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This study explored self-management in the context of asthma experiences of school-age children and the factors that facilitate asthma self-management.

This is qualitative research used in-depth interviews. Purposive sampling was employed to select 15 school-age children with asthma attending the outpatient pulmonary department at university hospital in Thailand. Semistructured in-depth individual interviews were conducted. which were audiotaped and transcribed verbatim. Content analysis was used to analyze the data.

Two major themes emerged from this study: (1) perspectives on managing asthma and (2) facilitators in asthma self-management. Four subthemes emerged from the first major theme related to views on managing asthma: (1) emphasizing use of an inhaler for asthma, (2) self-monitoring for symptom, (3) difficulties with the daily regimens and (4) family support on asthma self-management. Two subthemes emerged from the second major theme related to facilitators in asthma self-management: (1) confidence in performing asthma care behaviors and (2) asthma communication.

This study described strategies that support asthma management of children in Thailand and provided insight into factors that influence asthma self-management. Findings will inform the development of future self-management interventions for school-age children with asthma.

This article aims to explore the meanings of positionality and demonstrate how reflective memos can illustrate positionality in a constructivist grounded theory (CGT) study.

Acknowledging the positionality of the researcher through a reflective approach is an essential element of CGT studies. The first author (IS) used reflective memoing in her CGT study on Indian immigrant children's asthma to practice reflexivity and make her positionality explicit. Through memos, IS acknowledges her knowledge, beliefs, practices, experience and pre-existing assumptions about the research topic. This article is a compilation of the reflective memos that IS wrote during the initial phase of her research and draws on her motivations as they relate to the topic under study in the context of current literature.

The reflective accounts of a researcher's background and experience can act as a lens for understanding the research question and the choice of methodology.

This article may be useful to novice qualitative researchers who are struggling to define and establish their own positionality. John Dewey's and David Schon's works on reflective thinking serve as valuable tools to practice reflexivity. Philosophically underpinned reflections in the form of memos, employed from the outset and throughout the study, can enhance the study rigour by making research decisions transparent.

This article provides practical guidance on how to outline positionality at the outset of a CGT study.

Patients with severe asthma were choosing not to use the emergency department (ED) in extremis and were self-medicating when experiencing severe asthma, putting their lives at risk. This local issue reflected a nationwide situation. The purpose of this paper is to better understand the reasons behind patients’ reluctance to attend ED and to consider practical solutions in a structured way.

Systems thinking (soft systems methodology) was used to examine the issues resulting in this reluctance to attend the ED. Once this tame (well-defined) problem was revealed, a potential solution was developed in co-production with patients.

Patients feared attending the ED and felt vulnerable while in the ED for several reasons. This appeared to be a well-defined and solvable problem. The solution proposed was an asthma patient passport (APP), which increased patient’s confidence in their ability to communicate their needs while in severe distress. The APP decreases (from 12 to 5 steps) the work patients had to do to achieve care. The APP project is currently being evaluated.

The APP should be offered to all people with severe asthma.

By revisiting systems thinking and identifying problems, a solution was identified. Although methods such as soft systems methodology have limitations when used in wicked (difficult or impossible to resolve) problems, such methods still have merit in tame problems and were applicable in this case to fully understand the issues, and to design practical solutions.

The purpose of this paper is to review the legacy of sociologist Irving Kenneth Zola in bringing the body into social science research and making visible and dismantling social structured barriers to hearing and speaking and living as fully human.

It begins with an examination of Zola’s experience of “being sexy” in his book, Missing Pieces (1982). It considers what a visual sociological focus on “being sexy” can contribute to understanding structured barriers to living as fully human after the emergence of this field in the 1990s and 2000s.

It provides two examples of the use of video cameras in understanding the daily experiences of adults using wheelchairs and children with asthma that continue the embodied work begun by Zola.

Embodied sociological research can be a strategy for social and political change.

This study was designed to establish the levels of knowledge about the management of asthma among primary school teachers in South Essex. A total of 135 primary schools participated in a questionnaire survey, with data analysis being carried out on responses from 517 teaching staff. Findings showed that 47 per cent of respondents reported concern about dealing with a child suffering from asthma. Only 16.1 per cent felt confident in dealing with a child suffering from a severe asthma attack. Less than a third of respondents (29.6 per cent) had received training in the management of asthma. These results reflect the requirement to put new emphasis on greater collaborative and partnership working between the NHS and local education authorities to provide appropriate opportunities to meet this need. Increasing teachers’ knowledge and access to resources should result in improved care of children with asthma in schools.

Over 1,000 secondary school students (ages 11‐16) completed a closed‐form questionnaire about the nature, causes and consequences of asthma. The questionnaire contained items which related to conceptions about asthma which had emerged in previous work, and also items relating to the known scientific issues surrounding asthma. In general, most students knew about many of the triggers which can cause an asthma attack, although fewer recognised the allergenic properties of nuts and the possible role of emotional upset. More than half thought that people with asthma could not perform well at sport, and a fifth saw them as somehow “weaker”. A fifth thought of asthma as being simply inconvenient, but not serious. These ideas persisted in the oldest students, and it seems likely that they will exist in the adult population to a similar extent. In general, girls seemed to be better informed about asthma than boys.

Examines the relationships between different aspects involved in asthma treatment. Analyses each aspect's impact on overall patient satisfaction with asthma treatment. Also studies how outcome variables such as compliance with physician's recommendations, health‐related quality of life and resource use are affected by the degree of patient satisfaction. The results refer to asthma patients as a group but not necessarily to each patient as an individual. The statistical technique applied for this analysis is partial least squares. Tests the suggested generic model on 599 respondents from a questionnaire survey. The structure of the suggested model is well supported by the data.

Students with physical and health impairments represent a small but growing group of individuals with diverse educational needs. They are those students whose physical limitations or health problems interfere with school attendance or learning to such an extent that special services, training, equipment, materials, or facilities are required. Therefore, the purpose of this chapter is to discuss some of these impairments and acquaint both general and special educators with interventions for helping students with physical and health impairments succeed.

Throughout the ages, caring for an individual with a significant physical disability and/or health impairment has been extremely difficult or perhaps even impossible. Conditions for survival were often hard, requiring all able-bodied family members working from dawn until dark to scratch out even a minimal standard of living. Consequently, little time and resources were available for the care of a loved one with a disability. Safford and Safford's sobering volume (1996) emphasizes that children have always been vulnerable to neglect and children with disabilities were particularly subject to abuse. To illustrate this, children with disabilities were particularly subject to infanticide, abandonment, slavery, sterilization or placed in orphanages, where maiming sometimes occurred to increase the individuals' potential for street corner begging.