Where do they fit into anyone of Is it what

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Speaker 2: you're born at birth?

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Speaker 4: Basically, I would argue that this research completely undermines that argument.

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Speaker 4: This research shows that sex is binary. You are male

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Speaker 4: or you are female. Now you need to distinguish between

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Speaker 4: sex and gender. Sex and gender are two very different things.

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Speaker 4: Sex is you are either male or female. With the

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Speaker 4: very rare exception of intersex individuals, there is something called

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Speaker 4: intersex which is very rare. Less than two and ten

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Speaker 4: thousand individuals in a sample of fifteen hundred, you may

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Speaker 4: not have had a single intersex individual. So an intersex individual,

432
00:26:54,440 --> 00:26:58,200
Speaker 4: for example, might be an xxxy chimera, an individual who's

433
00:26:58,200 --> 00:27:02,200
Speaker 4: a fusion of half xx and half x Y that

434
00:27:02,240 --> 00:27:04,840
Speaker 4: particular anomaly occurs with a frequency about one and two

435
00:27:04,840 --> 00:27:10,159
Speaker 4: million live births in our species. But with the exception

436
00:27:10,240 --> 00:27:14,960
Speaker 4: of intersex individuals, every human is either xx or x Y,

437
00:27:16,000 --> 00:27:20,480
Speaker 4: so you're either male or female. But gender is masculine

438
00:27:20,600 --> 00:27:23,919
Speaker 4: or feminine, and we're all a mix of masculine and

439
00:27:23,960 --> 00:27:27,920
Speaker 4: feminine trace So for example, I love to shop for groceries.

440
00:27:27,920 --> 00:27:29,720
Speaker 4: I get a big kick out of it, and I

441
00:27:29,760 --> 00:27:32,679
Speaker 4: love grocery shopping. I could spend three hours in the

442
00:27:32,720 --> 00:27:35,719
Speaker 4: grocery store. My wife hates to shop for groceries. If

443
00:27:35,720 --> 00:27:39,639
Speaker 4: we relied on her, we would starve. I don't know

444
00:27:39,680 --> 00:27:42,960
Speaker 4: how to fix our lawn tractor. I don't do it,

445
00:27:43,240 --> 00:27:45,600
Speaker 4: and I wouldn't know how. I was raised by a

446
00:27:45,640 --> 00:27:49,840
Speaker 4: single mom. My wife's late father was a mechanic, and

447
00:27:49,880 --> 00:27:52,879
Speaker 4: she's very adept at fixing the lawn tractor. So in

448
00:27:52,920 --> 00:27:56,119
Speaker 4: some respects, she's more masculine than I am. We are

449
00:27:56,160 --> 00:27:59,520
Speaker 4: all a mix of masculine and feminine, and that's fine.

450
00:28:00,200 --> 00:28:03,960
Speaker 4: Is complicated, and that's okay. We're all a mix of

451
00:28:04,040 --> 00:28:07,560
Speaker 4: masculine and feminine. Some boys love to dance ballet, some

452
00:28:07,640 --> 00:28:10,640
Speaker 4: girls want to be fighter of pilots. That's fine. We're

453
00:28:10,680 --> 00:28:13,840
Speaker 4: all a mix of masculine and feminine, but we are

454
00:28:13,920 --> 00:28:18,200
Speaker 4: all either male or female. So again, there's a lot

455
00:28:18,200 --> 00:28:23,560
Speaker 4: of confusion out there. I was recently counseling a young

456
00:28:23,920 --> 00:28:31,480
Speaker 4: man who happens to love ballet and is convinced that

457
00:28:31,680 --> 00:28:36,359
Speaker 4: he is a woman and wants to transition. He's not

458
00:28:36,560 --> 00:28:40,360
Speaker 4: He's a gender atypical boy. He's a feminine boy. He

459
00:28:40,520 --> 00:28:43,320
Speaker 4: is confused because he's immersed in a toxic culture and

460
00:28:43,360 --> 00:28:46,640
Speaker 4: he's fallen in with some very confusing people. But he's

461
00:28:46,760 --> 00:28:53,920
Speaker 4: not a woman. He is a gender atypical boy. So unfortunately,

462
00:28:54,040 --> 00:28:56,440
Speaker 4: we've got a very toxic culture now that are leading

463
00:28:56,440 --> 00:29:00,400
Speaker 4: a lot of these kids astray. So again, this study

464
00:29:00,440 --> 00:29:04,640
Speaker 4: got a lot of attention, and again the left of

465
00:29:04,680 --> 00:29:07,640
Speaker 4: center people who insist that genders just a social construct

466
00:29:07,760 --> 00:29:11,760
Speaker 4: responded and they said, well, all the subjects in that

467
00:29:11,800 --> 00:29:13,880
Speaker 4: study were twenty to thirty five years of age.

468
00:29:13,920 --> 00:29:15,600
Speaker 3: This is the Butler feminist study.

469
00:29:15,680 --> 00:29:21,960
Speaker 4: Yes, the respondence to that, the people who responded that

470
00:29:22,000 --> 00:29:24,840
Speaker 4: study said, they're all twenty years of age or older.

471
00:29:25,000 --> 00:29:28,440
Speaker 4: They've had twenty years of being subjected to the heteronormative patriarchy,

472
00:29:29,440 --> 00:29:33,240
Speaker 4: the toxic patriarchy. So that just proves that this sexist

473
00:29:33,320 --> 00:29:37,880
Speaker 4: patriarchy warps your brain. Well, I respond to them that

474
00:29:37,960 --> 00:29:41,120
Speaker 4: we have other studies where they looked at women in

475
00:29:41,120 --> 00:29:44,480
Speaker 4: the third trimester of pregnancy and did high resolution MRI

476
00:29:44,680 --> 00:29:49,080
Speaker 4: scans of the baby in the mother's womb, and on

477
00:29:49,160 --> 00:29:52,720
Speaker 4: the left, you see rich connections in the brains of

478
00:29:52,760 --> 00:29:55,960
Speaker 4: the female baby that you don't see at all in

479
00:29:56,000 --> 00:30:00,280
Speaker 4: the brains of the male baby. And you see rich

480
00:30:00,320 --> 00:30:02,400
Speaker 4: connections on the right in the brains of the male

481
00:30:02,440 --> 00:30:04,400
Speaker 4: baby that you don't see in the brains of the

482
00:30:04,400 --> 00:30:07,200
Speaker 4: female baby. This is in the third trimester of pregnancy,

483
00:30:07,240 --> 00:30:11,480
Speaker 4: before the baby is even born. And what these studies

484
00:30:11,520 --> 00:30:16,480
Speaker 4: show us is that male and female are not merely

485
00:30:16,520 --> 00:30:20,320
Speaker 4: social constructs, they are biological realities.

486
00:30:20,680 --> 00:30:24,720
Speaker 2: As a family physician, I imagine that you see many

487
00:30:24,760 --> 00:30:29,280
Speaker 2: people with all of this confusion, including the gender confusion,

488
00:30:29,360 --> 00:30:33,360
Speaker 2: where they want to go on medication. I can't even

489
00:30:33,360 --> 00:30:36,320
Speaker 2: tell you how many children I know in Los Angeles

490
00:30:36,400 --> 00:30:40,959
Speaker 2: who are taking puberty blockers, all kinds of medications in

491
00:30:41,000 --> 00:30:44,240
Speaker 2: addition to the other types of medications that children are

492
00:30:44,280 --> 00:30:48,840
Speaker 2: prescribed these days for anxiety, and I just it is

493
00:30:48,920 --> 00:30:51,640
Speaker 2: mind boggling to me and very concerning to me the

494
00:30:51,760 --> 00:30:56,320
Speaker 2: long term impact while they're growing up, going through preuberty

495
00:30:56,400 --> 00:30:59,960
Speaker 2: and taking all these meds, and I just what is

496
00:31:00,080 --> 00:31:04,120
Speaker 2: the warning to parents. So many physicians are telling them, well,

497
00:31:04,200 --> 00:31:05,920
Speaker 2: you know, it's not a big deal, you know, just

498
00:31:06,000 --> 00:31:07,880
Speaker 2: have them try it for a few years and see

499
00:31:07,880 --> 00:31:09,600
Speaker 2: how they do well.

