Latest / UK Column Radio / Protecting Young Minds | UK Column Interviews

Transcript

Protecting Young Minds | UK Column Interviews · UK Column Radio

• 0:08
  Speaker 1: Fantastic you made it and welcome to a refurbished studio too,
• 0:15
  Speaker 1: so we've given you a comfy seat this time very much.
• 0:19
  Speaker 1: It's a pleasure audience are with us. So I've got
• 0:25
  Speaker 1: Kim Isherwood with me in the studio. Kim's come down
• 0:28
  Speaker 1: with two ladies from Public Child Protection Whales and you've
• 0:33
  Speaker 1: driven what about one hundred and sixty miles from South
• 0:37
  Speaker 1: Wales down to Plymouth especially to come into the studio
• 0:42
  Speaker 1: to have a talk about your work with child Public
• 0:45
  Speaker 1: Child Protection Whales and an update including I think a
• 0:51
  Speaker 1: very exciting announcement. But we've just been upstairs with the
• 0:57
  Speaker 1: rest of the UK column team with a cup tea.
• 1:00
  Speaker 1: You've been unwinding from the trip and we've had a
• 1:04
  Speaker 1: fascinating little discussion. So if it's okay with you, Kim,
• 1:08
  Speaker 1: I'm going to pick up on some of those points
• 1:10
  Speaker 1: that were discussed upstairs. Well let's begin at the beginning.
• 1:17
  Speaker 1: Good place to start, because what a couple of months
• 1:21
  Speaker 1: ago you sent me an email saying that you had
• 1:25
  Speaker 1: an event organized. There was an event and also you
• 1:29
  Speaker 1: were going to have a team going up to London
• 1:32
  Speaker 1: in order to make a statement in London itself. So
• 1:38
  Speaker 1: tell us about those two events, what's coming up and
• 1:41
  Speaker 1: when is it.
• 1:42
  Speaker 2: So the last time I was here, we discussed we
• 1:46
  Speaker 2: would go into Washington, DC to launch well to join
• 1:49
  Speaker 2: an international team, an international task force for child protection,
• 1:54
  Speaker 2: all fighting the same thing as what we are. Team
• 1:57
  Speaker 2: from Canada, New Zealand, Australia, Southern Ireland, England and Wales
• 2:03
  Speaker 2: were there. We launched a piece of legislation, a bill
• 2:08
  Speaker 2: out there. We handed it into Congressman in Washington DC
• 2:11
  Speaker 2: to fight against the Kinsey the work of doctor Alfred Kinsey.
• 2:15
  Speaker 2: So what this bill actually does is it investigates everything
• 2:19
  Speaker 2: coming into the classrooms and through the universities and anything
• 2:23
  Speaker 2: that's related to the work of Alfred Kinsey.
• 2:25
  Speaker 3: It removes it.
• 2:27
  Speaker 2: So what we've done since then, we have decided to
• 2:32
  Speaker 2: fly the teams over to the UK.
• 2:34
  Speaker 3: So this is the UK part of the trip.
• 2:36
  Speaker 2: We are going to do exactly the same here as
• 2:38
  Speaker 2: what they've done out in America. Our bill is slightly
• 2:41
  Speaker 2: diffront because it needs to be tailored to the UK.
• 2:45
  Speaker 2: We've changed it slightly as well, So our bill is
• 2:47
  Speaker 2: not just Alfred Kinsey. Our bill is going to protect
• 2:51
  Speaker 2: children under the gender ideology, queer theory and.
• 2:54
  Speaker 3: The sexual from birth theory.
• 2:57
  Speaker 2: Our bill is called the Child Protection and Search Ethics Bill,
• 3:01
  Speaker 2: and that is part of the reason why we're going
• 3:04
  Speaker 2: all around the world, so we go in country to county.
• 3:06
  Speaker 2: This is an international project, so we have our conference
• 3:10
  Speaker 2: on the eighteenth of April in South Wales near Newport,
• 3:14
  Speaker 2: literally just a couple of miles from Newport railway station.
• 3:17
  Speaker 2: The teams are flying across the world, which so far
• 3:20
  Speaker 2: we have Texas confirmed, Indiana, can confirmed, au straight As
• 3:26
  Speaker 2: Australia sorry they couldn't make it New Zealand, and we've
• 3:29
  Speaker 2: got a team from Southern Ireland all fly into South Wales.
• 3:34
  Speaker 2: We are having our conference on the eighteenth of April,
• 3:36
  Speaker 2: so we've got a roundtable event for that. We've got
• 3:39
  Speaker 2: a whole day of filming and up in the Brackens
• 3:42
  Speaker 2: the Welsh Mountains, the international team come together filming, podcasting
• 3:48
  Speaker 2: and then on a Monday we leave very early Monday
• 3:51
  Speaker 2: the twentieth we travel to London. We have a meeting
• 3:55
  Speaker 2: in Portcallis House with an MP where we deliver our
• 3:59
  Speaker 2: version and of the bill, the Child Protection Research Ethics Bill.
• 4:03
  Speaker 2: From our meeting we will come out and we'll have
• 4:05
  Speaker 2: a demonstration on Parliament Square. This will be the second
• 4:09
  Speaker 2: opportunity then for the public to meet the international team,
• 4:12
  Speaker 2: come and discuss things, find out what's going on and
• 4:17
  Speaker 2: work together really to fight back against this agenda. We
• 4:22
  Speaker 2: have a fill things planned you know, we have a
• 4:24
  Speaker 2: fill things lined up. So this is one event which
• 4:27
  Speaker 2: will lead on to another event. As you know, some
• 4:31
  Speaker 2: of us are fully accredited r S teacher trainers. We've
• 4:35
  Speaker 2: had ladies from New Zealand do the same accreditation as US,
• 4:39
  Speaker 2: So this now gives us the power to produce safe
• 4:43
  Speaker 2: resources for our children and apply them universally across the
• 4:48
  Speaker 2: world on the international stage. So even though this conference
• 4:51
  Speaker 2: is massive by itself, launching the bill is massive, is
• 4:55
  Speaker 2: still only a step in stone onto what we're going
• 4:58
  Speaker 2: to do. So we've gone from local nationale we really
• 5:01
  Speaker 2: are feeling now on the international stage. That's pretty much
• 5:05
  Speaker 2: what we've got coming next.
• 5:07
  Speaker 1: Kim, this is fantastic and all of the public Child
• 5:11
  Speaker 1: Protection team has done such huge amount of work to
• 5:16
  Speaker 1: bring the grooming of children through sexual education in schools,
• 5:21
  Speaker 1: to bring that in front of the public, and you
• 5:26
  Speaker 1: were able to get that onto an international footing with
• 5:30
  Speaker 1: that that conference in the States, and now you're saying
• 5:35
  Speaker 1: that that was successful enough to bring people to UK
• 5:39
  Speaker 1: in order to talk about it. So that is really brilliant.
• 5:43
  Speaker 1: Just tell me a little bit more about the bill.
• 5:46
  Speaker 1: Who has actually put the bill together? Have you all
• 5:49
  Speaker 1: done that yourselves or have you had somebody who's come
• 5:53
  Speaker 1: in sort of from the political sphere to help sponsor it.
• 5:58
  Speaker 1: How have you put that together?
• 6:00
  Speaker 3: So this is the original bill from America. HR.
• 6:04
  Speaker 2: Two seven nine was originally developed by doctor Judith Weissman,
• 6:09
  Speaker 2: and this is from the nineteen nineties. It was kicked
• 6:12
  Speaker 2: into the long grass. So it's a revival of that
• 6:14
  Speaker 2: bill and we all we've done is it's pretty much
• 6:19
  Speaker 2: a copy and paste job, but we've tailored it to
• 6:21
  Speaker 2: the UK. So we've taken it ourselves. This I don't
• 6:26
  Speaker 2: think there has been a time in a history that
• 6:29
  Speaker 2: I know whether public has produced their own child protection bill.
• 6:33
  Speaker 2: We haven't written in ourselves from scratch. We have literally
• 6:37
  Speaker 2: taken a replica of what they are doing in America,
• 6:40
  Speaker 2: tailored it to here in the UK. The same is
• 6:43
  Speaker 2: going to happen for every country around the world. You
• 6:46
  Speaker 2: know what we've produced right now, we're not saying this
• 6:49
  Speaker 2: is exactly what we want. What we would like to
• 6:52
  Speaker 2: do is a proper public consultation. We at this moment
• 6:56
  Speaker 2: in time we collecting signatures for people to follow this bill,
• 7:01
  Speaker 2: the development of the bill, and we want to prop
• 7:03
  Speaker 2: up public consultation. We're not leaving in the hands of
• 7:06
  Speaker 2: politicians anymore and they're fake consultations. We want a thorough
• 7:12
  Speaker 2: public consultation. We want to hear from the people. If
• 7:16
  Speaker 2: there's something about this bill people do not like, we
• 7:18
  Speaker 2: come together, we discuss it. We really want to make
• 7:21
  Speaker 2: this happen. We want to make it work. So we
• 7:24
  Speaker 2: essentially want to do the job of what the government
• 7:27
  Speaker 2: is supposed to be doing, you know.
• 7:29
  Speaker 3: So we want to tick all the.
• 7:30
  Speaker 2: Boxes outside here and hopefully get this UK wide campaign
• 7:35
  Speaker 2: everyone behind this bill, try and push it through parliament.
• 7:39
  Speaker 1: Okay, so how do you actually how do you actually
• 7:45
  Speaker 1: get the bill through parliament? You've got a document, you've
• 7:48
  Speaker 1: got the bill. What has to happen next in order?
• 7:52
  Speaker 2: So we have a meeting on the twentieth. We will
• 7:55
  Speaker 2: be going up a lot earlier than the coaches leaving
• 7:59
  Speaker 2: South Wales. We actually have a meeting with an MP
• 8:02
  Speaker 2: who is interested in looking at it and that's another
• 8:06
  Speaker 2: reason why we've had to edit it again. We can't
• 8:10
  Speaker 2: put our eggs into one basket. We also know this
• 8:13
  Speaker 2: is a controversial topic. We know from experience when a
• 8:16
  Speaker 2: politician does support any of our concerns, they tend not
• 8:21
  Speaker 2: to have their seat the following term. So we've had
• 8:24
  Speaker 2: the kind of tore it down so it's less controversial,
• 8:28
  Speaker 2: but it's also given a bit of a wider scope
• 8:30
  Speaker 2: as well, so we, like I said, we know put
• 8:32
  Speaker 2: all our eggs in one basket. For us, the most
• 8:34
  Speaker 2: important thing is the people, the people getting behind it.
• 8:38
  Speaker 2: You know, I think it's important that people understand their power.
• 8:42
  Speaker 2: We're all too busy waiting for politicians to do stuff,
• 8:45
  Speaker 2: waiting for the charismatic speeches. But waiting doesn't safeguard our children.
• 8:50
  Speaker 2: So we are taking it to this MP and he
• 8:53
  Speaker 2: hopefully will be forming a cross party group on that front.
• 8:58
  Speaker 2: Like I said, you know, we can't products in one basket.
• 9:01
  Speaker 2: We can't have one hundred percent faith in individuals.
• 9:05
  Speaker 3: For whatever reason.
• 9:07
  Speaker 2: You know, the people don't get found on this topic
• 9:09
  Speaker 2: by especially in public office. You know, this is why
• 9:12
  Speaker 2: we need a public behind us. We need the hype
• 9:14
  Speaker 2: behind us, and we want everyone to write to their
• 9:17
  Speaker 2: own MPs to support this as well. It's not a
• 9:21
  Speaker 2: controversial bill. It is child protection and research ethics. All
• 9:25
  Speaker 2: it does is insure everything which comes into our classrooms
• 9:29
  Speaker 2: is based off ethical work, ethical data sets, ethical studies.
• 9:35
  Speaker 2: As we know, sexual from birth is unethical. It's based
• 9:39
  Speaker 2: on the sexual assaultant rape of children as young as
• 9:41
  Speaker 2: two months old. The gender ideology completely unethical, based off
• 9:46
  Speaker 2: the work of David Drayma and the mutilation of him.
• 9:49
  Speaker 2: And then we've got a queer theory that's just a
• 9:51
  Speaker 2: load of nonsense anyway. You know, there's no scientific evidence,
• 9:56
  Speaker 2: there's no facts to back any of this stuff up.
• 9:58
  Speaker 3: And that's what we are going in Far Bryan.
