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Posts from the ‘Parenting’ Category

What is Help Me Grow?

Rachel author headshotBy Rachel Boudreau, intern with Help Me Grow Alaska & the All Alaska Pediatric Partnership

Alaska is a large state with a small population. While we are fortunate to have many services to support families and children, sometimes the services a family needs are not available or, if they are, access to them can often be challenging. This can be an extremely frustrating and exasperating barrier for families trying to do their best raising happy, healthy kids.

For the last three years, a diverse group of professionals from the field of early childhood and pediatrics have worked together to find a solution, a “glue” if you will, that connects providers, community-based services, and families to ensure easier access and to help guide what new services still need to be created or expanded. That glue is a system called Help Me Grow, and we are excited to finally bring it to families here in Alaska.Help_Me_Grow_logo_update

What is Help Me Grow Alaska?

Help Me Grow Alaska (HMG-AK) is a resource and referral system that provides care coordination services and links families with services and supports throughout the state. HMG-AK is based on a national model developed in Connecticut in 2005 out of a need for a better way to connect families with community-based resources. HMG-AK is not an agency designed to offer more services, but it is intended to connect families with the resources that are already in place in communities across the state, and to help identify where more services are needed. Help Me Grow’s mission is to identify children who are at risk for developmental delays and/or behavioral problems, and then to link these children and their families to community-based and statewide resources.

Why do families need to be connected to developmental screenings?

As part of its mission, the Help Me Grow system promotes and provides a standardized tool to screen children ages 0-5 for developmental delays or disabilities. Periodical developmental screening monitors a child’s developmental milestones, such as walking, using words, expressing emotions, playing with peers, etc. Answers to the screening questions show what the child’s strengths are and will identify any areas where the child may need support or extra practice.

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The screening tool is easy to complete and can offer fun ideas for interacting with children in an age-appropriate way. HMG-AK provides families with free access to this developmental screening tool on paper or online, and the care coordinators work with the family to connect them to further evaluation, should there be any concerns of a developmental delay. When reviewing the screening results together with the parent, the care coordinator will also provide additional activities to do at home to help support the child’s healthy development while enjoying fun, free and high quality time with the child.

A child does not need to have a delay or disability to receive services or activity ideas from a Help Me Grow coordinator. The service is available and free to all families with children.

Why would a family contact the Help Me Grow call center?

HMG-AK is designed to assist families with young children looking for a broad range of support. This could be anything from questions or concerns about their child’s development or behavior to helping a family who recently moved to a community find a medical provider and social supports and community activities such as parenting groups or organized play time for kids. The care coordination model is set up to help families navigate complex situations through follow up and continued support to ensure the family feels comfortable and confident in the next steps for their child and themselves.

How do I access HMG-AK?

HMG-AK is available to anyone raising a child as well as medical providers, childcare providers and community members. All it takes is one call to the HMG-AK call center to speak with a trained care coordinator. HMG-AK’s care coordinator will answer questions a family might have and then link the family with the needed resources or find alternative supports to assist the family until the appropriate services are available. The care coordinators will follow up with the family to ensure a connection was made to the recommended resources and to discuss any additional concerns the family might have.

As Alaska’s Help Me Grow system develops, families can expect to see local Help Me Grow family-friendly events in their communities and useful educational materials to help parents understand more about their child’s development, how to manage stress (both for the parent and the child), managing difficult behaviors and more.

When will HMG-AK be available in my community?

We are currently in the very beginning phase of launching Help Me Grow in Alaska and still have a lot of work ahead of us. The first phase is focused on three regions: Norton Sound, Kodiak and Mat-Su. We are working hard and putting a lot of effort and thought into the planning, and hope to expand the program statewide, shortly after. Stay tuned through the Help Me Grow mailing list for updates!