500
00:31:09,680 --> 00:31:13,080
Speaker 4: I think those physicians are very unwise. We're learning more

501
00:31:13,080 --> 00:31:16,440
Speaker 4: and more about the dangers of puberty blockers on fertility,

502
00:31:17,040 --> 00:31:22,560
Speaker 4: on bone health, but we're also learning that all these

503
00:31:22,600 --> 00:31:28,080
Speaker 4: countries across Europe are banning them for children under eighteen.

504
00:31:30,000 --> 00:31:35,360
Speaker 4: In the United Kingdom, doctor Hillary Cass was commissioned by

505
00:31:35,440 --> 00:31:38,600
Speaker 4: the United Kingdom to conduct a multi year study and

506
00:31:38,840 --> 00:31:41,520
Speaker 4: she did, and she and her colleagues looked at every

507
00:31:41,560 --> 00:31:46,040
Speaker 4: study published in every country, and last year they said stop.

508
00:31:46,840 --> 00:31:50,120
Speaker 4: The evidence does not support the use of these medications.

509
00:31:50,840 --> 00:31:55,239
Speaker 4: A medical approach using puberty blockers is not supported by

510
00:31:55,280 --> 00:31:59,520
Speaker 4: the evidence. And her work was so comprehensive that the

511
00:31:59,600 --> 00:32:04,000
Speaker 4: National Health Service in the United Kingdom immediately said, all right,

512
00:32:04,160 --> 00:32:06,760
Speaker 4: we're done. There will be no more use of these

513
00:32:06,800 --> 00:32:11,360
Speaker 4: medications in children under eighteen. We're shutting down the gender clinics.

514
00:32:11,680 --> 00:32:17,040
Speaker 4: It's done. And I think the United States is now

515
00:32:17,040 --> 00:32:21,680
Speaker 4: an outlier Western Europe, and the United Kingdom has said no,

516
00:32:21,760 --> 00:32:24,320
Speaker 4: we're not doing this anymore. And now the United States

517
00:32:24,640 --> 00:32:33,040
Speaker 4: is basically alone among Western countries in continuing to experiment

518
00:32:33,280 --> 00:32:39,000
Speaker 4: on children when Sweden and Denmark have stopped, which is

519
00:32:39,120 --> 00:32:48,280
Speaker 4: really strange. So it's scary, it's unwise, and there is

520
00:32:48,360 --> 00:32:52,120
Speaker 4: now so much evidence, and it's happened so quickly. You know.

521
00:32:52,200 --> 00:32:55,960
Speaker 4: I started a medical practice, a family practice in Montgomery County, Maryland,

522
00:32:56,440 --> 00:33:00,360
Speaker 4: in nineteen ninety from nothing, from scratch, and we went

523
00:33:00,360 --> 00:33:04,840
Speaker 4: from zero to seven thousand patients. And I knew my

524
00:33:04,960 --> 00:33:08,120
Speaker 4: patients well and they confided in me. And we had

525
00:33:08,120 --> 00:33:11,120
Speaker 4: many gay patients, We had many lesbian patients. How many

526
00:33:11,120 --> 00:33:15,000
Speaker 4: transgender patients did We have? None? Zero? Not one. As

527
00:33:15,040 --> 00:33:17,960
Speaker 4: of two thousand and eight, we had none. This was

528
00:33:18,000 --> 00:33:22,520
Speaker 4: not a thing. In nineteen ninety four, the American Psychiatric

529
00:33:22,560 --> 00:33:27,520
Speaker 4: Association said how common is transgender? They said, it's so rare,

530
00:33:28,040 --> 00:33:32,440
Speaker 4: it's very hard to estimate, but we estimate that one

531
00:33:32,560 --> 00:33:36,520
Speaker 4: in thirty thousand men and one in one hundred thousand

532
00:33:36,560 --> 00:33:45,360
Speaker 4: women are transgender. Two years ago, the CDC surveyed American

533
00:33:45,440 --> 00:33:51,240
Speaker 4: high school students on sexual orientation and gender identity three

534
00:33:51,320 --> 00:33:54,840
Speaker 4: point three percent. More than three and one hundred high

535
00:33:54,840 --> 00:34:00,000
Speaker 4: school students in this country now say that they are trans.

536
00:33:59,680 --> 00:34:03,040
Speaker 4: So between nineteen ninety four and twenty twenty three, in

537
00:34:03,120 --> 00:34:05,680
Speaker 4: less than thirty years, we went from one in thirty

538
00:34:05,760 --> 00:34:10,319
Speaker 4: thousand to more than three and one hundred. That's a

539
00:34:10,480 --> 00:34:15,040
Speaker 4: change of more than two orders of magnitude in thirty years.

540
00:34:15,560 --> 00:34:19,480
Speaker 4: How did that happen? Why did that happen? Well, what

541
00:34:19,520 --> 00:34:23,280
Speaker 4: we've learned is that gender identity is much more fragile

542
00:34:23,719 --> 00:34:28,320
Speaker 4: than we thought. And that's a surprise. That's a surprise.

543
00:34:28,400 --> 00:34:30,640
Speaker 4: So I wrote a book called Why Gender Matters back

544
00:34:30,680 --> 00:34:32,520
Speaker 4: in two thousand and five. First edition, published in two

545
00:34:32,520 --> 00:34:35,880
Speaker 4: thousand and five by Double Day, had one paragraph on

546
00:34:35,960 --> 00:34:39,239
Speaker 4: transgender because it really wasn't a thing back then. Then

547
00:34:39,280 --> 00:34:41,719
Speaker 4: the publisher asked me to write a new edition, and

548
00:34:41,760 --> 00:34:44,759
Speaker 4: the new edition has twelve chapters, the last four of

549
00:34:44,800 --> 00:34:50,480
Speaker 4: which are gender not Conforming, Lesbian, gay, bisexual, transgender, and

550
00:34:50,680 --> 00:34:53,319
Speaker 4: a deep dive into this question of why did it

551
00:34:53,360 --> 00:34:57,520
Speaker 4: become so much more common? It became so much more

552
00:34:57,520 --> 00:35:02,760
Speaker 4: common because we dropped the ball. We failed to teach

553
00:35:03,400 --> 00:35:07,719
Speaker 4: boys to become men and girls to become women. We

554
00:35:07,880 --> 00:35:14,360
Speaker 4: set them loose in a toxic culture that is teaching

555
00:35:14,440 --> 00:35:20,239
Speaker 4: all the wrong things, where it's cool for boys to

556
00:35:20,239 --> 00:35:23,879
Speaker 4: be girls and girls to be boys, to break the boundaries.

557
00:35:24,960 --> 00:35:33,799
Speaker 4: So again, I was consulted about a girl who was

558
00:35:33,960 --> 00:35:39,640
Speaker 4: depressed and saw a TikTok video that said only girls

559
00:35:39,680 --> 00:35:41,920
Speaker 4: are depressed. If you transition to being a boy, you

560
00:35:41,960 --> 00:35:44,640
Speaker 4: won't be depressed. And she told her parents that she

561
00:35:44,680 --> 00:35:49,759
Speaker 4: wanted to transition to being a boy, and they consulted me,

562
00:35:50,040 --> 00:35:55,239
Speaker 4: and I said, I know that your daughter is not

563
00:35:55,960 --> 00:35:59,440
Speaker 4: trans How did I know this? Let me share with

564
00:35:59,480 --> 00:36:02,440
Speaker 4: you a few more slides to tell you how I

565
00:36:02,480 --> 00:36:09,480
Speaker 4: could be so certain. So neuroscientists have known for many decades,

566
00:36:09,520 --> 00:36:11,359
Speaker 4: for more than forty years now, that there are two

567
00:36:11,440 --> 00:36:15,160
Speaker 4: visual systems in the brains of all higher mammals, including humans.

568
00:36:15,960 --> 00:36:18,920
Speaker 4: One visual system is looking for what what is its color?

569
00:36:18,920 --> 00:36:22,400
Speaker 4: What is its texture? The other visual system is looking

570
00:36:22,400 --> 00:36:24,560
Speaker 4: for where, where's it going? How fast and moving is

571
00:36:24,600 --> 00:36:29,640
Speaker 4: it colliding into something. I'm not going to go into

572
00:36:29,680 --> 00:36:33,600
Speaker 4: the anatomy too much, but this is really relevant for

573
00:36:33,680 --> 00:36:36,160
Speaker 4: parents because if you give your kid a blank piece

574
00:36:36,200 --> 00:36:39,080
Speaker 4: of paper and a box of crayons, and your kid's

575
00:36:39,120 --> 00:36:41,600
Speaker 4: five six, seven, eight years of age. What do they draw?

