Click here to download event poster!
Click here to download event poster!
The term “ACEs” is an acronym for Adverse Childhood Experiences. It originated in a groundbreaking study conducted in 1995 by the Centers for Disease Control and the Kaiser Permanente health care organization in California. In that study, “ACEs” referred to three specific kinds of adversity children faced in the home environment—various forms of physical and emotional abuse, neglect, and household dysfunction.
The key findings of dozens of studies using the original ACEs data are: (1) ACEs are quite common, even among a middle-class population: more than two-thirds of the population report experiencing one ACE, and nearly a quarter have experienced three or more. (2) There is a powerful, persistent correlation between the more ACEs experienced and the greater the chance of poor outcomes later in life, including dramatically increased risk of heart disease, diabetes, obesity, depression, substance abuse, smoking, poor academic achievement, time out of work, and early death.
ACEs research shows the correlation between early adversity and poor outcomes later in life. Toxic stress explains how ACEs ”get under the skin” and trigger biological reactions that lead to those outcomes. In the early 2000s, the National Scientific Council on the Developing Childcoined the term “toxic stress” to describe extensive, scientific knowledge about the effects of excessive activation of stress response systems on a child’s developing brain, as well as the immune system, metabolic regulatory systems, and cardiovascular system. Experiencing ACEs triggers all of these interacting stress response systems. When a child experiences multiple ACEs over time—especially without supportive relationships with adults to provide buffering protection—the experiences will trigger an excessive and long-lasting stress response, which can have a wear-and-tear effect on the body, like revving a car engine for days or weeks at a time.
Importantly, the Council also expanded its definition of adversity beyond the categories that were the focus of the initial ACE study to include community and systemic causes—such as violence in the child’s community and experiences with racism and chronic poverty—because the body’s stress response does not distinguish between overt threats from inside or outside the home environment, it just recognizes when there is a threat, and goes on high alert.
While trauma has many definitions, typically in psychology it refers to an experience of serious adversity or terror—or the emotional or psychological response to that experience. Trauma-informed care or services are characterized by an understanding that problematic behaviors may need to be treated as a result of the ACEs or other traumatic experiences someone has had, as opposed to addressing them as simply willful and/or punishable actions.
For more information, please visit https://developingchild.harvard.edu/resources/aces-and-toxic-stress-frequently-asked-questions/
Every day we take on the ordinary, sometimes challenging, tasks of work, school, parenting, relationships, and just managing our busy lives. How do we navigate these tasks successfully? And what can send us off course? Science offers an explanation. This 5-minute video explores the development and use of core capabilities — known as executive function and self-regulation skills — from early childhood into adolescence and adulthood.
Building on the Center’s 2013 video presenting the theory that building adult capabilities is necessary to improve child outcomes, this new video describes what these skills are, why they are important, how they develop, and how they are affected by stress. It combines an allegorical “scribe” storytelling technique with new animation of brain development to show how positive conditions support the development of these skills, and how adverse conditions make it harder to build and use them.
Just a reminder of our upcoming October Network meeting. Please take note of the change in meeting times! Click here to download the agenda.
Click here to download event poster.
For more information or to register please phone 780-594-9905 or email firstname.lastname@example.org
This support is available to parents, step-parents, grandparents, foster or adoptive parents, or any adult responsible for a child or children who have been exposed to alcohol pre-natally.
This Program is designed to work with families for 6-18 months.
Catholic Social Services
10320 146 Street
Edmonton, AB T5N 3A2
This service is usually provided in the community with mentors visiting clients in their homes.
There is no cost for access to this program.
Call the Coaching Families Intake Line at (780) 975-4896.
Denise Plesuk, Ministry Manager (780) 471-1122.
“The mentor was very informative, down to earth, non-judgmental, and quite understanding of life with FASD children. I found her easily approachable, friendly, knowledgeable, yet willing to listen to differences within situations.”
“Just talking helped immensely. The mentor’s visits were the highlight of my day. She responded to our needs with resources and strategies which helped me see other perspectives. She provided a listening ear and a springboard for ideas I was able to come up with myself.”
“My mentor gave me information I didn’t have on FASD. She came into the school with me, attended very intimidating meetings with me to help advocate for my girls.”
“I learned to look at my daughter from a different point of view. I learned a lot about FASD through both workers who worked with our family. They were supportive yet truthful, and asked tough questions to help us move forward.
For more information on Catholic Social Services and FASD specific supports please click here.