Chrisa Hickey’s experience with having a mentally ill child

There are ways you can help parents and families who have a child with mental illness.

If you’re a mom like I am, I bet your heart aches at the thought of a sick child who needs help. But some illnesses aren’t outwardly apparent, and others are so misunderstood they seem downright scary. That’s why, during National Children’s Mental Health Awareness Week, I’d like you to meet my family.

It might help to first imagine that you have an 11-year-old son, and that he’s sick. You’re not sure what’s wrong, but you know it’s serious. Your pediatrician recommends you see a specialist, but when you call the only two in your area, neither one has an appointment available for eight weeks.

When you finally get in to see the specialist, he puts your son in the hospital for two weeks of testing and observation, then diagnoses him with juvenile onset diabetes. You know the word, but you’re not sure what the prognosis is or the treatment your son will need. The doctor recommends you relinquish your parental rights of your son to the state, as that is the only way to get him the treatment he needs without bankrupting you. Even then, it is unlikely he will ever have a normal life.

Sorry it is not an uncommon tale

Now replace the word “diabetes” in that scenario with “schizophrenia,” and you’ll understand what happened to my family. That was nearly eight years, 12 hospitalizations, three years of residential treatment, and two suicide attempts ago, and I’m sorry to say, it’s not an uncommon tale.

According to the National Alliance on Mental Illness, four million children in the United States have a severe mental illness. For several reasons:

• Lack of education on the signs of mental illness for doctors and school personnel
• A dearth of psychiatrists that treat children
• The stigma associated with mental illness
• Or the fact that many insurance companies still don’t cover mental illness

Less than 20 percent of children with mental illness receive treatment. That statistic on its own is bad enough. Add to it the fact that suicide kills more children than cancer, diabetes, birth defects, stroke, respiratory diseases, and heart disease combined, and more than 90 percent of children that die by suicide had a mental illness.

If these kids manage to survive to adulthood, more than 50 percent of them never graduate from high school. The unemployment rate of the mentally ill is nearly 78 percent.

That first psychiatrist we saw was correct about one thing. In our current system, the prognosis is indeed grim. Like other chronic illnesses, mental illness doesn’t just affect the child. It is very much a family disease.

The primary word many parents like me use to describe our families’ lives is “isolating.” It’s like learning a new language that no one else speaks. Diagnoses all have similar symptoms and change often. The medications have wicked side effects and are rarely tested for efficacy on children. Even school becomes a maze of acronyms like SPED and IEP. You can’t discuss it with your friends over drinks, either, because at best, they won’t understand; at worst, they will stop inviting you.

If your child has a serious physical illness, family, friends, and neighbors rally around you. When your child needs to see a specialist, your insurance will cover it. But when your child has a mental illness, it’s an alternate universe. No one calls. Everyone from family to strangers blames your parenting style. Friends accusingly ask why you drug your child with poison.

Insurance won’t cover care until he proves he is a danger to himself or others. You get emails with sensational news stories attached that suggest your son needs an exorcism or he may be the next Adam Lanza. The school calls with admonishments about behavior, ignoring the fact he’s not learning. Your other children suffer in an environment of unpredictability since friends won’t come over, and after-school activities can’t be reliably scheduled.

Instead of ignoring my fight for my son and passing judgment, there are things you can do to help children with mental illness and their families. The outcomes greatly improve with early intervention and treatment.

Here’s how you can help families like mine:

• Let parents vent without judging.
• Offer to help organize the reams of paper that result from doctor’s appointments and special school placements.
• Contact your congressman to urge him or her to push for finalization of the regulations governing the Mental Health Parity Act of 2007, so insurance companies will finally have to follow the law and cover mental health care.
• 
Remember that kids with mental illness are still kids. They need friends.
• Teach your children inclusion and compassion for their peers with challenges.
• Stand up to stigma and stop using words like “crazy” and “insane” as everyday adjectives.
• Realize that mental illness is a medical condition. It’s not bad parenting, and it’s not a character flaw.
• 
Remember parents like me, who fight every day to keep our children alive.

Chrisa Hickey is an eCommerce marketing professional, blogger, and mental health advocate specializing in providing education and support to parents of children diagnosed with serious mental health conditions. Chrisa began her journey into the world of childhood-onset schizophrenia when her middle child, Timothy, was first diagnosed at age 11.