Getting a Head Start on Success

By Mark Lackey, CCS Early Learning, Executive Director, and Anji Gallanos, Department of Education and Early Development, Early Learning Administrator

 

Head Start and Early Head Start in Alaska are a crucial component in helping children and families across our state be more prepared for success in school and in life. However, many people don’t have a solid understanding of what services these programs provide or how they operate. Let’s take a quick look…

Broadly speaking, Head Start (ages 3-5) and Early Head Start (expectant mothers – age 3) are federally funded and federally regulated programs. Over $40 million in federal funding is delivered directly to local grantees in Alaska – it does not come through the state government. However, each local grantee must provide a 20 percent non-federal match (cash or in-kind) against their federal grant to demonstrate that states and local communities have “skin in the game” and remain confident in the grantee providing the services. The State of Alaska contributes $6.8 million towards this match and grantees gather the remainder of the required match in a variety of ways. Some examples include contributions from Native corporations, United Way and other local grants, facilities or community services provided at reduced rates, parent volunteer hours, and donations received from individuals and corporate donors.

While the federal government provides the law (The Head Start Act) and the regulations (Head Start Program Performance Standards) about how these programs must be operated, they allow much flexibility in allowing local grantees to deliver services in a way that meets the needs of their local community. Programs must do a community assessment that provides a careful examination of what the needs within their community are. Local oversight is provided by two governance bodies: a governing board (board of directors or elected officials) and a policy council (comprised of parents of enrolled children). These two groups are tasked with making sure the grantee offers services that best meet the specific needs of the children and families that have been identified in the assessment.

In Alaska, there are currently 17 different grantees providing Head Start and Early Head Start services in over 100 communities all around the state. In the 2016-2017 school year, Alaska grantees served 3,558 families and 3,879 children. Of these children, 762 were enrolled in an Early Head Start program and 3,117 were enrolled in a Head Start program. Approximately 60 percent of enrolled children were from families who had income below 100 percent of poverty (as an example, a family of four would need to have income of less than $30,750). Approximately 8 percent of enrolled children were homeless, and another 6 percent of enrolled children were in foster care.

So what services were actually provided and what impact does Head Start or Early Head Start have? As mentioned above, these programs serve both the child and the family. We know and understand that parents are the first and most important teachers for their children and will have the greatest opportunity for having a positive impact on their children. The top five services that were provided to families in Alaska during the last school year were:

  1. Parenting Education (1,318)
  2. Health Education (885)
  3. Emergency/Crisis Intervention, such as meeting immediate needs for food, clothing or shelter (573)
  4. Housing Assistance, such as subsidies, utilities, repairs, etc. (356)
  5. Mental Health Services (251)

Other examples of family services that were provided include adult education, and asset-building services such as financial education, job training, and English as a second language. Generally speaking, services to families are determined by what each individual family identifies as a need or a goal that they would like assistance in working towards. Our job is to help these parents be outstanding advocates for their child and to equip them with the parenting and self-sufficiency tools that they will need moving forward. We provide these family services directly when we can, and/or connect them to other community resources that might be available.

The services provided to children are individualized as well. Each child comes into our programs at a different place and on their own developmental path. We work very closely with parents to determine where each child is developmentally and to determine what child goals we should reach for together. Our staff use ongoing assessment tools to observe and measure where children are in a host of areas at the beginning, middle and end of each school year, helping and encouraging each child to progress all along the way. Teaching Strategies GOLD® is the assessment tool that Head Start programs in Alaska utilize. The charts below give a few examples of the growth that 4-year-old children in Alaska Head Start programs made last year, as measured by observations and assessments documented in Teaching Strategies GOLD®.

Based on 2016/2017 data. N=1299 

To demonstrate growth in these areas, we would see the percentages of “meets” and “exceeds” (orange and gray) to be getting larger in the spring after a school year in our program, while the percentage of children who are “below” (blue) should be decreasing.

In addition to the academic areas above, we also assist children to be more prepared for school readiness by helping them develop their social-emotional skills. We teach and assess growth in dimensions like following limits and expectations, and balancing the needs and rights of self and others – both of which are also very important as children move into their school years.