• 10:01
  Speaker 2: We want to ensure we know see if gardens should
• 10:05
  Speaker 2: be black and white, doesn't matter what can duel event.
• 10:08
  Speaker 2: All children are the same, so if something doesn't work
• 10:11
  Speaker 2: in one county, then it's not going to work in
• 10:13
  Speaker 2: another country. Things need to be the same across the board,
• 10:16
  Speaker 2: and that's what we are going far. We want a
• 10:19
  Speaker 2: black and white system to see if garden anything is
• 10:22
  Speaker 2: a red flag or anything as a gray area simply
• 10:25
  Speaker 2: has to go.
• 10:27
  Speaker 1: It's an incredible situation we've got ourselves into that. Essentially,
• 10:32
  Speaker 1: policy created, policy at government level or outside government is
• 10:39
  Speaker 1: creating this agenda where very young children in schools are
• 10:42
  Speaker 1: being taught what is clearly very perverted information about sex
• 10:52
  Speaker 1: and relationships. And you've taken up the cudgel with that,
• 10:56
  Speaker 1: You've taken up the bat and the batter and in
• 10:59
  Speaker 1: order to do something about it. But what you're actually
• 11:02
  Speaker 1: challenging it isn't things that the government doesn't know about.
• 11:08
  Speaker 1: You were actually challenging the government's own educational policy which
• 11:13
  Speaker 1: has permitted this stuff to come into schools. So I
• 11:17
  Speaker 1: can imagine, you know, the average person thinking well, how
• 11:21
  Speaker 1: is this possible? How is it that stuff which is
• 11:24
  Speaker 1: dangerous for children has actually come into being through the
• 11:29
  Speaker 1: education system itself. This is a pretty incredible situation, isn't it.
• 11:34
  Speaker 2: It all boils down to the academics. You know, everything
• 11:37
  Speaker 2: was back to the academics. The university is not just
• 11:40
  Speaker 2: in the UK, worldwide, and that's what I remember being
• 11:44
  Speaker 2: in a meeting with some ladies once and I asked
• 11:47
  Speaker 2: them when are we going to go after the academics
• 11:50
  Speaker 2: and they looked at me like I had six heads.
• 11:53
  Speaker 2: And then I think it was A couple of months later,
• 11:55
  Speaker 2: we were up in North Wales and an eighty two
• 11:57
  Speaker 2: year old lady come on to me and she said,
• 11:59
  Speaker 2: you've got to start legislating against them. They are legislating
• 12:03
  Speaker 2: against you. You've got to legislate against them. And then
• 12:06
  Speaker 2: when we met the ladies then on the international stage,
• 12:09
  Speaker 2: this all just seems to make sense to me. Now,
• 12:11
  Speaker 2: you know, we have to the tools that they use
• 12:15
  Speaker 2: and against us to remove our our opportunities to protect
• 12:19
  Speaker 2: our children. We've got no control over our children anymore, Brian.
• 12:23
  Speaker 2: As you know, the government has proven in the High
• 12:26
  Speaker 2: Court the parents' rights over education do not exist, so
• 12:30
  Speaker 2: we do not have the opportunity to probably safeguard our children.
• 12:34
  Speaker 3: And because the teachers, because this stuff is.
• 12:36
  Speaker 2: Coming down from university level, everyone's just looking up it. Well,
• 12:40
  Speaker 2: it must be right, this must be right, and people
• 12:43
  Speaker 2: are not questioning it. And it comes from the academics,
• 12:46
  Speaker 2: and people are blinded by academia. They are blinded by academia.
• 12:51
  Speaker 2: I think if most of the nation understood you only
• 12:53
  Speaker 2: needed forty percent to get a degree, I don't think
• 12:56
  Speaker 2: they would be looking at these people and such in
• 13:00
  Speaker 2: the way they do, you know.
• 13:03
  Speaker 1: And then we've got hand in glove with that. We've
• 13:06
  Speaker 1: got agencies, sometimes charities, sometimes non government organizations that are
• 13:14
  Speaker 1: sponsoring universities in particular ways in order that their particular
• 13:20
  Speaker 1: agenda can come into the university itself. So there's lots
• 13:24
  Speaker 1: of angles for the If you have a professor that's
• 13:29
  Speaker 1: pushing this policy through a university, you don't even know
• 13:33
  Speaker 1: that they're just doing it off their own back, or
• 13:36
  Speaker 1: whether they are being funded in some way or sponsored
• 13:40
  Speaker 1: in some way by some other organization that wants this
• 13:44
  Speaker 1: agenda to come through. It's a very opaque gray area,
• 13:49
  Speaker 1: isn't it when you start to talk about where it
• 13:51
  Speaker 1: comes from.
• 13:52
  Speaker 2: Yeah, so you've got the academics producing their papers, and
• 13:55
  Speaker 2: then you've got a lot of activists and forming their
• 13:58
  Speaker 2: RSE groups completely and regulated. I think their only qualification
• 14:03
  Speaker 2: is their sexuality. Again, you know, they don't even need
• 14:07
  Speaker 2: to be DBS checked to be producing this stuff because
• 14:10
  Speaker 2: they're not actually in a room with vulnerable people or children.
• 14:13
  Speaker 2: So there's there's a huge gaping hole here, and this
• 14:17
  Speaker 2: is how this stuff is getting in. We know sixty
• 14:19
  Speaker 2: eight percent of teachers do not like teaching topics of
• 14:22
  Speaker 2: this type, so they get outsourceent to these organizations and
• 14:26
  Speaker 2: you know we are sat, youre angry and annoyed that
• 14:30
  Speaker 2: this is allowed to happen. Well, actually, if there's this
• 14:34
  Speaker 2: massive gap that these bad people can come in, why
• 14:38
  Speaker 2: can't us good people use our massive gap as well.
• 14:41
  Speaker 2: So what we've done, like, as you know, we did
• 14:43
  Speaker 2: want to prevent this from happening, but now we're at
• 14:46
  Speaker 2: the stage of damage limitation. We know this has been
• 14:49
  Speaker 2: legislated for in different parts of the UK. We know
• 14:52
  Speaker 2: the rest of the UK is going to have the legislation,
• 14:55
  Speaker 2: so as well as fighting it, we are now developing
• 14:58
  Speaker 2: things to counteracting. So we've gone out of our way
• 15:02
  Speaker 2: to become accredited our se teachers and license holders. So
• 15:07
  Speaker 2: that's something that a lot of the other sex education
• 15:10
  Speaker 2: organizations do not have. So we have equipped ourselves and
• 15:14
  Speaker 2: armed ourselves with more qualifications that we can now become competition.
• 15:20
  Speaker 2: And by proving that our resources are safer resources, not
• 15:24
  Speaker 2: only are we battling them in the battlefield, we are
• 15:27
  Speaker 2: slipping these safer resources into the hands of teachers who
• 15:31
  Speaker 2: a lot of really want this stuff. Brian, you know,
• 15:34
  Speaker 2: once it's explained to them how damaging these other packages
• 15:38
  Speaker 2: are and showing them our criminological approach to things. They
• 15:43
  Speaker 2: are biting our hands off. You know, that's the angle
• 15:46
  Speaker 2: we are taking now. Is completely unregulated. We are not
• 15:50
  Speaker 2: going in unregulated. We're ensuring that we've got licenses, registrations, insurances,
• 15:57
  Speaker 2: so we are making shoe work. Even though it's a
• 15:59
  Speaker 2: red we are still putting ourselves up there at the
• 16:03
  Speaker 2: highest point possible.
• 16:04
  Speaker 1: You know, right, just come in on that point when
• 16:08
  Speaker 1: you say it's unregulated, what is unregulated?
• 16:13
  Speaker 3: Organizations?
• 16:15
  Speaker 1: The r organizations that are bringing the policy into the schools.
• 16:20
  Speaker 2: Yeah, so the schools are purchasing licenses and packages from
• 16:25
  Speaker 2: the organizations, so from the outsourced organizations, and that's how
• 16:29
  Speaker 2: the stuff is coming in through the schools. Nobody's regulating that.
• 16:33
  Speaker 1: Okay, this is this is very interesting. I did not
• 16:35
  Speaker 1: know this. So the policy itself, what's the best way
• 16:40
  Speaker 1: to describe it, has been outsourced from the Department of Education.
• 16:45
  Speaker 2: So the Department of Education have said the schools have
• 16:48
  Speaker 2: to teach this stuff. Teachers don't like teaching it. They've
• 16:52
  Speaker 2: got a very limited budget as well. The easiest thing
• 16:55
  Speaker 2: for them to do is buy a license from these
• 16:57
  Speaker 2: organizations and use their resources. They don't ask any questions.
• 17:01
  Speaker 2: You know, these resources are coming in. The teachers are
• 17:04
  Speaker 2: just delivering it. If they are delivering themselves, they're taken
• 17:08
  Speaker 2: from the resources, or they will get somebody else to
• 17:11
  Speaker 2: come in and use those resources.
• 17:13
  Speaker 1: And you are saying that the regulate that the organizations
• 17:17
  Speaker 1: that are doing this, providing these services for schools are
• 17:22
  Speaker 1: themselves not under any formal regulation.
• 17:26
  Speaker 3: None whatsoever, None whatsoever.
• 17:30
  Speaker 1: As a pause here, because I'm just thinking, Wow, this
• 17:34
  Speaker 1: is something I did not know, and this is truly incredible,
• 17:37
  Speaker 1: because I'd at least imagine that this unpleasant policy, what
• 17:44
  Speaker 1: was being taught had at least come into schools via
• 17:48
  Speaker 1: the Department of Education. So if you wanted to go
• 17:50
  Speaker 1: and look at somebody ultimately responsible, it would be the
• 17:55
  Speaker 1: Department of Education. That may still be true, But now
• 17:59
  Speaker 1: we've got another layer. So we've got these unregulated organizations
• 18:04
  Speaker 1: that provide the teaching material to the schools. And you
• 18:09
  Speaker 1: mentioned a little bit earlier before we sat down here
• 18:15
  Speaker 1: a particular organization. You don't have to name it if
• 18:18
  Speaker 1: you don't want to, but where you said that if children,
• 18:22
  Speaker 1: after their lesson were to go and do a little
• 18:24
  Speaker 1: bit of searching for the organization. They were going to
• 18:28
  Speaker 1: discover something you were able to tell us about that.
• 18:31
  Speaker 3: Kathleen was speaking about that.
• 18:32
  Speaker 2: Yeah, so it was the Claire Page case, and I
• 18:34
  Speaker 2: think it was the School of Sexuality. The guy I
• 18:38
  Speaker 2: think you might have been the CEO of that, he
• 18:40
  Speaker 2: actually runs a business full of sex ties. So when
• 18:44
  Speaker 2: you've got this organization headed by this, I'll say, gentlemen
• 18:48
  Speaker 2: for the take of it, delivering these lessons to children,
• 18:53
  Speaker 2: they then go and search who this person is and
• 18:55
  Speaker 2: they find his business sex ties, you know, adult sex ties.
• 19:00
  Speaker 2: And we're seeing the same as well with the drug story.
• 19:03
  Speaker 2: Why you know, these are adult workers who are now
• 19:06
  Speaker 2: in charge of delivering things for our children, tools for
• 19:09
  Speaker 2: our children, and it's unquestionable.
• 19:12
  Speaker 3: Nobody's questioning it.
• 19:14
  Speaker 2: There's also a misuse of copyright laws as well. So
• 19:17
  Speaker 2: they are producing these resources, selling the licenses to the schools,
• 19:21
  Speaker 2: and the schools and the strict instructions not to share
• 19:24
  Speaker 2: those resources or parents, and the copyright laws, well, copyright
• 19:28
  Speaker 2: laws simply mean you're taking somebody else and passing off
• 19:32
  Speaker 2: as your own. It doesn't mean you can't show people's stuff.
• 19:35
  Speaker 2: So we're in a situation where they are misusing those
• 19:38
  Speaker 2: laws and the courts asiding with.
• 19:40
  Speaker 1: Them, and they're misusing those laws presumably to stop you
• 19:46
  Speaker 1: or and or other parents exposing what they're doing. So
• 19:50
  Speaker 1: the school sort of says, oh, well, we can't we
• 19:53
  Speaker 1: can't tell you or we can't show you exactly what's
• 19:56
  Speaker 1: being taught because of commercial copyright.
• 20:00
  Speaker 4: Wow, it's pretty serious, isn't it.