Source: The Mindstorm, Chrisa Hickey’s blog, and http://ca.shine.yahoo.com/blogs/parenting/child-mentally-ill-143800211.html

Overview: Stoneleigh Foundation Symposium

Dr. Kenneth Ginsburg from Children’s Hospital of Philadelphia provided the keynote address, and other professionals both from Philadelphia and Boston also spoke. As you may know, cities like Philadelphia and Boston have some significant youth violence issues, but the goal was to attempt to grasp the magnitude of issues we have among our children including their mental health.

I was extremely impressed by the emphasis on helping kids discover some of the reasons they are participating in abnormal or dangerous behavior because this is truly their process, their learning curve, their consequences and their journey of truth.

The symposium focused on the stress urban youth are under and the undeniable trauma they face in so many neighborhoods, where they could become numb or accepting of the pain they are facing.

While that stress can be the prompter for kids to make better choices, there is a need for a relationship with a key adult mentor. The mentor must not tell them what to do but help them discover how to manage their stress without succumbing to the pressures in their very challenging lives.

We certainly have a long way to go to learn how to help our kids to become resilient.

I am still amazed that although we know so much about what leads to mental health issues, issues that are compounded by the trauma that our kids face, and yet the indicators to prevent violence seem not to acknowledge much of the current research. Many systems still function in the same traditional, unhelpful ways.

But as amazed as I am, I am more encouraged because of symposiums like this one. This symposium is to help professionals deal with the root cause of our youth in crisis, to help them build resilience. We need new ideas, new perspectives and ways to build relationships with kids that will empower them with hope and skills so they may discover a new personal journey–one built on confidence with connection to someone who truly cares.

In so doing, I am confident new opportunities will rise to overcome serious obstacles and reduce trauma, stress, mental illness and other difficulties that our youth are facing each and every day.

Kudos to the Stoneleigh Foundation for hosting such an important symposium on one of the key issues in our urban communities.

Gerry Vassar, President/CEO, Lakeside Educational Network

Four million children and teens suffer a serious mental disorder

Over 4 million children and teens have a mental disorder. States spend over $1 billion on the impact of mental illness in teens and children.

Did you know that in America, over four million children and adolescents suffer from a serious mental disorder that causes significant functional impairments at home, school or with their peers?

Of children ages 9 - 17, 21 percent have a diagnosable mental disorder or addiction that results in at least minimal impairment. Half of all lifetime mental disorders begin by age 14. Often, long delays (sometimes decades) occur before diagnosis and proper treatment are begin.

In any given year, only 20 percent of children (8000 out of 4,000,000) with mental disorders are diagnosed.

So what are the consequences of untreated mental illness?

• Suicide is the 3rd leading cause of death in youth from 15 to 24. Over 90 percent of youth who commit suicide have a mental disorder. States spend almost $1 billion on completed suicides and suicide attempts by youth up to 20 years of age.
• Statistics also show approximately 50% of students who are living with mental illness drop out of school.
• According to a study funded by the National Institute of Mental Health—the largest ever undertaken—an alarming 65 percent of boys and 75 percent of girls in juvenile detention have at least one mental illness. Rather than identifying conditions and intervening with appropriate treatment, we are incarcerating youth living with mental illness, some as young as eight years old.
• When children with untreated mental disorders become adults, they use more health care services and incur higher health care costs than other adults.
• Left untreated, childhood disorders are likely to persist and lead to a downward spiral of school failure, limited or non-existent employment opportunities and poverty in adulthood.

No other illnesses harm so many children so seriously.

The impact of mental illness among our children and teenagers is beyond tragic.

With decreased funding in mental health services, serious cuts in educational support services and many other limitations in the diagnosis and care of children who have mental health issues, it is essential this topic be a primary one in the national discussion on the health and well-being of our children.

It is good to discuss such a life-dominating issue for children and their families. And I plan to take my next few posts to discuss this vital topic on Lakeside Connect. The consequences are too great to ignore.

Gerry Vassar, President/CEO, Lakeside Educational Network

Source: Information taken from the National Alliance on Mental Illness.

Contemporary research concluded that autism is primarily about how the child’s brain works.

To date, no cure exists for autism, but combined treatment strategies do provide help.

A variety of theories have emerged to describe what the exact deficit in the brain may be, but the research remains inconclusive.

However, existing information has led psychologists to develop a blend of medical, behavioral and educational treatment options. Many times, medications are used to manage some more drastic symptoms like hyperactivity and seizures. Yet, the research is not far enough along to target autism specifically with medication.

