The Asthmatic Child and His Participation in Sports and Physical Education

PEDIATRICS ◽  
1975 ◽  
Vol 56 (5s) ◽  
pp. 953-954
Author(s):  
Robert B. Kugel ◽  
Giulio J. Barbero ◽  
John Bowman Bartram ◽  
Roger B. Bost ◽  
David G. Dickinson ◽  
...  
Keyword(s):  
Emotional Disorders ◽  
Severe Asthma ◽  
Bronchial Asthma ◽  
School Attendance ◽  
Chronic Fatigue ◽  
Daily Routine ◽  
School Work ◽  
Number Of Children ◽  
Regular School ◽  
The Individual

Bronchial asthma is a chronic pulmonary disorder, frequently allergic in nature, and characterized by paroxysms of dyspnea, wheezing, tightness in the chest, and bronchospasm. Asthmatic attacks may be minor and short in duration with little discomfort, or they may be very severe and of long duration, producing the characteristic picture of intractability. During symptomatic periods, it is usually possible to demonstrate changes in certain aspects of pulmonary function. With mild symptoms or between the episodes of severe asthma, the individual may be at little or no disadvantage in any or all activities. However, when the symptoms of pulmonary distress become severe or prolonged, this may lead to interruption of the child's daily routine, including school attendance. Occasionally, such children may become home or hospital bound for long periods of time. Between the two extremes of no symptoms and severe asthma, there is a spectrum of respiratory or pulmonary disability—the nature and severity of which requires that each child receive individual consideration and evaluation in the matter of his daily activity. The outlooks for the control of asthma in children has been improving during the past several decades. However, with the increase in population, there is an increasing number of children who require medical management for this disorder. It is a leading medical cause for school absenteeism and probably contributes to inefficient school work because of chronic fatigue, irritability, decreased attention span, and secondary emotional disorders. There is general agreement among physicians that most children with bronchial asthma should attend regular school since, when under proper control and with no residual pulmonary defect the child needs no special facilities.

THE ASTHMATIC CHILD AND HIS PARTICIPATION IN SPORTS AND PHYSICAL EDUCATION

PEDIATRICS ◽  
1970 ◽  
Vol 45 (1) ◽  
pp. 150-151
Author(s):  
Robert B. Kugel ◽  
Giulio J. Barbero ◽  
John Bowman Bartram ◽  
Roger B. Bost ◽  
David G. Dickinson ◽  
...  
Keyword(s):  
Emotional Disorders ◽  
Severe Asthma ◽  
Bronchial Asthma ◽  
School Attendance ◽  
Chronic Fatigue ◽  
Daily Routine ◽  
School Work ◽  
Number Of Children ◽  
Regular School ◽  
The Individual

Bronchial Asthma is a chronic pulmonary disorder, frequently allergic in nature, and characterized by paroxysms of dyspnea, wheezing, tightness in the chest, and bronchospasm. Asthmatic attacks may be minor and short in duration with little discomfort, or they may be very severe and of long duration, producing the characteristic picture of intractability. During symptomatic periods, it is usually possible to demonstrate changes in certain aspects of pulmonary function. With mild symptoms or between the episodes of severe asthma, the individual may be at little or no disadvantage in any or all activities. However, when the symptoms of pulmonary distress become severe or prolonged, this may lead to interruption of the child's daily routine, including school attendance. Occasionally, such children may become home or hospital bound for long periods of time. Between the two extremes of no symptoms and severe asthma, there is a spectrum of respiratory or pulmonary disability—the nature and severity of which requires that each child receive individual consideration and evaluation in the matter of his daily activity. The outlook for the control of asthma in children has been improving during the past several decades. However, with the increase in population, there is an increasing number of children who require medical management for this disorder. It is a leading medical cause for school absenteeism and probably contributes to inefficient school work because of chronic fatigue, irritability, decreased attention span, and secondary emotional disorders. There is general agreement among physicians that most children with bronchial asthma should attend regular school since, when under proper control and with no residual pulmonary defect, the child needs no special facilities.

