Health Literacy Blog: Memory Loss, Dementia & The Brain

OneWorld’s Health Literacy Blog about: Memory Loss, Dementia & The Brain.

Significant challenges in terms of how memory works, for many of us, seem to arise more often as we age. When it comes to the word dementia many of us would rather not know. We avoid even watching video programs that provide important basic information as though learning will somehow infect us with the disease; it will not. We remind our readers and viewers that knowledge is indeed powerful– particularly when we apply that knowledge. This is the first in a series of information blogs– about Dementia and Alzheimer’s disease– being posted by OneWorld Progressive Institute, Inc.  To be fore warned is to be fore-armed. In Part 2 of OneWorld’s video titled “Caring for the Care-givers” Adler Assessment Nurse, Dianne Davis, explains why getting an early diagnosis and good information are extremely beneficial to everyone.

There are many types of dementia; the most commonly known and feared is Alzheimer’s Disease.

“Although Alzheimer’s is not a normal part of growing older, the greatest risk factor for the disease is increasing age. After age 65, the risk of Alzheimer’s doubles every five years.”

Seventy-six million American children were born between 1945 and1964; these are known as the Baby Boomers. Because of this large number of people, many of whom are now 65 and older, researchers are seeing and expect to continue to see a surge in the number of people experiencing dementia.  The most devastating form of dementia is known as Alzheimer’s disease. In 2014 more than 5 million Americans are suffering from Dementia; 70 percent of this number have Alzheimer’s. This number is expected to increase dramatically over the next several years.

 Most disconcerting is that many people are being diagnosed in their 50’s. There is no known CURE for Alzheimer’s. However, many of us are equally concerned about Memory Loss. There might be things we can do to slow down or minimize memory loss. This is the first in OneWorld’s new series on Taking Care of Ourselves. Visit the link below to learn about Anatomical Changes in the Brain and the Possible Causes of Alzheimer’s Disease. Getting regular exercise is one thing we can do to keep body (and in particularl) bones and brain healthy and finely tuned. 

Exercise and Cognitive Health – How exercise helps cognitive function

Watch segments of OneWorld Progressive Institute’s community information programs about Dementia, Alzheimer’s and Care Givers.

“This is Alzheimer’s Disease” – Part 1 – Presented by OneWorld Progressive Institute –

 Understanding Alzheimer’s-Part 2 Caregivers – A OneWorld Production

In both of the OneWorld programs (linked above) the guests provide valuable information to those who have been diagnosed and to their loved ones about important steps to take and how to get more reliable information. Each video is less than 10 mins; visitors can get the full 60 mins program by placing an order through PayPal on our OneWorld web site and store: or by sending an email to:


Other helpful reading:“7-MINUTE SCREEN TEST”




More articles can be found at:

Learn more about OneWorld programs at our YouTube channel:

Watch OneWorld’s informative programs on your local public access channels and on AT&T Uverse (channel 99) in CT

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Black Men In Baltimore March To Keep Boys In School

Showing up to fill the void of missing fathers – By Alia Malek, Sept 2013

In Connecticut the Academic Achievement Gap Persists

Intervention is needed in New Haven, Bridgeport, Waterbury, Hartford, Meriden and New London, Connecticut.  We have this problem wherever there are large African American and Hispanic populations of poor families and largely disengaged and or discouraged teens.

Please read the CT Dept of Education report for 2013, the latest year for which statistics are available.

 Baltimore, MD — On the last Friday of a particularly murderous summer (in Aug. 2013), and with the first day of school on the other side of the weekend, the men have come out for the boys.  They will walk 75-strong through Park Heights, one of the city’s distressed neighborhoods, as dusk gives way to darkness (and often death) in an effort to encourage black boys as they return to the classroom to attend, to excel, to thrive.

Women have been asked to stay behind, not out of disrespect, but because this is something the men believe they need to do alone.

It’s the men’s absence – particularly as fathers – that march organizers see as the primal wound that leads so many of the city’s young black boys to fail to realize their potential. And when the boys fail, it fuels the violence, which many eventually fall victim to themselves.