Finally, there is ongoing research into the long-term outcomes for families and children who participate in Head Start and Early Head Start. A very recent study released by Michigan State University found that, “Kids up to age 5 in the federal government’s preschool program were 93 percent less likely to end up in foster care than kids in the child welfare system who had no type of early care and education.” Another study described in the Wall Street Journal in September suggests that the impacts of participation carry over to the next generation as demonstrated by this quote: “Societal investments in early childhood programs can disrupt intergenerational
transmission of the effects of poverty.”

For more information about Head Start or Early Head Start in Alaska, visit the Alaska Head Start Association website at www.akheadstart.org. You also can connect to the local grantee in your community to find more information about enrolling your child, the specific services that are provided, and/or supporting and partnering with them in the important work that is being done!

Mark Lackey

Mark Lackey is the executive director of CCS Early Learning. Formerly known as Chugiak Children’s Services, CCS Early Learning is a private 501(c)(3) nonprofit organization that provides early childhood services in the Mat-Su Borough and in Chugiak and Eagle River.

 

Trauma-informed transformation

Imagine a child. A young boy or girl who has experienced trauma. Perhaps it’s emotional, physical or sexual abuse. Perhaps there’s substance abuse or mental illness in their home. Or perhaps their parents are divorcing or a family member is in jail.

Imagine now the child in school, where they are supposed to sit quietly, listen attentively and work diligently. But because of the biological changes that have taken place in their bodies because of trauma, they are simply unable to.

Instead they act out. Perhaps they yell at another student. Kick over a chair. Walk out of the classroom.

In response, the teacher sends the child to the principal’s office, where they are reprimanded. Perhaps the parents are called. Perhaps a harsh punishment awaits the child at home.

And the cycle continues.

Changing this cycle is one of the focus areas of the Alaska Resilience Initiative (ARI), an initiative of Alaska Children’s Trust. “Our goal is to support Alaska’s institutions to be trauma informed and culturally responsive, providing children and families the opportunity to heal, while also working to prevent new traumas,” explains Laura Norton-Cruz, ARI program director.

Trauma-informed, culturally responsive institutions focus on helping the person who has experienced trauma, rather than removing or punishing them. And they offer help in a way that is just, equitable and accepting of different identities. “Being culturally responsive is equally important to being trauma informed,” Laura says. “Those things together create a safe, empowering, trustworthy environment.”

ARI’s collaboration with the Anchorage School District (ASD) is just one example of efforts to create trauma-informed, culturally responsive transformation in Alaska.

In August, Laura presented to all of the ASD elementary school principals, discussing the importance of trauma-informed, culturally responsive schools. “School needs to be a safe place for all kids – and especially kids who have experienced trauma,” she says.

Following the presentation, Nunaka Valley Elementary School principal Timothy Blake invited Laura to come to his school. “I was moved by her talk,” he says. “Many of the characteristics of children with adverse childhood experiences (ACEs) that she described are evident here on a daily basis and impact our school greatly.”

Laura spoke to his entire staff – from teachers and counselors to the custodian and lunch lady. “It was very well received and generated a lot of discussion,” says Timothy, who has since joined ARI’s trauma-informed systems change workgroup. “The most important thing we took from the presentation was the importance of building connections with students and focusing on building resiliency through supportive relationships with kids.”

Going forward, Nunaka Valley staff will continue their professional development in social emotional learning and trauma-informed practices. They are also looking to establish family support groups and offer parenting workshops.

“Being trauma informed creates supportive relationships with our students and families,” Timothy says. “Understanding the effects and characteristics of ACEs allows us to use informed practices to create successful opportunities for every child.”

In addition to providing direct training, ARI also works to connect people and amplify existing efforts – such as those at ASD’s Northwood Elementary. Three years ago, led by principal Deanna Beck, the school began its trauma-informed systems change journey, beginning with a focus on staff wellness.

