Psychologically based therapies to improve lung functioning in students with asthma

Abstract

Asthma is a common, chronic respiratory disease that can be costly to both society and the individual. In addition to increased absenteeism, children with asthma may also be at a greater risk for developing comorbid anxiety and depression. Various complementary psychological treatments have been effective at reducing both asthmatic symptoms and psychological distress. Although the research in the area of mind-body treatments as it pertains specifically to persons with asthma is still developing, this article will describe several promising alternative treatment methods, many of which have already been, or could be easily be applied for use in a school setting.

Keywords::

• asthma
• mind-body
• written emotional expression
• music therapy
• art therapy
• relaxation and guided imagery
• mindfulness
• yoga
• hypnosis
• biofeedback
• school-based interventions

Additional information

Notes on contributors

Cheryl Maykel

Dr. Maykel is an Assistant Professor of School Psychology at Southern Connecticut State University. She has also served as an adjunct professor at three Connecticut universities. Dr. Maykel is a nationally certified school psychologist and holds state-level licensure in both Connecticut and Massachusetts. As a student in the School Psychology program at the University of Connecticut, she was awarded a Predoctoral Fellowship from the program for scholarly productivity and a Doctoral Dissertation Fellowship from the university. Dr. Maykel is also a co-recipient of the Wirth-Santoro Award for Outstanding Literacy Research from the Connecticut Association for Reading Research. She has authored numerous articles and book chapters, and has presented her work at several local and national conferences. Her current research interests include students' abilities in the area of online critical evaluation and mind-body interventions for prevention, as well as to affect change in both mental and physical health.

Melissa Bray

Professor Melissa A. Bray is a Fellow of both the American Psychological Association and the American Psychological Society. Dr. Bray is an elected member of the Society for the Study of School Psychology. She is licensed as a psychologist in the state of Connecticut, holds national certification in school psychology, state certification in school psychology and licensure in speech language pathology. Since receiving her doctorate in 1997, she has published or has in press over 150 articles, chapters, and reviews in the professional literature, and has presented over 90 scholarly papers at national and international conferences. In a recent study, it was determined that Dr. Bray was the most prolific contributor to the 5 primary journals in school psychology. Further, she serves as associate editor of the International Journal of School and Educational Psychology and has served as an associate editor of School Psychology Quarterly. She is on the editorial boards of the Journal of School Psychology, Gifted Child Quarterly, and the International Journal of School and Educational Psychology. Of interest, she is the co-editor of the first Oxford handbook of school psychology. She has also guest edited 8 issues of Psychology in the Schools on video self-modeling, behavior disorders, positive psychology, statistical reform, childhood obesity, counseling and emotional disorders. As co-principle investigator, she has secured over $ 1.5 million dollars in student training contracts. Of particular significance, Dr. Bray was the 2003 recipient of the prestigious American Psychological Association Division 16's Lightner Witmer Award, the Division's highest honor given to young scholars. She has also been involved in state, national, and international professional associations including service as Vice-President, Social, Ethical Responsibility, and Ethnic Minority Affairs, APA's Division 16 Executive Committee. Dr. Bray has also served as the Division 16's convention chair, hospitality suite coordinator, chair of the Division's publications committee, and as a member of the conversation videotape series. Her research interests are in the area of interventions for communication disorders, classroom disruptive behavior, and physical health and wellness, especially asthma and cancer.

Nicholas Gelbar

Nick Gelbar is an Assistant Professor in Community Medicine at the University of Connecticut Health Center and serves as the Research Director at the University Center for Excellence in Developmental Disability. He earned his PhD from the University of Connecticut in Educational Psychology with a concentration in School Psychology. Nick is also a licensed psychologist whose clinical and research work focus on adolescents with Autism Spectrum Disorder.

Linda Caterino

Linda Caterino, PhD, is the Training Director of the School Psychology Program at Arizona State University. She is the Past-President of the American Academy of School Psychology and has been Vice-President of Division 16. She is on the editorial review board of several journals, and has authored professional articles and book chapters.

Maria Avitia

Maria Avitia received her Bachelor's degree in Psychology from California State University San Bernardino. In hopes to create programs for students with learning disabilities, she attended Indiana University Bloomington for a PhD in Educational Psychology. Midway through her doctorate program, she realized she wanted something more hands on. She received a Master's of Science from IU and applied to School Psychology programs. In 2013, she began her doctorate degree in School Psychology at the University of Connecticut. She is working on becoming a licensed psychologist with a certification in neuropsychology. Her goal is to one day open a school or a center to help students with learning disabilities.

Kari Sassu

Dr. Kari Sassu is an Associate Professor in the Counseling and Psychology Department at Southern Connecticut State University. Previously, Dr. Sassu worked within the Center for Behavioral Education and Research at the University of Connecticut, where she served as the Implementation Coordinator for School-Wide Positive Behavioral Supports in numerous urban school districts. Her professional experience also includes service as a school psychology practitioner, conducting neuropsychological evaluations of children and young adults, and providing in-patient rehabilitation counseling to adult patients with dual diagnoses. Dr. Sassu earned a Bachelor's degree in Psychology and a Master's degree in Psychological Services, both from the University of Pennsylvania. She holds a Master's degree and Sixth Year Professional Diploma in School Psychology from the University of Connecticut, a Sixth Year Professional Diploma in Educational Leadership from Southern Connecticut State University, and a doctorate in Educational Psychology from the University of Connecticut. Her current research interests include: prevention strategies and intervention methodologies aimed at eradicating problematic behavior among school children, gender differences in aggressive behavior, and the employment of strategies that capitalize on the mind-body connection to reduce negative effects of various health/ medical conditions.

Melissa Root

Dr. Melissa Root is an assistant professor in residence at the University of Connecticut, specifically working on research and training with the UConn A. J. Pappanikou Center for Excellence in Developmental Disabilities. She holds State of Connecticut certification in school psychology and runs a private education consulting business. Dr. Root is an ad-hoc reviewer for the International Journal of School and Educational Psychology. Dr. Root was previously a faculty member at the University of Saint Joseph, focusing on graduate courses in autism and undergraduate courses in behavior management. She also held an adjunct position at Mitchell College, teaching mathematics to students both with and without disabilities. She has managed grants for UConn related to post-school outcomes for children with disabilities and curriculum alignment to common core state standards. Dr. Root was also selected as a Fellow to the National Center for Education Statistics in Washington, DC. Her research interests focus on interventions for behavioral remediation and physical health and wellness.