576
00:36:42,440 --> 00:36:45,960
Speaker 4: Girls draw people, pets, flowers, and trees. And this is

577
00:36:46,040 --> 00:36:49,480
Speaker 4: true of every girl, including girl who hates dolls and

578
00:36:49,520 --> 00:36:52,239
Speaker 4: would rather play with the basketball. She's still drawing a

579
00:36:52,400 --> 00:36:56,040
Speaker 4: girl with a basketball. But most boys don't draw people, pets,

580
00:36:56,040 --> 00:36:58,279
Speaker 4: flowers of trees. Most boys try to draw a scene

581
00:36:58,320 --> 00:37:04,919
Speaker 4: of action. Human figures. If present are stick figures lacking eyes, mouth, hair,

582
00:37:04,920 --> 00:37:08,240
Speaker 4: and clothes. It's not a well organized two dimensional picture

583
00:37:08,239 --> 00:37:11,279
Speaker 4: on a horizontal ground. This is another boy's picture.

584
00:37:11,080 --> 00:37:14,280
Speaker 3: Another tank. Yes, are these boys getting kicked out of school?

585
00:37:14,400 --> 00:37:16,920
Speaker 4: This was sometimes they are. I try to speak to

586
00:37:16,960 --> 00:37:19,160
Speaker 4: the teachers when I can and explain that this boy,

587
00:37:19,200 --> 00:37:22,880
Speaker 4: who I know well, actually another patient of mine. This

588
00:37:22,920 --> 00:37:25,680
Speaker 4: boy is a very loving, kind, sweet boy who's never

589
00:37:25,760 --> 00:37:30,120
Speaker 4: hurt anybody. So this finding is robust. It doesn't matter

590
00:37:30,200 --> 00:37:32,840
Speaker 4: if we're talking about a Japanese girl in Japan or

591
00:37:32,840 --> 00:37:36,400
Speaker 4: an American girl in the United States. Girls everywhere draw people, pets, flowers,

592
00:37:36,400 --> 00:37:40,640
Speaker 4: and trees. And Jared and Alexander colleagues at Yale have

593
00:37:40,760 --> 00:37:46,400
Speaker 4: shown that the peace system, the system that has color,

594
00:37:46,440 --> 00:37:51,760
Speaker 4: detail and texture, predominates in females. Incidentally, not just in humans,

595
00:37:51,800 --> 00:37:55,520
Speaker 4: but also in chimpanzees and monkeys, whereas the m system,

596
00:37:55,560 --> 00:38:01,920
Speaker 4: the system looking for speed and collision, predominates in And

597
00:38:02,000 --> 00:38:04,680
Speaker 4: this helps to explain the differences in the pictures that

598
00:38:04,719 --> 00:38:07,000
Speaker 4: they draw, as well as the fact that when you

599
00:38:07,040 --> 00:38:11,440
Speaker 4: give monkeys a choice of playing with dolls or trucks,

600
00:38:12,280 --> 00:38:15,120
Speaker 4: the girl monkeys prefer to play with dolls. The boy

601
00:38:15,160 --> 00:38:17,480
Speaker 4: monkeys great, they prefer to play with trucks. So these

602
00:38:17,520 --> 00:38:24,440
Speaker 4: differences are robust across species. But going back to this girl,

603
00:38:25,360 --> 00:38:27,960
Speaker 4: this is a girl who always loved to play with

604
00:38:28,000 --> 00:38:31,920
Speaker 4: dolls throughout her childhood, always insisted as dressing as a

605
00:38:31,960 --> 00:38:35,799
Speaker 4: princess for Halloween, wanted to be a fashion designer. Then

606
00:38:35,840 --> 00:38:38,600
Speaker 4: at age fourteen, there was a family stress. She saw

607
00:38:38,600 --> 00:38:42,000
Speaker 4: that TikTok video that said that only girls are depressed.

608
00:38:42,000 --> 00:38:46,759
Speaker 4: Boys aren't depressed, and she decided she wanted to be

609
00:38:47,000 --> 00:38:50,480
Speaker 4: to transition to being a boy. But her parents showed

610
00:38:50,520 --> 00:38:53,319
Speaker 4: me the pictures she had drawn. This is one of

611
00:38:53,360 --> 00:38:57,520
Speaker 4: her pictures. And here's another of the pictures that she

612
00:38:57,600 --> 00:39:02,160
Speaker 4: has drawn. That's a girl's picture. And I could tell

613
00:39:02,200 --> 00:39:07,040
Speaker 4: the parents with great confidence she's not a boy, She's

614
00:39:07,080 --> 00:39:07,520
Speaker 4: a girl.

615
00:39:07,920 --> 00:39:09,399
Speaker 3: So what ended up happening with her.

616
00:39:09,680 --> 00:39:13,640
Speaker 4: I could tell her with great confidence she is mistaken.

617
00:39:14,600 --> 00:39:19,719
Speaker 4: She's not trans she's depressed. The correct diagnosis here is

618
00:39:19,760 --> 00:39:24,120
Speaker 4: adjustment disorder and depression. Allowing her to transition to the

619
00:39:24,120 --> 00:39:27,680
Speaker 4: male role is not in her best interest. She's mistaken,

620
00:39:28,200 --> 00:39:32,440
Speaker 4: she's confused. Fourteen year olds are often mistaken and confused.

621
00:39:32,480 --> 00:39:38,160
Speaker 4: That's not unusual, and she should not transition. She should

622
00:39:38,440 --> 00:39:42,000
Speaker 4: get good therapy. She should probably be an antidepressant medication,

623
00:39:42,239 --> 00:39:44,880
Speaker 4: but she should not transition to the male role. Putting

624
00:39:44,880 --> 00:39:48,560
Speaker 4: her on testosterone is the last thing she needs. She

625
00:39:48,719 --> 00:39:54,800
Speaker 4: needs consultation, psychotherapy, and antidepress in medication. She doesn't need testosterone.

626
00:39:54,880 --> 00:39:57,960
Speaker 2: So doctor, I'm going to close this because we can

627
00:39:57,960 --> 00:39:59,240
Speaker 2: talk a little bit about medication.

628
00:39:59,280 --> 00:40:01,959
Speaker 3: It's something happened to be you know, very concerned about.

629
00:40:02,040 --> 00:40:04,560
Speaker 2: I can't tell you how many kids I know are

630
00:40:04,600 --> 00:40:08,759
Speaker 2: on antidepressants. It's not just the gender purity blockers and

631
00:40:08,800 --> 00:40:11,480
Speaker 2: all kinds of stuff like that. It's the bipolar medication.

632
00:40:12,080 --> 00:40:15,600
Speaker 2: It's the anti anxiety medication. You wrote a book. We

633
00:40:15,600 --> 00:40:17,880
Speaker 2: were talking about this earlier. I want to actually grab

634
00:40:17,920 --> 00:40:20,440
Speaker 2: your books back again because I think there's so much

635
00:40:20,440 --> 00:40:23,680
Speaker 2: interesting stuff in here. I will never forget what you

636
00:40:23,800 --> 00:40:27,840
Speaker 2: told me that when you translated your book about boys

637
00:40:28,000 --> 00:40:31,440
Speaker 2: and your book about girls into French and combined it

638
00:40:31,480 --> 00:40:35,240
Speaker 2: into one book, the French told you that you don't

639
00:40:35,280 --> 00:40:40,040
Speaker 2: need the chapters about ADHD because apparently in France they

640
00:40:40,040 --> 00:40:43,399
Speaker 2: don't have children, or at least that many children who

641
00:40:43,440 --> 00:40:49,280
Speaker 2: are taking medication for ADHD. So clearly America is more

642
00:40:49,360 --> 00:40:53,000
Speaker 2: medicated than most countries, maybe all countries around the world.

643
00:40:53,000 --> 00:40:56,120
Speaker 2: And it's not just the gender issue, it's the depression

644
00:40:56,160 --> 00:40:59,480
Speaker 2: and everything else. And so you know, what are we

645
00:40:59,520 --> 00:41:01,759
Speaker 2: going to do that? And how did we even get here?