Through staff training, collaborative planning and implementation of practices such as morning greeters at the front door and “We are glad you made it to school today” cards in place of tardy slips, Northwood has experienced some real shifts. For example, according to the School Climate and Connectedness Survey, 79 percent of their 6th graders agreed with the statement “I can name at least five adults who really care about me” – a 29 percent improvement from the previous year.

After learning about Northwood’s efforts and successes, ARI began sharing the school’s story with others, publishing an article on the ARI blog and incorporating highlights into presentations.

“The trauma-informed work going on at Northwood is not because of ARI,” Laura explains. “We learned about it and amplified their efforts by telling others about it. And now other people are asking about it. Deanna is getting regular inquiries from other schools asking for guidance.”

ARI plans to continue collaborating with ASD, as well as expand trauma-informed systems efforts to other institutions and areas of the state. ARI, with input from many diverse statewide voices, is also in the process of developing curriculum and creating a cohort of trainers who can give presentations on ACEs and trauma-informed systems change to audiences across Alaska.

“When we address the root of trauma, we can begin to move the needle on many issues, including child abuse,” Laura says. “It’s a game changer.”

ARI’s shared goal is mobilizing Alaska to end child maltreatment, intergenerational and systemic trauma through healing and strategic advocacy. It is working toward that through networking, communication, policy advocacy, and trauma-informed systems change.

 

 

Too expensive to stay alive?

When Amber Lee was diagnosed last fall with a very rare genetic condition that can lead to aggressive kidney cancer, one of her first thoughts was if she would have insurance coverage to help cover the cost of care.

“It’s not a cheap disease to have. Without insurance, it would be impossible to manage,” says Amber, who must get MRIs of her kidneys regularly to monitor for cancerous growths that could quickly spread if not caught early. Currently, the Affordable Care Act (ACA) ensures that Amber can’t be denied health insurance coverage because of pre-existing conditions like this.

Amber is one of many Alaskans who would be profoundly impacted by the repeal of the ACA. She’s also one of many Alaskans speaking up to protect the ACA through Protect Our Care Alaska, a coalition of individuals, organizations and businesses.

“People and groups came together to protect the Affordable Care Act from repeal. It is still being threatened constantly,” Amber says. “The issue impacts everyone, and we are aligned with how important it is to get Congress to do the right thing.”

Voices for Alaska’s Children, a program of Alaska Children’s Trust, has been the backbone organization for the coalition, providing space and support for the grassroots effort.

“Health care is a critical tool to help prevent child abuse and neglect,” explains Trevor Storrs, ACT’s executive director. “Health care reduces stress on our most vulnerable families who are already struggling due to poverty, and inability to access services. Health care gives parents access to services to address their own trauma, provides preventive services, ensures children remain healthy physically and mentally, and minimizes the fiscal stress and impact on the family.”

For Amber, the importance of protecting the ACA goes beyond just her own health.

“The disease I have is genetic, so my kids could have it,” says Amber, who has two sons, ages 9 and 11. “If they are tested for the genetic condition and have it, they could be denied coverage for the rest of their lives.”

“There is already so much stress with the disease, and then on top of it, I have to worry about if I have insurance coverage and if I can pay for it. I make a decent salary, but it could get to a point where I can’t pay to care for myself. And for my kids, they could go through their entire lives without coverage. It is very stressful,” Amber shares.

“It gets to a point where you have to ask yourself, ‘Is it too expensive to keep myself alive?’”

“People talk about this like it is a political issue. But it’s about people’s lives,” Amber stresses. “Repealing the ACA means less coverage, less protection and more expense. It’s important for people to understand it.”

Amber strongly encourages other Alaskans to get involved in efforts to protect the ACA. “All these voices together send a strong message. We are not one special interest group. We are the majority of Alaska,” she says “Our voices are powerful.”