Treatment goals

The goals when treating children with autism are to lessen the child’s deficits and family’s distress, and to increase the child’s functional independence and the child’s and family’s quality of life.

Treatment is typically tailored to the child’s needs. While no single treatment has proven best, many psychosocial interventions show positive evidence, suggesting that some form of treatment is preferable to no treatment, despite little evidence regarding effectiveness of treatment options.

Treatment resources

Families and the educational system are main resources for treatment. Although many interventions have some positive evidence, suggesting that some form of treatment is preferable to no treatment there is little evidence for the effectiveness of treatment options.

Intensive, sustained special education programs and behavior therapy early in life can help children acquire self-care, social, and job skills, often improve functioning, as well as decrease symptom severity and maladaptive behaviors.

Available approaches include applied behavior analysis (ABA), developmental models, structured teaching, speech and language therapy, social skills therapy, and occupational therapy .

Each case of autism is as unique as the individual.

As we consider treatment options for children who have been labeled autistic, one realization is that each case is unique and the treatment approaches should also be designed for each child. Parents and caregivers should be researchers not only for their own child but of the options for treatment that are in their community.

We should also be aware of new research showing real possibilities that may advance the treatment and management of the symptoms of autism.

As difficult as this syndrome is, there is hope for our children as we combine treatment options and carefully evaluate the impact of each one.

Though challenging, very often these children can live lives rich with relationship and achievements, particularly if we provide early intervention upon diagnosis. Their lives can be extremely promising and hopeful when we provide quality care for them.

Gerry Vassar, President/CEO, Lakeside Educational Network

Main source: http://wikipedia.com

What are the signs your child may have Autism Spectrum Disorder?

Autism Spectrum Disorder is a range of complex neurodevelopmental disorders that should be evaluated by a professional.

ASD is a range (or spectrum) of complex neurodevelopmental disorders, characterized by social impairments, communication difficulties and restricted, repetitive and stereotyped patterns of behavior. Classic ASD is the most severe form, while along the spectrum are other conditions such as a milder form known as Asperger syndrome, a rare condition called Rett syndrome  (which mostly affects females), and a few others.

The signs of Autism

Research is ongoing regarding the neurological details of autism, and hopefully, we will have advanced information about its cause and cure in the not-too-distant future.  Meanwhile, however, it is important to know the signs of autism. Both references used below in this article provide more details than I have summarized here.

The Autism Spectrum Foundation Web site publishes the typical behaviors to look for in diagnosing ASD. The site offers a list of what behaviors to look for at specific ages.

Additionally, the National Institute of Mental Health states symptoms of ASD vary from one child to the next, but all demonstrate deficits in three areas: social interaction, verbal and nonverbal communication, and repetitive behaviors or interests.  Each of these symptoms runs the gamut from mild to severe.

Symptoms will present in each child differently. For instance, a child may have little trouble learning to read but exhibit extremely poor social interaction. Each child will display communication, social, and behavioral patterns that are individual but fit into the overall diagnosis of ASD.

The following warning signs or “red flags” should be considered as indicators for investigating the possibility of an Autism Spectrum Disorder (ASD) but does not mean a child has ASD. Diagnosis requires a process from a team of professionals.

6-12 Month Markers:

• Infrequent eye contact
• Failure to orient to name
• Does not smile in response to smiles from others
• Social and emotional passivity
• Fixation on objects

By 12 Months:

• Poor or no eye contact
• Failure to orient to name
• Poor imitation
• No babbling by 12 months
• No gesturing by 12 months

By 16 Months:

• No single words by 16 months
• No pointing to objects or events of interest in an effort to share

By 24 Months:

• No spontaneous two-word phrases
• Loss of any language or social skills at any age

I do want to re-emphasize that just because a child has some of the indicators, it will be important to have a professional do a complete evaluation prior to any assumptions about autism. However, caregivers are urged to become aware of these early childhood symptoms and be proactive if a full evaluation is warranted.

Gerry Vassar, President/CEO, Lakeside Educational Network

Warning signs of sexual abuse in children and teens from StopItNow.com

Sexual abuse in teens could have many signs and which can be magnified or emerge during times of stress.

We have a number of resources today on the topic of sexual abuse. One that I think is quite helpful is the website STOP IT NOW.  My post today comes from this site. And while the site has general information (like I am posting) it also has plentiful other resources and links such as specific questions you might ask about child sexual abuse.

