A developmental, community, and psychosocial approach to food allergies in children

Psychosocial Aspects of Food Allergy: Resiliency, Challenges and Opportunities

Food allergy is a public health concern and has been found to be increasing in prevalence; however, psychosocial factors differentiate challenges related to management throughout the lifespan. Resilience has been found to improve quality of life in other chronic diseases, but little has been published regarding increasing resilience in food allergy. The psychosocial impacts of food allergy vary by age group and developmental stage. This article reviews developmental milestones within the context of food allergy in infancy, school-age children, adolescents, and adults. Recommendations for promoting resilience in patients with food allergy are provided.

School Board Policies on Prevention and Management of Anaphylaxis in İstanbul: Where Do We Stand?

BACKGROUND

Allergic diseases with a potential for anaphylaxis pose a critical public health issue in schools.

AIMS

This study was carried out to identify the current status of prevention and management of anaphylaxis in school children with the main goal of establishing such an action plan.

STUDY DESIGN

Cross-sectional study.

METHODS

Schools were randomly selected from 11 different regions of Istanbul. A questionnaire was filled out by 2596 teachers/school principals from 232 public schools.

RESULTS

A school safety committee was absent in 80% of elementary schools (ES) and 60.8% of preschools (PS). Although some form of health recording system was available in many schools, no such system was available in 24.5% of ESs and 10% of PSs. A specific inquiry for detecting children with food allergies was a routine practice in only 4% of ES and 10% of PS. Approximately 27% of teachers stated that monitoring children in school places was not possible at all times. Eighty four percent stated that no written anaphylaxis treatment protocol was available in their school and only around 2.3% in ES and 3.1% in PS stated that they would perform an epinephrine injection in the event of anaphylaxis.

CONCLUSION

Our survey demonstrated critical gaps in the organization of schools for the management of children at risk of anaphylaxis. Data derived from this study would provide the initiative for legislators to review the current situation of school health policies along with the relevant authorities to establish school anaphylaxis guidelines.

Online support for children with asthma and allergies

Children with asthma and allergies experience social isolation and gaps in social support particularly from peers. The objective of this pilot study was to design and test an accessible online support intervention for these children. Children (n = 27) aged 7 to 11 from across Canada participated. GoToMeeting was employed for the support group sessions and Club Penguin for social connections during and between support group meetings. Content included: strategies for coping with asthma and allergies, role playing and games to help children deal with difficult situations, fun and enjoyment, and presentations by positive role models. Participation in the online peer support intervention was high, 86.3% on average over the 8-week intervention. By sharing their experiences, listening to peers' experiences, and role playing, children were introduced to practical skills: problem solving, communicating, seeking support, and self-advocacy.

Addressing food allergy issues within child care centers

The prevalence of food allergies in the pediatric population has risen significantly in the past decade. School districts and advocacy groups have made progress in developing systematic approaches to address pediatric food allergies; however, the widespread variance in child care settings, organization, and staff training still presents unique challenges. Addressing these obstacles requires multiple approaches to policy and guideline formulation and dissemination. This review discusses current issues in food allergy prevention and education in child care settings and offers potential solutions.

Part 2

Management of food allergy on a daily basis is multifaceted, time consuming, costly, and becomes compounded when multiple food allergies are involved. Allergen avoidance methodologies, monitoring of signs/symptoms of allergic reactions, handling serious medication needs, and planning ahead for a potential emergency due to an accidental exposure can be demanding concerns to the patient/family. Due to the complexity of this diagnosis, its implications to health-related quality of life, and extensive patient/family informational needs, it was necessary to divide this article into a 2-part series. This is the second article of the series. The content of Part 1 of the series focused on patient education associated with common food allergens, food allergy avoidance (eg, allergen identification, ingredient label reading, hidden allergens, cross-contact, precautionary labeling, potential routes of accidental exposures) and the food allergy action plan. Part 2 of the series reviews food-induced anaphylaxis and associated patient educational interventions (eg, use of self-injectable epinephrine, medical identification). Both parts of the series consider developmental concerns of the food allergic young child and adolescent. Parts 1 and 2 should be read collectively to acquire a complete view of suggested patient education for the newly diagnosed food hypersensitive pediatric patient and the role of a food allergy educator in an ambulatory care setting.

Comparing school environments with and without legislation for the prevention and management of anaphylaxis

BACKGROUND

  School personnel in contact with students with life-threatening allergies often lack necessary supports, creating a potentially dangerous situation. Sabrina's Law, the first legislation in the world designed to protect such children, requires all Ontario public schools to have a plan to protect children at risk. Although it has captured international attention, the differences a legislative approach makes have not been identified. Our study compared the approaches to anaphylaxis prevention and management in schools with and without legislation.

METHODS

  Legislated (Ontario) and nonlegislated (Alberta, British Columbia, Newfoundland and Labrador, and Quebec) environments were compared. School board anaphylaxis policies were assessed for consistency with Canadian anaphylaxis guidelines. Parents of at-risk children and school personnel were surveyed to determine their perspectives on school practices. School personnel's EpiPen5 technique was assessed.

RESULTS

  Consistency of school board policies with anaphylaxis guidelines was significantly better in a legislated environment (P=0.009). Parents in a legislated environment reported more comprehensive anaphylaxis emergency forms (P<0.001), while school personnel in nonlegislated environments reported more comprehensive forms (P=0.004). Despite school personnel in both environments receiving EpiPen5 training (>80%), suboptimal technique was commonly observed. However, school personnel in the legislated environment had better technique (P<0.001).

CONCLUSION

  Our results suggest that school boards in legislated environments have made greater efforts to support students at risk for anaphylaxis compared to nonlegislated environments. However, significant gaps exist in both environments, especially with respect to EpiPen5 administration, content, and distribution of anaphylaxis emergency forms, and awareness of school procedures by school personnel and parents.