Get involved! Join ACT and others to #ProtectOurCare. Learn about the issue and how you can get involved at protectourcareak.org or on Facebook @protectourcareAK.

Connecting beyond bars

A mother singing her child to sleep – it’s perhaps one of the most timeless images of motherhood. However, it’s also one of the most out of reach for a mother in prison. This gap between a mother in prison and her child can be wide – both physically and emotionally.

“Even though my kids are older, it’s still very hard. Also my grandbabies – I am missing everything about their lives and growing up,” shares Stacy Lundy, an inmate at Hiland Mountain Correctional Facility in Eagle River, who has three grown children and three grandchildren, ages 5 and under.

The Hiland Mountain Lullaby Project seeks to bridge that gap and bring mothers at Hiland closer to their children – and grandchildren, in Stacy’s case. The Lullaby Project, modeled after a similar project at Carnegie Hall’s Weill Music Institute, pairs incarcerated women with musician coaches to create beautiful, personal lullabies for their children at home.

“The Hiland Mountain Lullaby Project will help to lessen the trauma among the children resulting from the separation from their parent by helping mothers use music to support and convey to their children that they are loved; to create a sense of belonging; to share feelings, express joy, love and a connection to each other – all necessary for a child to develop a sense of security and healthy social/emotional development,” explains Shirley Mae Staten, who spearheaded the project in Alaska. Alaska Children’s Trust supported the effort with a $10,000 grant.

Last year, 16 mothers at Hiland participated in the first year of the project. “We all wrote a letter to our children and then our musician helped turn it into a song with music,” says Stacy, adding that she found writing the letter to be most challenging. “I wanted them to know how sorry I am and how much they all mean to me … It was very emotional.”

The inaugural year of the project culminated with a concert at Hiland, where the mothers and musicians performed the songs to an audience of 250 supporters. At the concert, Stacy presented her lullaby, “You Are My Sunshine,” to her children and grandchildren.

“I felt proud, blessed, guilty and emotional,” says Stacy. “They all loved their song and everyone was emotional.”

The lullabies were compiled into a 16-song CD, which were given to the inmates and their families, as well as available for purchase.

The inspiring project will continue this year with a few additions. Two former inmates who participated in the 2016 project will return as teaching artists, and two children of inmates will work with coaches to compose a responding lullaby to their mothers. A lullaby journal with sheet music for the songs will also be created and given to the inmates and their children, as well as to Anchorage elementary music teachers. And the concert schedule will be expanded to include performances for male inmates, female inmates and a public performance at Hiland.

“I think every mother should be able to participate in this program,” Stacy states. “It helps mothers reconnect with their children.”

Since inception, ACT has awarded more than $5 million in community investment grants to organizations in Alaska that work toward the prevention of child abuse and neglect.  In 2016 – 2017, we awarded $301,920 to 29 organizations across the state. See the full list of grant recipients and funded projects at alaskachildrenstrust.org.

Save the Date: Birth Parent National Network Virtual Convening

BPNN virtual convention

Talk is Cheap – and Priceless

By Abbe Hensley, Executive Director, Best Beginnings

img_3695web_24049455834_oPeople say talk is cheap, but for babies, talk is priceless. Talking with babies has been shown to have an amazing impact on the growth of their brains and development of language, key to their future success in school and in life. And, unlike products that are advertised to parents as critical to making their babies smart, talking is free!

Have you heard of the 30-million word gap?

It all began with the 1995 landmark study by Betty Hart and Todd R. Risley in their book Meaningful Differences in the Everyday Experience of Young American Children:

“In four years, an average child in a professional family would accumulate experience with almost 45 million words, an average child in a working-class family 26 million words, and an average child in a welfare family 13 million words.”

At first, the focus was primarily on the number of words a child heard. There were discussions about whether words a child heard from television or recordings would “count.” Was it only the quantity of words that made the difference?