The Asthmatic Child's Participation in Sports and Physical Education

PEDIATRICS ◽  
1984 ◽  
Vol 74 (1) ◽  
pp. 155-156
Author(s):  
Keyword(s):  
Severe Asthma ◽  
School Attendance ◽  
Chronic Fatigue ◽  
Forced Expiratory Volume ◽  
Physical Activities ◽  
Daily Routine ◽  
Asthmatic Children ◽  
Pulmonary Disorder ◽  
Exercise Induced ◽  
The Individual

Asthma is a chronic pulmonary disorder, frequently allergic in nature, and characterized by paroxysms of dyspnea, wheezing, tightness in the chest, and bronchospasm. Asthmatic attacks may be minor and short in duration with little discomfort, or very severe and of long duration, producing the characteristic picture of intractability. During symptomatic periods, it is usually possible to demonstrate change in certain aspects of pulmonary function, notably expiratory flow rate and forced expiratory volume. With mild symptoms or between the episodes of severe asthma, the individual may be at little or no disadvantage in most activities. Continuous exercise for five to eight minutes in cold air often causes dyspnea, wheezing, and bronchospasm (exercise-induced asthma) in an asymptomatic individual who may or may not have a history of having had asthma or hay fever. When symptoms of pulmonary distress become severe or prolonged, they may lead to interruption of the child's daily routine, including school attendance. Occasionally, such children may become home or hospital bound for periods of time. Between the two extremes of no symptoms and severe asthma, there is a spectrum of respiratory or pulmonary disability—the nature and severity of which require that each child receive individual consideration and evaluation in the matter of his daily activity. Control of asthma in children has significantly improved during the past decade. However, asthma may contribute to inefficiency in schoolwork because of associated chronic fatigue, irritability, decreased attention span, and emotional factors. Physical activities are useful to asthmatic children. The majority of asthmatic children can participate in physical activities at school and in sports with minimal difficulty, provided the asthma is under satisfactory control.

The Role Of Motion Games On The Development Of Children With Special Needs In The Primary Cycle

2019 ◽  
pp. 21-27
Author(s):  
Iuliana-Luminita Constantin ◽  
Marin Chirazi
Keyword(s):  
Special Needs ◽  
Special School ◽  
Children With Special Needs ◽  
Typical Development ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Regular School ◽  
Primary Cycle ◽  
Rules Of The Game

The purpose of this research is to highlight the role of the games of movement on the development and social integration of children with special educational requirements from the primary cycle, studying the theme in the literature. According to statistics in the field over the last years, there has been an increase in the number of children with special needs in regular schools. Thus, children who a few years ago would have been included in a special school, today have facilities at a regular school, along with children with typical development and have a similar curriculum to follow [7]. This is why motion games are a method, an important opportunity to integrate children with special requirements in a collective, because through them children cooperate (working in groups or pairs) making new friends, no longer feeling rejected, communication becomes easier, collaborates to achieve the goal of the game, support each other, become more responsible by observing the rules of the game and accept each other as they are. The game develops the ability to adapt easily to new situations, increases effort capacity, teaches children to be careful and develops their confidence. Due to the fact that movement games are performed more in group, they provide socialization, but they must be adapted according to the child's deficiency. Conclusion: We have found that motion games are an effective way to integrate children with special educational needs into a collective, because through them children make new friends easier, they are accepted in collectivity, communication becomes easier, they support and understand each other and most importantly accepted as they are. Through the game children feel free to act.

Identifying problematic severe asthma in the individual child - does lung function matter?

2010 ◽  
Vol 99 (3) ◽  
pp. 404-410 ◽  
Author(s):  
AM Lang ◽  
J Konradsen ◽  
K-H Carlsen ◽  
C Sachs-Olsen ◽  
P Mowinckel ◽  
...  
Keyword(s):  
Lung Function ◽  
Severe Asthma ◽  
Individual Child ◽  
The Individual

scholarly journals Severe eosinophilic bronchial asthma: new therapeutic options

2018 ◽  
pp. 44-52 ◽  
Author(s):  
N. M. Nenasheva
Keyword(s):  
Monoclonal Antibodies ◽  
Severe Asthma ◽  
Bronchial Asthma ◽  
Biological Agents ◽  
Therapeutic Options ◽  
Clinical Use ◽  
Eosinophilic Asthma ◽  
Interleukin 5 ◽  
Severe Eosinophilic Asthma

Eosinophilic asthma is a common phenotype of severe asthma, occurring in at least half of patients. In recent years, there have been significant changes in the approaches to the treatment of severe bronchial asthma and, above all, eosinophilic asthma. The article discusses the role of eosinophils in the pathogenesis of severe asthma, the detection of the phenotype of severe eosinophilic asthma, and modern approaches to targeting severe asthma with an eosinophilic phenotype using biological agents. A special emphasis is placed on preparations of monoclonal antibodies to interleukin-5, in particular, mepolizumab, recently approved for clinical use in our country.

scholarly journals Motivating factors affecting the individual energy consumption behavior