Keep in mind that some of the signs listed below can emerge especially at times of stress such as:

• During a divorce
• Death of a family member or pet
• Problems at school or with friends
• Other anxiety-inducing or traumatic events

Here are warning signs.

Please note that any one sign does not signify a child was sexually abused, but the presence of several signs suggests it would be good to begin asking questions and consider seeking help.)

Behavior you may see in a child or adolescent

• Has nightmares or other sleep problems without an explanation
• Seems distracted or distant at odd times
• Has a sudden change in eating habits
• Refuses to eat
• Loses or drastically increases appetite
• Has trouble swallowing
• Sudden mood swings: rage, fear, insecurity or withdrawal
• Leaves “clues” that seem likely to provoke a discussion about sexual issues
• Writes, draws, plays or dreams of sexual or frightening images
• Develops new or unusual fear of certain people or places
• Refuses to talk about a secret shared with an adult or older child
• Talks about a new older friend
• Suddenly has money, toys or other gifts without reason
• Thinks of self or body as repulsive, dirty or bad
• Exhibits adult-like sexual behaviors, language and knowledge
• Signs more typical of younger children
• An older child behaving like a younger child (such as bed-wetting or thumb sucking)
• Has new words for private body parts
• Resists removing clothes when appropriate times (bath, bed, toileting, diapering)
• Asks other children to behave sexually or play sexual games
• Mimics adult-like sexual behaviors with toys or stuffed animal
• Wetting and soiling accidents unrelated to toilet training

Signs more typical in adolescents

• Self-injury (cutting, burning)
• Inadequate personal hygiene
• Drug and alcohol abuse
• Sexual promiscuity
• Running away from home
• Depression, anxiety
• Suicide attempts
• Fear of intimacy or closeness
• Compulsive eating or dieting

Physical warning signs

Physical signs of sexual abuse are rare. If you see these signs, bring your child to a doctor. Your doctor can help you understand what may be happening and test for sexually transmitted diseases.

• Pain, discoloration, bleeding or discharges in genitals, anus or mouth
• Persistent or recurring pain during urination and bowel movements
• Wetting and soiling accidents unrelated to toilet training

What You Can Do If You See Warning Signs

Don’t wait for “proof” of child sexual abuse.

• Create a family safety plan.
• Look for patterns of behavior that make children less safe.
• Keep track of behaviors that concern you. This Sample Journal Page can be a helpful tool.
• See the Let’s Talk Guidebook for tips on speaking up whenever you have a concern.

The site offers an online help center

If you have questions or would like resources or guidance for responding to a specific situation, visit our Online Help Center, http://gethelp.stopitnow.org/ Remember, the most effective prevention takes place before there’s a child victim to heal or an offender to punish.

This entire article is a great one to share with those you know who have children or adolescents. Sexual abuse in childhood is something that we are should be vigiliant to stop. This is one trauma in which we all have to be caregivers to protect our precious little ones.

Thanks so much for being a part of that and for reading Lakeside Connect.

Gerry Vassar, President/CEO, Lakeside Educational Network

What does abuse and neglect look like in teens?

Teens who have experienced abuse and neglect may show delays in school and development of social skills; they may be drawn to taking riskssuch as experimenting with drugs and crime, especially if they live in environments of increased risk for these behaviors.

Teens who have been abused, neglected, or traumatized may demonstrate more apparent impulsive behavior. Often, these youth’s brains focus on survival at the expense of more advanced thinking processes that take place in the brain’s cortex.

An underdeveloped cortex can lead to increased impulsive behavior as well as difficulties with tasks that require higher-level thinking and feeling. Therefore, teens who have experienced abuse and neglect may show delays in school and development of social skills. They may be drawn to taking risks, or have more opportunity to experiment with drugs and crime, especially if they live in environments of increased risk for these behaviors.

Teenagers who lack stable relationships with caring adults, who can provide guidance and model appropriate behavior, may never have the opportunity to develop the skills necessary for developing healthy adult relationships or becoming good parents.

Repercussions that show up in adulthood

There is a great deal of research and supporting evidence that indicates maltreatment during infancy and early childhood can have enduring repercussions into adolescence and adulthood.

The experiences of infancy and early childhood provide the organizing framework for the expression of children’s intelligence, emotions and personalities. When these experiences are negative, children may develop emotional, behavioral and learning problems that persist throughout their lifetime.

