Wednesday, December 30, 2015

Time to End Water Fluoridation!

Please sign and share this Petition to End Water Fluoridation!

Fluoridation Is a Danger to Our Health: Recent science shows that fluoride is a neurotoxin that damages the developing brain, and an endocrine disruptor that impairs thyroid function. Neurotoxins and endocrine disruptors simply have no place in our drinking water.

Fluoridation Is Unnecessary: Unlike chlorine, fluoride does not treat the water to make it safe to drink. It is added for the sole purpose of reducing tooth decay. But fluoride is now readily available in toothpaste and other dental products, so there is no need to force it on people through the water supply.

Fluoridation Violates Our Rights: By medicating the public water supply with a drug, fluoridation violates the right to informed consent. No other medicine is added to water, and there is no reason to make an exception for fluoride.

Fluoridation Is Ineffective: Fluoride's primary benefit comes from topical application, not from ingestion, so there is little meaningful benefit from swallowing it. The vast majority of industrialized nations do not fluoridate their water and their tooth decay rates are just as low as heavily fluoridated nations such as the U.S.

Fluoridation Contaminates Our Food: Fluoridation chemicals are industrial waste products (hydrofluorosilicic acid) from the phosphate fertilizer industry. Once they are added to public water, they not only contaminate every glass of tap water we drink, but every food product and beverage made with that water.

There are far safer and less intrusive ways of protecting dental health than mass fluoridation of our water and food.




Thursday, December 17, 2015

Recognizing and Treating the Four Biochemical Subtypes of ADD/ADHD/FAS

Recognizing and Treating the Four Biochemical Subtypes of ADD/ADHD/FAS

By Albert Mensah, M.D.

In 2012 the CDC published their Summary Health Statistics for U.S. Children National Interview Survey. In it, they claimed an estimated 5.9 million U.S. children ages 3-17 were diagnosed with ADHD. This survey also claimed boys were three times more likely than girls to have ADHD, but the statistic that stood out to me the most, however, had to do with the general health status of the children surveyed. This CDC report said that children surveyed who had a fair or poor health status were almost seven times more likely to have a learning disability, and almost four times more likely to have ADHD.

There is a growing number in both the pediatric and adult population being diagnosed with ADD/ADHD, and we know of course that there are many social ramifications. For both parents and educators, expectations are very high. In an increasing number of cases the system becomes too involved and can lead to the over diagnosis of ADD/ADHD. It is a disorder we give a name to based upon symptoms. This means it is a clinical diagnosis. I ask you, is the actual structure of the brain and the integration of the nerve cells at fault, either partially or wholly? What if you could test for challenges and imbalances with diagnostic testing and treat that person biochemically? Would the symptoms of ADD/ADHD improve once the biochemical balance is corrected? The answer is yes.

In the traditional world of medicine these diagnoses are made based on clinical observations of symptoms and confirmed when patients show significant improvements of symptoms after being prescribed medications.

In our practice we treat this condition as an epigenetic disorder. People are intrinsically and extrinsically different at different points in their lifetime. Our genes can be influenced by environmental factors. This is called epigenetics. It’s not simply about the genes and not simply about the environment. Both are factors that contribute to biochemical imbalances in the brain which in turn will affect an entire person’s functional capacity. We see this with patients who have been diagnosed ADD/ADHD, or what I like to call “Focus and Attention Syndromes” (FAS).

In our practice we have found that many patients diagnosed with competent disorders like ADD/ADHD, anxiety disorders, depression, and autism have a combination of chemical imbalances such as zinc deficiencies, copper toxicities, and methylation disorders. There are known biochemical components of imbalance that are often associated with various competent disorders. We can see these patterns thanks to the pioneering work of Carl Pfeiffer M.D. and Ph.D., founder of Princeton’s Brain Bio Center, and over 30 years of research by William J. Walsh, Ph.D., president of the non-profit Walsh Research Institute.

We treat these imbalances with targeted nutrient therapy, designed for their specific biochemical imbalance. Some people are on ADD/ADHD medication when they come to us. Some do need medication, and respond very well to medication. We have been very successful in reducing and eliminating ADD/ADHD medication in most of our patients. In some cases a synergistic program of nutrient therapy and medication is very beneficial. We have found that extended use of a targeted nutrient therapy protocol will reduce or eliminate the need for prescribed medications for patients with certain diagnoses. Each case of ADD/ADHD/FAS is handled on an individual basis.

There are 4 biochemical imbalances associated with Focus and Attention Syndromes (FAS):

1.      High Copper

2.      Undermethylation

3.      Overmethylation

4.      Yeast Toxicity

1. High Copper

Excess copper may play a key role in Focus and Attention Syndromes (FAS). Toxic copper should be removed by natural processes in the body, and our body is generally good at getting rid of toxins. But in many children with FAS those mechanisms break down and don’t work as efficiently as they should. There are some FAS individuals who can’t get rid of copper biochemically. Copper is hyperexcitable to our nervous systems. If you need coffee to get your body going in the morning, it’s likely due to the high copper content inside your cup.