• 20:03
  Speaker 1: It is serious because the materials perverted, and then you've
• 20:07
  Speaker 1: got a perversion of the whole regulatory safeguarding system around
• 20:12
  Speaker 1: the children. It seems that everybody who is there to
• 20:16
  Speaker 1: protect the children is actually being pushed away from the children,
• 20:19
  Speaker 1: and everybody who's who's trying to corrupt them is being
• 20:24
  Speaker 1: brought closer to the children and is protected.
• 20:27
  Speaker 2: Yes, absolutely, we are fortunate. You know, like I said,
• 20:31
  Speaker 2: we've made sure whether we've got different skills, we've done.
• 20:34
  Speaker 2: We've rock Pool facilitators for positive and adverse childhood experiences,
• 20:38
  Speaker 2: trauma informed on the international front. One of the ladies
• 20:42
  Speaker 2: in the group is actually a classify as she is
• 20:46
  Speaker 2: a video games and film classifier, so she puts age
• 20:50
  Speaker 2: ratings on things, and she started a campaign against the
• 20:54
  Speaker 2: books in schools because when she's done the classification on
• 20:57
  Speaker 2: the children's books is shocking, Brya.
• 21:00
  Speaker 3: You know, so we are not chess.
• 21:02
  Speaker 1: I'm sorry to butt in there, but she she puts
• 21:08
  Speaker 1: classification on because she's doing this in a professional sense
• 21:11
  Speaker 1: in regard to films. Yes, so she uses her knowledge
• 21:16
  Speaker 1: and experience and then looks at this children's stuff and
• 21:22
  Speaker 1: the fact she classifies it at all is pretty extraordinary.
• 21:25
  Speaker 1: But she's coming in and giving it equivalent ratings.
• 21:30
  Speaker 4: To some of the Yeah, well horror.
• 21:33
  Speaker 1: Films or sex films.
• 21:35
  Speaker 4: Whatever, Angela ro Yes.
• 21:37
  Speaker 2: So she's in Southern Australia and she's recently taken some
• 21:41
  Speaker 2: stuff to the police.
• 21:42
  Speaker 3: It is that bad. I don't think the police said.
• 21:45
  Speaker 2: Well, last I heard, the police do not want to
• 21:48
  Speaker 2: inform her on the progress of the investigation because some
• 21:52
  Speaker 2: stuff has gone to the media. She's actually gone to
• 21:55
  Speaker 2: the place with it, Brian. As we know, we've had
• 21:58
  Speaker 2: people up in Scotland going to the place stuff as well.
• 22:01
  Speaker 2: I don't know if she's going to get the same
• 22:02
  Speaker 2: result that we get here. The police cannot get involved
• 22:05
  Speaker 2: in education, health and politics.
• 22:07
  Speaker 3: I don't know why.
• 22:10
  Speaker 2: I'd like to know why, and I'd like to see
• 22:11
  Speaker 2: the piece of legislation that says so as well. But
• 22:14
  Speaker 2: this is you know, so we've made sure that our
• 22:17
  Speaker 2: group we do have it all covered. We're not messing about,
• 22:20
  Speaker 2: you know, we do between us all we have it
• 22:23
  Speaker 2: all covered and we are heads and shoulders above any
• 22:26
  Speaker 2: organization that's in the UK right now.
• 22:29
  Speaker 3: And this is why we're not going anywhere.
• 22:31
  Speaker 4: You know.
• 22:32
  Speaker 1: I'll come back to that, Kim. But just that little
• 22:34
  Speaker 1: bit you dropped in there about the police. The police
• 22:37
  Speaker 1: are saying that they can't investigate matters concerning.
• 22:42
  Speaker 2: Health, politics and education, and who's actually said that the police.
• 22:49
  Speaker 2: I don't know where it's come from. I don't know
• 22:51
  Speaker 2: where this piece of I don't know. I've tried looking.
• 22:54
  Speaker 2: I don't know where they're getting this from. You know,
• 22:57
  Speaker 2: it seems to be something we keep coming up against.
• 23:00
  Speaker 2: So Scotland, for instance, there's a taxi driver called to
• 23:03
  Speaker 2: Glasgow Cabby, quite a big following on social media. He
• 23:07
  Speaker 2: teamed up with Richard Lucas from a Scottish family party.
• 23:10
  Speaker 2: There was a big crowd of people outside the police station.
• 23:13
  Speaker 2: They took this stuff into the police station to report
• 23:16
  Speaker 2: it and nothing happens every single time. They cannot get
• 23:20
  Speaker 2: involved in education, educational resources.
• 23:23
  Speaker 1: Yeah, this is in one way it's incredible and another
• 23:27
  Speaker 1: way it isn't. Because over the last couple of weeks,
• 23:30
  Speaker 1: I've been spending a lot of time actually having a
• 23:33
  Speaker 1: look at Police Scotland's performance around child protection. I won't
• 23:40
  Speaker 1: get into that because it takes us a little bit
• 23:42
  Speaker 1: away from where you're talking about. But the more I
• 23:45
  Speaker 1: delved into Police Scotland and the more I found on
• 23:50
  Speaker 1: their websites they talk about protecting children, the more it
• 23:55
  Speaker 1: became apparent they are not protecting children. They're doing the
• 23:58
  Speaker 1: exact opposite words.
• 24:00
  Speaker 2: You know, yes, I'm really concerned as well. I don't
• 24:03
  Speaker 2: want to go too much off track, but you know,
• 24:05
  Speaker 2: Scotland they were leading the way on this education. They
• 24:08
  Speaker 2: published one hundred lesson plans online. That's where we become
• 24:12
  Speaker 2: most for information from to take into court. People were
• 24:15
  Speaker 2: saying that Scotland stuff, but then we went on the
• 24:18
  Speaker 2: UNESCO website under the Welsh government documents, they were telling
• 24:22
  Speaker 2: us to use Scotland's resources and you know, they've published
• 24:26
  Speaker 2: one hundred lesson plans online.
• 24:30
  Speaker 1: And when you looked at those, you were saying that
• 24:33
  Speaker 1: it's pretty disgusting material.
• 24:34
  Speaker 2: So the actual I urge people to go look at themselves,
• 24:39
  Speaker 2: r shp Dot Scott so on.
• 24:42
  Speaker 4: There.
• 24:42
  Speaker 2: There's absolutely everything. These PowerPoint slides. They're all black and white,
• 24:47
  Speaker 2: just black and white images. There's very very boring. The
• 24:52
  Speaker 2: devil's in the detail. When you click on the YouTube
• 24:55
  Speaker 2: videos and they have linked that's when you get all
• 24:58
  Speaker 2: the fun. The it's colorful and they talk about pawn.
• 25:01
  Speaker 2: There's different types of pawn and it's music in the background,
• 25:05
  Speaker 2: really exciting, really upbeat stuff. So I urge all parents
• 25:09
  Speaker 2: to look on there. You know, they've got them there
• 25:11
  Speaker 2: in different languages as well.
• 25:13
  Speaker 3: It's a free for all everyone can access it.
• 25:15
  Speaker 2: You can see from the three year olds right way
• 25:17
  Speaker 2: up to the seventeen year olds what they've got. That
• 25:20
  Speaker 2: what I found interesting were their slides on pawn, the
• 25:23
  Speaker 2: introduction of pawn. They were just again black and white slides,
• 25:27
  Speaker 2: saying it's illegal if you're under eighteen, it's fine in moderation.
• 25:32
  Speaker 2: Nothing at all about the damage the brain, however, rewires
• 25:36
  Speaker 2: your brain, nothing at all about being addictive. And then
• 25:39
  Speaker 2: the teachers are clicking on the powerpint links that are
• 25:42
  Speaker 2: in these slides and it's taking them to a YouTube
• 25:45
  Speaker 2: video and you've got all of this stuff going on,
• 25:48
  Speaker 2: you know, swallowing anal Sex three SAMs and they're using
• 25:53
  Speaker 2: images like so for bondage. They tying up a chicken
• 25:57
  Speaker 2: for the three sums. They've got a hot dog band
• 25:59
  Speaker 2: with the two sauce coming in. And I do know
• 26:02
  Speaker 2: that Richard Lucas tried to get it. Oh they dipped
• 26:04
  Speaker 2: in banana in Natela for anal Sex and Richard Lucas said,
• 26:08
  Speaker 2: tried to get this in the Scottish son and I
• 26:12
  Speaker 2: think they had it all ready to go but in
• 26:14
  Speaker 2: the last minute they wouldn't publish it. Now over ninety
• 26:17
  Speaker 2: percent of people's surveyed said that they thought that was inappropriate.
• 26:21
  Speaker 2: But it's being widely used. This stuff was advertised on
• 26:25
  Speaker 2: the UNESCO website as well for the Welsh government to
• 26:28
  Speaker 2: use these resources, and Wales is very much mirroring themselves
• 26:32
  Speaker 2: on Scotland with the way they're bringing the children's rights.
• 26:36
  Speaker 2: I used to be a supporter of children's rights. Now
• 26:39
  Speaker 2: we're empowering children beyond capacity. With rights come responsibility. Nobody's
• 26:44
  Speaker 2: taking responsibility, you know. So Scotland is quite an interesting
• 26:48
  Speaker 2: country as well.
• 26:50
  Speaker 1: Yes, and of course, and I think the last time
• 26:53
  Speaker 1: we spoke, I mentioned it well, so we remind the
• 26:56
  Speaker 1: audience people watching listening in scott and tried to introduce
• 27:01
  Speaker 1: the named persons skill and what was the significance of that. Well,
• 27:07
  Speaker 1: in order to protect children, the Scottish state said every
• 27:10
  Speaker 1: child from before birth will have a named person who's
• 27:15
  Speaker 1: going to look after them and protect them. And then
• 27:18
  Speaker 1: when a number of parents became concerned about what they
• 27:23
  Speaker 1: saw as the increasing power of the state, there was
• 27:26
  Speaker 1: a public meeting at which a lady member of the
• 27:30
  Speaker 1: Scottish Parliament said, in front of the camera to the
• 27:35
  Speaker 1: parents the assembled parents, don't worry. Parents will also have
• 27:40
  Speaker 1: a role in bringing up their children. So the inference
• 27:42
  Speaker 1: was that the state was going to take that was
• 27:46
  Speaker 1: the lead role in bringing up the children. Kim, you've
• 27:52
  Speaker 1: looked at this stuff for a long time for people,
• 27:57
  Speaker 1: and you've talked about some pretty disturbing stuff there. I
• 28:00
  Speaker 1: can imagine there's some people watching this and they're thinking,
• 28:03
  Speaker 1: my goodness, is this real. You've seen all the documentation.
• 28:08
  Speaker 1: They're seeing what are they trying to do with the children.
• 28:11
  Speaker 2: They're trying to sexualize our children. They want them to
• 28:14
  Speaker 2: consent to things. They want out children to be willing
• 28:17
  Speaker 2: equal partners, and I will just quote they want the
• 28:20
  Speaker 2: children to be consenting if it's voluntary and consensual. So
• 28:28
  Speaker 2: if you go to the World Health Organization documents from birth,
• 28:31
  Speaker 2: they're talking about early childhood masturbation. The general public couldn't
• 28:36
  Speaker 2: understand how they're going to teach children masturbation. If you
• 28:39
  Speaker 2: just go to Google and you put in two hundred
• 28:42
  Speaker 2: and forty two schools England self stimulation, you'll see how
• 28:46
  Speaker 2: they are introducing that to small children, encouraging them to
• 28:49
  Speaker 2: touch themselves from from the age of four. They'll tell
• 28:53
  Speaker 2: you that's some Warwickshire council. Not is from the United Nations,
• 28:56
  Speaker 2: it's in fifty two countries. They are teaching children as
• 28:59
  Speaker 2: well well the body parts for the correct body parts vagina, vulva,
• 29:05
  Speaker 2: screw dum and they're being told of that safeguard's children
• 29:10
  Speaker 2: screwing children. Any predator will tell you that when a
• 29:13
  Speaker 2: child can confidently engage in conversation about that genitalia, that
• 29:18
  Speaker 2: is seen as consent. And when I try to explain
• 29:21
  Speaker 2: this to some parents, they go white because they've taught
• 29:24
  Speaker 2: that children are correct terminology. The problem is not necessary
• 29:28
  Speaker 2: in teaching on the correct terminology. The problem lies in
• 29:30
  Speaker 2: teaching on the same thing because you're then given the
• 29:33
  Speaker 2: predators a password. Also, if you do want to use
• 29:36
  Speaker 2: the correct terminology, you've got to be aware of the
• 29:39
  Speaker 2: fact that children will take this to the internet and
• 29:42
  Speaker 2: more are children going to see when they typing these
• 29:44
  Speaker 2: words into the internet.
