Getting to Know Your International Contacts:The disease that killing America and China !

I was unable to contact my friend in CHINA,  However,  I have been doing research on the effect of a  disease that killing our future. This is not a  like HIV or CANCER , but this can  be the root cause of many illnesses.  

This horrible  disease is known as ACEs which is known as Adverse Childhood Experiences. Adverse childhood experiences (ACEs) are a significant risk factor for substance use disorders and can impact prevention efforts. Adverse childhood experiences (ACEs) are stressful or traumatic events, including abuse and neglect.

In china, there was research done  in which they connected ACEs to the onset of DSM-IV disorders.

The prevalence of family childhood adversities and their association with the first onset of DSM-IV disorders in metropolitan China. 

The prevalence of family childhood adversities (FCAs) and their joint effects on the first onset of subsequent mental disorders throughout the life course are rarely examined, especially in Asian communities.

Face-to-face household interviews of 5201 people aged 18–70 years in Beijing and Shanghai were conducted by a multi-stage household probability sampling method. The first onsets of four broad groups of mental disorders and six categories of FCAs were assessed using The World Mental Health Composite International Diagnostic Interview (WMH-CIDI). Joint effects of FCAs were analyzed by the best fitting of several competitive multivariate models.

FCAs were highly prevalent and inter-correlated. Half of them were in a family-dysfunction cluster. The best-fitting model included each of six types of FCA (with family dysfunction FCAs being the strongest predictors), a number of family dysfunction FCAs, and a number of other FCAs. Family-dysfunction FCAs had a significant subadditive association with subsequent disorders. Little specificity was found for the effects of particular FCAs with particular disorders. Predictive effects of FCAs reached the highest in ages 13–24 compared to ages 4–12 and ⩾25. Estimates of population-attributable risk proportions indicated that all FCAs together explained 38.5% of all first-onset disorders.

Chinese children were exposed to a broad spectrum of inter-related FCAs, as found in Western countries. FCAs related to family dysfunction were especially associated with subsequent mental disorders. Biological and/or environmental factors that mediate these long-term effects should be studied in prospective research on broad groups of FCAs.


Guo, Wan-jun Tsang, Adley Li, Tao and Lee, Sing 2011. Psychiatric epidemiological surveys in China 1960–2010: how real is the increase of mental disorders?. Current Opinion in Psychiatry, Vol. 24, Issue. 4, p. 324.
Kieling, Christian Baker-Henningham, Helen Belfer, Myron Conti, Gabriella Ertem, Ilgi Omigbodun, Olayinka Rohde, Luis Augusto Srinath, Shoba Ulkuer, Nurper and Rahman, Atif 2011. Child and adolescent mental health worldwide: evidence for action. The Lancet, Vol. 378, Issue. 9801, p. 1515
Pearson, Geraldine S. 2010. The Past Defines the Present. Perspectives in Psychiatric Care, Vol. 46, Issue. 3, p. 169.

ACES 101

ACEs FAQs What are ACEs? ACEs are adverse childhood experiences that harm children’s developing brains so profoundly that the effects show up decades later; they cause much of chronic disease…

Source: ACES 101

Sharing Web Resources WHAT’S NEW!!

White House Initiative Releases New Early Learning Toolkit for Faith-Based and Community Leaders……

What better way to keep Early learning on the top of our list; I think we have found the answer..   So many people now are growing to understand how important early learning is.

The free Toolkit is a comprehensive guide to support faith-based and community leaders in expanding or initiating early learning programming for young children and their families and is available online at .

About the White House Initiative on Educational Excellence for African Americans 

The White House Initiative on Educational Excellence for African Americans (Initiative) was established by Executive Order by President Obama in 2012, who sought to strengthen the nation by improving educational outcomes for African Americans of all ages. The Initiative advocates for equal educational opportunities for African Americans from birth through college completion and career entry and highlights promising and proven practices to support African American students; and on supporting parents, teachers, and other caring and concerned adults to best support the learning and development of African Americans. To learn more about the Initiative, visit .


The Toolkit connects faith-based and community leaders with evidence-based practices, resources, action steps and ideas to launch and enhance initiatives that support educational opportunities for African American children to succeed personally and academically through early learning. It was produced in partnership with NBCDI and the U.S. Department of Education’s Center for Faith-based and Neighborhood Partnerships. Highlighted topics include early learning at home and empowering families to advocate for children’s education. Also included is a call to action to purge the school to prison pipeline.


“A cornerstone of our work at the National Black Child Development Institute is to equip parents, caregivers, and communities to advocate on behalf of their children and families,” says Tobeka G. Green, National Black Child Development Institute President and CEO. “As a part of our commitment to education and advocacy, we develop and deliver strengths-based, culturally relevant, evidence-based, and trauma-informed tools and resources to prepare communities to influence necessary change for equitable systems that support our children and families. Our partnership with the White House Initiative on Educational Excellence for African Americans to create the Faith and Families Toolkit further equips what has historically been the key advocacy group in the Black community—our faith-based organizations and leaders—to be a central part of the fight for equitable education.”

“Early learning opportunities begin long before Kindergarten. We can ensure all African American children are on the pathway to academic excellence by ensuring all have access to high-quality early learning and developmental opportunities beginning before birth,” said David Johns, executive director of the Initiative. “This Toolkit highlights resources to help young African-American children and families, resources and information that should prove useful to all young children and families,” he explained.




Across countries (Saving Brains)

Saving the brain

Based on current research that I explored only 1/3 of children reach their full potential!!

Yet the question is why???

In the past, it was clear that brain development was revived as a fixing process, where genetic was the blueprint.  Now we have learned that not only does genetic play and important but your brain actually physically and functionally changes with your experiences.  This process is called brain plasticity, which begins prenatally and continues to death.  It is said that in the first 1000 days is when the brain is in rapid growth mode.

As caregivers and educator understanding the importance of this development window is the key factor to strengthen “saving the brain”.

The research developed led by Grand Challenges Canada, Saving Brains seeks to improve outcomes for children living in poverty through interventions that nurture and protect early brain development in the first 1,000 days of a child’s life. The Center on the Developing Child is part of a team that supports a dynamic learning community of Saving Brains innovators to help them advance the impact and scale of their work in countries around the world.

This video from Saving Brains applies the science as translated by the Center and other research to make the case for addressing the global challenge of children who do not reach their potential.

The Saving Brains portfolio of activities is designed to develop and broaden the reach of products, services, and policies that protect and nurture early brain development. Within the program, the Center works with other experts and mentors in the fields of early childhood development, innovation systems, and learning communities. Together, they work to enhance the collective impact of the Saving Brains program through the following actions:

  • Articulating a common theory for action based on scientific knowledge and practical experience
  • Developing shared metrics and evaluation frameworks for interventions
  • Fostering an ongoing learning community to accelerate innovation through sharing lessons and results
  • Encouraging policy translation through cross-sectional leadership development