That’s the whole problem... the WHOLE problem. Taking an inventory ONLY works if one knows what to look for. So it’s nonsensical to think an inventory will find anything for which you arent Looking.
ACEs are, by default, adverse CHILDHOOD experiences. That means (1) schools and (2) pediatricians need to know what could be traumatizing. And if one has already defined what an ACE is, one only looks for it, assuming there is nothing more. ADDITIONALLY, damage occurs in that very assumption because the missed things only get further mindlessly tossed down the rabbit hole of ignorance.
IATREGENIC DAMAGE IN ***EDUCATION*** THAT LEADS TO ACEs...
When the ACEs community fails to consider the very real adverse danger to the lives of children born with disabilities, they tacitly contribute to their continued abuse and neglect. They use “well, we can’t include EVERYTHING” when these are the very kids at greatest risk of abuse/neglect from the moment they were born (and, for many, while still in the womb). This absolutely mitigates the good work the group attempts to do, by deliberately deciding congenital disability doesn’t matter any more than any live birth.
The following pictures (from 1993-1985 materials) show the IATREGENIC DAMAGE in the special education system, when it is assumed that “frozen or rigid facial expression” (among other disabilities listed) is ‘undesirable’. While ACEs weren’t “big” back then, special education had been around almost 20 years.
I wrote the editor... Dr. Ann Turnbull (KU)... nationally prominent. To her credit, she replied, and requested permission for my letter to be published in the next edition.
BUT... the text MISSED THE MARK in “despite these general rules of thumb” (EXCUSE ME.? Something previously regarded IN RESEARCH is now passed on as a stereotype?)
In a separate course, (“Survey of Physical Disabilities”), I wrote a paper on facial differences. Mind you, the professor and chair of this program had just earned her doctorate, and her dissertation was on the psychosocial aspects of physical disabilities. SHE HAD NEVER RESEARCHED FACIAL DIFFERENCES. MORE IATREGENIC DAMAGE... her students who become teachers never learn that children born with common birth defects (cleft lip/palate thru Treacher Collins and more) are at higher risk of bullying, child abuse/neglect by parents, classmates and ignorant educators,
This is JUST ONE example of IATREGENIC DAMAGE within the very same system touting ACEs.
Must I assume ACEs only matters when a child has not been born with or acquired a disability?