Lasting impact can be lessened if targeted interventions occur, but if those interventions do not occur, some long-term effects are bound to show up in adulthood. Some of the specific long-term effects of abuse and neglect on the developing brain can include:

• Diminished growth in the left hemisphere, which may increase the risk for depression
• Irritability in the limbic system, setting the stage for the emergence of panic disorder and posttraumatic stress disorder
• Smaller growth in the hippocampus and limbic abnormalities, which can increase the risk for dissociative disorders and memory impairments, and
• Impairment in the connection between the two brain hemispheres, which has been linked to symptoms of attention-deficit/hyperactivity disorder

The rise of mental illness and depression in the US

Statistics show an increase of depression, panic disorders, dissociative disorders and ADHD in our culture. It could be that many of these cases can be connected to early childhood maltreatment.

Imagine how healthy outcomes may happen if we can keep our children safe during early childhood. Their emotional health will have major positive impact in our schools, families and communities.

It is so important to raise our awareness to these facts of abuse and neglect as we help teenagers who seem to be struggling with these developmental types of issues. Awareness may lead us to different types of interventions that may help them toward healing and restoration.

Appropriate awareness and intervention could prevent a lifetime of struggles and prevent many other issues detrimental to healthy future growth.

Gerry Vassar, President/CEO, Lakeside Educational Network

Recognizing the often hidden evidence of child abuse and neglect

Carried to safety in the Boston Marathon Bombing – photo courtesy of CNNMoney.com

The Boston bombing compels us to think about protecting our children and families. It keeps us vigilant about public events and what can possibly happen even in America. As our children witness such events, it is important for caregivers to be with them to alleviate their anxiety and answer key questions to help them feel safe.

Keeping children safe from threats in their world can be challenging.

Child abuse and neglect occurs in almost every aspect of our society. It can easily be hidden from friends and family members. Because the abuser is usually known by the family, it is important to know the signs of child abuse or neglect.

I will borrow from the Child Welfare Information Gateway sponsored by the United States Department of Health and Human Services to alert us to the signs of child abuse and neglect.

What to watch for regarding the child:

• Shows sudden changes in behavior or school performance
• Has not received help for physical or medical problems brought to the parents’ attention
• Has learning problems (or difficulty concentrating) that cannot be attributed to specific physical or psychological causes
• Is always watchful, as though preparing for something bad to happen
• Lacks adult supervision
• Is overly compliant, passive, or withdrawn
• Comes to school or other activities early, stays late, and does not want to go home

What to watch for regarding the parent:

• Shows little concern for the child
• Denies the existence of—or blames the child for—the child’s problems in school or at home
• Asks teachers or other caregivers to use harsh physical discipline if the child misbehaves
• Sees the child as entirely bad, worthless, or burdensome
• Demands a level of physical or academic performance the child cannot achieve
• Looks primarily to the child for care, attention, and satisfaction of emotional needs

 What to watch for regarding the parent and child together:

• Rarely touch or look at each other
• Consider their relationship entirely negative
• State that they do not like each other

Note that not everyone who shows one or more of these signs abuses children.

However, when we witness these signs, it is good to raise awareness and do what we can to protect children from the devastating physical, emotional and relational effects of child abuse. Knowing the signs can save a child and sometimes even the whole family from a great deal of heartache and crises.

Gerry Vassar, President/CEO, Lakeside Educational Network

Photo source: http://money.cnn.com/2013/04/17/pf/boston-marathon-charity/index.html

It is important to be aware of effects of abuse and neglect.

The impact of neglect or abuse follows a child his whole life.

Of course, the best thing we can do is make sure to nurture and care for our children so that abuse and neglect never occur.

Behaviors of early childhood abuse and neglect

Abuse and neglect have lifelong impact on a child. Early detection of these kinds of difficulties means quicker application of appropriate strategies for intervention and treatment.

Persistent Fear Response
Chronic stress of repeated traumas can result in a number of biological reactions including a persistent fear-state. Simply put, chronic activation of certain parts of the brain can “wear out” other parts of the brain.

Fear releases cortisol in the brain. Persistent excessive release of this hormone can actually damage neurons in critical areas, thus shaping a child’s perception of and response to his environment. Once persistent fear is established, it can become very difficult to change, even if the environment improves.

