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Mandy’s Story Part 2 A true teaching story about infant depression
Honoring Mothers & Nurses
Mandy’s Story Part 1 A true teaching story about infant depression
Heartwork: Reflective Drawings and Coloring Conversations
Plain Language - Are we there yet?

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Mandy’s Story Part 2 A true teaching story about infant depression

Last time in this space I told Mandy’s Story about the depressed 8-month old
who transformed over the course of one week of simple everyday interactions.
 
The story illustrates the scientific work of Bowlby and Robertson on the stages
children move through when separated from their mothers due to hospitalization.
 
Mandy was well beyond the first stage in a child’s response to separation: Protest.
This stage is marked by wailing and sobbing in confusion, fear, grief at being
abandoned.
 
She was also beyond Stage 2: Despair. The child becomes more hopeless and
apathetic. She withdraws. Like Mandy. This going quiet is not settling in.
It is giving up and shutting down.
 
Mandy was well into Stage 3: Detachment (or Denial). She had suppressed all
emotion, including - maybe especially, feelings for her mother. She hardly
noticed when her mother left. She was so withdrawn that she sought no
mothering at all.  Now, i would recognize that as a sign of major psychological trauma.
 
There are many lessons in Mandy’s story. More on that next time. s
 
Reference
For a history of attachment theory and the stages of separation, plus a good
bibliography,  see Van Der Horst, FCP & Van Der Veer, R. (2009). Separation and Divergence:
The untold story of James Robertson’s and John Bowlby’s Theoretical Dispute on Mother-Child
Separation. Journal of the History of the Behavioral Sciences, Vol. 45(3), 236–252. Published
online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/jhbs.20380 © 2009
Wiley Periodicals, Inc.
 
 
 
 

Honoring Mothers & Nurses


One of my favorite duties at the first conference on Building Children’s Nursing for Africa 
last month was interviewing a panel of three mothers of children with special needs who
are cared for at the Red Cross Children’s Hospital in Cape Town.  They talked like nurses
with full understanding of complex conditions, procedures, and medical jargon. I asked
them, “Thinking back on your experiences in the hospital, what do you want nurses to
know?”
 
Farahna is mother of Hamza*, now 11, who relied on a tracheostomy  for 10 years and
whose remarks closed the conference. She responded simply in a deep, quiet, powerful
voice, “ I am the mother.” 
 
And all  the mothers  together said, “I could not have done it without you.” 
 
In this National Nurses Week  leading up to Mothers’ Day. I am deeply appreciative of
the everyday huge and small sacrifices and loving kindnesses that mothers make for
their children, most of which go unnoticed and unrecognized. And I am ever more
appreciative of the expertise, heroics, gentle touches and encouraging words that
nurses bring to the mothers and their children to restore and maintain the well-being
of both.  You inspire me.
 
*Hamza and I won the award for Best Dancers at the conference dinner!

Mandy’s Story Part 1 A true teaching story about infant depression

When I was a young mother, I was married to a sailor. A submariner. With about
100 other men, he was at sea half the year. 100 days at a time. Underwater.
No communication. As you might imagine, the wives and children were a close
community, a village if you will.
 
One time a group of the wives decided to take a trip. I agreed to keep one of the
younger children for the week they would be away.  The baby’s mother brought
her to me on a Saturday morning. It was the first time I met the child. Her name
was Mandy. She was about 8 months old.
 
She looked 80. Her skin was shriveled. She had a grey cast to her. She made no
sounds. Her eyes were dull and distant.  She hardly moved. She was clean, well
dressed and fed. Her Mom had all kinds of equipment for her. But Mandy was
barely there.
 
Her mother assured me Mandy would be no trouble. She said, “You can just put
her in the play pen. She will be quiet.”
 
That baby girl made no protest when her mother handed her off to me. She never
even looked to see her mother leave.
 
This child, Mandy, had not been in the hospital,  but it was as if she was hospitalized.
She spent her days lying in her crib, well tended, but alone.  Her mother was present;
she met the baby’s physical needs. But she never engaged or interacted.  Mandy’s
emotional needs, even the idea that she had emotions, went totally unrecognized.
With observable physical effects.
 
At the time I was 22, my daughter Lisa was 2. I had a high school education, no experience,
no skills. So believe me, I did nothing scientific or intentionally therapeutic for this child.
I simply folded her into our usual routine. The three of us went to the grocery store and
the park. We shared meals. I treated Mandy as my own.
 
And I watched an unforgettable miracle unfold.
 
That little girl bloomed before my eyes. Hour by hour her appearance changed as she
came back to life. She started to mimic Lisa’s sounds and to initiate contact. She
became interested in everything around her. She laughed. She filled out. Her cheeks
turned rosy. She started looking and acting like a baby.
 
When her mother returned to pick her up, Mandy recognized and reached out to her.
She had regained the courage to expect a response.
 
And, miracle #2, she got one. Her mother gasped and covered her mouth. Her eyes
filled with tears. She said, “I never knew she could be so beautiful!”
 
Much later I learned of Bowlby and Robertson’s work on attachment and the stages
children go through when separated from their mothers due to hospitalization. 

More on that in Part 2. Stay tuned. ss
 
(c) Practice Development Inc. You are free to use this story for teaching purposes
only  as long as you retain the attribution and do not change the story in any way.

Heartwork: Reflective Drawings and Coloring Conversations

Coloring is meditative. With crayon in hand one is able to access a different
part of the brain, a non-thinking part that is intuitive and reflective.
Beginnings Guides Heartwork was designed to tap in to this powerful place.
 