Taking a closer look at Hart and Risley’s conclusions, however, people began to appreciate that there were meaningful differences in the quality of the words, too. Children in professional families heard six positive messages for every negative one. Children in middle-class families heard two positive messages for every negative one. And children in poor families heard only one positive message for every two negative ones.

More parents in the last category were using “business talk” with their young children. For example, the child drops a spoon. These parents were more likely to be directive and say, “Pick it up.” Parents in the professional category were more apt to say, “Oh, you dropped your spoon. Pick it up from under the table and we’ll take it to the sink to wash it. Then you can use it again.” A much richer language experience for the child.

This short video tells and shows the story: https://www.youtube.com/watch?v=H5BAO204Sqo

More recently, Stanford University researchers have observed that these differences emerge as early as 18 months. The effects persist through the school years. The good news: if parents increase the quantity and quality of their verbal interactions, their babies benefit. Many organizations are tackling the issue and resources are developing all the time.

So what can parents and other caring adults in a baby’s life do? One of the organizations working on this, the LENA Research Foundation, has an easy way to remember what to do that is called “words and turns.” “Words” refers to the quantity of words a child is exposed to, and “turns” means the interactions between adult and baby that can also be described as “serve-and-return” activities – baby begins to babble, adult talks back, baby vocalizes again.

According to a story in Education Week in April 2015, Jill Gilkerson, LENA’s director of child-language research, said, “Conversational turns are vastly more important than the number of words a child is exposed to.” She went on to say that she and her colleagues found parents of children who scored in the top 10 percent on preschool language tests had conversations with their children that involved 18 more turns taken per hour than parents of children scoring in the bottom 80 percent.

It’s obvious that both words and turns are important in helping babies and toddlers develop language. What role might shared book reading play? Stephen F. Warren, PhD, says, “Reading together with a young child in a way that promotes interaction and turn-taking is among the most important routines that can be built into a child’s day. It should be a high priority every day.”

The best time for families to develop routines like this is shortly after the birth of a new baby. In fact, in June 2014, the American Academy of Pediatrics released a statement recommending for the first time that parents should read with their children beginning in infancy. The statement also says that “reading aloud with young children has been found to increase the richness of the vocabulary to which they are exposed as well as the complexity of syntax. In addition, books and early conversations and play around books and reading stimulate increased interaction between the adult and child. These interactions build nurturing relationships that are critical for the child’s cognitive, language, and social-emotional development.”

Research and common sense agree: it’s words and turns. Parents who talk with their babies and young children, whose conversation includes lots of “serve-and-return” moments, and who read with their children from the time they’re born, are promoting crucial brain development and setting the stage for their children’s success in school, and in life.

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For more on the 30-million word gap, go to https://www.bestbeginningsalaska.org/why-early-learning-matters/the-30-million-word-gap.

Abbe Hensley is the executive director of Best Beginnings, a public-private partnership that mobilizes people and resources to ensure all Alaska children begin school ready to succeed through support from businesses, foundations, nonprofits, government, and individuals.

 

Pregnancy, Nursing and Marijuana: What’s the Real Story?

By Trevor Storrs, Alaska Children’s Trust Executive Director

With the passing of the recreational use of marijuana in Alaska nearly two years ago, there has been a lot of conversation regarding the potential impacts, good and bad. One of the controversial topics discussed has been pregnant and nursing mothers using marijuana and its potential effects on newborns.

First, let me say that I’m neither a doctor nor a medical expert of any kind. Rather, this post is to inform you about the main arguments for and against marijuana use while pregnant and nursing. There are so many conflicting opinions on the topic that the sheer amount of information can make it difficult to determine how much merit to afford any of the research. So, rather than you looking through countless disparate articles, I’ve collected the main research that seemed to be accepted as true across the many articles reviewed.