Achievement Gap Persists (in CT) Despite Progress Reflected in High School Graduation Rates

ByCTByTheNumbers.infoOn08/15/2013 · InDemographics, Education

The academic achievement gap is alive and well and living in Connecticut.

According to NAEP: “Achievement gaps occur when one group of students outperforms another group and the difference in average scores for the two groups is statistically significant (that is, larger than the margin of error). The NAEP reports on the Hispanic-White achievement gap and the Black-White achievement gap use NAEP scores in mathematics and reading for these groups to illuminate patterns and changes in these gaps over time.” This report was last updated in Jan.30, 2014. National Assessment of Educational Progress (NAEP)

While the high school graduation rate in the state has edged upward for the third consecutive year in 2012, 15.2 percent – 43,883 students – in the cohort of the class of 2012 failed to complete high school in four years.  This is down from 17.2 the previous year, according to the State Department of Education’s newly released data.  The state’s graduation rate is 84.8 percent – the percentage of students who graduate high school within four years.

Of the 15.2 percent of students who failed to graduate in four years, just over one-third – 5.4 percent – was still enrolled when their fellow students received their diplomas.  Overall, the disparity in graduate rates among whites, blacks and Hispanics was pronounced:

  • The graduation rate of Hispanic students (68.6 percent) is 22.7 percent lower than that of White students (91.3 percent); the corresponding gap between Black/African American students (73 percent) and their White counterparts is 18.3 percent.

  • The graduation rate for low-income students (those eligible for free lunch) is 66.6 percent, which is 26.5 percent lower than that of students not eligible for any lunch subsidies (93.1 percent).

  • The graduation rate for English Language Learners (62.7 percent) is 23.2 percent lower than that of their non-ELL peers (85.9 percent).

The graduation rate for Hispanics increased 4.4 percent last year over 2011, and it increased 1.8 percent for Black students, reflecting the state’s progress in narrowing the longstanding gap.

However, “just 54.2 percent of Hispanic males and only 57.6 percent of Black males who are eligible for free lunch graduated high school within four years,” the department reported, pointing out the demographic with the greatest disparities.

Graduation Rates by Gender for Black/African American and Hispanic Students – Who are Eligible for Free Lunch

                                            Male               Female
Black/African American      57.6%              76.4%
Hispanic                              54.2%              68.4%

 The report also noted that the high school graduation rate remains higher for males than females in Connecticut, 88.3 percent compared with 81.5 percent. (This is clearly not so for African American and Hispanic males)

And the graduation rate improved more for females (2.3 percent) than males (1.9 percent) from 2011 to 2012. Across the state’s 188 high schools, the graduation rate was above 90 percent in 100 high schools, 40 high schools had a graduation rate of between 80 and 90 percent, and 38 high schools had a graduation rate of less than 80 percent.

Graduation rates are calculated according to the Adjusted Cohort Graduation Rate method, which was developed by the National Governors Association and is considered to be the most precise method. These rates represent the percentage of students who graduated with a regular high school diploma in four years or less. It is based on individual student level data, excludes 9th grade repeaters, late graduates, and accounts for transfers in and out of the graduating class over the four-year period.

By way of comparison, in North Carolina, 80.4 percent of students graduated high school within four years, somewhat below Connecticut’s overall 84.8 percent.  However, among students of color, North Carolina’s numbers outpace Connecticut.  In North Carolina, 73 percent of Hispanic students now graduate in four years, compared with 68.6 percent in Connecticut.  Among black students, the percentage graduating in four years is 74.7 percent in North Carolina, compared to 73 percent in Connecticut. If North Carolina is graduating more Black and Hispanic students than CT, it says something is wrong in CT.

Status and Trends in the Education of Racial and Ethnic Groups – Status and Trends in the Education of Racial and Ethnic Groups – NCES 2010-015 – U.S. DEPARTMENT OF EDUCATION.

  • Black and Hispanic males constitute almost 80 percent of youth in special education programs.