• 29:45
  Speaker 3: The further down you scroll, the more you're.
• 29:47
  Speaker 2: Going to get into it, you know, So personally I'm
• 29:51
  Speaker 2: deed against that, you know. And there's been used as
• 29:54
  Speaker 2: a safeguard in tool. How is it a safeguard in
• 29:57
  Speaker 2: tool if you're teaching all children to confidentally discuss that
• 30:00
  Speaker 2: genitalia that is given the predators passwords. That's building the
• 30:05
  Speaker 2: children up so they can become fair game because they
• 30:08
  Speaker 2: can sent and in the predator's eyes, then we've got
• 30:10
  Speaker 2: a good touch bad touch Again, that's being sold a safeguarden. Well,
• 30:15
  Speaker 2: when your genitals are being touched by and is sensitive
• 30:19
  Speaker 2: and that actually feels good. So if you're asking a
• 30:22
  Speaker 2: child is that good touch and is that bad touch?
• 30:24
  Speaker 2: A child is only going off what they feel. And
• 30:27
  Speaker 2: that's how predators get away with things. Predators don't just
• 30:30
  Speaker 2: go straight in there and really harm a child. They
• 30:34
  Speaker 2: will be gentle. They want to get away with it.
• 30:36
  Speaker 2: You know, they will try and cause pleasure for the child,
• 30:40
  Speaker 2: for the child to say yes, that feels good, and
• 30:43
  Speaker 2: pleasure again. This is something that they're teaching in schools,
• 30:46
  Speaker 2: pleasure in sex. As the children get older, we go
• 30:50
  Speaker 2: into the puberty talk, which is supposed to be about puberty.
• 30:54
  Speaker 2: Eight year old girls are being told that vagina's going
• 30:57
  Speaker 2: to bleed. It's a prety discharge. No eight there all
• 31:00
  Speaker 2: needs to be told. Every china is going to bleed.
• 31:02
  Speaker 2: Is scaring and to death. Now all of a sudden,
• 31:05
  Speaker 2: they want to be boys. As they go into the
• 31:07
  Speaker 2: comp they're being taught about oral sex, anal sex. Anal
• 31:11
  Speaker 2: sex is being promoted as a contraception as a way
• 31:15
  Speaker 2: of not getting pregnant.
• 31:17
  Speaker 3: Then we move on to how to choke.
• 31:19
  Speaker 2: Your partner safely during sex, bondage, threesomes, and gargain.
• 31:25
  Speaker 3: This stuff is real. This is not fake. This stuff
• 31:28
  Speaker 3: is real. I've seen this stuff in my own eyes.
• 31:30
  Speaker 4: Now.
• 31:31
  Speaker 2: We've also we've also bought licenses with organizations out there
• 31:34
  Speaker 2: anyway now, so we've been able to access this stuff
• 31:37
  Speaker 2: without them knowing. Even though we've got our own licenses
• 31:40
  Speaker 2: and we can access stuff. We never disclose what our
• 31:43
  Speaker 2: license is though, because we are building a good relationship
• 31:46
  Speaker 2: with the organization we did our accreditation with and we
• 31:49
  Speaker 2: believe that we were in the hearts and minds of individuals,
• 31:52
  Speaker 2: you know. So there's a lot going on. Back when
• 31:56
  Speaker 2: when I was leaving school, I don't think that we
• 31:59
  Speaker 2: were using condoms in the classroom. I think it was
• 32:02
  Speaker 2: a few years later. You're putting condoms onto coup and
• 32:05
  Speaker 2: buts and things like that. Now we have schools where
• 32:09
  Speaker 2: the teachers bring out a box full of adult sized dildos.
• 32:14
  Speaker 3: They tend to be black for some reason. As well.
• 32:16
  Speaker 2: They're massive, So you know, how is our teaching a child?
• 32:21
  Speaker 2: A child is not our size for a start.
• 32:24
  Speaker 1: Now, I can't see the audience because of course the
• 32:26
  Speaker 1: audience is the other side of a camera. But I
• 32:30
  Speaker 1: have seen the reaction to a live audience when you've
• 32:34
  Speaker 1: joined us as you did in Bristol, the Bristol conference,
• 32:39
  Speaker 1: and you saw the reaction of adults in the room
• 32:42
  Speaker 1: to what you were talking about, and they were it
• 32:46
  Speaker 1: was a mixture of horror and astonishment. I've done it,
• 32:50
  Speaker 1: and sorry, just just to put you know, force this
• 32:54
  Speaker 1: point that basically because most people are basically in ice
• 33:00
  Speaker 1: and therefore they cannot get their head around the fact
• 33:04
  Speaker 1: that somebody would be malicious enough to do this. But
• 33:08
  Speaker 1: the reality is, this is not This is not a
• 33:11
  Speaker 1: grooming gang doing this. This is not dirty old men
• 33:15
  Speaker 1: in raincoats doing this, will say, smooth suited men and
• 33:20
  Speaker 1: women who are promoting this through the political system, through
• 33:25
  Speaker 1: the educational system into schools, and you've demonstrated today and
• 33:31
  Speaker 1: then using unregulated companies, many of them that have got
• 33:36
  Speaker 1: a dubious pedigree themselves because they're involved in the sex industry.
• 33:42
  Speaker 1: Those companies are being allowed access to teach children about sexuality.
• 33:49
  Speaker 1: It's not only criminal, it's evil, isn't it.
• 33:51
  Speaker 3: It's evil. Yes.
• 33:53
  Speaker 2: So one of the ladies on our international team, Audrey Now,
• 33:58
  Speaker 2: she's worked with Jodith Raceman, and she started out as
• 34:01
  Speaker 2: a sex educator and an STD nurse. This is where
• 34:05
  Speaker 2: the comprehensive sexuality education come from. It wasn't long before
• 34:09
  Speaker 2: she realized it was wrong. It's the same with Sharon
• 34:11
  Speaker 2: Slater as well, from the Family Watch International. She began
• 34:16
  Speaker 2: as a sex educator and then she started realizing things
• 34:20
  Speaker 2: were wrong. But this is film far between the ladies
• 34:24
  Speaker 2: who are who are introducing this stuff. You know, it's
• 34:29
  Speaker 2: just a handful of people just realizing what's going on.
• 34:32
  Speaker 2: So for Sharon Slater, it was a case of she
• 34:35
  Speaker 2: was delivering a lesson on oral sex on a teenager
• 34:39
  Speaker 2: put her round up and she asked for advice on
• 34:41
  Speaker 2: how not a gag on a penis and and Sharon's explained,
• 34:46
  Speaker 2: you don't need to be doing that. Well, I have
• 34:48
  Speaker 2: to do it, don't know, she said, I have to
• 34:50
  Speaker 2: do it. This teenage girl believed that she should be
• 34:53
  Speaker 2: given oral sex and she struggled given oral sex with
• 34:56
  Speaker 2: a gagain. And it was at that moment and later
• 35:00
  Speaker 2: realized what she was doing, you know. So not everybody
• 35:03
  Speaker 2: understands what's going on here. Like fortunately for us, we
• 35:08
  Speaker 2: do our this team now and we have ladies with
• 35:10
  Speaker 2: over thirty years experience, so it's not a case of
• 35:14
  Speaker 2: people can call us nuts anymore. Brian, you know, we've
• 35:17
  Speaker 2: we've got it all and we're delivering it all. This
• 35:19
  Speaker 2: stuff is very, very real, but because it's such a
• 35:23
  Speaker 2: taboo subject, people don't understand. They are blinded as well
• 35:27
  Speaker 2: by the establishment. They believe that everybody who has ADBs
• 35:31
  Speaker 2: is completely vetted. That's not the way, you know, I
• 35:35
  Speaker 2: just want to I want to raise bring attention to
• 35:37
  Speaker 2: something else as well. We have footage of a young
• 35:40
  Speaker 2: girl come out of school after getting detention because they
• 35:44
  Speaker 2: want to introduce a less non anal sex to them.
• 35:48
  Speaker 2: She refused this less on anal sex. She told us
• 35:51
  Speaker 2: what this package was. This package was sweet st We
• 35:57
  Speaker 2: did manage to get hold of sweet anal sex wasn't
• 36:01
  Speaker 2: in there, Brian final sex was not in there. So
• 36:04
  Speaker 2: what we had was a teacher delivering a lesson on
• 36:07
  Speaker 2: something from a package that part of that wasn't in there.
• 36:12
  Speaker 2: So this teacher brought us in themselves.
• 36:14
  Speaker 1: Right now, my initial reaction to that, I say, if true,
• 36:18
  Speaker 1: and I believe what you're saying to me, is that
• 36:21
  Speaker 1: if that was the case, that must surely be a
• 36:24
  Speaker 1: criminal offense.
• 36:25
  Speaker 2: It's absolutely yeah. That teacher has been moved to different school.
• 36:29
  Speaker 2: Now we've taken this stuff to Natasha Askar as well
• 36:32
  Speaker 2: as should Do Education Secretary. We've taken a we had
• 36:36
  Speaker 2: a twelve year old girl and we had evidenced as
• 36:39
  Speaker 2: she was given detention for preaching other children's right to
• 36:43
  Speaker 2: an education because she wouldn't watch pawn at age twelve,
• 36:46
  Speaker 2: she would not win a lesson on porn. She's a Christian.
• 36:49
  Speaker 2: Her words were they teaching me how to sin. So
• 36:53
  Speaker 2: they did remove her from those lessons for a couple
• 36:55
  Speaker 2: of weeks. The school continued to apply pressure to this
• 36:58
  Speaker 2: girl that by the time she reach fourteen she had
• 37:01
  Speaker 2: to leave school simply because of r S and her
• 37:04
  Speaker 2: words in Tashlaska were they're teaching me how to sin.
• 37:07
  Speaker 1: And she was correct, it's correct, that's correct, and we.
• 37:10
  Speaker 3: Had the evidence.
• 37:11
  Speaker 2: You know, she was given detention for preventing others a
• 37:14
  Speaker 2: right to an education.
• 37:18
  Speaker 3: Twelve year olds. We're talking about twelve year olds.
• 37:22
  Speaker 1: You are working with other people, women and men as well,
• 37:27
  Speaker 1: from other countries. So when you come together as a
• 37:31
  Speaker 1: group from different countries and you're all talking about the
• 37:34
  Speaker 1: same policy, this must be a very strong indicator that
• 37:39
  Speaker 1: the policy is being created outside and above national government level.
• 37:45
  Speaker 2: Absolutely, we were led to believe that education is devolved
• 37:50
  Speaker 2: in the UK. It's a flat out lie. It is
• 37:53
  Speaker 2: not evolved in the UK. This idea of devolution is
• 37:57
  Speaker 2: just to confuse us, to make us think what's happening
• 38:00
  Speaker 2: in England is not going to happen in Wales. What's
• 38:02
  Speaker 2: happening in Wies is not going to happen in Scotland.
• 38:04
  Speaker 2: It's happened to us all. They adopted this in March
• 38:07
  Speaker 2: twenty seventeen with the viill for legislative changes. We're all
• 38:11
  Speaker 2: in the same storm. We're just on a different boat,
• 38:14
  Speaker 2: that is it. This is not coming from local government,
• 38:17
  Speaker 2: This is not coming from national government. This is coming
• 38:20
  Speaker 2: from international and elected non government organizations.
• 38:27
  Speaker 1: You know, of which the United Nations has got.
• 38:30
  Speaker 2: To be a United Nations, the World Health Organization, and
• 38:33
  Speaker 2: you know, people say, how do you know this stuff?
• 38:36
  Speaker 3: How do you know they together?
• 38:37
  Speaker 2: Well, if you open the document and look at the
• 38:39
  Speaker 2: front page, it tells you we are working with the
• 38:42
  Speaker 2: World Health Organization, United Nations. This is part of Agenda
• 38:45
  Speaker 2: twenty thirty. Seek us is right now. It tells you
• 38:50
  Speaker 2: you don't have to go a million miles away, you
• 38:52
  Speaker 2: don't have to dig. You can pick up one document
• 38:55
  Speaker 2: and they brag about this stuff. All you've got to
• 38:58
  Speaker 2: do is be bothered to look up a document and
• 39:00
  Speaker 2: it's all less.
• 39:01
  Speaker 4: You know, you can't.
• 39:02
  Speaker 1: Hidden in plain sight is the key thing. So just
• 39:08
  Speaker 1: to force that point, so the international group, when you're
• 39:12
  Speaker 1: together and you obviously discuss lots of things, but there's
• 39:16
  Speaker 1: there's now a try not to put words in your mouth.