It is important to note that all the literature published on the topic is based on research methods like surveys, self-reported data, and tertiary forms of testing (infant development and levels of THC in breastmilk) (Beckett, 2016). The most valid research would involve controlled human studies; however, this would be unethical. Marijuana is equated with heroin in regards to its potential for harm, so researchers can’t expose pregnant or nursing mothers to cannabis to test its effects. This isn’t to suggest that the research conducted thus far is invalid; it just means there are other research methods that could better control confounding variables.

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Research has shown correlations between cannabis use during pregnancy and fetal harm:

  • There have been reports documenting a decrease in fetal growth (Merritt, Wilkinson, & Chervanak, 2016).
  • It’s also been found that pregnant women who use cannabis are at a 2.3 times greater risk of stillbirth (Abuse, n.d.).
  • In addition, prenatal exposure has been correlated with a two to three times increased risk of subsequent child maltreatment (Merritt, et al., 2016).

This data was collected from the states where recreational marijuana use has been legalized (Alaska, Colorado, Oregon and Washington).

There’s no safe amount of cannabis to consume during pregnancy, despite the reason for using and the method used to ingest it (Good to Know, n.d.). Some women think that since it’s legal, then cannabis must be safe, but the legality does not constitute its safety.

Additionally, people discount cannabis’ harm because it’s a naturally occurring substance (Good to Know, n.d.). The issue with that argument is that it suggests that all naturally occurring things are safe to consume. Since that’s not true, it can’t be used to support the lack of harm that cannabis poses. There are several naturally occurring substances that are harmful for you and your baby: lead, tobacco and poisonous berries are a few (Good to Know, n.d.). The bottom line is that the potential for harm from cannabis use during pregnancy is high.

If the risks of cannabis use during pregnancy do not pose enough of a threat, there have been even more negative effects found from cannabis use while breastfeeding. The reigning opinion is to avoid cannabis for the entire time you choose to breastfeed your child. Even though it’s preferred that you breastfeed for a year, doctors recommend that mothers breastfeed for a minimum of six months (Conover, 2016). In just one feeding, an infant will ingest 0.8 percent of the weight adjusted maternal intake of one joint, and the infant will excrete THC in their urine for two to three weeks after (Merritt, et al., 2016).

Research has found that infants exposed to cannabis through breastmilk exhibit decreased motor development and executive functioning, and poor sucking reflex. Meanwhile, mothers who use cannabis have a reduced milk supply. When you consider the poor sucking reflex and reduction in milk supply in conjunction, you get an infant with an increased risk of what’s officially called “failure to thrive,” which occurs when the infant is undernourished and fails to meet milestones in his or her first year of life.

This is a fairly new topic that has been assigned a lot of stigma and misconceptions, and the last thing I want is to add to that. The facts presented here are simply for educational purposes. What you do after reading them is entirely up to you. I’m not here to pass judgment or tell you how to live your life, but I do feel an obligation to advocate for Alaska’s children.

Children deserve every opportunity afforded to them, and parents sacrifice a lot to give their children those opportunities. However, when you use cannabis while pregnant or nursing, you are putting all those sacrifices at risk. Don’t take away from your child’s well-being before they’ve even taken their first breath. Make the sacrifice, and give your child every opportunity to thrive.

Sources:

Free Screening of “Resilience: The Biology of Stress and the Science of Hope”

Alaska has one of the top five rates of child abuse in the United States. Without treatment, sexual and physical abuse and witnessing domestic violence or neglect can cause serious health and social problems that last into adulthood.

Join Providence Alaska Foundation, Alaska CARES and Alaska Children’s Trust for a free screening of “Resilience: The Biology of Stress and the Science of Hope,” a documentary that chronicles the movement among pediatricians, therapists, educators and communities, who are using cutting-edge neuroscience to disrupt cycles of violence, addiction and disease.

The free screening will take place Thursday, August 10 at 49th State Brewery Heritage Theatre at 717 W. 3rd Ave. in Anchorage. Doors open at 5:30 p.m. and the screening begins at 6 p.m. A panel discussion will follow.

Please RSVP to 907-212-2554 by August 3.

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