646
00:41:02,440 --> 00:41:05,640
Speaker 4: Absolutely so, the ADHD issue is what I've been writing

647
00:41:05,640 --> 00:41:11,239
Speaker 4: about for more than twenty years, and there are so

648
00:41:11,360 --> 00:41:14,680
Speaker 4: many problems with that. One is what I call the

649
00:41:14,760 --> 00:41:21,560
Speaker 4: medicalization of misbehavior. So let's imagine a boy in school

650
00:41:21,760 --> 00:41:27,920
Speaker 4: and he is defiant and he is disrespectful. Thirty years ago,

651
00:41:28,239 --> 00:41:31,880
Speaker 4: the teacher the principal might have said to the parents,

652
00:41:32,560 --> 00:41:39,040
Speaker 4: your son is defined he talks back. The next sentence

653
00:41:39,360 --> 00:41:43,240
Speaker 4: would have been, this is unacceptable. You need to teach

654
00:41:43,239 --> 00:41:48,399
Speaker 4: your son what is expected of minimally acceptable behavior in

655
00:41:48,440 --> 00:41:52,320
Speaker 4: a school setting. Today, the same behavior from a boy,

656
00:41:52,640 --> 00:41:57,160
Speaker 4: the teacher, the principle, the counselor is likely to say

657
00:41:58,320 --> 00:42:03,799
Speaker 4: he may meet criteria for oppositional defined disorder, he may

658
00:42:03,800 --> 00:42:07,040
Speaker 4: be on the spectrum. Have you thought of having him evaluated?

659
00:42:07,960 --> 00:42:12,200
Speaker 4: This is what I mean by the medicalization of misbehavior.

660
00:42:13,280 --> 00:42:16,879
Speaker 4: And the next sentence, of course, is well, where would

661
00:42:16,880 --> 00:42:19,880
Speaker 4: you recommend that we take him? And he goes to

662
00:42:20,000 --> 00:42:26,400
Speaker 4: see the professional and he is very often put on

663
00:42:26,480 --> 00:42:35,879
Speaker 4: a medication, and the result is a generation of kids

664
00:42:35,880 --> 00:42:38,920
Speaker 4: who are being medicated. Kids in this country are much

665
00:42:38,960 --> 00:42:41,480
Speaker 4: more likely to be on medications like adderall or vive

666
00:42:41,480 --> 00:42:44,520
Speaker 4: ants and kids outside of North America. Kids in this

667
00:42:44,600 --> 00:42:50,280
Speaker 4: country are much more likely to be on antipsychotic medications

668
00:42:50,760 --> 00:42:55,200
Speaker 4: than kids outside of North America by factors of ten

669
00:42:55,480 --> 00:43:02,759
Speaker 4: or more, which is really alarming. And why is this?

670
00:43:03,280 --> 00:43:09,480
Speaker 4: Why is this so? Senator Charles Grassley was chairman of

671
00:43:09,480 --> 00:43:15,040
Speaker 4: the Senate Judiciary Committee when he summoned doctor Joseph Bieterman,

672
00:43:15,920 --> 00:43:20,680
Speaker 4: who was chair of psychiatry at Harvard Medical School, to

673
00:43:20,920 --> 00:43:26,440
Speaker 4: the United States Senate Judiciary Committee, and he said, doctor Beieterman,

674
00:43:27,080 --> 00:43:32,839
Speaker 4: you've really been pushing adderall for children. You have said

675
00:43:32,880 --> 00:43:35,400
Speaker 4: that if a doctor prescribes adderall for a child and

676
00:43:35,480 --> 00:43:38,000
Speaker 4: the parents do not promptly fill and dispense the medication.

677
00:43:38,080 --> 00:43:39,920
Speaker 4: You have said that those parents should be considered for

678
00:43:40,040 --> 00:43:44,359
Speaker 4: charges of criminal child neglect. Doctor Bieterman, are you, by

679
00:43:44,400 --> 00:43:47,840
Speaker 4: any chance accepting money from the drug companies that you

680
00:43:47,840 --> 00:43:54,319
Speaker 4: haven't publicly disclosed? And doctor Beieterman said well, certainly. And

681
00:43:54,640 --> 00:43:58,520
Speaker 4: Senator Grassi said, doctor Bieterman, can you tell the committee

682
00:43:58,680 --> 00:44:02,160
Speaker 4: how much money you have reached the accepted And doctor

683
00:44:02,160 --> 00:44:06,080
Speaker 4: Biderman said, well, I don't know, maybe three four hundred

684
00:44:06,080 --> 00:44:10,000
Speaker 4: thousand dollars. And Senator Grassy said, doctor Biderman, I want

685
00:44:10,000 --> 00:44:12,760
Speaker 4: you to return to your offices at Harvard Medical School

686
00:44:13,040 --> 00:44:16,000
Speaker 4: and return to this committee under subpoenaf necessary and give

687
00:44:16,040 --> 00:44:19,919
Speaker 4: us an accurate account. And he returned a few weeks

688
00:44:19,960 --> 00:44:22,520
Speaker 4: later and said it was just over one point six

689
00:44:22,640 --> 00:44:26,600
Speaker 4: million dollars. That number was never independently verified. It could

690
00:44:26,640 --> 00:44:29,600
Speaker 4: be more. For all we know now, Doctor Beiterman broke

691
00:44:29,680 --> 00:44:33,000
Speaker 4: no law. There's no law against doctors accepting money from

692
00:44:33,040 --> 00:44:35,360
Speaker 4: the drug companies, and there's no law requiring them to

693
00:44:35,360 --> 00:44:39,360
Speaker 4: disclose it. His action was not illegal, but it was

694
00:44:39,680 --> 00:44:42,719
Speaker 4: unethical in my judgment, he was acting as a paid

695
00:44:42,760 --> 00:44:45,400
Speaker 4: spokesperson for the drug companies. He's getting more money from

696
00:44:45,400 --> 00:44:48,560
Speaker 4: the drug companies than he was getting from Harvard. He

697
00:44:49,160 --> 00:44:53,920
Speaker 4: was promoting their medications, and that's a problem. So Senator

698
00:44:53,960 --> 00:44:58,120
Speaker 4: Grassei then summoned doctor Fred Goodwin, who was chief of

699
00:44:58,160 --> 00:45:01,279
Speaker 4: the National Institute of Mental Health, part of the NIH,

700
00:45:01,760 --> 00:45:05,520
Speaker 4: arguably the most prestigious position an American psychiatrist can hold.

701
00:45:06,000 --> 00:45:09,400
Speaker 4: He stepped down from that position to accept a position

702
00:45:09,480 --> 00:45:13,000
Speaker 4: with National Public Radio NPR to host a program called

703
00:45:13,000 --> 00:45:17,600
Speaker 4: them for them, called the Infinite Mind. And as host

704
00:45:17,640 --> 00:45:20,920
Speaker 4: of the Infinite Mind, he did a section a program

705
00:45:21,000 --> 00:45:27,440
Speaker 4: on ADHD where a mom called in and said, Doctor Goodwin,

706
00:45:27,520 --> 00:45:30,600
Speaker 4: my son's been on medication for ADHD for years. He's

707
00:45:30,600 --> 00:45:35,080
Speaker 4: been on adderall and he's been on this medication for years,

708
00:45:35,080 --> 00:45:37,440
Speaker 4: and I'm thinking I should take him off the medication

709
00:45:37,520 --> 00:45:40,240
Speaker 4: over the summer maybe and see what he's like off medication.

710
00:45:40,520 --> 00:45:43,480
Speaker 4: What do you think, doctor Goodwin? And doctor Goodwin said, oh, no,

711
00:45:43,880 --> 00:45:46,439
Speaker 4: certainly not. He said. My good friend and colleague, doctor

712
00:45:46,440 --> 00:45:49,759
Speaker 4: Biederman at Harvard says, these medications are for children with

713
00:45:49,800 --> 00:45:53,160
Speaker 4: ADHD just the same as insulin is for diabetes. If

714
00:45:53,200 --> 00:45:55,440
Speaker 4: your son had diabetes, you wouldn't take him off insulin

715
00:45:55,440 --> 00:45:57,319
Speaker 4: for the summer. Would you no, of course not. His

716
00:45:57,400 --> 00:45:59,920
Speaker 4: medications are perfectly safe. You should keep him on the medication.