Hyperarousal
When children are exposed to chronic, traumatic stress, their brains sensitize the pathways for the fear response and create memories that automatically trigger that response without conscious thought. This is called hyperarousal.

Hyperaroused children will overreact to cues that are normal. Because hyperaroused children are constantly looking for threat-cues, their brains are less able to interpret and respond to verbal cues in a nonthreatening environment.

They are often labeled as learning disabled, but in reality are in a state of constant alert, and therefore, cannot achieve the calm necessary for learning.

Dissociation
Infants or children who are the victims of repeated abuse may respond to that abuse (and later in life to other unpleasantness) by mentally and emotionally removing themselves from the situation. Pretending that what is happening is not “real” is their method of coping with the situation or experience. They detach. They literally “zone out.”

This detachment response can have implications for the child’s memory creation and retention. Some of these children even experience flashbacks, nightmares and in extreme cases multiple personalities.

Disrupted Attachment Process
We know that attachment is key to the ability of a child to have future emotional relationships. It also provides the basis for other learning, since babies and infants learn best when they feel safe, calm, protected and nurtured by their caregivers.

If the attachment process is disrupted or not developed in a healthy manner, such as in an abusive or neglectful caregiving relationship, then the child’s brain will focus on the day-to-day needs for survival rather than on building the basis for future relational growth. The consequences of disrupted attachment can lead to impairment in several areas of child development.

Disrupted attachment can cause increased susceptibility to stress, excessive seeking for help and dependency, excessive social isolation and an inability to regulate emotions. Such manifestations of disrupted attachment can foster all kinds of emotional deficiencies and behaviors rooted in the child’s inability to derive security and consistency from his caregiver. Therefore, these children may have difficulty forming attachments later in life.

Touching the surface

I have just touched the surface with some consequences of child abuse and neglect. However, it is clear that child abuse and neglect seriously impact a child’s brain development, ability to learn, regulate emotions, and foster healthy relationships as well as many more attributes and capabilities children require to be holistically healthy.

Preventing child abuse and neglect is one of the most important ways we can help children prepare for their future. Helping caregivers create safe environments is key to dealing with this critical social problem.

Gerry Vassar, President/CEO, Lakeside Educational Network

Every baby should begin life with every chance to be born healthy

Significant is the care of the infant in utero to prevent child abuse prior to the birth of the child.

Far too prominent in our industrialized, sophisticated country are deficiencies in prenatal care for pregnant women.  Because many women do not receive proper care for them and their baby during their term, higher incidences of newborn health problems, low baby weight and even higher mortality rates for child and mother can occur. It has become predictable that women in areas of poverty, teenagers and certain minorities have higher rates of late or no prenatal care.

I do want to take a moment to affirm our Lakeside Girls Academy which helps pregnant teenagers find proper pre- and postnatal services for their babies. There are many other organizations that do the same for pregnant women. We should be supporting these programs with funding and advocacy. They are essential.

Prenatal drug and alcohol abuse

Of great concern is a pregnant woman’s abuse of drugs and alcohol. We have seen a whole population of children born to mothers using drugs and alcohol. Babies born to women using alcohol have a higher incidence of Fetal Alcohol Syndrome. The alcohol passes right through the placenta to the baby; so, in fact, the baby is receiving tremendous doses of alcohol and may go through alcohol withdrawal.

Pregnant women who use drugs such as cocaine or heroin can have babies who have developmental problems as well as learning problems. These babies may also suffer from withdrawal symptoms. Moreover, a propensity exists for babies of drug-addicted women also to become drug addicts. Prenatal drug and alcohol abuse have devastating effects that can impact newborns in a number of ways for the rest of their lives.

Impact of prenatal stress

Finally, research is now giving us new data regarding women who are under high levels of stress, or who are traumatized. Stress pours damaging enzymes to their babies. We are still learning about the physical impact of these enzymes but we have learned they will affect brain and organ development.

So one of the ways to help our children be healthy is to help our pregnant women to be healthy.

We need to promote the programs that offer pre- and postnatal care. We need to make sure that pregnant women who abuse drugs and alcohol are getting the help they need. We also need to be aware of and prevent domestic abuse, trauma and other stressful situations for our pregnant girls and women.

We need to work toward a society of children who start off healthy and have the fullest opportunity to live healthy lives. We can begin by preventing child abuse and neglect at its earliest moments in their precious lives.

Gerry Vassar, President/CEO, Lakeside Educational Network