When you have too much copper you get short circuiting of processes and see inattention or hyperactive behaviors. Neural activity can be affected by a copper overload. We can run lab tests for a variety of additional elements that affect hyperactivity, focus, attention, and anxiety. Low zinc patients can’t regulate GABA, (Gamma Amino Butyric Acid), one of the calming neurotransmitters that’s present in the brain. A proper copper/zinc balance can contribute to alleviating symptoms of Focus and Attention Syndromes (FAS) in most patients.

If a patient’s copper imbalance is from a biochemical inability to get rid of it, we call that metal dysmetabolism. This is one form of Focus and Attention Syndromes (FAS) we commonly treat. In metal dysmetabolism the body stores excess copper and needs targeted nutrient supplementation to keep the copper/zinc ratio at an optimal level.

2. Undermethylation

Methylation is the ability of the body to turn on or off certain enzymes, hormones, neurotransmitters, different chemicals by way of certain methyl groups. Methyl groups (Me) have one carbon atom bonded with three or more hydrogen atoms. These methyl groups can radically alter you, your perceptions, and your behavior. It can affect the actual type of job that you get in the future.

People with few methyl groups, also called undermethylators, are perfectionistic, persistent, high achieving. Patients diagnosed with ADHD are predominantly in the undermethylation category.

3. Overmethylation

People with too many methyl groups, also called over methylators, tend to be more laid back. They sit back and take it easy about things. They are also thrill seekers. Overmethylation plays an important role in the presentation of ADD symptoms. This subset of ADD can often be seen as an early presentation of bipolar disorder. We commonly see that cross over bridge when we do biochemical testing in the overmethylated population. 

4. Yeast Toxicity

It is very important to test for yeast presence in young children with Focus and Attention Syndromes (FAS). Poor focus, attention, impulsivity and anxiety are often related to yeast toxicity. It is a primary challenge in pediatric cases of FAS. The treatment of yeast toxicity can resolve all symptoms of ADD/ADHD/FAS. Often treatment takes three months before symptoms resolve, and treatment may need to be repeated in the course of a year to keep the yeast toxicity from reoccurring.

Final Thoughts

Patients need to understand that in Focus and Attention Syndromes (FAS), we often see a combination of biochemical imbalances. It is not uncommon to have a patient with both undermethylation and yeast toxicity, for example. Patients diagnosed with ADD/ADHD need a comprehensive treatment plan in order to provide a true resolution to their symptoms. 




Thursday, December 10, 2015

Pineal Gland and Fluoride

Pineal Gland and Fluoride

In the 1990s, a British scientist, Jennifer Luke, discovered that fluoride accumulates to strikingly high levels in the pineal gland. (Luke 2001). The pineal gland is located between the two hemispheres of the brain and is responsible for the synthesis and secretion of the hormone melatonin. Melatonin maintains the body’s circadian rhythm (sleep-wake cycle), regulates the onset of puberty in females, and helps protect the body from cell damage caused by free radicals.

While it is not yet known if fluoride accumulation affects pineal gland function, preliminary animal experiments found that fluoride reduced melatonin levels and shortened the time to puberty. (Luke, 1997). Based on this and other evidence, the National Research Council has stated that “fluoride is likely to cause decreased melatonin production and to have other effects on normal pineal function, which in turn could contribute to a variety of effects in humans” (NRC, 2006, p. 256).

The Pineal Gland Has Highest Levels of Fluoride in Body

As a calcifying tissue that is exposed to a high volume of blood flow, the pineal gland is a major target for fluoride accumulation in humans. In fact, the calcified parts of the pineal gland (hydroxyapatite crystals) contain the highest fluoride concentrations in the human body (up to 21,000 ppm F), higher than either bone or teeth.  (Luke 1997; 2001). Although the soft tissue of the pineal does not accumulate fluoride to the same extent as the calcified part, it does contain higher levels of fluoride than found than in other types of soft tissue in the body — with concentrations (~300 ppm F) that are known in other contexts to inhibit enzymes.  While the impacts of these fluoride concentrations in the pineal are not yet fully understood, studies have found that calcified deposits in the pineal are associated with decreased numbers of functioning pinealocytes and reduced melatonin production (Kunz et al., 1999) as well as impairments in the sleep-wake cycle. (Mahlberg 2009).