717
00:46:00,520 --> 00:46:06,520
Speaker 4: And Senator Grassy said, doctor Goodwin, have you accepted money

718
00:46:06,560 --> 00:46:09,400
Speaker 4: recently for the drug companies that you've never publicly disclosed?

719
00:46:10,120 --> 00:46:12,920
Speaker 4: And doctor Goodwin came prepared. He said, yes, I have.

720
00:46:13,360 --> 00:46:18,080
Speaker 4: It's just over one point three million dollars one point

721
00:46:18,080 --> 00:46:21,799
Speaker 4: three million. That's a fair chunk of change. Doctor. Don't

722
00:46:21,840 --> 00:46:24,640
Speaker 4: you think you should have disclosed that to your listeners

723
00:46:24,719 --> 00:46:28,160
Speaker 4: on National Public Radio, that you were getting a lot

724
00:46:28,239 --> 00:46:31,480
Speaker 4: more money from the drug companies than you are from NPR,

725
00:46:31,560 --> 00:46:34,799
Speaker 4: that you're basically functioning as a paid spokesperson for the

726
00:46:34,840 --> 00:46:39,560
Speaker 4: drug companies. Shouldn't you have said that? Certainly? Not? Well,

727
00:46:39,560 --> 00:46:42,200
Speaker 4: why not? Doctor? Could you explain to the committee why

728
00:46:42,239 --> 00:46:47,000
Speaker 4: you didn't feel any need to disclose that. Doctor Goodwin said,

729
00:46:47,560 --> 00:46:50,840
Speaker 4: because it is standard practice. Everyone in our industry does that.

730
00:46:52,400 --> 00:46:55,360
Speaker 4: And that was the most troubling line of testimony that

731
00:46:56,600 --> 00:47:01,279
Speaker 4: Senator Grassley heard in my judgment. Here's doctor Goodwin, one

732
00:47:01,320 --> 00:47:06,080
Speaker 4: of the most renowned and distinguished leaders of psychiatry in

733
00:47:06,080 --> 00:47:09,440
Speaker 4: the United States, telling us it is standard practice for

734
00:47:09,560 --> 00:47:12,600
Speaker 4: all the leaders in his field to take millions of

735
00:47:12,600 --> 00:47:16,480
Speaker 4: dollars for the drug companies not to tell us. Why

736
00:47:16,600 --> 00:47:19,160
Speaker 4: is it the case that kids in this country are

737
00:47:19,200 --> 00:47:25,600
Speaker 4: many times more likely to be on medication medications like adderall, vivans,

738
00:47:26,040 --> 00:47:31,000
Speaker 4: rispadel saraquell Zyprexa compared to kids in other countries. It's

739
00:47:31,040 --> 00:47:33,840
Speaker 4: because the leaders of child psychiatry in this country and

740
00:47:33,880 --> 00:47:38,319
Speaker 4: not elsewhere, are pushing these medications. Why are kids in

741
00:47:38,320 --> 00:47:40,719
Speaker 4: this country more likely to be on medications compared with

742
00:47:40,760 --> 00:47:45,160
Speaker 4: other countries Because in this country and not elsewhere, medication

743
00:47:45,480 --> 00:47:49,560
Speaker 4: is the first resort. In this country and not outside

744
00:47:49,600 --> 00:47:53,160
Speaker 4: of North America. Doctors will say, well, let's try vivants

745
00:47:53,200 --> 00:47:55,680
Speaker 4: are an adderall and see if it helps. So I

746
00:47:55,760 --> 00:47:59,160
Speaker 4: spoke at Harvard University at a conference titled Learning and

747
00:47:59,200 --> 00:48:01,600
Speaker 4: the Brain, and I would love to tell you that

748
00:48:01,640 --> 00:48:05,400
Speaker 4: my presentation was the buzz of the conference. It was

749
00:48:05,480 --> 00:48:11,040
Speaker 4: on why gender Matters, But it wasn't the presentation everybody

750
00:48:11,120 --> 00:48:13,919
Speaker 4: was really excited about. It was a presentation by doctor

751
00:48:14,000 --> 00:48:19,880
Speaker 4: John Gabrieli. Doctor Gabrieli somehow got permission to give powerful

752
00:48:19,880 --> 00:48:26,719
Speaker 4: stimulant medication to normal kids and withhold stimulant medication like

753
00:48:26,760 --> 00:48:32,240
Speaker 4: adderall on byvance to withhold medication from kids with severe

754
00:48:32,320 --> 00:48:36,400
Speaker 4: add and then study the ability of kids to learn

755
00:48:36,680 --> 00:48:39,240
Speaker 4: on and off stimulant medication.

756
00:48:39,680 --> 00:48:41,320
Speaker 3: There's experimenting on children.

757
00:48:41,480 --> 00:48:43,440
Speaker 4: Yes, he got permission to do this.

758
00:48:43,760 --> 00:48:44,640
Speaker 3: Where are the parents?

759
00:48:45,120 --> 00:48:47,799
Speaker 4: He got permission to do this? Now, other researchers have

760
00:48:47,880 --> 00:48:50,320
Speaker 4: told me they'd tried to get permission and permission was denied.

761
00:48:50,719 --> 00:48:54,640
Speaker 4: Doctor GABRIELI got permission. We can argue about whether that

762
00:48:54,760 --> 00:48:58,680
Speaker 4: was ethical, but he got permission to do it. And

763
00:48:58,760 --> 00:49:04,440
Speaker 4: he found that medication helps normal kids more than it

764
00:49:04,480 --> 00:49:07,799
Speaker 4: helps kids with add What does that mean. It's a

765
00:49:07,840 --> 00:49:11,840
Speaker 4: tremendously important finding. So many times parents have come to

766
00:49:11,880 --> 00:49:14,960
Speaker 4: me and they've got the Connor scale from the school

767
00:49:14,960 --> 00:49:18,760
Speaker 4: and the kids off the chart, not paying attention in class.

768
00:49:19,200 --> 00:49:22,000
Speaker 4: But because I'm both a psychologist and a family doctor,

769
00:49:22,040 --> 00:49:24,719
Speaker 4: I'm comfortable doing the evaluation, which many family doctors and

770
00:49:24,760 --> 00:49:27,239
Speaker 4: pediatricians are not. But I am. So I'll do the

771
00:49:27,280 --> 00:49:30,560
Speaker 4: evaluation and I'll say, look, your kid doesn't meet criteria,

772
00:49:31,600 --> 00:49:34,920
Speaker 4: your kid does not meet criteria for ADHD, And the

773
00:49:35,040 --> 00:49:37,840
Speaker 4: parents will say, yeah, but the other doctor prescribed the

774
00:49:38,280 --> 00:49:41,799
Speaker 4: vibe ance and it was so helpful. The parents are

775
00:49:41,840 --> 00:49:45,680
Speaker 4: interpreting the response to medication as though the response to

776
00:49:45,719 --> 00:49:49,920
Speaker 4: medication has some diagnostic significance. The medication was prescribed for ADHD,

777
00:49:49,960 --> 00:49:54,600
Speaker 4: it was very helpful, Therefore the kid must have ADHD. Right, wrong, right?

778
00:49:55,160 --> 00:49:59,479
Speaker 4: Doctor Gabrieli's study and others like it shows that these

779
00:49:59,520 --> 00:50:02,759
Speaker 4: medications help normal kids as much or more than they

780
00:50:02,800 --> 00:50:05,760
Speaker 4: help kids with ADHD. So I'll give you another example

781
00:50:05,800 --> 00:50:10,480
Speaker 4: for my own practice. So another boy, middle school boy,

782
00:50:10,680 --> 00:50:12,800
Speaker 4: off the chart on the Connor scale counter scale is

783
00:50:12,880 --> 00:50:15,560
Speaker 4: just to form that the teacher fills out. Is this

784
00:50:15,680 --> 00:50:19,359
Speaker 4: kid paying attention? Somewhat not paying attention? Not are all

785
00:50:19,360 --> 00:50:21,400
Speaker 4: paying attention? He's off the chart, He's not paying attention

786
00:50:21,400 --> 00:50:24,440
Speaker 4: to any class. He goes to psychiatrists. Psychiatrist looks at

787
00:50:24,440 --> 00:50:26,960
Speaker 4: the forum. He's not paying attention to any class, says, well,

788
00:50:27,040 --> 00:50:29,879
Speaker 4: let's try five an since see if it helps. It's

789
00:50:29,920 --> 00:50:33,239
Speaker 4: tremendously helpful, and he's doing much better. But now he's

790
00:50:33,239 --> 00:50:37,359
Speaker 4: got palpitations, he's got no appetite. So parents see something

791
00:50:37,400 --> 00:50:39,080
Speaker 4: I wrote in the New York Times about the natures

792
00:50:39,120 --> 00:50:40,680
Speaker 4: of the medications, So they bring them to me for

793
00:50:40,719 --> 00:50:44,600
Speaker 4: a second opinion, and I do them more careful sleep history.

