Review of asthma self-management programs

Rachelefsky, Gary S.

doi:10.1016/0091-6749(87)90087-x

Cited by 46 publications

(13 citation statements)

References 13 publications

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“…First, studies show modest yet significant associations between asthma knowledge and morbidity 1 and asthma knowledge has been the target of intervention in most asthma self-management programs. 12,13 However, education alone has proved inadequate to reduce asthma symptoms or health care utilization for acute episodes. 1,2,14,15 Second, caretaker's expectations regarding asthma management may be important determinants of the caretaker's compliance with asthma regimens.…”

Section: Relation Of the Social Environment To Asthma Morbiditymentioning

confidence: 99%

Psychosocial characteristics of inner-city children with asthma: A description of the NCICAS psychosocial protocol

et al. 1997

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Section: Relation Of the Social Environment To Asthma Morbiditymentioning

confidence: 99%

Psychosocial characteristics of inner-city children with asthma: A description of the NCICAS psychosocial protocol

et al. 1997

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“…Despite this, when used in conjunction with medication, and as a component in a broad-spectrum psychoeducational program, relaxation therapy has been accepted as useful in treatment of asthma (cf. reviews by Parker, 1987;Rachelefsky, 1987). Relaxation may be particularly helpful in reducing the behavioral manifestations of panic which may interfere with proper medical self-management behavior during an asthma attack (Expert Panel on the Management of Asthma, 1991).…”

Section: Introductionmentioning

confidence: 98%

Relaxation and music therapies for asthma among patients prestabilized on asthma medication

et al. 1994

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One hundred six asthmatic subjects were medically prestabilized, then assigned to eight sessions of progressive relaxation, music, or a waiting-list. Seventy-two subjects completed treatment, of which 37 were evaluated in the laboratory with measures of forced expiratory flow. Relaxation-group subjects reported feeling the most deeply relaxed and produced the greatest improvement in forced expiratory flow during the last presession assessment period. All groups evidenced decreases in asthma symptoms. All groups showed decreases in pulmonary function immediately after relaxation sessions. None of the changes in pulmonary function reached levels that are accepted in drug trials to be of clinical significance, and the therapeutic changes occurred only in the situation where training was rendered. Listening to music produced greater decreases in peaks of tension than progressive relaxation, and it produced greater compliance with relaxation practice, but it did not produce any specific therapeutic effects on asthma.

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“…Evaluation of these programs has demonstrated that asthma education can effectively enhance both a child and the child's parents' understanding of the disease and hence, in varying degrees, improve clinical outcomes (6)(7)(8)(9).…”

Section: Introductionmentioning

confidence: 99%

Can Asthma Education Improve Clinical Outcomes? An Evaluation of a Pediatric Asthma Education Program

Liu

Feekery

2001

Journal of Asthma

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Asthma is a common, costly, and chronic disease that has a significant impact on children, their families, and the health care system. This study investigated whether formal asthma education can reduce asthma severity and morbidity and further questioned whether the method of education is an important factor in this process. Study subjects were recruited from the emergency department of the Royal Children's Hospital, Melbourne (RCHM), and controls were recruited from the neighboring Western Hospital, Sunshine (WHS). Subject parents were randomized to receive face-to-face education, group education, or home-based video education. Controls had similar medical treatment but received no formal asthma education. Subject and control parents were asked to complete questionnaires before the intervention and at 1, 6, and 12 months. These questionnaires measured demographics, the levels of parent asthma knowledge, anxiety, child asthma severity, and morbidity. Results showed that any method of education increased parent asthma knowledge and immediately decreased their anxiety and child asthma morbidity scores. Despite this, asthma severity was reduced only when knowledge was imparted in an interactive, face-to-face setting. When this happened, asthma severity scores were significantly reduced in both the short- and long-term. These findings call into question mass asthma education campaigns and have important implications for the design of future asthma education programs.

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Review of asthma self-management programs

Cited by 46 publications

References 13 publications

Psychosocial characteristics of inner-city children with asthma: A description of the NCICAS psychosocial protocol

Psychosocial characteristics of inner-city children with asthma: A description of the NCICAS psychosocial protocol

Relaxation and music therapies for asthma among patients prestabilized on asthma medication

Can Asthma Education Improve Clinical Outcomes? An Evaluation of a Pediatric Asthma Education Program

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