  • Black boys are 2.5 times less likely to be enrolled in gifted and talented programs, even if their prior achievement reflects the ability to  succeed.

  • Black male students make up 20 percent of all students in the United States classified as mentally retarded, although they are only nine percent of the student population.

  • Twenty-eight percent of core academic teachers at high-minority schools lack appropriate certification.

  • Although we have these dire statistics, we actually have tools to reverse this trajectory, and success stories to prove it.

  • Go to: Race Against Time: Educating Black Boys. There is hope; there also needs to be commitment on the part of everyone involved.  We NEED to make it COOL and rewarding and possible for Black and Hispanic boys to beat the negative odds and SOAR academically.

 Learn more about OneWorld Progressive Institute, Inc at:  Education is our middle name. We focus on education-at-every-level through our Education Agenda TV programs: 

Visit our YouTube channel to see examples of our three categories of programs:

Closing Education Achievement Gap Between Blacks, Poor and Affluent Whites – A OneWorld education forum with Connecticut educators

Read other OneWorld Education Blogs on our site

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How Do We Build Or Develop Effective Classroom Teachers?

America – and certainly New Haven, CT– is going through another wave of education reform.  What does it take to get education right? By that we mean to make education effective, meaningful and rewarding for all students. It means an education that prepares children for a productive life: giving them an academic foundation upon which they can build a professional future, earn a meaningful living, navigate through the world of critical-thinking, sensible decision-making and problem-solving, etc.  Much is in the media about education; in this blog we have culled for you a few articles, books and discussions and refer you to television programs.

‘Building A Better Teacher’: Dissecting America’s Education Culture – by NPR Staff, August 09, 2014.  This first segment is a combination of excerpts from the NPR program, an article in Parade Magazine and insights from OneWorld Progressive Institute, Inc. We are committed to bringing the community the best information we can find on education, health literacy and civic engagement.

What makes a great teacher?  Or what makes a teacher great, impactful, memorable and effective in the lives of students? Elizabeth Green has written the book shown below.   We think it is worth reading because it prompts discussion and exploration. Much of the images linked below are taken from an article in the August 5, 2014 Parade Magazine. The information in the article is based on a book by Elizabeth Green; she was recently interviewed on National Public Radio (NPR).  Here is a link to that interview:

Elizabeth Green is the cofounder of a nonprofit news site that covers education. Building a Better Teacher

Teacher effectiveness is a hot topic in education circles right now. How do you measure it, and how can you improve it? What type of teachers should schools keep, and who should they let go?

Elizabeth Green says that it’s not, as some people assume, a question of personality or charisma. Great teachers are not born, they’re made, she says — and there’s much more to teaching than being “good” or “bad” at it. Her book, Building a Better Teacher, explores teaching as a craft and shows just how complicated that craft can be.

Green studied teaching methods in both American and Japanese classrooms over the span of six years. She tells NPR’s Arun Rath that teaching must itself be taught and that individual techniques are key. Elizabeth Green is the cofounder of Chalkbeat, a nonprofit news site that covers education.

 Interview Highlights

On teaching math in the United States versus in Japan

“One of the differences is the number of problems in a single class period. In this country we focus almost exclusively on answer-getting strategies, ways to find the right answer, and so we have maybe 15 practice problems or even 20 or 30 in one lesson, and the student just tries again and again to practice the same strategy. In Japan there’s a single question per lesson and that allows students not only to practice how to solve the problem and get the answer, but get at some of the deeper mathematical ideas.”

On the importance of mentorship: Another thing that holds our country back is that we have this culture of privacy around teaching. [American teachers] spend all of their day only with their students and they don’t have exposure to their peers. In Japan, it’s quite the opposite. They have [a] practice … which really turns teaching into a public science. As many as a thousand teachers come from all across the country to watch a single lesson and then dissect it afterward.

From the Parade article:

Open the door and walk in. Remain standing. Or maybe you should sit?

This crowded rectangular room is yours. It has 26 chairs with attached desks, and a rowdy fifth grader to fill each seat. Your job is to make sure that, an hour from now, the students have grasped the concept of “rate”: If a car is going 55 miles per hour, how far will it have traveled after an hour, two hours, 30 minutes, 15?