• 39:19
  Speaker 1: It's a consensus that everybody says, yeah, we know where
• 39:24
  Speaker 1: this this is coming from, and it's coming from these
• 39:27
  Speaker 1: higher level bodies.
• 39:28
  Speaker 3: Yeah.
• 39:28
  Speaker 2: So when I'm speaking to something in the UK, I
• 39:30
  Speaker 2: will say our se or p sh. Here, when I'm
• 39:34
  Speaker 2: talking to the international team, we're talking comprehensive sexuality education.
• 39:38
  Speaker 2: You know, it's called something different in each country, so
• 39:42
  Speaker 2: G one, two three, and different things in each country.
• 39:45
  Speaker 2: But when we are all discussing things, we are calling
• 39:48
  Speaker 2: it what it is. It's comprehensive sexuality education. You know,
• 39:52
  Speaker 2: we're speaking exactly the same language. We are strangers to
• 39:55
  Speaker 2: each other, we live thousands of miles away.
• 39:58
  Speaker 3: From each other. This is a little bit more than coincidence.
• 40:01
  Speaker 1: Yes, I wanted to talk to you a little bit
• 40:05
  Speaker 1: more about how you've done things, because you are talking
• 40:10
  Speaker 1: very clearly about how successful you've actually been as a
• 40:15
  Speaker 1: of course, I could say a campaigning organization, but an
• 40:17
  Speaker 1: activist organization. I'll come back to that, because what popped
• 40:21
  Speaker 1: into my head was we're here discussing this and we
• 40:26
  Speaker 1: are saying it's pretty clear that when you look at it,
• 40:29
  Speaker 1: this is an attack on the minds of children. So
• 40:33
  Speaker 1: they are being groomed, and that grooming is taking them
• 40:37
  Speaker 1: towards a complete abandonment of morality in their sexual relationships.
• 40:44
  Speaker 1: But you're also seeing the key thing that it's actually
• 40:48
  Speaker 1: taking the age of children, that they're being sexualized lower
• 40:53
  Speaker 1: and lower. And this then takes the whole thing into
• 40:56
  Speaker 1: the fact that the children are seemingly being groomed to
• 41:02
  Speaker 1: accept and enjoy in inverted comers relations sexual relationships with children.
• 41:10
  Speaker 1: So this is this is making the children more accessible
• 41:14
  Speaker 1: to pedophiles.
• 41:15
  Speaker 3: Absolutely.
• 41:16
  Speaker 2: So if you look at the queer theorists, they believe
• 41:19
  Speaker 2: the children are equal to our adult in every which way.
• 41:22
  Speaker 2: Every single way they believe children are equal to adults
• 41:25
  Speaker 2: and not includes sexual relations. I you know, a few
• 41:30
  Speaker 2: years back when I was doing my I was doing
• 41:32
  Speaker 2: a degree in social policy, and I remember one of
• 41:36
  Speaker 2: my tutors mentioning that we're going to be well, we
• 41:39
  Speaker 2: got the child and adult systems set, but that eventually
• 41:43
  Speaker 2: wills is going to be all under one system, or
• 41:45
  Speaker 2: the adults and children are going to share the same system.
• 41:48
  Speaker 2: I remember thinking, then, how are they going to do that.
• 41:51
  Speaker 2: That's sound was interesting. Now fast forward these few years
• 41:55
  Speaker 2: and I'm like, gosh, I'm absolutely petrified at the thought.
• 41:58
  Speaker 2: You know, they believe our children are equal to us
• 42:01
  Speaker 2: in every way. If you look at the words of
• 42:04
  Speaker 2: pie p deful Information Exchange, they refer to children as partners.
• 42:09
  Speaker 2: You know what, this is what we're dealing with you.
• 42:12
  Speaker 2: This is not equipping children for a change in world,
• 42:15
  Speaker 2: like they say, This is not keeping them healthy. You're
• 42:18
  Speaker 2: certainly not keeping them happy. If this was a relationships education,
• 42:23
  Speaker 2: why are we not discussing the chemical exchange of oxytocin
• 42:27
  Speaker 2: doing sex. Why are we not discussing the fact that
• 42:30
  Speaker 2: all of this promisquest behavior leads broken down relationships when
• 42:34
  Speaker 2: you're older, it leads to single families. It's not doing
• 42:38
  Speaker 2: what it says in the ten.
• 42:39
  Speaker 4: Yeah, well, we are going to.
• 42:41
  Speaker 2: Be doing what it says in the ten because we
• 42:43
  Speaker 2: are going to be dosing our S S E. Resources
• 42:47
  Speaker 2: relationship and safe sex education. And it's going to be
• 42:51
  Speaker 2: all from a criminological perspective, all biological.
• 42:54
  Speaker 3: It's going to be the truth.
• 42:56
  Speaker 1: Okay, I was going to take us on a slightly
• 42:58
  Speaker 1: different direction. Let's come back on no, No, you're the
• 43:03
  Speaker 1: guest and you've got the important things to say. So
• 43:06
  Speaker 1: this is having a look at what you're doing to
• 43:10
  Speaker 1: be active. And I find this very interesting because so
• 43:13
  Speaker 1: many people, increasingly people say to the UK column, you know,
• 43:17
  Speaker 1: you're telling us about all these nasty things happening, and
• 43:22
  Speaker 1: we can see it, what do we do about it?
• 43:25
  Speaker 1: And a reaction of a lot of people is that
• 43:27
  Speaker 1: they are going to go on the streets with a
• 43:30
  Speaker 1: banner and they're going to do a lot of shouting,
• 43:34
  Speaker 1: and for some it's easy that they they then drift
• 43:38
  Speaker 1: across into being angry and maybe a bit aggressive, and
• 43:42
  Speaker 1: of course that plays into the hands of the steak,
• 43:44
  Speaker 1: because the steak can then shut you down. But I
• 43:49
  Speaker 1: think you've all learned over your journey from the passion
• 43:53
  Speaker 1: of the early days. But what you're describing to me
• 43:56
  Speaker 1: is that you've taken the whole process of challenging the
• 44:01
  Speaker 1: state into a much more professional place where you've said, Okay,
• 44:07
  Speaker 1: if we're going to challenge them, we've got to start
• 44:10
  Speaker 1: using their own standards and their own rules against them.
• 44:14
  Speaker 1: Will that be right?
• 44:15
  Speaker 2: The term I use is we need to go into
• 44:17
  Speaker 2: their playground and turn it into our playground. That's the
• 44:20
  Speaker 2: term I use and that's the way I'm thinking. That's
• 44:23
  Speaker 2: what that's what we're trying to achieve.
• 44:25
  Speaker 1: So when you've made the big effort to become accredited,
• 44:32
  Speaker 1: even with weaknesses in that credit accreditation system, that means
• 44:37
  Speaker 1: that you can then step forward and challenge Department of
• 44:42
  Speaker 1: Educational Schools saying well, we're qualified to make these challenges
• 44:48
  Speaker 1: and to give the audience a bit of good news.
• 44:50
  Speaker 1: You talk You have talked about a number of teachers
• 44:54
  Speaker 1: that when your team were able to provide the right
• 45:00
  Speaker 1: informative information to them about what the reality of the
• 45:04
  Speaker 1: sex education was, that it was grooming under the government's
• 45:09
  Speaker 1: own guidelines, what grooming was, some of those teachers saw
• 45:13
  Speaker 1: the light and change.
• 45:16
  Speaker 3: We've say've got entire year groups.
• 45:18
  Speaker 2: There are some scripts, there are some packages out there
• 45:21
  Speaker 2: as well, and I'll just say what it is is
• 45:22
  Speaker 2: Jigsaw and what they do is they.
• 45:25
  Speaker 3: Introduce a lesson to children.
• 45:26
  Speaker 2: If the children shriek, they then have the children sacked,
• 45:30
  Speaker 2: clear their minds. They read a calm in script and
• 45:33
  Speaker 2: they use a chime. And we've got it from good sources.
• 45:36
  Speaker 2: A clinical hypnotherapist. That's a form of hypnotherapy prayer.
• 45:40
  Speaker 1: Absolutely it is. I recognize that at the moment you
• 45:43
  Speaker 1: said it.
• 45:43
  Speaker 4: Now.
• 45:43
  Speaker 2: So when we actually mentioned this the first school that
• 45:47
  Speaker 2: we mentioned this too, they were a little bit defensive
• 45:50
  Speaker 2: and I said, well, you have permission off for parents
• 45:52
  Speaker 2: hypnotize their children. We're not hypnotize that. You actually are.
• 45:57
  Speaker 2: If a clinical hypnotherapist is telling me that's a form
• 46:00
  Speaker 2: of hypnosis and you were using it in schools, you
• 46:03
  Speaker 2: are illegally hypnotizing children. They've scrapped it. They've scrapped it.
• 46:08
  Speaker 2: You know, that's just one school. This is why people
• 46:11
  Speaker 2: don't see us a lot on social media. We're in schools.
• 46:14
  Speaker 2: We didn't try brune As, we didn't family proceedings. We
• 46:18
  Speaker 2: are on the ground working with the parents that are
• 46:21
  Speaker 2: brave enough to fight, you know, and this is giving
• 46:24
  Speaker 2: us the opportunity to going to schools. We do a
• 46:26
  Speaker 2: lot of advocas here. A lot of them don't like us.
• 46:31
  Speaker 2: They just don't like us anyway because the statement's the
• 46:33
  Speaker 2: government put out. But on those odd occasions that we
• 46:36
  Speaker 2: get in and they don't know who we are until
• 46:38
  Speaker 2: the end of the meeting, we actually do work well.
• 46:41
  Speaker 2: You know, teachers don't like teaching this stuff anyway, and
• 46:45
  Speaker 2: if there is, and if there is a way, like
• 46:47
  Speaker 2: this is why we produce our own resources. You know,
• 46:49
  Speaker 2: it's legislated. And when parents say to me, this is
• 46:52
  Speaker 2: not happening in my school, I say, well, the are
• 46:54
  Speaker 2: school's breaking the law.
• 46:55
  Speaker 3: Then the school's breaking the law. You're not teaching it.
• 46:59
  Speaker 1: Kim, do you actually, without giving away all your trade secrets,
• 47:03
  Speaker 1: how do you get into schools? Because I could easily
• 47:08
  Speaker 1: believe that the moment you make can approach, there's some
• 47:13
  Speaker 1: sort of check or research going to be done on
• 47:17
  Speaker 1: the group, and then well, we don't want those people.
• 47:20
  Speaker 1: How do you get through the door.
• 47:22
  Speaker 3: So we don't go in as a group.
• 47:24
  Speaker 2: We are individuals advocating with parents, and because we do
• 47:29
  Speaker 2: a lot of work with the parents of additional needs children,
• 47:32
  Speaker 2: there are regular meetings, and when you have those regular
• 47:35
  Speaker 2: meetings one by one, you actually get The last is
• 47:40
  Speaker 2: every parent's entitled to an advocate. Anyone can be an advocate,
• 47:43
  Speaker 2: and I don't even need qualifications. But for twenty years
• 47:46
  Speaker 2: I've done a lot of I've done advocacy in mentor
• 47:49
  Speaker 2: and armed family proceedings and additional needs anyway, so I've
• 47:53
  Speaker 2: got our relationship with parents. So we get into schools
• 47:56
  Speaker 2: through individual parents. We are and that's where we are building,
• 48:01
  Speaker 2: building these relationships. And we've got one school and I
• 48:06
  Speaker 2: don't want to give up my training yet because it
• 48:08
  Speaker 2: hasn't been accredited, which is piloted it. It's one school
• 48:11
  Speaker 2: is constantly on my case. And it's not just the school,
• 48:14
  Speaker 2: it's the head teacher and the head of local authority.
• 48:17
  Speaker 2: Now I would never publicly need.
• 48:19
  Speaker 1: Sorry when you say on your case, they're challenging you
• 48:21
  Speaker 1: or what with you?
• 48:23
  Speaker 3: They want they want our training. She wants our training.
• 48:26
  Speaker 2: You know, I've showed her the booklet once and they
• 48:29
  Speaker 2: really want our training. We don't want to go in
• 48:31
  Speaker 2: all guns plays. And yet we're trying to get it accredited.
• 48:35
  Speaker 2: And like I said, we're license holders with a different
• 48:39
  Speaker 2: organization in the UK. They actually have a good reputation
• 48:43
  Speaker 2: in the eyes of the government. They actually like us.