794
00:50:45,320 --> 00:50:48,160
Speaker 4: I say to mom, is your son getting plenty of sleep.

795
00:50:48,280 --> 00:50:49,719
Speaker 4: She says, oh, yeah, we make sure he's in his

796
00:50:49,760 --> 00:50:51,799
Speaker 4: bedroom every night. At nine o'clock at night, I say

797
00:50:51,840 --> 00:50:54,000
Speaker 4: the boy, do you have a video and game console

798
00:50:54,040 --> 00:50:57,040
Speaker 4: in your bedroom? He says, of course. Then everybody, I say,

799
00:50:57,040 --> 00:51:01,000
Speaker 4: we were playing last night? And of course when one

800
00:51:01,560 --> 00:51:05,000
Speaker 4: two Mom's side, you were playing video game at two

801
00:51:05,080 --> 00:51:08,680
Speaker 4: am last night. So he's playing video game past one

802
00:51:08,719 --> 00:51:10,600
Speaker 4: thirty in the morning, he's trying to wake up at six.

803
00:51:10,640 --> 00:51:12,839
Speaker 4: He's getting less than five hours sleep at night. He's

804
00:51:12,840 --> 00:51:18,840
Speaker 4: sleep deprived. Sleep deprivation perfectly mimics ADHD of the inattentive variety.

805
00:51:19,000 --> 00:51:22,000
Speaker 4: There is no Connor scale, there's no Vanderbilt interview that

806
00:51:22,120 --> 00:51:26,160
Speaker 4: can distinguish between inattention due to sleep deprivation from inattention

807
00:51:26,239 --> 00:51:30,359
Speaker 4: that's drew due to true ADHD. What's adderall? What's five inns?

808
00:51:31,080 --> 00:51:35,960
Speaker 4: They're amphetamines. Their speed, they will compensate for the sleep deprivation.

809
00:51:36,440 --> 00:51:40,799
Speaker 4: But the appropriate remedy for sleep deprivation is sleep, not

810
00:51:40,960 --> 00:51:44,920
Speaker 4: schedule two mphetamines. So I say to Mom, you gotta

811
00:51:45,000 --> 00:51:48,279
Speaker 4: get the video game console out of the bedroom. No

812
00:51:48,400 --> 00:51:51,799
Speaker 4: more video games in the bedroom, no phones in the bedroom,

813
00:51:52,239 --> 00:51:55,960
Speaker 4: no screens in the bedroom and you know what, the

814
00:51:56,040 --> 00:52:01,600
Speaker 4: inattention goes away. He never had ADHD, he was sleep deprived.

815
00:52:02,719 --> 00:52:04,640
Speaker 4: This happens a lot.

816
00:52:05,000 --> 00:52:08,160
Speaker 3: What do you think are the long term effects on

817
00:52:08,200 --> 00:52:11,040
Speaker 3: a child growing up with antidepressants.

818
00:52:11,600 --> 00:52:15,600
Speaker 4: Yeah, so I can speak to other medical professionals and

819
00:52:15,640 --> 00:52:20,640
Speaker 4: I have done about the treatment of depression. I have

820
00:52:20,680 --> 00:52:24,040
Speaker 4: many concerns about SSRIs and I think they should not

821
00:52:24,080 --> 00:52:29,120
Speaker 4: be the first choice. I recommend trecodone as a first choice.

822
00:52:29,160 --> 00:52:32,360
Speaker 4: I think trecodone is underutilized. It is the safest of

823
00:52:32,360 --> 00:52:38,680
Speaker 4: the antidepressants, it is less habit forming, it's the easiest

824
00:52:38,680 --> 00:52:41,560
Speaker 4: to get off of. I do not, as a rule,

825
00:52:41,640 --> 00:52:46,600
Speaker 4: as a family physician, prescribe antidepressants before puberty is pretty complete.

826
00:52:47,600 --> 00:52:51,480
Speaker 4: I don't prescribe antidepressants to pre prebescent children.

827
00:52:53,160 --> 00:52:55,239
Speaker 2: You know, these are one of the things that it

828
00:52:55,320 --> 00:52:58,160
Speaker 2: keeps running through my mind is how hard it is

829
00:52:58,200 --> 00:53:02,600
Speaker 2: to find health presitioners that we can trust and that

830
00:53:02,680 --> 00:53:05,000
Speaker 2: we can really lean on. And you know what I

831
00:53:05,080 --> 00:53:06,840
Speaker 2: keep saying to all the doctors that come on the

832
00:53:06,840 --> 00:53:09,200
Speaker 2: show is for those who are brave enough to speak

833
00:53:09,239 --> 00:53:14,080
Speaker 2: the truth and go against the culture, the narrative, the pharmaceuticals.

834
00:53:15,040 --> 00:53:18,239
Speaker 2: There are sadly few and far between. And so what

835
00:53:18,400 --> 00:53:22,000
Speaker 2: advice would you give to a parent who is scared?

836
00:53:22,600 --> 00:53:22,880
Speaker 4: Many?

837
00:53:23,080 --> 00:53:26,640
Speaker 2: Many, many, many parents are scared. They're scared to hear

838
00:53:26,760 --> 00:53:29,239
Speaker 2: that their child could commit suicide if they're not giving

839
00:53:29,280 --> 00:53:33,960
Speaker 2: the given the puberty blockers. They're scared to not give

840
00:53:34,000 --> 00:53:37,759
Speaker 2: their children the antidepressants because they're afraid that they're going

841
00:53:37,840 --> 00:53:41,040
Speaker 2: to commit suicide. We're constantly told that if we don't

842
00:53:41,080 --> 00:53:45,520
Speaker 2: medicate our children, they're likely to commit suicide. And parents

843
00:53:45,560 --> 00:53:48,319
Speaker 2: are getting confused and they're scared, and we don't even

844
00:53:48,320 --> 00:53:49,520
Speaker 2: know who to trust anymore.

845
00:53:49,880 --> 00:53:52,160
Speaker 4: Well, let me address each of your comments there, because

846
00:53:52,520 --> 00:53:56,960
Speaker 4: each of them require a response. Would you rather have

847
00:53:57,000 --> 00:53:59,959
Speaker 4: a live son or a dead daughter? Was a line

848
00:54:00,080 --> 00:54:03,799
Speaker 4: that the transgender activists have used for many years. When

849
00:54:03,880 --> 00:54:08,160
Speaker 4: the daughter says she wants to transition to being a boy,

850
00:54:08,160 --> 00:54:12,480
Speaker 4: claiming that by transitioning to the mail role, you decrease

851
00:54:12,520 --> 00:54:16,720
Speaker 4: the risk of suicide. We now know what certainty, that

852
00:54:16,719 --> 00:54:20,239
Speaker 4: that's a lie. Transitioning to the mail role does not

853
00:54:20,360 --> 00:54:23,640
Speaker 4: decrease the risk of suicide. It doesn't. We know this,

854
00:54:24,120 --> 00:54:26,960
Speaker 4: So that's simply a lie, pure and simple. And this

855
00:54:27,000 --> 00:54:32,600
Speaker 4: came out very dramatically this past December when the ACLU attorney,

856
00:54:32,680 --> 00:54:36,879
Speaker 4: Chase Stratio, was argue in this case, the Scremti case

857
00:54:37,040 --> 00:54:42,280
Speaker 4: at the Supreme Court, and came very close to making

858
00:54:42,320 --> 00:54:45,600
Speaker 4: this claim. And just as Samuel Alito had done his

859
00:54:45,680 --> 00:54:52,840
Speaker 4: homework and asked him point blank and confronted the ACLU attorney,

860
00:54:52,880 --> 00:54:57,560
Speaker 4: Chase Stratio, and he had to acknowledge the truth, which