The lesson hums along, everything going relatively smoothly when, just as you ask the final question—about how far the car will go after 15 minutes—up pops the last hand you expect, from a boy named Richard. You know that the other volunteers can probably produce a solid answer. But Richard is something of a mystery. Earlier in the year he informed you that math is his “worse subject.” Now he’s volunteering to answer the most difficult question of the day—and you have no idea what he’ll say. What do you do?  Luckily, the person facing this question is not actually you. It’s Magdalene Lampert, then a Michigan teacher whose techniques have been used to train educators across the U.S., and who inspired a PBS show, Square One TV, aimed at teaching young kids math.

 Plus, meet 2014 National Teacher of the Year Sean McComb, and watch a behind-the-scenes video from our cover shoot!

Teachers are often life-savers without knowing it at the time.  “Sean McComb vividly remembers the moment a teacher changed his life forever. Raised by a single, alcoholic mother, McComb was 15 and a high school sophomore when he began spending long stretches after class at the school television station to escape a difficult life at home. Working until 8 or 9 p.m., he grew close to the station’s charismatic faculty supervisor, Brian Reagan, a young teacher who ultimately became the adult role model McComb never had.”

What makes for great and nimble teachers? The Hollywood view is that they’re born that way. Sean McComb says involved parents are key in helping students succeed.  He encourages teachers and parents to: Be Proactive. Help each other to help children succeed.  Stay open to constructive criticism. Stay connected.  Read the complete article linked here:

Learn more about OneWorld Progressive Institute, Inc at:  Education is our middle name. We focus on education-at-every-level through our Education Agenda TV programs: 

Visit our YouTube channel to see examples of our three categories of programs:

OneWorld Education Workshop: Parents & Teachers, Working Together, Help Students’ Succeed -

In a fall 2014 – OneWorld Education Agenda television program titled: Race, Poverty and Education, three college professors share what makes teachers effective in the lives of students; emphasis is placed on poor, inner-city and black and brown children.  The extended title of the program is: Race, Its Impact on Poverty & the NEED for a Solid Education & Skills. OneWorld’s guests are:  

  • Professor Randall Horton, Ph.D., University of New Haven

  • Professor Angela Onwuachi-Willig, JD., Yale Law School

  • Professor Don. C. Sawyer, 3rd, Ph.D., Quinnipiac University

These top educators believe  and share the following suggestions for teachers, students and parents:

  • a) Institutions have a responsibility to set up infrastructures that allow students to compete without the strains of racism.

  • b) Teachers need to be aware of their own implicit biases and work at preventing them from being hinderances to your students’ progress.

  • c) Teachers need to take students experiences into account when grading papers.

  •  d) Try to reach students where they are. Use their culture as tools for learning. Stress the importance of children knowing their own history. Use that history to connect with students.

  • e) Teachers:  Allow students to explore other vehicles of learning not only the set curriculum.  Help your students to soar.

  • f) Students: Learn how to navigate the education landscape. Develop a positive relationship with your teachers; this will help you later in life. Be authentic and respectful.  Also, don’t believe the hype. You can learn anything you put your mind to learning and you can overcome obstacles.  Learn to develop life skills and think critically about your culture and your future.

  • g) Parents: Listen to your children; allow them creative space; offer multiple ways of learning; encourage their curiosity.

Top Teachers Share Secrets: At OneWorld we honor outstanding teachers. A beloved teacher inspired Zakiyyah Baker when Baker was a student at Cooperative Arts & Humanities High School. Now (at the time of the interview) Baker teaches at the same school—and is inspiring students herself.  Baker (at right in photo) was selected New Haven’s Teacher of the Year in 2010-2011. “Nurture and challenge” sums up Baker’s philosophy in dealing with her students. Starting in Sept 2014, Baker will be a principal at one of Hillhouse High School’s three new academies.  She has risen through the ranks very fast; it was in 2013 that she became an assistant principal at Hillhouse High School. The New Haven Public Schools’ administration is placing young teachers into leadership roles. 

