Scientists work with facts. Learning how to formulate a hypothesis, do a literature search, and read to understand the current state of the research are all positive attributes of good scientists. We question without judgment in order to test the level of knowledge the person we are talking with has. When we hear new content, we listen with attention and ask clarifying questions. If we have an alternative hypothesis, we debate in front of other knowledgeable scholars. By following this pattern, we advance knowledge whether we are right or wrong. I end many posts I write with the phrase, “Let’s start the conversation.” And a large part of every conversation is listening.
I heard a response to some advocacy I have been doing for encouraging an organization to adopt a goal for educating its membership about ACEs, the impact it has on people and working in the political arena to encourage legislative and administrative change in Alaska. As a rule of thumb, when I talk about change, I use a slide that generalizes the support, opposition and fence sitting that happens when change is introduced. About 20% are generally supportive, 60% fence sitters and 20% opposed. Science means little to those who are opposed because they don’t generally listen. They already have their answer.
The answer in this instance was “ACEs sounds like excuses to me.”
My answer is the title of this post. Since 2008, I have encountered mostly fence-sitters and people in opposition. The tide is now shifting in Alaska and we can formulate answers for the 60% as we work to secure their support. So why do I believe that ACEs are not an excuse?
As part of my response, I like to cite something I read that Jim Sporleder said while he was principal at Lincoln High School: “The kid still got a consequence,” and they remain responsible for their actions. And in the same article, Terry Barila of the Walla Walla Children’s Initiative said: “They…teach the students that they cannot control and are not accountable for the trauma they have endured.”
Children and adults with childhood trauma did not ask for the trauma, nor did they ask for the consequences. In most cases, they aren’t even aware of it. Yes, they suffer. But until the linkage between childhood trauma and behaviors/health consequences is taught, we have no awareness. Instead, we have all of the blame and consequences. By the time the blame and consequences settle in, most of us have experienced significant and often serious detrimental consequences.
When I encounter someone who says “ACEs sounds like excuses to me,” I take a deep breath to get oxygen to my brain, say a couple of positive encouraging statements to my brain, and try to patiently explain the science of childhood trauma and why we need to do something about it. Then I listen to arguments that have no foundation in science or are explainable by other, more scientific hypotheses.
Individuals matter, but it’s the aggregation of experiences that feed science. Alaska Natives are burdened with 4 ACEs at a rate almost double the non Native population in Alaska. We have higher rates of incarceration, suicide, alcoholism, dropouts, promiscuity, cancer, diabetes, COPD, autoimmune diseases and many other consequences. The science proves that ACEs are not excuses, but explanations. While I can’t do anything other than explain to the 20% who are opposed to addressing ACEs, I can try to mobilize the 20% who believe, and the 60% who have an open mind, to advocate for change.
ACEs are not an excuse, but they are an explanation. I have spent the last eight years passionately arguing for recognition of this explanation of childhood trauma and the search for healing and prevention. Science tells us that both are achievable.
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