Fluoride and Earlier Puberty in Girls

In the United States, children are reaching the age of puberty at earlier ages than in the past — a trend that carries health consequences, including a heightened risk for breast cancer. Some evidence indicates that fluoride, via its effect on the pineal, could be a contributing cause to this trend. In animal studies, for example, fluoride exposure has been found to cause a decrease in the amount of circulating melatonin and lead to an accelerated sexual maturation in females. (Luke 1997). Similar findings have been reported in two epidemiological studies of human populations drinking fluoridated water. In the first published fluoridation safety experiment in Newburgh, New York, the authors found that girls living in a fluoridated community reached puberty five months earlier than girls living in a non-fluoridated community. (Schlesinger 1956)  Later, in 1983, Farkas reported that postmenarcheal girls were “present at younger ages in the higher fluoride town than in the low-fluoride town, although the reported median ages were the same.”


  • Farkas G, et al. (1983). The fluoride content of drinking water and menarcheal age. Acta Univ Szeged Acta Biol. 29(1-4):159-168.
  • Kunz D, et al. (1999). A new concept for melatonin deficit: on pineal calcification and melatonin excretion. Neuropsychopharmacology 21(6):765-72.
  • Luke J. (2001). Fluoride deposition in the aged human pineal gland. Caries Res. 35(2):125-128.
  • Luke J. (1997). The Effect of Fluoride on the Physiology of the Pineal Gland. Ph.D. Thesis. University of Surrey, Guildford.
  • Mahlberg R, et al. (2009). Degree of pineal calcification (DOC) is associated with polysomnographic sleep measures in primary insomnia patients. Sleep Med. 10(4):439-45.
  • National Research Council. (2006). Fluoride in Drinking Water: A Scientific Review of EPA’s Standards. National Academies Press, Washington D.C.
  • Schlesinger ER, et al. (1956). Newburgh-Kingston caries  fluorine study. XIII. Pediatric findings after ten years. J Am Dent Assoc. 52(3):296-306.


Tuesday, December 1, 2015

FOR ALL CALIFORNIA PARENTS: File your PBE before January 1, 2016 - only 15 school days left!

FOR ALL CALIFORNIA PARENTS:  File your PBE before January 1, 2016 - only 15 school days left!

A Personal Belief Exemption (PBE) filed with a school before January 1, 2016 will allow children to utilize the "grandfather" clause in CA SB277, for the upcoming school year of 2016/2017.

The "grandfather" clause will exempt children from the mandatory vaccinations who are entering childcare or preschool and Kindergarten by June of 2016 and children within the "checkpoint" grad spans of TK/K thru 6th grade or 7th thru 12th grade.

NOTE: A Voice for Choice recommends EVERYONE file a PBE before January 1, 2016, even if your child is entering Kindergarten or 7th grade OR if they are up-to-date OR if they have a medical exemption, in case the law is disputed or changed OR the current school vaccine schedule is added to.

What you need to do NOW:

  • Print and Complete the PBE form (links to other languages below) or write your own PBE Affidavit (per per SEC. 2. 120335. (b) (11) (g) – Sample Letter).

  • Take it to a health professional (MD, DO, Nurse Practitioner, Physician's Assistant, Naturopathic Doctor, or Credentialed School Nurse) and have them sign it.

  • Print and complete the form to opt out of having your child's private health information shared on the California Immunization Registry (CAIR) and email it to

  • Take the PBE AND the Opt Out form to your child's school and have them sign and date them confirming receipt and make a copy for you to keep. also has a letter you can adapt and submit at the same time, further clarifying your position.

  • Parents do not have to submit the PBE form if they are not comfortable with the language.
    Parents can write their own letter SB-277 Public health: vaccinations per SEC. 2. 120335. (b) (11) (g) (1) A pupil who, prior to January 1, 2016, submitted a letter or affidavit on file at a private or public elementary or secondary school, child day care center, day nursery, nursery school, family day care home, or development center stating beliefs opposed to immunization shall be allowed enrollment to any private or public elementary or secondary school, child day care center, day nursery, nursery school, family day care home, or development center within the state until the pupil enrolls in the next grade span.

  • By law, your school MUST accept your PBE (Personal Belief Exemption) or "Letter of Affidavit" through the end of 2015. These will remain valid until a pupil reaches the next "checkpoint" of TK/K or 7th grade. The California Department of Health Letter clearly states this, however the California Department of Public Instruction has failed to properly communicate this to the County Boards of Education and school districts throughout the state.   

  • Remember: Families can also OPT OUT of having their child's private health information shared on the California Immunization Registry (CAIR) 
    You MUST file the CAIR opt out form ANNUALLY English :  Spanish
    ​For more information, contact the CAIR Help Desk
    at 8005787889 or

SB 277 Mandatory Vaccine Law Does Not Apply To:

  • Students in home-based private schools.
  • Students enrolled in an independent study program who do not receive classroom-based instruction.
  • ​Access to special education and related services specified in an IEP (Individualized Education Program) cannot be denied. ​


Dr. Kelly Sutton MD: PBE eBook