861
00:54:57,640 --> 00:55:01,520
Speaker 4: is that there is no evidence or the claim that

862
00:55:01,640 --> 00:55:04,839
Speaker 4: transitioning decreases the risk of suicide. So I would say

863
00:55:04,880 --> 00:55:12,000
Speaker 4: to parents, if anyone ever claims that a child or

864
00:55:12,080 --> 00:55:14,880
Speaker 4: teen who thinks they're trans has to transition to decrease

865
00:55:14,880 --> 00:55:17,560
Speaker 4: the risk of suicide, you can tell them there's no

866
00:55:17,640 --> 00:55:20,759
Speaker 4: evidence to support that. And as a family doctor, I

867
00:55:20,880 --> 00:55:24,319
Speaker 4: have seen these unfortunate individuals who have been sucked into

868
00:55:24,360 --> 00:55:28,920
Speaker 4: this rabbit hole and have transitioned and it doesn't help,

869
00:55:29,480 --> 00:55:37,719
Speaker 4: and it's a mess. There's no easy effects. So your

870
00:55:37,760 --> 00:55:44,239
Speaker 4: second point was antidepressant medication. I want to say a

871
00:55:44,280 --> 00:55:52,560
Speaker 4: word in defense of other doctors. Speaking as a medical doctor.

872
00:55:54,120 --> 00:55:59,880
Speaker 4: We medical doctors live in fear of you, the patient,

873
00:56:00,320 --> 00:56:05,560
Speaker 4: that you're going to post a bad review, and we

874
00:56:05,600 --> 00:56:10,520
Speaker 4: are trying really hard to please you because nasty reviews

875
00:56:10,640 --> 00:56:17,040
Speaker 4: can really hurt us. So you have to shop around

876
00:56:17,040 --> 00:56:20,120
Speaker 4: a little bit. You have to find someone who will listen,

877
00:56:20,960 --> 00:56:24,360
Speaker 4: who will not just try to get rid of you

878
00:56:24,400 --> 00:56:28,360
Speaker 4: by writing a quick prescription. There are good doctors out there,

879
00:56:30,800 --> 00:56:32,480
Speaker 4: but you might have to shop around a little bit.

880
00:56:32,840 --> 00:56:34,160
Speaker 3: Yeah, it's a very fair point.

881
00:56:34,239 --> 00:56:36,400
Speaker 2: I think that people think that when they go to

882
00:56:36,440 --> 00:56:38,760
Speaker 2: a doctor, they always have to walk out with a prescription.

883
00:56:38,880 --> 00:56:41,400
Speaker 2: It's what we've been sold. You know, my kid has

884
00:56:41,440 --> 00:56:44,399
Speaker 2: an ear infection. I go to a pediatrician. I think

885
00:56:44,440 --> 00:56:46,520
Speaker 2: I'm supposed to come out with something because I waited

886
00:56:46,520 --> 00:56:48,399
Speaker 2: in line and I paid for it. And you're right,

887
00:56:48,680 --> 00:56:52,560
Speaker 2: we have created a consumer market for medication. Right the

888
00:56:52,640 --> 00:56:55,360
Speaker 2: parent is going to the pediatrician or to the physician

889
00:56:55,440 --> 00:56:58,640
Speaker 2: and says, fix my child. He won't sit still, and

890
00:56:58,680 --> 00:57:01,000
Speaker 2: he's not getting great grades in school, and therefore you

891
00:57:01,000 --> 00:57:02,840
Speaker 2: need to give me something to fix him right away,

892
00:57:03,040 --> 00:57:07,160
Speaker 2: to mute him, as opposed to changing the entire conversation.

893
00:57:07,680 --> 00:57:10,000
Speaker 2: And I think I do think that America is waking up.

894
00:57:10,040 --> 00:57:12,040
Speaker 2: I do think parents are waking up. I do think

895
00:57:12,080 --> 00:57:15,160
Speaker 2: many parents are now going to physicians and saying, wait

896
00:57:15,200 --> 00:57:18,160
Speaker 2: a second, what can I do before you prescribe me something,

897
00:57:18,440 --> 00:57:19,200
Speaker 2: talk to my child.

898
00:57:19,280 --> 00:57:19,960
Speaker 3: Let's talk together.

899
00:57:20,040 --> 00:57:22,280
Speaker 2: Let's talk about their diet, let's talk about their sleep,

900
00:57:22,360 --> 00:57:25,160
Speaker 2: let's talk about their habits. And I think that if

901
00:57:25,240 --> 00:57:29,080
Speaker 2: you know, more people listen to physicians like you who

902
00:57:29,080 --> 00:57:32,400
Speaker 2: are willing to work with parents like us, who are

903
00:57:32,440 --> 00:57:36,160
Speaker 2: basically saying, sometimes you need medication, but it should not

904
00:57:36,280 --> 00:57:38,800
Speaker 2: be the first resort. It should be the last resort,

905
00:57:38,880 --> 00:57:41,240
Speaker 2: and let's try to work together to help the child.

906
00:57:41,400 --> 00:57:44,280
Speaker 4: It also gets back to what we were talking about earlier,

907
00:57:44,600 --> 00:57:49,720
Speaker 4: the medicalization of misbehavior that child. So suppose your child

908
00:57:49,800 --> 00:57:52,400
Speaker 4: is on the autism spectrum, and that's a real thing.

909
00:57:55,640 --> 00:58:00,960
Speaker 4: There is no medication that's going Never use MEDICAI, never

910
00:58:01,080 --> 00:58:05,680
Speaker 4: use a diagnosis as an excuse. So your child is disciplined,

911
00:58:07,320 --> 00:58:10,600
Speaker 4: and the parent is upset and says, my child's on

912
00:58:10,680 --> 00:58:13,920
Speaker 4: the spectrum. He can't help it. And I say to

913
00:58:14,000 --> 00:58:17,960
Speaker 4: that parent, never use a diagnosis as an excuse. I understand.

914
00:58:19,400 --> 00:58:23,160
Speaker 4: I understand that Jake is on the spectrum, and that's true.

915
00:58:23,160 --> 00:58:26,440
Speaker 4: He is on the spectrum. That means you're going to

916
00:58:26,560 --> 00:58:31,200
Speaker 4: have to work that much harder to explain to him

917
00:58:31,240 --> 00:58:33,640
Speaker 4: that he does have to listen, that he does have

918
00:58:33,680 --> 00:58:38,120
Speaker 4: to play by the rules because self control is required.

919
00:58:39,200 --> 00:58:44,280
Speaker 4: Self control does predict good outcomes for all adults down

920
00:58:44,280 --> 00:58:46,919
Speaker 4: the road, and that's going to be true for Jake,

921
00:58:47,040 --> 00:58:49,120
Speaker 4: just as it's true for everybody else. And it's going

922
00:58:49,160 --> 00:58:51,600
Speaker 4: to be harder for him than it is for other kids.

923
00:58:52,240 --> 00:58:54,880
Speaker 4: But that doesn't excuse him, that doesn't let him off

924
00:58:54,880 --> 00:58:57,600
Speaker 4: the hook. It means it's going to be harder for him,

925
00:58:57,920 --> 00:59:00,520
Speaker 4: and you have to work with the school. The school's

926
00:59:00,560 --> 00:59:03,320
Speaker 4: not your enemy. You have to work with the school.

927
00:59:03,360 --> 00:59:05,840
Speaker 4: You have to be in partnership with the school to

928
00:59:05,840 --> 00:59:07,480
Speaker 4: help Jake to learn the rules.

929
00:59:08,600 --> 00:59:11,000
Speaker 2: I'll end with this something that I learned from your

930
00:59:11,080 --> 00:59:14,240
Speaker 2: book about parenting, and that is that being too strict

931
00:59:14,280 --> 00:59:17,480
Speaker 2: is not going to backfire. I agree about that when

932
00:59:17,520 --> 00:59:20,360
Speaker 2: it comes to parenting. I'm pretty strict parent and I

933
00:59:20,400 --> 00:59:23,200
Speaker 2: think you need to give child love and boundaries and

934
00:59:23,200 --> 00:59:26,919
Speaker 2: boundaries is really important, and I think that the same

935
00:59:26,920 --> 00:59:30,960
Speaker 2: should be applied to physicians. Being strict should not backfire. Right,

936
00:59:31,000 --> 00:59:33,440
Speaker 2: You have to stand with the truth and stick to

937
00:59:33,480 --> 00:59:36,120
Speaker 2: the truth, even if it is against the culture, even

938
00:59:36,160 --> 00:59:40,640
Speaker 2: it means that you're pushing back against what people don't want.