2021 ◽  
Vol 124 ◽  
pp. 08003
Author(s):  
Jalal ud Din Akbar ◽  
Muhammad Ridhuan Tony Lim Abdullah
Keyword(s):  
Climate Change ◽  
Energy Consumption ◽  
Human Behavior ◽  
Clean Energy ◽  
Daily Routine ◽  
Factors Affecting ◽  
Number Of Factors ◽  
Development Goals ◽  
The Government ◽  
The Individual

Global challenges of climate change and environmental deterioration helped in formulating seventeen sustainable development goals through United Nation. Achieving these sustainable goals, Malaysia initiated and track progress towards affordable and clean energy. The natural environment and climate are mostly influenced by human behavior. Due to the role of human behavior in climate change, a strong tendency towards the pursuit of energy sustainability exists. Attention is paid to strengthen the human behavior from general acts of doing things to carrying specific actions by adopting a responsible behavior into daily routine. A number of factors were identified through literature such as social structure, institution, and education for understanding the individual behavior for sustainability with regard to energy consumption. Many experts related to the field of energy were engaged to sort and prioritize these factors with respect to their importance by using multi-criteria decision making tool of analytical hierarchy process (AHP). The experts were selected from different sectors such as academia, NGOs and industry. With the help of experts, a framework of individual energy consumption behaviour is developed to allow the government and other stakeholders to make policies accordingly to achieve energy sustainable.

scholarly journals The Disrupted and Realigned Self: Exploring the Narratives of New Zealanders with  Chronic Fatigue Syndrome/Myalgic Encephalomyelitis

2021 ◽  
Author(s):  
◽  
Lara Joyce Milka Bell
Keyword(s):  
Chronic Fatigue Syndrome ◽  
Participant Observation ◽  
Physical Exertion ◽  
Chronic Fatigue ◽  
Myalgic Encephalomyelitis ◽  
Community Interactions ◽  
Self Identity ◽  
Authentic Self ◽  
Fatigue Syndrome ◽  
The Individual

<p>Chronic Fatigue Syndrome/Myalgic Encephalomyelitis (CFS/ME) causes pronounced, debilitating fatigue that is not alleviated by rest, along with muscle and joint weakness, pain, cognitive difficulties and can be worsened through mental and physical exertion. However, it is also without an aetiology, and there is little consensus amongst both medical and patient spheres as to what CFS/ME actually is. In this thesis I draw on interviews with people with CFS/ME and participant observation in a patient-led support group in order to explore the way in which CFS/ME shaped participants’ identities and narratives of the self. I argue that participants moved through two stages that I call ‘The Disrupted Self’ and ‘The Realigned Self’. Falling ill with CFS/ME rapidly disrupted participants’ understandings of the bodies, their position within their family and the community, interactions with doctors, and all the usual markers on which they had previously formed their self-identities. In this state, I argue that participants and those with whom they engaged viewed both CFS/ME and my participants as liminal, ‘betwixt and between’ (Turner 1969) social roles and contemporary New Zealand ideals of illness, the individual, and the ‘sick person’. As the initial disruption and confusion of falling ill subsided, however, my participants worked to develop a new secure self-identity, the ‘Realigned Self’. They move into a normalised long-term liminal state by prioritising their health, adjusting their expectations of their body, developing their own conception of the aetiology of CFS/ME and forming a positive narrative of their new lives. This identity work utilised wider cultural ideals about the active, responsibilised and authentic self; common to late modern contemporary life (Beck and Beck-Gernsheim 2001, Desjarlais 1994, Giddens 1991, Rose 1996). Yet this realignment was often not reflected in the views of my participants’ friends, families and doctors. This illustrates the diverse perspectives and different degrees of liminality that exist within experiences and narratives of CFS/ME and contested illnesses.</p>

scholarly journals Pedagogical conditions for the formation of counteraction to stressful phenomena in educational institutions

2021 ◽  
pp. 69-77
Author(s):  
Г.А. Арсаханова
Keyword(s):  
Skin Diseases ◽  
First Graders ◽  
Behavioral Disorder ◽  
Educational Institutions ◽  
Daily Routine ◽  
The Social ◽  
The Status ◽  
The Individual ◽  
And Control ◽  
Psychosomatic Diseases

