Neighborhood Organization for Pediatric Asthma Management in the Neighborhood Asthma Coalition: Examples
Examples of “Teachable Moments” include the following:
1. Activity leader recognizes shortness of breath and cough during a physical activity session, such as basketball. This may lead to a short discussion of asthma as a cause of these symptoms, emphasizing that asthma can present with symptoms other than wheezing. The discussion could include ways to deal with exercise-induced asthma, such as the importance of sitting out rather than continuing with the activity, the use of slow deep breathing and relaxation when sitting out, and the importance of using asthma medication if the symptoms do not disappear after stopping the activity, and relaxation. A discussion of the need to get help if medication does not resolve the symptoms would also be important.
2. Activity leader of craft session discusses unscented detergent being used in tempera paints read only canadian family pharmacy. In addition to easing children’s concerns about staining their clothing, this also integrates information about triggers of asthma, such as strong odors, into the activity.
3. Activity leader in charge of a group of children on a field trip to the Science Center calls attention to a display of human internal organs. The children are asked what parts of the body are affected by asthma. Children are encouraged to identify the body parts and describe the ways in which asthma affects them.
The Challenge of Growing Homogeneity of Intended Audience: A variety of factors over the past decades have led to a decreasing range of resources and socioeconomic variability in the neighborhoods served by agencies like Grace Hill. The social community of the agency’s clientele has lost major institutions for learning, healing, and advocacy, as well as many whose levels of skills could address and serve as models for those less able to feel “a part of” something bigger than themselves. The promotion of changing lifestyles within this reality becomes a great challenge as too often the norms within the service community and the models which surround individuals may be disadvantageous. Lifestyles that are taught are demonstrated by persons whose experience and knowledge are limited by the almost monolithic social community which surrounds them. For instance, anecdotal evidence from our current activities indicates that disease and disabilities are sometimes viewed even as “badges of courage,” especially among male subjects. Feelings of alienation from mainstream sources of care encourage or support this view of illness as badges of courage. Feelings of needing to be tough are strong and to endure as much as one can in order to avoid being degraded by processing through “another system.”