939
00:59:41,360 --> 00:59:42,040
Speaker 3: You're in a.

940
00:59:42,000 --> 00:59:45,760
Speaker 2: Position where you took an oath to protect us, and

941
00:59:46,080 --> 00:59:48,040
Speaker 2: that means that you need to be strict even when

942
00:59:48,040 --> 00:59:51,280
Speaker 2: we push against you as a physician and as parents,

943
00:59:51,680 --> 00:59:55,760
Speaker 2: when our children push against us, they're just doing their job.

944
00:59:55,960 --> 00:59:58,440
Speaker 2: That's their job as a child to push against us.

945
00:59:58,840 --> 01:00:02,160
Speaker 2: In our job as a parent is to show them

946
01:00:02,480 --> 01:00:06,160
Speaker 2: the boundaries during those years that were forming their identity

947
01:00:06,240 --> 01:00:10,000
Speaker 2: and forming their character and forming their vision and view

948
01:00:10,040 --> 01:00:12,400
Speaker 2: of life. And if we're not strict with them, what's

949
01:00:12,440 --> 01:00:15,920
Speaker 2: really going to backfire is that is that they're going

950
01:00:16,000 --> 01:00:19,880
Speaker 2: to just be set loose in a challenging world that

951
01:00:19,960 --> 01:00:23,040
Speaker 2: does require a very deep understanding of human nature.

952
01:00:23,400 --> 01:00:26,840
Speaker 4: Well, Dana Baumram speaking of strict parenting, Dana Boumernd was

953
01:00:26,880 --> 01:00:30,480
Speaker 4: a great pioneer of parenting research. Before Dana Baundrend, the

954
01:00:30,560 --> 01:00:33,280
Speaker 4: gurus of parenting were people like doctor Benjamin Spock, who

955
01:00:33,280 --> 01:00:37,320
Speaker 4: were basically sharing anecdotes from their experience as pediatricians. But

956
01:00:37,400 --> 01:00:40,600
Speaker 4: Banna bound Rend was the first pioneer of parenting research,

957
01:00:41,240 --> 01:00:43,280
Speaker 4: and she and her colleagues would go into homes and

958
01:00:43,320 --> 01:00:47,800
Speaker 4: spend dozens of hours over weeks just observing parents and

959
01:00:47,880 --> 01:00:51,720
Speaker 4: seeing how they parented. And she and her colleagues coined

960
01:00:51,800 --> 01:00:58,800
Speaker 4: the terms created the terms authoritative parenting, authoritarian parenting, permissive parenting,

961
01:00:59,440 --> 01:01:02,440
Speaker 4: and then all of these kids over decades to see

962
01:01:02,440 --> 01:01:06,400
Speaker 4: what are the outcomes. And they found if parents are

963
01:01:06,400 --> 01:01:11,280
Speaker 4: too too strict authoritarian and they're and they're beating the

964
01:01:11,360 --> 01:01:16,160
Speaker 4: kids and spanking the kids authoritarian parents, those kids end

965
01:01:16,240 --> 01:01:22,840
Speaker 4: up being criminals. They are incapable of sustaining romantic relationships

966
01:01:22,840 --> 01:01:25,880
Speaker 4: because they never received love. They can't give both. The

967
01:01:25,920 --> 01:01:30,000
Speaker 4: permissive parents, who are very loving, but they don't enforce

968
01:01:30,040 --> 01:01:35,040
Speaker 4: the rules they're they're permissive, those kids end up being anxious, depressed,

969
01:01:35,120 --> 01:01:40,840
Speaker 4: They have terrible credit ratings, they don't pay off their loans.

970
01:01:40,840 --> 01:01:44,520
Speaker 4: No boundaries, no boundaries. The best parents are the authoritative

971
01:01:44,600 --> 01:01:47,800
Speaker 4: parents who are both strict and loving.

972
01:01:47,680 --> 01:01:49,000
Speaker 3: Both strict and boundaries.

973
01:01:49,120 --> 01:01:52,600
Speaker 4: Yes, love and boundaries exactly. The best parents are the

974
01:01:52,640 --> 01:01:56,000
Speaker 4: authoritative parents who are both strict and loving. And by

975
01:01:56,040 --> 01:01:59,040
Speaker 4: the year two thousand she had just so much evidence

976
01:01:59,040 --> 01:02:02,520
Speaker 4: and so much data over decades of research, everybody agreed

977
01:02:02,760 --> 01:02:08,320
Speaker 4: best parents are authoritative parents. No arguments. But in the

978
01:02:08,400 --> 01:02:12,600
Speaker 4: years before her death in twenty eighteen, she herself wrote

979
01:02:13,360 --> 01:02:18,080
Speaker 4: that American parents have become confused. They now mistakenly think

980
01:02:18,680 --> 01:02:21,120
Speaker 4: you have to choose between being strict.

981
01:02:21,480 --> 01:02:23,600
Speaker 3: Or loving, love or boundaries.

982
01:02:23,880 --> 01:02:28,120
Speaker 4: They don't realize the best parents are both strict and loving.

983
01:02:28,520 --> 01:02:30,200
Speaker 4: And that's the point I try to make the new

984
01:02:30,320 --> 01:02:32,760
Speaker 4: edition of the Collapse of Parenting that the best parents

985
01:02:33,080 --> 01:02:36,160
Speaker 4: are both strict and loving. You've got to learn from

986
01:02:36,200 --> 01:02:37,000
Speaker 4: Dana paum Rent.

987
01:02:37,280 --> 01:02:39,360
Speaker 2: I love that book. I love your book, The Collapse

988
01:02:39,360 --> 01:02:42,439
Speaker 2: of Parenting. I recommend it. I think for anybody who

989
01:02:42,440 --> 01:02:44,040
Speaker 2: comes up to me and says, wow, it's so hard

990
01:02:44,040 --> 01:02:46,520
Speaker 2: to be a parent, I say, just read doctor Sachs's book.

991
01:02:46,560 --> 01:02:48,120
Speaker 2: I think it's just going to clarify a lot of

992
01:02:48,120 --> 01:02:50,640
Speaker 2: the things that are in your gut already but make

993
01:02:50,680 --> 01:02:52,280
Speaker 2: total sense. And it does take a little bit of

994
01:02:52,320 --> 01:02:55,120
Speaker 2: courage to go against a herd, but that's what parenting

995
01:02:55,200 --> 01:02:57,840
Speaker 2: is about, having courage to do the right thing for

996
01:02:57,840 --> 01:03:00,520
Speaker 2: our children. Thank you, Thank you, doctor, it was great

997
01:03:00,520 --> 01:03:01,000
Speaker 2: happing you on.

998
01:03:01,280 --> 01:03:04,160
Speaker 4: Thank you. If you like the Michael.

999
01:03:03,880 --> 01:03:08,520
Speaker 1: Berry Show and podcast, please tell one friend, and if

1000
01:03:08,520 --> 01:03:14,560
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1001
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1002
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1003
01:03:22,600 --> 01:03:27,480
Speaker 1: Michael at Michael Berryshow dot com, or simply by clicking

1004
01:03:27,560 --> 01:03:32,200
Speaker 1: on our website Michael Berryshow dot com. The Michael Berry

1005
01:03:32,240 --> 01:03:36,439
Speaker 1: Show and Podcast is produced by Ramon Roeblis, The King

1006
01:03:36,480 --> 01:03:46,560
Speaker 1: of Ding. Executive producer is Chad Knakanishi. Jim Mudd is

1007
01:03:46,600 --> 01:03:52,960
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1008
01:03:53,120 --> 01:03:58,560
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1009
01:03:58,600 --> 01:04:04,959
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1010
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1011
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1012
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Speaker 1: bless the memory of Rush Limbaugh. Long live Elvis, be

1013
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Speaker 1: a simple man like Leonard Skinnard told you, and God

1014
01:04:23,760 --> 01:04:29,000
Speaker 1: bless America. Finally, if you know a veteran suffering from PTSD,

1015
01:04:29,880 --> 01:04:34,440
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1016
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1017
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