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Lab Sessions 

Directions: This assignment is worth twenty-four points and will be equally weighted with all other assignments for your final grade. Select one of the following simulations to complete. You are to use professional internet sources to support your proposed course of action. Include a reference section of internet site addresses supporting your plan of action. The written response is to be at least 3 pages not including the reference list. Citations from the reference list should appear in the text including author last name or agency and publication date. This information should appear in parentheses.

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Simulation One: "Bidis": A popular tobacco product
Scenario:

You are a seventh grade teacher at Crestview Middle School, a well respected science magnet school in the district. Students attending Crestview Middle represent approximately five different cultural and ethnic neighborhoods within the city. The neighborhood surrounding the school is rich with small ethnic stores and novelty shops.

At a recent, weekly faculty meeting, the assistant principal alerted the faculty to suspected marijuana use on the school grounds. His suspicion resulted from his discovery of rolling papers he found in the school yard during his usual campus inspection. He encouraged the faculty to seriously consider creating a drug policy for the school. Some teachers looked in disbelief that a middle school, especially a magnet school, would need a drug policy. The assistant principal specifically requested that the seventh grade teachers cooperatively create several lessons on the harmful effects of tobacco and marijuana. As seventh grade teachers, you have agreed to meet his request.

First, it was your decision to identify a small group of seventh graders to interview and enlist as peer educators for these special lessons. During the initial meeting with the selected students, one student responds," Ms. Weaver, you adults have it all wrong. It isn't marijuana that is being used. Some kids here at Crestview  are smoking "bidis". They have heard that "bidis" won't hook you like regular cigarettes will. The taste is pretty cool, too! Cinnamon, chocolate; a variety of great tastes!"

What are "bidis"? Where did they originate? How accessible are they for children and youth? How prevalent is its use by youth? How addictive are "bidis?" What are the immediate and long-term health effects from their use? Propose a science education program with primary and secondary prevention messages that would be effective in stopping the current behavior and preventing additional students from taking up the habit. Propose a plan to interact with parents and owners of local stores in addressing this problem. Support the reasons why you believe that your proposed plan will be effective. Refer to principles of prevention for schools and communities. 

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Simulation Two: Osteoporosis
Scenario:

You are a therapeutic recreation staff member of the Cantrell Rehabilitation Center, a specialty service for adolescent and middle-aged clients requiring rehabilitation services. The Center is particularly known for its Preventive Injury education program and its affiliation with the Orthopedic Department at Mt. Joseph Medical Center.

Sylvia Hatch, a 30 year old attorney is your new patient. She has been referred to you from the Mt. Joseph Medical Center for rehabilitation of a fractured hip which resulted from a fall during a neighborhood tennis match. Her referring orthopedic physician has diagnosed her as having  osteoporosis and has requested she receive secondary prevention education specific to osteoporosis in addition to the rehabilitation services.

During your initial interview with Ms. Hatch, you learn that she understands little about osteoporosis and its relationship to her present injury. Her medical history documents a periodic use of prednisone for joint pains. She is concerned that such a simple fall caused such a serious fracture in a person her age.

How prevalent a metabolic bone disorder is osteoporosis in the United States? What new technologies are available to orthopedic centers and hospitals for the improved detection of loss of bone mineral, a key predictor of osteoporotic fracture? Describe the rehabilitation plan you would prescribe for Ms. Hatch's hip fracture recovery. What are important genetic, environmental, and life style questions (for past and present behavior) for you to ask Ms. Hatch to assist you in planning her secondary prevention education program in which you would involve Ms. Hatch. How successful do you believe this program will be in helping her to reduce/prevent future fractures? Support your response.


 

Simulation Three: Varicella Vaccine and Chickenpox
Scenario:

You are a first grade teacher at River Ridge Elementary School in a northern, affluent Atlanta community. Approximately 35% of the students enrolled at River Ridge have siblings who attend the feeder middle school. Your school requires an immunization record for school registration. The middle school has no immunization requirement for registration.

While escorting your students back to class following their early afternoon outdoor physical education class , you noticed that Chris was scratching his scalp and arms and was rubbing at a runny nose. When asked how he felt, Chris replied, "I itch and feel sick." Concerned, you speak with his mother as she picks Chris up after school.

"Mrs. Lipset, I noticed Chris scratching this afternoon after P.E. Did you know that he has a rash on his scalp and arms? I am mentioning this to you because we have had one case of chickenpox reported at the school this week."

Mrs. Lipset assures you that her son has been immunized for chikenpox just 6 weeks earlier for school registration requirement. She did say that she had also noticed Chris' discomfort during the past two days and had detected the same rash on her older son this week. She said she had dismissed the rash as a topical response to a new clothes detergent she used to wash the family's clothes this week. "In fact," Mrs. Lipset said," I had forgotten the matter."

You inquire as to whether her older son has also been immunized with the varicella vaccine for chickenpox. She responds," I think he has been exposed to chickenpox already. Since the middle school doesn't require the vaccination for registration, I have not had him vaccinated."

What action should you take? Is it possible for a recently vaccinated child to pass the chickenpox virus to others? How? Is it possible for a vaccinated child to actually get the chickenpox? If so, what is the degree of their illness? What is the current national immunization rate for the varicella vaccine? How long does the vaccine last? Summarize the major points of the current national debate on whether children should or should not receive the varicella vaccine. How is the chickenpox spread and when is it safe for the affected child to return to school? Propose notification guidelines for the school to follow in case of a verified case of chickenpox (consider susceptible populations, target groups, older siblings, and teachers).


    

Simulation Four: Anaphylaxis from Food Allergy
Scenario:

You are a third grade teacher at Jefferson Elementary school located in a parish community ten miles north of New Orleans. Every Friday, the school lunchroom manager provides a festive lunch to celebrate a particular country's holiday. This Friday, the lunch menu features Mexican food in celebration of Cinco de Mayo. A large piņata made by the third grade classes at Jefferson Elementary hangs in the center of the cafeteria.

As your class enters the lunchroom, all eyes are a sparkle with excitement. Every child in your class has brought lunch money for today. Your assigned lunch time is during the busiest part of the lunchroom schedule; lots of kids and lots of noise! Your class of thirty third graders moves through the line with little problem, finds their assigned lunch table and begins to devour the Mexican treats!

Within three minutes from the time all of your students have been seated, a new student, Sarah, approaches you looking scared and anxious. She has "hive looking whelps" all over her neck and is vigorously itching/scratching her neck and face. Her breathing soon becomes labored. With a panic look, Sarah says to you," I am allergic to peanut oil and I believe that I am having an allergic response. Please help me." You panic because this is the first case of anaphylactic shock to which you have had to respond.

    1. How serious is anaphylactic shock due to food allergy? Describe the body's 
       response to the food allergen. What are the imminent signs of a food allergic 
       response including anaphylactic shock?

    2. What immediate first aid must be initiated for Sarah? How should the
        immediate environment be altered?

    3. What primary preventive measures could have prevented this occurrence?

    4. Briefly outline the response plan which your school developed following
       this incident to expedite life-saving treatment for any future incidence of anaph
ylaxis.