• 48:46
  Speaker 2: You know, there were some people in the team that
• 48:48
  Speaker 2: didn't like us. There was clashes. Those of those people
• 48:51
  Speaker 2: have gone now, so we are building. We're building bridges
• 48:55
  Speaker 2: behind the scene, were making relationships and on the odd
• 48:59
  Speaker 2: occasion that we have to of public hYP protection withs
• 49:01
  Speaker 2: logo we do. So we've got public help protection with
• 49:05
  Speaker 2: covering some stuff or just kimberly issu would covering something
• 49:08
  Speaker 2: else or just coffin wak. This is how we do
• 49:10
  Speaker 2: a brain we jumping from rolls.
• 49:12
  Speaker 1: So this is this is playing clever, isn't it is?
• 49:15
  Speaker 1: You know what the target is that in order to
• 49:20
  Speaker 1: be able to make a positive change, you've got to
• 49:22
  Speaker 1: get in schools to be able to talk to the
• 49:25
  Speaker 1: teachers and hopefully head teachers. And then you've thought through
• 49:31
  Speaker 1: and what are your tactics to get into the school.
• 49:35
  Speaker 1: We can't go in under a uniting banner because that's
• 49:39
  Speaker 1: a bit obvious. So you're going in so you're being
• 49:42
  Speaker 1: you're really using your brains as to how to actually Yeah,
• 49:46
  Speaker 1: but this is this is actually this is such a
• 49:49
  Speaker 1: good precedence, isn't it for other people? Because there are
• 49:52
  Speaker 1: a lot of people that they look at whatever subject
• 49:57
  Speaker 1: they're interested in, maybe maybe it's food, healthy food, and
• 50:02
  Speaker 1: then well, how can we make a difference on this?
• 50:05
  Speaker 1: And you're showing that by bringing a group of people
• 50:10
  Speaker 1: together who can work together and then deciding how best
• 50:13
  Speaker 1: to do it, you are having a visible effect in
• 50:17
  Speaker 1: a very difficult area.
• 50:19
  Speaker 2: Yeah, and this is this is I mean, this means
• 50:22
  Speaker 2: our social media presence isn't really great with a tiny team.
• 50:26
  Speaker 2: But when we are quiet, it's because we rain weetins,
• 50:29
  Speaker 2: it's because we're with parents, education, tribunals. We're trying our
• 50:32
  Speaker 2: best just get as many tools as possible. And you
• 50:37
  Speaker 2: know the fact that we live in with I think
• 50:38
  Speaker 2: is wonderful because we've only got twenty two local authorities
• 50:42
  Speaker 2: and we've only got fifteen hundred schools, so we've got
• 50:45
  Speaker 2: twenty two WhatsApp groups. Now if we can crack one
• 50:49
  Speaker 2: school in each local authority as one hundred percent of
• 50:52
  Speaker 2: the country in my eyes, you know. And once we
• 50:54
  Speaker 2: crack one local authority, we see the next one while
• 50:57
  Speaker 2: they are using this there, you know. So this is
• 50:59
  Speaker 2: how we trying to which we're trying to get in
• 51:02
  Speaker 2: on all levels, you know. And like you said earlier
• 51:04
  Speaker 2: about going up with barners and things like, ah, yes,
• 51:06
  Speaker 2: we do do demonstrations strictly no weekends.
• 51:10
  Speaker 3: We're not going to go and do the demonstration outside
• 51:12
  Speaker 3: an empty building.
• 51:13
  Speaker 2: We will go when first minus has questions or when
• 51:16
  Speaker 2: there's a particular debate, you know, So we do things
• 51:19
  Speaker 2: like that. We still continue to do those things. But
• 51:22
  Speaker 2: we are trying our best now to give the teachers
• 51:25
  Speaker 2: the tools to safeguard our children.
• 51:27
  Speaker 3: Because it's all well and good. We can battle teachers
• 51:30
  Speaker 3: all day long.
• 51:30
  Speaker 2: They think they've got the best safeguard training ever until
• 51:33
  Speaker 2: they come to our wives. They think they know it
• 51:36
  Speaker 2: all until we sit there and we give them the
• 51:38
  Speaker 2: tools and they understand things, you know. So sometimes there's
• 51:42
  Speaker 2: a very friction there. But on other occasions when we
• 51:44
  Speaker 2: do get the opportunity to sit down, and I think
• 51:47
  Speaker 2: avin r SE accreditation has worked a lot there, you know,
• 51:50
  Speaker 2: because they're like, I'm a teacher, what do you know, Well,
• 51:53
  Speaker 2: I'm actually teacher trainer, you know, And that kind of
• 51:55
  Speaker 2: gives you a little bit more cloud than when you
• 51:58
  Speaker 2: got the difficult ones. But now times at a time, Bryan,
• 52:02
  Speaker 2: the teachers are just doing what they've been told and
• 52:06
  Speaker 2: they are using all us available, and when all us
• 52:09
  Speaker 2: available is wealth, they can only use wealth.
• 52:13
  Speaker 3: They are legislated to deliver this.
• 52:15
  Speaker 1: And the other thing that this does, and it's it's
• 52:17
  Speaker 1: a really positive thing, is there's always a tendency when
• 52:22
  Speaker 1: bad stuff's going on that you think everybody in the
• 52:25
  Speaker 1: organization is involved in it. You know, it's like looking
• 52:28
  Speaker 1: at the police and saying they're all bad, which is
• 52:31
  Speaker 1: clearly not the case, or all the teachers are bad.
• 52:34
  Speaker 1: But you're demonstrating here that when when you can actually
• 52:37
  Speaker 1: have a proper adult conversation with teachers, many of them
• 52:43
  Speaker 1: are expressing similar concerns about what they're trying to do.
• 52:48
  Speaker 2: So looked, we've looked at the problems. We know they've
• 52:50
  Speaker 2: got a teacher by law. We also know they've got
• 52:53
  Speaker 2: a limited budget, so we know we've got to produce
• 52:57
  Speaker 2: something that's really safe. We've got to produce something as
• 53:00
  Speaker 2: costly a cost effective for them that they can afford.
• 53:03
  Speaker 2: But we've also got to change things. So we would
• 53:06
  Speaker 2: never produce a resource and tell a teacher are going
• 53:08
  Speaker 2: to deliver that. No teacher is detaching our resources unless
• 53:12
  Speaker 2: they have properly trained on a criminological front. How can
• 53:15
  Speaker 2: they spot grooming unless they trained for it. Now, So
• 53:18
  Speaker 2: we are training to all the complaints that we have
• 53:21
  Speaker 2: the lack of training. There's no institutional about training in
• 53:24
  Speaker 2: the UK. All the complaints that we have weding. You know,
• 53:29
  Speaker 2: we are producing and it's a slong, it's a low
• 53:32
  Speaker 2: slow process. We've got no money we've got no funding,
• 53:35
  Speaker 2: we're not liked by government officials.
• 53:38
  Speaker 3: That's not going to stop us. Praying. That is not
• 53:40
  Speaker 3: going to stop us. We've got the skills, right.
• 53:43
  Speaker 1: I know. Money is always a problem because anybody that's
• 53:46
  Speaker 1: trying to do something ultimately ultimately needs money to fight,
• 53:55
  Speaker 1: just to give some positive vibes back you. When when
• 53:58
  Speaker 1: you've put out please for money, a lot of the
• 54:03
  Speaker 1: public have stepped forward. I think we should recognize those
• 54:06
  Speaker 1: people that have done that. But I know what you're
• 54:09
  Speaker 1: saying to me, because the longer you go on doing
• 54:12
  Speaker 1: the work, you need a constant flow of money coming in.
• 54:15
  Speaker 1: But I just thought we'd be able to say to people, actually,
• 54:19
  Speaker 1: there's been a lot of people that have come forward.
• 54:21
  Speaker 3: To Yeah, we've with the people.
• 54:24
  Speaker 2: We've been able to pay over one hundred thousand pounds
• 54:27
  Speaker 2: legal fees when the government was threatenings of our assets.
• 54:30
  Speaker 2: We've been able to buy equipment, produce training. We've port
• 54:34
  Speaker 2: training on free for people and been able to provide
• 54:36
  Speaker 2: their food. We've also flown a team out of Washington
• 54:40
  Speaker 2: and we are now hosting the international team here. So
• 54:43
  Speaker 2: we haven't paid their flights, but we have fundraised to
• 54:46
  Speaker 2: pay for their accommodation and that's all been because of
• 54:49
  Speaker 2: the public. It's all been because of the public.
• 54:52
  Speaker 1: You know this It's a fantastic magnifying effect, isn't it
• 54:55
  Speaker 1: because you go from being yourself and a couple of
• 55:00
  Speaker 1: ladies in South Wales and then there's a little group
• 55:03
  Speaker 1: and then it's become international. Yeah, and that has all
• 55:07
  Speaker 1: been possible because people have actually come in and supported you.
• 55:12
  Speaker 4: This is this is it.
• 55:13
  Speaker 2: Like the only thing I'm really disappointed at is the
• 55:16
  Speaker 2: fact that we don't have anyone to help us with
• 55:18
  Speaker 2: the footage and the media side of things, because I
• 55:21
  Speaker 2: really want to take everyone on a journey with us,
• 55:23
  Speaker 2: you know, and I think if people actually saw what
• 55:26
  Speaker 2: we do on a daily basis, I think they would
• 55:30
  Speaker 2: one they would be shocked, but two I think it
• 55:32
  Speaker 2: would be inspirational for them as well. You know, there's
• 55:35
  Speaker 2: anything really relack and with regards to public support, every
• 55:39
  Speaker 2: single time we ask them for help, we are helped.
• 55:43
  Speaker 2: And if we did sit down and taught up exactly
• 55:46
  Speaker 2: how much the public has given us, We're in a
• 55:49
  Speaker 2: there's a lot of money brand, you know. They it's
• 55:52
  Speaker 2: the public that fund the airbnbs for us to get
• 55:55
  Speaker 2: around the country. It's the public that feed us, that
• 55:58
  Speaker 2: keep us.
• 55:58
  Speaker 3: On the road.
• 55:58
  Speaker 2: You know, it is the public to keep this stuff going.
• 56:01
  Speaker 2: If I need to produce box for training because I
• 56:03
  Speaker 2: run in low, I'll give a shout out on Facebook
• 56:06
  Speaker 2: and somebody will always message me always. So this the
• 56:10
  Speaker 2: financial side of things has been one hundred percent the public.
• 56:14
  Speaker 2: One hundred percent of public. And the only thing I'm
• 56:17
  Speaker 2: disappointed at is I would love to be able to
• 56:19
  Speaker 2: take them on the journey more with us, which is
• 56:23
  Speaker 2: exhausted and we haven't got the skills.
• 56:25
  Speaker 1: Well, you've thrown a bit of a challenge down because
• 56:27
  Speaker 1: you're sat here in UK Column studio, Kim. So I'm
• 56:32
  Speaker 1: thinking as you're saying that, and I know what you mean.
• 56:35
  Speaker 1: You're out doing things, but how do you show that? Yeah,
• 56:38
  Speaker 1: I'll say we'd like to help, all right, So how
• 56:41
  Speaker 1: about that. We've done that in front of the camera.
• 56:44
  Speaker 1: But I think this is a really good point. This
• 56:49
  Speaker 1: year's twenty twentieth anniversary for the UK Column, we want
• 56:53
  Speaker 1: to have a special event and we are going to
• 56:55
  Speaker 1: have a special event in September, and as part of
• 57:00
  Speaker 1: of doing that, we started to, you know, think to ourselves,
• 57:06
  Speaker 1: how do we actually demonstrate in a better way what
• 57:09
  Speaker 1: we're doing to the audience. And so Feel from Oracle
• 57:15
  Speaker 1: Films has been doing some little clips just showing what
• 57:18
  Speaker 1: we do here. It's it's it's a bit of a
• 57:21
  Speaker 1: unique experience when it happens because you're just doing why
• 57:25
  Speaker 1: I'm sad, or Mike sat or rest of the team
• 57:28
  Speaker 1: are doing normal things and somebody's putting a camera in
• 57:32
  Speaker 1: your face. But it is fascinating how when those clips
• 57:36
  Speaker 1: come together. Yes, other people can see what you're doing
• 57:40
  Speaker 1: in a way that they can't see if they're just
• 57:43
  Speaker 1: watching this discussion for instance. So there you are. You've
• 57:48
  Speaker 1: put the challenge down. Now say we'll we'll talk about
• 57:51
  Speaker 1: that separately and see see what we can do. But
• 57:55
  Speaker 1: this is all positive stuff, isn't it, Because you you've
• 58:00
  Speaker 1: taken it from nothing to international and now you're back
• 58:04
  Speaker 1: knocking on the door of the of Westminster saying you
• 58:08
  Speaker 1: haven't got this right, So that that's got to be fantastic.