“Three out of the four educators taping Shani’s program Monday night are teaching in the school systems they graduated from. Larry Stein (pictured on left) teaches fifth grade in Hamden, after being inspired by his Hamden High physics teacher, Mr. Sweet. “It was never him giving us the answers,” Stein said. “It was all hands-on,” whether students were creating huge bubbles or test-flying paper airplanes. Rosanne Ferraro appeared on the show too; she’s the West Haven teacher of the year.”

What happens when our foundational education (K-12) fails students: also: That was one of the issues we discussed in 2013 when OneWorld examined:  Education and CT Workforce Preparedness.

Like us on Facebook; follow us on Twitter, and watch our program clips on YouTube.  At OneWorld we are committed to education, true literacy and enlightenment.  Education is a combined effort between teachers, students and parents or guardians. However, creating an environment that stimulates interest, promotes curiosity and engages students comes from  having teachers who know how to value and encourage learning.

Other links visitors might find to be of value:  A Framework for Education in the 21st Century-

What Makes a Phenomenal Teacher? June 20, 2013: A truly great teacher can be unforgettable: The data shows that fewer than one in nine programs for future elementary teachers actually properly prepare teachers to educate their students. The study’s methodology and claims have received some criticism, but we still ask the question: what makes a phenomenal teacher?  Whatever it is we need to find it and put it to good use quickly and consistently.  America’s future is dependent on phenomenal teachers.

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State Education Tightens Rules For Charter Schools – Really?

According to an article in the New Haven Independent on August 12, 2014: “In the wake of recent controversies, the state announced plans to start requiring that charter schools operate more like other public schools—“transparently,” with clear standards to meet.”

Really! Charter Schools claim to be public schools; they get funding from public dollars. There should have been no difference whatsoever in how they are supervised by the state; nor should there be any difference in how they are required to follow state rules. To complain loudly — that those who are demanding that charters be held accountable to the same standards as the regular public schools– is clearly a smoke screen. The question is: why do some charters need a smoke-screen. Achievement First (AF) has been operating for 15 years in Connecticut (with schools in Bridgeport, Hartford and New Haven) without any problems. Yes, some people complain that AF is too selective in who gets accepted, and that it is too easy to push out students who most need the type of structure that AF offers; we have not investigated these claims and therefore cannot address them. The fact is AF has a good standing record in the operations and staffing of its schools.

There are other successful charter schools in the state without shady underpinnings. One such school is New Beginnings Family Academy (NBFA) in Bridgeport. “NBFA opened Bridgeport’s first elementary charter school in September 2002, serving 156 students in grades K-3. By 2005, NBFA had expanded into the city’s first charter middle school, serving roughly 260 students. In 2014 the school is larger and is serving many more students. The web site reports that New Beginnings Family Academy will begin offering Pre-Kindergarten for the 2014-2015 school year.  Visiting this school one sees a distinct difference to what is seen in some of the regular Bpt public schools. Students are smartly dressed in their uniforms; they line up to participate in organized activities and there seems to be no running or chaotic activities in the halls.

This school has a wonderful parent/teacher cooperative model. In an Education Agenda Forum OneWorld conducted a few years ago, parents and teachers from schools in Bridgeport, Hamden, New Haven and West Haven worked with Marc Palmieri (retired principal and OneWorld board member) to demonstrate how they work as a team to benefit students. This program can be seen on our YouTube channel linked here: The parents from NBFA were particularly enthusiastic about successfully working together with their children’s teachers to maximize the educational benefits their children derive. NBFA has now been in operations for 12 years and has grown consistently in academic achievements.

New Beginnings Family Academy is located on Garden Street, in Bridgeport, CT. Learn more here:

Why are some of these other charters so concerned about scrutiny? Why was it important to the Achievement First proponents that 30 percent of their teachers not be certified and therefor subject to background checks?

