Facts Surrounding Djinn's Case.
Djinn was a learning disabled child, dyslexic, has ADHD, a mood swing disorder, anger management issues. He was also lacking in Social skills, and was Socially under developed.
Djinn was given several medications which were not tested on children, they were still prescribed and administered to him, in essence using Djinn as a guinea pig.
Psychiatrists have drugged Djinn for years, for no reason, perpetrating fraud.
Djinn was physically restrained on several occasions in private school settings. He was also restrained while at the Monroe County Correctional Facility, an Adult jail, and also at the Abraxas Youth Center, a facility he spent over two years in.
2 weeks before the fire, an electrician was at the house and discovered many problems with the wiring. He stated if they were not fixed soon then it could cause a fire. Djinn's questioning and interrogation was not taped or recorded, no attorney was present, nor was a Children and Youth worker, whom was requested by the family to be present during questioning was present. These is no signed statement stating there was a confession given. Djinn was arrested at the age of 12. While incarcerated at the Monroe County Correctional Facility, he was isolated from the rest of the prison population, was placed in his own cell in the intake section of the jail, where he could see and hear everything. He was in lock down for 23 hours a day and only given 1 hour of recreation a day usually after 9PM at night. One of the prosecution witnesses was arrested after Djinn's trial, for prescribing medications without seeing patients, for writing prescriptions without pre screening said patients and also for double billing medicare. Djinn says he saw him once but was only with him for the most one minute. Djinn's Public Defender stated to family and in public that he DID NOT believe that he was innocent. This Public Defender was asked by Djinn himself, also by family to be fired, on more than one occasion, but was allowed by the court to remain on the case.
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Excerpts from Djinn's hearings.
The Fire Marshal stated under oath that there was no way to determine the cause of the fire, as it burned to hot and it happened during a blinding snow storm. The only evidence against Djinn was the supposed confession. There was no physical evidence against him. DOES THIS BOTHER YOU?
Accelerant sniffing dogs were used at the scene of the fire after it had cooled down enough and none was found. Yet, state prosecution witnesses stated that's how they believed the fire started.
Child Exploit Torture the infliction of intense pain to punish, coerce, or afford sadistic pleasure
Abuse to treat in an injurious way;
to speak insultingly, harshly, and unjustly to or about; to commit sexual assault upon. to deceive or mislead. wrong or improper use; misuse: bad or improper treatment; maltreatment: a corrupt or improper practice or custom:
one strongly influenced by another or by a place or state of affairs
to make use of meanly or unfairly for one's own advantage
to use wrongly or improperly;
Molest
to force physical and usually sexual contact on
Law Justice
rule of conduct or action prescribed or formally recognized as binding or enforced by a controlling authority
the establishment or determination of rights according to the rules of law or equity conformity to
A restraint is--
Any manual method, physical or mechanical device, material or equipment that immobilizes or reduces the ability of an individual to move her arms, legs, body or head freely; or drug or medication when it is used as a restriction to manage the individuals behavior or restrict the individuals freedom of movement and is not a standard treatment or dosage for the individuals condition, restraint does not include devices, such as orthapedically prescribedm, or bandages, protective helmets, or other methods that involve the physical holding of an individual for the porpose of conducting routine physical evaluations, examinations or tests, or to protect the individual from falling out of bed, or to permit the individual to participate in activities without the risk of physical harm
Seclusion is –
The involuntary confinement of [an individual] alone in a room or area from which the [individual] is physically prevented from leaving. Seclusion may only be used for the management of violent or self-destructive behavior."Seclusion" and "time-out" are not the same. Behaviorists originally defined "time-out" to mean "a behavior reduction procedure or form of punishment in which students who display a predefined inappropriate behavior are suspended for a short period of time from access to all opportunities to receive positive social reinforcement." Over the, educators have used the term "time-out" to describe a variety of interventions aimed at calming a student down, removing a student from the group, and engaging a student in problem solving or self reflection. Time-out can include placing a student in an area of the classroom where the student can observe classroom instruction, but cannot participate. It can also involve requiring the student to go to a separate designated area where the student cannot visually observe or hear what is happening in the classroom, but from which the student is not physically prevented from leaving, e.g. facing the wall, sitting with their head on their desk, standing in the hallway, or going to the principal’s office. For the purposes of this report, however, seclusion is placing a student alone in a room or area and preventing the student from leaving that area. In many schools, public, private and Detention Facility settings, school children have been subjected to many horrific instances of restraint or seclusion.
They have been: • Strapped down to their chairs, even wheelchairs; • Pinned on the floor by several adults (sometimes for hours at a time); • Grabbed and dragged into rooms; • Held in arm locks; • Handcuffed; • Placed in coffin-like boxes and cells; • Locked in closets; and • Subjected to other physically and psychologically traumatizing acts of violence by school personnel and others. Beyond physical injuries or death, behavioral restraint or seclusion can also severely traumatize individuals and result in lasting adverse psychological effects. The risk of trauma is greater with individuals with a history of abuse. Individuals who have been restrained and secluded describe these events as punitive and aversive, leaving lingering psychological scars. Children and adolescents restrained during a psychiatric hospitalization report recurrent nightmares, intrusive thoughts, avoidance behaviors, enhanced startle response, and mistrust of mental health professionals resulting from the incidents, even years after the event. Restraint or seclusion may evoke feelings of guilt, humiliation, embarrassment, hopelessness, powerlessness, fear, and panic. Restraint or seclusion compromise an individual’s ability to trust and engage with others, and create a violent and coercive environment that undermines forming trusting relationships and, by extension to the education setting, learning. In its report on restraint and seclusion in California schools, the California P&A summarized the psychological harm that can result from restraint or seclusion: Staff can also be harmed when individuals are forcibly restrained or secluded. To our knowledge, there have been no studies showing harm to staff in the school setting, but in other settings, reductions in the use of restraint or seclusion of residents have resulted in fewer work-related injuries for staff. INADEQUATE LEGAL PROTECTIONS AND OVERSIGHT Patchwork of Inadequate Statewide Laws Despite the widely recognized risks of restraint and seclusion use, policy makers have been slow to institute protections and oversight. In response to highly publicized deaths and injuries and the tireless efforts of families and advocates, some states and territories have enacted laws, issued regulations and developed policies and guidelines in recent years. Other states and territories still have no protections or oversight, which results in a patchwork of inconsistent policies – or no policies at all -- across local school districts. For example, in a study commissioned by the Indiana P&A, the Indiana Institute on Disability and Community at the University of Indiana, a University Center for Excellence in Developmental Disabilities, found that only slightly more than half of the school districts in Indiana had physical restraint policies and virtually none had policies regarding seclusion or the use of positive behavior supports.20 The researchers concluded that there appears to be a general tendency to deal with behavior problems with punitive, reactive approaches, rather than the proactive approaches found in positive behavior support programs.
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