• 58:11
  Speaker 1: Now I've come back to my little sideways movement. We've
• 58:17
  Speaker 1: just discussed how the excuse me, the attack is on children,
• 58:22
  Speaker 1: and I believe that the agenda is to actually make
• 58:27
  Speaker 1: it so that in a child's mind, anything goes, anything
• 58:31
  Speaker 1: is acceptable, and that includes relationships between children, very young children,
• 58:37
  Speaker 1: and adults. So we're going to normalize pedophilia, is what
• 58:41
  Speaker 1: they're going to do. But the other thing we touched
• 58:44
  Speaker 1: on when we last spoke was relationships between men and women.
• 58:48
  Speaker 1: And I didn't sort of reveal all of my hand,
• 58:52
  Speaker 1: but I had been watching some of it a bit
• 58:57
  Speaker 1: a bit iffy, but social media where people in the
• 59:00
  Speaker 1: States were talking about relationships between men and women, how
• 59:05
  Speaker 1: women were being attacked largely through the feminist movement and
• 59:10
  Speaker 1: the woke agenda, but also pointing a finger at men
• 59:14
  Speaker 1: and saying men are not behaving as they should do.
• 59:18
  Speaker 1: And what's a classic example, young men or maybe young
• 59:24
  Speaker 1: married men spending a huge amount of time on video games.
• 59:28
  Speaker 1: And I eventually got the opportunity to talk to a
• 59:32
  Speaker 1: lady in America, America called Erin and her channel is
• 59:36
  Speaker 1: called Far from Eden, and she is a woman talking
• 59:40
  Speaker 1: about the attack on other women, and I was able
• 59:43
  Speaker 1: to have fascinating discussion with her. And we'll do some more.
• 59:49
  Speaker 1: But where I'm coming to is that we've now got
• 59:52
  Speaker 1: men and women who were saying whoa well, it isn't
• 59:56
  Speaker 1: only the children that they're going for. They're actually going
• 59:58
  Speaker 1: for what your real identity is, what your identity is
• 1:00:04
  Speaker 1: as a woman, what your identity is a man, and
• 1:00:07
  Speaker 1: that is being broken down absolutely to such an extent
• 1:00:12
  Speaker 1: that adult men and women can't form relationships. And who
• 1:00:17
  Speaker 1: suffers in that, well they both do. But of course
• 1:00:20
  Speaker 1: if there's any children involved in the partnership or the marriage,
• 1:00:24
  Speaker 1: the children, the children are hurt even more so this
• 1:00:30
  Speaker 1: attack isn't just on the children, it's it's also on adults.
• 1:00:34
  Speaker 1: Is this something that you recognize or come across.
• 1:00:40
  Speaker 2: The assault is on the family unit. That is nothing
• 1:00:42
  Speaker 2: stronger than a family unit. When there's that, all right,
• 1:00:47
  Speaker 2: and I do get you know, okay, some families have
• 1:00:49
  Speaker 2: problems for the further back in time you go, the
• 1:00:52
  Speaker 2: less those problems existed as well, you know, but a
• 1:00:54
  Speaker 2: family unit is under attack brand because you don't get
• 1:00:57
  Speaker 2: anything stronger than that. And if you can dismant the family,
• 1:01:01
  Speaker 2: you've got a weak nation, you know. And if you
• 1:01:04
  Speaker 2: look at predators, but let's let's go back to pediphiles
• 1:01:07
  Speaker 2: that you know they will pick children from broken homes. Well,
• 1:01:10
  Speaker 2: so does the government pick on people from broken homes.
• 1:01:13
  Speaker 2: They know that when you haven't got that solid foundation
• 1:01:17
  Speaker 2: within your own environment, you are easy to attack. And
• 1:01:21
  Speaker 2: I think we're also living in a society now where
• 1:01:23
  Speaker 2: it's easy, come, easy go. You know, we're not fixing
• 1:01:27
  Speaker 2: things that we'd ben't broken anymore, we're just discarding them.
• 1:01:30
  Speaker 2: I think everybody's just out for gratification. We all want
• 1:01:34
  Speaker 2: something faster and now. And there's the family unit. The
• 1:01:38
  Speaker 2: family unit is under attack. And again, you know, going
• 1:01:42
  Speaker 2: back to the education resources, part of that is showing
• 1:01:45
  Speaker 2: the different types of family. Let's look at these different
• 1:01:48
  Speaker 2: types of family. Then let's have a look at the
• 1:01:50
  Speaker 2: outcomes for the children. Because I'm a single parent and
• 1:01:53
  Speaker 2: I have been all my children's lives, I should be
• 1:01:56
  Speaker 2: waving the flag you're for independent women. You know, I've
• 1:02:00
  Speaker 2: degrees and all sorts, raise my children on my own,
• 1:02:02
  Speaker 2: one with additional needs, and I should really be chumping
• 1:02:05
  Speaker 2: and for independent women.
• 1:02:07
  Speaker 3: But I'm the first one to admit.
• 1:02:08
  Speaker 2: That I needed a man as my voice got to
• 1:02:11
  Speaker 2: a certain age. You know, didn't realize at the time,
• 1:02:14
  Speaker 2: but when you look back, you need that environment for children.
• 1:02:18
  Speaker 2: And when you look at outcomes for children in single
• 1:02:21
  Speaker 2: parent families, same sex families, and things like that, children
• 1:02:26
  Speaker 2: come out far better in a nuclear family. There's no
• 1:02:29
  Speaker 2: denying art, you know, in the Roman father environment. And
• 1:02:34
  Speaker 2: I know this is going to upset a lot of people,
• 1:02:36
  Speaker 2: but if you care about children, you've got to look
• 1:02:37
  Speaker 2: for statistics. I'm not looking at individual cases you're now,
• 1:02:40
  Speaker 2: I'm looking at in general. As a single parent, it
• 1:02:44
  Speaker 2: was a tough pill to swallow the fact that single
• 1:02:48
  Speaker 2: fathers their children have better outcomes than single mothers. There's
• 1:02:52
  Speaker 2: not many women that's gonna like that. It's the truth, Priyan,
• 1:02:56
  Speaker 2: And that's when we've got to look at you. It
• 1:02:58
  Speaker 2: is the truth. You know, these new ideas now that
• 1:03:02
  Speaker 2: they bring it into schools, the different families, Our families
• 1:03:05
  Speaker 2: look different starmage and the children. Yes, you know people
• 1:03:08
  Speaker 2: say love is love as long as a child is loved.
• 1:03:12
  Speaker 2: Love isn't the be all and end all, Bryan, No,
• 1:03:15
  Speaker 2: Love comes in.
• 1:03:15
  Speaker 1: Many different stability, and it's it's also dance, go at,
• 1:03:20
  Speaker 1: proper guidance, and it's proper discipline. It is probably a
• 1:03:24
  Speaker 1: whole number of things. And of course many parents, maybe
• 1:03:29
  Speaker 1: all parents, would say, you don't get taught how to
• 1:03:32
  Speaker 1: be a parent, because it's always a unique experience. But
• 1:03:36
  Speaker 1: you do your best, but you're always trying to cover
• 1:03:39
  Speaker 1: those all of those elements. You don't just focus on
• 1:03:43
  Speaker 1: one area and say, well, you know, if I love
• 1:03:45
  Speaker 1: the child enough, they grow up normally, because there comes
• 1:03:49
  Speaker 1: a time when you have to lay the rules down
• 1:03:51
  Speaker 1: to them otherwise.
• 1:03:53
  Speaker 2: I've always been pretty liberal in my views, you know.
• 1:03:56
  Speaker 2: But at the end of the day, the facts speak themselves,
• 1:03:58
  Speaker 2: you know. And if and if we are a nation
• 1:04:01
  Speaker 2: who actually want the best for children, we should be
• 1:04:04
  Speaker 2: a nation that promotes what's best for children, not ideas,
• 1:04:09
  Speaker 2: not minority ideas, not unusual ideas. We need to start
• 1:04:14
  Speaker 2: promoting were actually, statistically and factually is right for children,
• 1:04:20
  Speaker 2: you know. And if there are problems in families, why
• 1:04:23
  Speaker 2: are there problems in families?
• 1:04:25
  Speaker 3: You know, I don't want to go down now.
• 1:04:28
  Speaker 1: Well, we just say very briefly that it's becoming ever
• 1:04:34
  Speaker 1: more it's more obvious what's going wrong in families because
• 1:04:40
  Speaker 1: either the family doesn't exist in the first place, that's
• 1:04:43
  Speaker 1: one of the key things. Or else there is problems
• 1:04:47
  Speaker 1: between the men and man and the woman who are
• 1:04:51
  Speaker 1: trying to say, run the family. They're trying to lead
• 1:04:56
  Speaker 1: the family unit, and there's problems between them. And this
• 1:04:59
  Speaker 1: is why I've found it so interesting now to be
• 1:05:02
  Speaker 1: able to talk to people. Okay, Erin was in America.
• 1:05:07
  Speaker 1: Was my first time that I could speak to a
• 1:05:11
  Speaker 1: woman who was talking about this. But I'm going to
• 1:05:13
  Speaker 1: try very hard to get on to some of the others.
• 1:05:17
  Speaker 1: And there are plenty of men talking about it that
• 1:05:20
  Speaker 1: they recognize that they're under attack.
• 1:05:25
  Speaker 3: And don't know.
• 1:05:25
  Speaker 2: You can go back to Alfred Kinsey's work, you know,
• 1:05:27
  Speaker 2: because he also done a book The Human Behavior of
• 1:05:30
  Speaker 2: a Sexual Female, and he made out that women were
• 1:05:34
  Speaker 2: suppressed because they weren't doing sexual certain sexual acts and
• 1:05:38
  Speaker 2: things like that, and it was never suppression, you know.
• 1:05:41
  Speaker 3: What I mean.
• 1:05:42
  Speaker 2: At the end of the day, the way women are now,
• 1:05:45
  Speaker 2: we are hyper sexualized. We just have the need to
• 1:05:49
  Speaker 2: be desired and I see it all time, Bryan, And
• 1:05:52
  Speaker 2: then all of a sudden we just think, oh, we're
• 1:05:54
  Speaker 2: unlucky in love.
• 1:05:55
  Speaker 3: We're not unlucky in love.
• 1:05:56
  Speaker 2: We're left empty because we've had too many sexual partners,
• 1:06:00
  Speaker 2: an exchange of oxytocin, you know, and people say it's okay,
• 1:06:04
  Speaker 2: it's okay, not to be okay.
• 1:06:06
  Speaker 3: Why are people not okay?
• 1:06:08
  Speaker 2: And it boils down to the sexual revolution, and that's
• 1:06:12
  Speaker 2: what it boils down to, if we're completely honest here.
• 1:06:14
  Speaker 3: But people don't want to see that.
• 1:06:16
  Speaker 2: And like I said, I should be waving the flag
• 1:06:18
  Speaker 2: for independent strong women, I'm not waving a flag for
• 1:06:21
  Speaker 2: independent strong women. I'm waving a flag for family units.
• 1:06:24
  Speaker 2: That's what I'm waving the flag.
• 1:06:25
  Speaker 1: For because that ensures the future for the children.
• 1:06:29
  Speaker 3: Absolutely, absolutely, Kim.
• 1:06:32
  Speaker 1: Just we're coming up to the top of the hour
• 1:06:34
  Speaker 1: is the expression. But you you've thrown in that little
• 1:06:37
  Speaker 1: word oxytocin a couple of times. Tell us about that.
• 1:06:41
  Speaker 1: What is that?
• 1:06:43
  Speaker 2: Oxytocin is a spot now, So it's a chemical that
• 1:06:48
  Speaker 2: we produce.
• 1:06:49
  Speaker 3: It's the love chemical. It's the bonding chemical.
• 1:06:53
  Speaker 2: You produce oxytocin when you're just stroking your dog, when
• 1:06:55
  Speaker 2: you're stalking your pads. It's it's a bonding chemical. And
• 1:07:01
  Speaker 2: you can get it when you're having sex, but you
• 1:07:03
  Speaker 2: can get it just with your family members anyway, you know,
• 1:07:05
  Speaker 2: through through intimacy, no sexual intimacy, but also for sexual
• 1:07:09
  Speaker 2: intimacy as well. And it's our chemical makeup of our body.