Why have the rules for the governance, supervision and maintenance of charter schools been different from those for the regular public schools in the first place? These schools are supposed to be public schools! They are asking for and getting public dollars. It is not about being skeptics; nor is it about not supporting charter schools. It is about having a uniform set of rules and guidelines to be followed by everyone. It is about principles of equity and fairness; it is about what is best for our children; it is about having the SAME standards for ALL public schools that are using the public’s dollars. A license to start and operate a charter school should not be granted because a celebrity, a reverend or the offspring of a prominent educator or politician is the front person for that school. The reason Deion Sanders was chosen to front for “Prime Prep” is not because Deion Sanders is an excellent educator, or an outstanding academic leader; far from it.  It was because he is a celebrity with connections to big dollars and he has ascribed status. There are other sides to Deion as readers will see in the next installment of OneWorld’s:  Deion Sanders’ Charter School and the Making of a Prime Time Scam – Part 2.

The statement issued by Jeremiah Grace (Northeast Charter Schools Network) exhibits hubris in its purest form. It is not about “a vast majority of charter schools playing by the rules;” it is about all public schools in the state adhering to all the rules.  How arrogant to consider the rules for charter schools to be red tape! It is exactly because of the loose– anything goes– practice and rampant nepotism existing among many charters, why Mr. Sharp was allowed to be running Jumoke/FUSE based on his mother’s reputation rather than on accurate background check that would have revealed his false claims and criminal past. Had he been vetted by the SDE, as he should have been, he would not have ended up being hired by BTWA. Who knows what else is lurking in the unexplored backgrounds of other un-vetted charter operators? Of course, there could be much worse that has not yet come to light because, as Jonathan Pelto pointed out in the NHI: “ …it was [Education Commissioner] Stefan Pryor’s Achievement First, Inc. charter school chain that pushed the legislation that allows 30 percent of charter school administrators and teachers to be uncertified and therefore go without background checks.  Now he wants us to believe he and Malloy are concerned about the lack of background checks?” This is where we — the public—come in. We need to hold the State Dept of Education accountable.

Check out this “Man of the Year” accolade for “Dr. Sharpe” awarded by the CT General Assembly:

Contrary to the report in the CT Mirror, it is not only the exposure of one man’s secret: “Michael M. Sharpe resigned as CEO of the Jumoke Academy charter organization Saturday following revelations that he had a decades-old criminal record and for years had erroneously used the academic title of “doctor.” The national media contains multiple reports of all types of shenanigans involving charter school rip-offs in various places. We have posted Part 1 of our series about the Deion Sanders Prime Prep scandal. We will post Part2 shortly.

“People who know the facts know that the vast majority Connecticut’s charters are playing by the rules, providing good schools, giving parents choice and strengthening their communities. These schools don’t need any more red tape, but they will comply just as they comply with hundreds of other state accountability, transparency and equity laws,” the head of the Northeast Charter Schools Network, Jeremiah Grace, was quoted as saying in a release issued Monday afternoon. Mr. Grace needs to be reminded that he is not the Commissioner of Education in CT. He does not get to decide which rules should be obeyed; nor does he decide what is red tape from what is effective oversight.  Just maybe Mr. Grace knows something we –the public– do not know.

Charter School Scandal Calls Attention to Laxed State Practices

(Here again is our blog posted on 7/4/14)

Scandal called ‘important moment’ in charter movement

By:Mark Pazniokas | June 30, 2014

Many of us know parents who have very troubled adult children. When it comes to the educational and social well-being and safety of children, no one (least of all the State) should be laxed and make false assumptions. Thelma Dickerson’s education reputation should not be automatically conferred on her son.

The damaging corrosive effects of nepotism and cronyism are only two of the more common reasons why anyone starting a charter school should be thoroughly investigated.  The planned staff of every school should be background checked before they set foot in a classroom. Why would any parent entrust a child to unknown quantities with whom they will be having contact six to seven hours daily? Why would the State Dept of Education allow Jumoke/FUSE to run schools in the state without such due diligence?