Жизнедеятельность школьника полна проблем, решение которых приводит к стрессовым ситуациям. Прежде всего, это изменение социального статуса и изменение дошкольной деятельности ребенка на учебную. Статус школьника требует больше обязанностей, ответственности, дисциплинированности, структурированности режима дня, контроля собственных поступков. Даже в самом продуманном и хорошо налаженному жизни случаются ситуации, которые негативно влияют на детей и приводят к стрессу. Первоклассники не всегда готовы к таким изменениям, что вызывает ряд психофизиологических и поведенческих проявлений. В состоянии стресса поведение ребенка дезорганизовывается, наблюдаются неконтролируемые движения, определенные речевые отклонения, появляются эмоции, не соответствующие культуре взаимоотношений. Стресс – это сильное проявление эмоций вызывает комплексную физиологическую реакцию, это состояние душевного и поведенческого расстройства, связанного с неспособностью личности целесообразно действовать в соответствующих ситуациях. Из-за недостаточной сформированности эмоциональной сферы в школьном возрасте при частых стрессовых ситуациях у ребенка исчезает аппетит, наступает депрессия, снижается интерес к учебе, общению, наступает апатия. Стрессовые ситуации негативно сказываются на здоровье школьника, у ребенка появляется целый «букет» опасных психосоматических заболеваний: мигрень, гипертония, астма, артрит, аллергия, диабет, кожные болезни и тому подобное. The student's life is full of problems, the solution of which leads to stressful situations. First of all, this is a change in the social status and a change in the preschool activity of the child to the educational one. The status of a student requires more responsibilities, responsibility, discipline, structured daily routine, and control of one's own actions. Even in the most thoughtful and well-established life, there are situations that negatively affect children and lead to stress. First-graders are not always ready for such changes, which causes a number of psychophysiological and behavioral manifestations. In a state of stress, the child's behavior is disorganized, uncontrolled movements are observed, certain speech deviations appear, emotions that do not correspond to the culture of relationships. Stress-this strong manifestation of emotions causes a complex physiological reaction, this is a state of mental and behavioral disorder associated with the inability of the individual to act appropriately in appropriate situations. Due to the lack of formation of the emotional sphere at school age, with frequent stressful situations, the child's appetite disappears, depression sets in, interest in learning, communication decreases, and apathy sets in. Stressful situations negatively affect the health of the student, the child has a whole "bouquet" of dangerous psychosomatic diseases: migraine, hypertension, asthma, arthritis, allergies, diabetes, skin diseases, and the like.

scholarly journals Current trends in the prevalence of asthma-like symptoms in elementary school children

2021 ◽  
pp. 138-140
Author(s):  
Margarita K. Ermakova ◽  
Larisa P. Matveeva ◽  
Natalya R. Kapustina
Keyword(s):  
Elementary School ◽  
Comparative Study ◽  
Bronchial Asthma ◽  
School Children ◽  
Elementary School Children ◽  
First Graders ◽  
Number Of Children ◽  
Current Trends ◽  
Udmurt Republic ◽  
The Difference

Aim. To study the prevalence of bronchial asthma (BA) symptoms among elementary schoolchildren in the Udmurt Republic in the dynamics over 20 years. Materials and methods. A comparative study of the prevalence of BA was carried out. A questionnaire was administered to 2899 parents of first-graders, using the international standardized ISAAC program. Results. The prevalence of BA symptoms on the ISAAC program among elementary schoolchildren in the Udmurt Republic in 2020 was 7.70.2%, being significantly lower than in the previous studies of 2002 and 2009 (p0.001). Conclusion. There was a further downward trend in the prevalence of AD symptoms in younger schoolchildren. The difference between the current symptoms of the disease and the established diagnosis remained rather significant. Reliable (p10.001) increase in the number of children with dry cough, not related to cold, and children with bronchospasm connected with physical load was revealed.

Cost-effectiveness and cost-utility evaluation of the individual vs. group transdiagnostic psychological treatment for emotional disorders in Primary Care (PsicAP-Costs) v2

2021 ◽  
Author(s):  
Angel Aguilera-Martin ◽  
Mario Gálvez-Lara ◽  
Fátima Cuadrado ◽  
Eliana Moreno ◽  
Francisco García-Torres ◽  
...  
Keyword(s):  
Primary Care ◽  
Cost Effectiveness ◽  
Emotional Disorders ◽  
Cognitive Behavioural Therapy ◽  
Psychological Treatment ◽  
Behavioural Therapy ◽  
Cost Utility ◽  
Cognitive Behavioural ◽  
Utility Evaluation ◽  
The Individual

The aim of this study is to compare, in cost-effectiveness and cost-utility terms, a brief transdiagnostic cognitive-behavioural therapy in two different modes, individual and group, with the treatment usually administered in primary care (TAU). Participants between 18 and 65 years old and with, according to the pretreatment evaluation, mild to moderate emotional disorders will be randomly allocated to the three clusters. They will be assessed again immediately after treatment and 6 and 12 months later. ClinicalTrials.gov: NCT04847310

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