• 1:07:13
  Speaker 2: And when you're messing with that, that's what's causing the problems.
• 1:07:17
  Speaker 2: That's what's causing the depression, the emptiness, the loneliness, the
• 1:07:21
  Speaker 2: detachment issue.
• 1:07:22
  Speaker 1: And this is something which is affected by the number
• 1:07:25
  Speaker 1: of partners.
• 1:07:26
  Speaker 2: Yes, so when you're having sex with somebody, there is
• 1:07:29
  Speaker 2: a chemical exchange. You cannot deny that. It is never
• 1:07:33
  Speaker 2: just sex. People think it's no strings attached. Guys, that's
• 1:07:37
  Speaker 2: a myth. That's a myth. It is never just sex.
• 1:07:40
  Speaker 2: You are exchanging this chemical whether it's just sex for
• 1:07:44
  Speaker 2: our person or not, there is an attachment development. There's
• 1:07:48
  Speaker 2: our bond development. That's our chemical makeup that we cannot control.
• 1:07:52
  Speaker 2: We can pretend it doesn't exist, we can ignore it,
• 1:07:56
  Speaker 2: we cannot acknowledge it because we don't know about it.
• 1:07:58
  Speaker 2: But it's still being trigged and it's still affecting our behaviors,
• 1:08:02
  Speaker 2: it's affecting our emotions and most important in voice, affecting
• 1:08:05
  Speaker 2: our relationships.
• 1:08:08
  Speaker 1: And I'd just throw this one in because part of
• 1:08:11
  Speaker 1: what I've been seeing on this subject and is that
• 1:08:15
  Speaker 1: the liberalization of society has produced a situation where the
• 1:08:22
  Speaker 1: women can attract a male partner. So for most women,
• 1:08:28
  Speaker 1: if they want sex, is easy, relatively easy to find
• 1:08:32
  Speaker 1: a man for the man it's more with a woman.
• 1:08:36
  Speaker 1: So if a man wants a woman, it's more difficult
• 1:08:39
  Speaker 1: for the man because the woman will be saying yes
• 1:08:43
  Speaker 1: or no, so there's rejection comes into it. But for
• 1:08:45
  Speaker 1: the woman, if the woman is highly sexualized and is
• 1:08:49
  Speaker 1: after partners, you can now see because young girls are
• 1:08:54
  Speaker 1: prepared to say on camera how many partners they've had,
• 1:09:00
  Speaker 1: the body count is. And I've got to say, when
• 1:09:03
  Speaker 1: I started to see some of this stuff, which was
• 1:09:05
  Speaker 1: about six nine months ago, I was astonished at what
• 1:09:10
  Speaker 1: these twenty three, twenty four to twenty five year old
• 1:09:13
  Speaker 1: girls were saying about the number of partners they had,
• 1:09:16
  Speaker 1: because many of them were quite happy to look at
• 1:09:18
  Speaker 1: the camera and say, well, you know, since since I
• 1:09:22
  Speaker 1: was eighteen, maybe two hundred, maybe.
• 1:09:27
  Speaker 3: It's being glamorized. You know.
• 1:09:28
  Speaker 2: They don't they have no idea the damage they've done
• 1:09:31
  Speaker 2: to themselves. Until this campaign, I knew a lot of
• 1:09:35
  Speaker 2: a comprehensive sexuality education. I did not know a lot
• 1:09:39
  Speaker 2: about the chemical exchange. I didn't nobody impact upon. So
• 1:09:44
  Speaker 2: I've added change. My views have changed based on evidence,
• 1:09:48
  Speaker 2: understanding my own behaviors, the way I used to view
• 1:09:52
  Speaker 2: the world myself, how my own life could have been different,
• 1:09:55
  Speaker 2: you know. So it's not a case of I'm sature
• 1:09:58
  Speaker 2: on my high horse, my pedestal. You know, this is
• 1:10:02
  Speaker 2: me a woman who's learned changed and I want to
• 1:10:07
  Speaker 2: influence the rest of the world with our change because
• 1:10:09
  Speaker 2: our children, even we we didn't have this rs he,
• 1:10:13
  Speaker 2: we didn't have pawn on online, but even the magazines
• 1:10:17
  Speaker 2: under parents' beds that did rewire our bright rain, that
• 1:10:22
  Speaker 2: did desensitize us. So you know, it's not just the
• 1:10:26
  Speaker 2: children now. It happened to us then as well. And
• 1:10:29
  Speaker 2: I remember, you know, thinking, oh, yeah, I never I
• 1:10:32
  Speaker 2: have never had an image of my head of being
• 1:10:34
  Speaker 2: married with children. I just had an image of my
• 1:10:36
  Speaker 2: head of being a single mother with children. That's not right,
• 1:10:39
  Speaker 2: that's not right.
• 1:10:40
  Speaker 3: You know. I look back and I think, wow, did
• 1:10:42
  Speaker 3: I really think?
• 1:10:43
  Speaker 4: You know?
• 1:10:44
  Speaker 3: It was always drummed into my head. I don't need
• 1:10:46
  Speaker 3: a man, I don't. Yes, we do, Yes, we do.
• 1:10:50
  Speaker 3: Men and women they complement each other.
• 1:10:52
  Speaker 1: Now that's the key thing, isn't it. The complimentary Well we.
• 1:10:55
  Speaker 2: Did it with the like you said, all these youngsters,
• 1:10:56
  Speaker 2: if I had like two hundred partners, they're already for
• 1:10:59
  Speaker 2: partners now they're already for a partner.
• 1:11:02
  Speaker 3: How can you build a relationship off a back of that.
• 1:11:04
  Speaker 2: You're damaged, You're internally damaged, you know, with your chemical makeup.
• 1:11:09
  Speaker 2: So you need time out. You've got to learn this stuff.
• 1:11:12
  Speaker 2: But people they go in for that quick hit, that
• 1:11:14
  Speaker 2: gratification making themselves feel good. When they're feeling depressed, they'll
• 1:11:18
  Speaker 2: go and get a pill of the doctor. It's down
• 1:11:20
  Speaker 2: to our behaviors because sex has been glamorized, sex sells weaponized, Yeah,
• 1:11:26
  Speaker 2: weaponize as well, glamorize on weaponized. Now you know, we're
• 1:11:30
  Speaker 2: seeing pedophiles things, you know, and people are surprised that
• 1:11:34
  Speaker 2: they've got pediphiles things on their doorsteps with their children, well,
• 1:11:38
  Speaker 2: with their sons are dead sons.
• 1:11:40
  Speaker 3: It can happen to anyone. It can happen to anyone.
• 1:11:43
  Speaker 2: That person down the street wasn't born that way, that
• 1:11:47
  Speaker 2: person was rewired that way. And you can't look down
• 1:11:51
  Speaker 2: on that person. You got to expect the door yourself,
• 1:11:55
  Speaker 2: knock the door yourself. Nobody is a moon from this,
• 1:11:58
  Speaker 2: you know, nobody is a moon. And that's that's the
• 1:12:01
  Speaker 2: mindset I want to bring into people. I want to
• 1:12:03
  Speaker 2: change people's mindset on that nobody is a moon. Marvin,
• 1:12:07
  Speaker 2: the Pedophilander's on your door, you know, because we all have.
• 1:12:11
  Speaker 3: Access to on lane.
• 1:12:12
  Speaker 2: Everyone's brains are being rewired, desensitized.
• 1:12:15
  Speaker 1: So the problems increasing because.
• 1:12:17
  Speaker 3: It increasing, Yes, and.
• 1:12:20
  Speaker 1: I think there's no question that it's it's deliberate. Judith
• 1:12:24
  Speaker 1: Riiseman wrote the book Sexual Sabotage of America. Unfortunately she's
• 1:12:30
  Speaker 1: no longer with us, but that is a fantastic book.
• 1:12:33
  Speaker 1: And she was so far ahead of her time in
• 1:12:37
  Speaker 1: understanding what the attack was and what it looked like.
• 1:12:41
  Speaker 1: So it encourage people. I think you can still buy
• 1:12:44
  Speaker 1: copies of that, I think, so I encourage people to
• 1:12:47
  Speaker 1: have a look at that.
• 1:12:49
  Speaker 3: Well, we've got the next best thing at our conference.
• 1:12:51
  Speaker 2: Obviously, as you know, Judith has passed away, but we
• 1:12:53
  Speaker 2: have the next best thing. We have Audie Werner, we
• 1:12:56
  Speaker 2: have Roondo Miller. This is the clauses. So you're going
• 1:12:58
  Speaker 2: to get from the original I'll fight. You know this
• 1:13:01
  Speaker 2: lady started to fight four decades ago. Is she paved
• 1:13:05
  Speaker 2: the way is up to us now to put down
• 1:13:07
  Speaker 2: the tarmark?
• 1:13:08
  Speaker 1: Okay, Kim, where do people go to find detail of
• 1:13:13
  Speaker 1: public child protection? Whales and your event?
• 1:13:17
  Speaker 3: So Public Child Protection. Wills dot Org is our website.
• 1:13:21
  Speaker 2: Our event is on event bright, but you could also
• 1:13:24
  Speaker 2: find it on our website as well. If you want
• 1:13:26
  Speaker 2: to subscribe to the website and get in touch, I
• 1:13:28
  Speaker 2: can give you the details straight away.
• 1:13:31
  Speaker 1: Just give us the date again for the It's the.
• 1:13:33
  Speaker 3: Eighteenth of April.
• 1:13:35
  Speaker 2: It's very very close to Newport, the M four corridor.
• 1:13:39
  Speaker 2: I can't give the venue away right now, Brian, because
• 1:13:42
  Speaker 2: people later cause pro runs. But it's so close to
• 1:13:45
  Speaker 2: Newport train station, it's close to World Transport Links. Eighteenth
• 1:13:49
  Speaker 2: of April is seventeen pound fifty admissions twenty five pounds
• 1:13:54
  Speaker 2: with a fantastic meal. Anyone inside our buffets will know
• 1:13:57
  Speaker 2: it's all homemade, grass fed meat, garlic, roast, potatoes, fantastic spread,
• 1:14:03
  Speaker 2: well worth the exos M fifty.
• 1:14:06
  Speaker 1: Okay, brilliant. And last thing is your message to the audience.
• 1:14:12
  Speaker 1: What would you like to see people doing.
• 1:14:14
  Speaker 2: I want to see people standing up speaking about this stuff.
• 1:14:18
  Speaker 2: Get behind this guy, support this support this bill. You
• 1:14:22
  Speaker 2: know it can only be as powerful as we make it.
• 1:14:25
  Speaker 2: I want to see people using their power. I want
• 1:14:28
  Speaker 2: people to understand how much power they have. Most important
• 1:14:31
  Speaker 2: of all, get educated. You don't have to know it all.
• 1:14:34
  Speaker 2: You just need to know a little bit more than
• 1:14:36
  Speaker 2: the next person, or just know enough. You don't have
• 1:14:39
  Speaker 2: to know every single topic. Just learn one thing. You know,
• 1:14:43
  Speaker 2: learn one thing, stick with it. Let's all join forces.
• 1:14:46
  Speaker 2: Let's get on board. Our children need us. Like yesterday.
• 1:14:53
  Speaker 2: We can't wait for politicians. They're charismatic speeches. We can't
• 1:14:57
  Speaker 2: wait for them to promise when they get empowered. They
• 1:14:59
  Speaker 2: look after children, our children, our children. We are responsible
• 1:15:02
  Speaker 2: for them. We need to take care of them, and
• 1:15:04
  Speaker 2: we're going to do it together. So let's get let's
• 1:15:07
  Speaker 2: get it.
• 1:15:07
  Speaker 1: On and the children are our future.
• 1:15:10
  Speaker 2: Our future, Brian, you know, the future is not us.
• 1:15:14
  Speaker 2: The future is then and we it's our duty to
• 1:15:17
  Speaker 2: leave behind the better world and what we inherit it
• 1:15:20
  Speaker 2: And we're not doing now right now.
• 1:15:22
  Speaker 4: Are we?
• 1:15:23
  Speaker 1: No?
• 1:15:23
  Speaker 4: But we will do We will do it, Yes, we will.
• 1:15:26
  Speaker 1: Brilliant Kim, Thank you very much, it's been excellent.
• 1:15:29
  Speaker 3: Thank you very much for having Bran