Learn more about OneWorld Progressive Institute, Inc at: Visit our YouTube channel:

What happens when our foundational education (K-12) fails students: also:

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Early Identification Can Reduce the Onset of Psychosis

OneWorld Encourages Health and Mental Health Literacy.  Since June 1996 we have been bringing the best health educators and knowledge experts to the table of discussion to inform the Greater New Haven community and provide face-to-face contact between health care experts and community residents. We NEED your help to be able to continue doing this.  The issue of Mental Health in our community is one to be taken seriously and addressed effectively.  The Robert Wood Johnson Foundation has recently released the result of an important study about the importance and benefits of early mental health intervention and preemptive services.  A significant portion of that report is listed below; a link to the complete study is also listed.

Early Identification Can Reduce the Onset of Psychosis

When at-risk young people exhibit the early signs and symptoms of a psychotic disorder, a package of preemptive services—including early identification, strong family involvement, and continuing support—can prevent them from progressing to full-blown psychosis, according to an RWJF-supported study.

Early intervention model is effective, warrants expansion, and influences productivity.

Find out why early intervention can lead to overall healthier lives >

Princeton N.J.—Directly educating community members and actively involving families in treatment can avoid the onset of full psychosis among at-risk young people and keep them in school and working, according to a new Robert Wood Johnson Foundation-funded study. The national Early Detection and Intervention for the Prevention of Psychosis Program (EDIPPP) demonstration shows how a package of pre-emptive services can prevent young people exhibiting the earliest signs and symptoms of a psychotic disorder from converting to full-blown psychosis—enabling them to continue working and attending school.   

“The results strengthen the evidence that early intervention to prevent onset or progression of psychosis in youth is effective, warrants expansion of practice, and constitutes an advance for public health,” said researchers writing in the current online edition of Schizophrenia Bulletin. Early intervention, particularly prior to the onset of psychosis “could lead to a reduction in total burden of disease,” they add.  

About OneWorld Progressive Institute, Inc

Findings such as contained in this RWJF report are among the reasons why OneWorld Progressive Institute, Inc ( expends its very limited resources profiling organizations such as the Clifford Beers Clinic, located in New Haven, CT ( ) and bringing the Greater New Haven community information about various health and education resources:  We bring the best health experts to the discussion table because we believe that prevention and intervention are more effective than trying to recoup after the fact. Building a “Culture of Health” is an imperative; a blog by Jane Isaacs Lowe on this very topic is linked below.  OneWorld programs air on PEG access channels in Southern Connecticut.  Find us on Charter Communications and on Comcast.  Visitors can see more about OneWorld programs on our YouTube channel.  DVDs of 1-hr programs are available through our web site using PayPal, or by calling OneWorld to place an order: We welcome technical help.

“The burden of mental illness on the U.S. is enormous,” says McFarlane.  “Through this kind of early intervention, these young people were able to continue to be productive citizens, and not disabled by a mental illness.” California and Oregon have taken steps to replicate the EDIPPP model or a version of it. McFarlane says he hopes that this national study provides the evidence for many more states and localities to develop and invest in a more preventive model for those who are in the very earliest stages of a severe mental illness.
“These results show that we should not have to wait until young people become psychotic or suicidal to intervene,” says Jane Lowe, PhD, a senior advisor at RWJF. “We hope this study not only changes the way we think about how we treat serious mental illness but also offers a new model for how we identify and treat at-risk young people to improve their life outcomes so they can lead healthy lives.”

Please read the complete RWJF report linked below. Also read

An Ounce of Prevention, Even for Serious Mental Illness

Aug 7, 2014, 1:30 AM, Posted by Jane Isaacs Lowe

Building a Culture of Health

As we work to build a Culture of Health for all Americans, it is time to end the stigmatizing distinctions between mental and physical health. After all, the brain and the body are in constant contact, and affect the well-being of each other in too many ways to count. A true Culture of Health recognizes the interdependence of mental and physical health, and places a premium on prevention and early detection of illness, regardless of type.

We commonly provide preemptive treatment or suggest early lifestyle changes for people at risk for diabetes before the condition evolves into full-blown disease. Yet, we typically don’t approach care for serious mental illness in the same way. It’s time for that to change.

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