The drawings were created by Laurel Burch. They invite reflection on one of
the key concepts found in the Beginnings Guides curriculum the concepts are
related to managing personal and family health. Each drawing is linked to a
booklet and key concept. The client is able to learn the concept the drawing
illustrates while encouraging her to visualize her future as a mother,to dream
ahead, to imagine and plan. Perhaps she may even reflect on her own
childhood, things she would like to carry over in to her own experience, things
she would like to do differently.
 
Beginnings Guides Heartwork encourages
reflection, which is key to understanding
health information, affects the ability to
make healthy decisions and therefore
improves outcomes. A simple, powerful
method to promote maternal health literacy.
 
Using the coloring pages can help to set up
thinking and sharing quality to a visit, it is
hands on, and will encourage the client to
find deeper meaning and to speak from the
heart. She may uncover new information or
a previously unrecognized need. Therefore
the home visitors handbook includes a chapter
on how to use the coloring pages safely and
effectively to color a conversation.  There are some key factors to keep in mind.
Client safety is very important when working with the coloring pages. Because
the exercise has the potential to bring up deep emotions and/or repressed
feelings it is important to have program protocols in place to assist the home
visitor. A client may bring up depression, domestic violence, child abuse or
substance abuse.Heartwork can be deeply powerful therefore if you do not
have a protocol set up through your organization avoid using this exercise until
something can be implemented.
 
Be sure to organize your visit effectively.
Heartwork requites trust and a certain
level of comfort. They were not designed
to be used on the first or second visit. It
is also suggested that you wait until the
end of a booklet to do the coloring pages.
If needed you can introduce the page and
leave it with them to complete on their
own time. They could also be encouraged
to journal or write about their experience
on the back of the page. Be sure to provide
crayons or makers and encourage
your client to find a quite place to do the work where she won’t be interrupted. Be sure
to listen, respond, follow their lead and listen to your instinct.
 
Do you use Heartwork in your practice? Would you like to share your experiences and
clients drawings? We would love to hear from you.
 
 
 

Plain Language - Are we there yet?

I twisted my knee. Before long it is too sore to ignore, so I check with a
physical therapist at the gym. He says he can fix it and that he is a
preferred provider on my insurance; his services will be fully covered.
So I visit him nine times over two months. My knee is better.
 
But my mind is boggled.
 
A week after the final scheduled PT session, I  get  a nine page so-called
“Explanation of Benefits”  from my health plan.  For each visit, there is
a not-a-bill on which I’m not-billed separately for Exercise Therapy,
Body Movement Therapy, and Muscle or Nerve Trai.
 
I’m not sure what that third item is, or if I had it, or why  the provider
billed $50, the plan allows $33.46, so I owe $33.46.  The Note says
“3024”.  So I hunt through the pages and find  a section labeled NOTES.
Here is Note 3024 (their caps): SEE THE “REHABILITATION SERVICES”
SECTION IN THE ALLOWANCE SCHEDULE OF YOUR CERTIFICATE OF
COVERAGE.” 
 
What?
 
Looking further, I see on the back of each page that if I disagree
with the payment decision, I can “submit a request for appeal
within 180 days of this notice”.  It should be in writing and include
copies of my medical records.
 
Who has their medical records? 
 
I can’t object to the decision since I can’t determine what the
procedure is. I don’t have a clue what the price should be. 
 
I give up and take the stack of papers to my husband; he’s a lawyer.
After a 15 minutes pouring over the pile,  we conclude that this
not-a-bill says the services, including the mystery procedure “Nerve Trai”,
are covered, at least partly,  but the insurer is not going to pay;
perhaps because while the individual deductible has been satisfied, 
the family deductible has not.  But the the employer says there is no
deductible on our plan... It seems the take home message is, “You might
get a bill.”  Hardly and EOB. More like a “Not-an- Explanation of No-Benefits.
 
This story would suggest that, despite the PhD and 30 years in health
services,  I have low health literacy. That is, I do not have the capacity
to process and understand information necessary to make appropriate
health decisions. Likewise for my husband the trial lawyer.
 
I’ve been impatient with the Plain Language crowd, thinking that surely
we all know about readability and jargon and all that by now. 
I am wrong. Really wrong.
 
 Keep at it Plain Language advocates!
 
 

Promoting Health Literacy with Beginnings Guides Part 14 Cultural Appropriateness


This is the last in our series using the SAM Suitability Assessment
of Materials to assess the suitability of Beginnings Guides to
pregnancy and parenting for low skilled readers who may be new
to the healthcare system.
 

For a good cultural fit match readers’  LLE
Leonard and Cici Doak, authors of the SAM,
concluded that most communication errors
in healthcare are caused by cultural gaps
between patients and providers,particularly
gaps in Logic, Language & Experience - LLE. 
For anyone in health communications
-that’s everyone in healthcare, it’s an acronym
worth remembering. 
 

Logic refers to a way of thinking about health, illness, treatment. 
Because of their specialized training, healthcare professionals have
a special way of thinking. For example, to a clinician who sees 30
sick people per day, illness is normal, another day at work, the usual
routine.  But to those 30 sick people, their illness  is exceptional, a
major source of physical, emotional, spiritual and financial stress for
a whole family, a reason to miss work and suspend the usual routine.
The clinician’s routine challenge may be the patient’s life changing
event. Consider, too differences between Western and Eastern medicine,
between medical specialties,  between medicine and public health,
between medicine and health promotion. A challenge for all health
communicators is to understand and match the learner’s logic about
your topic.

Language refers to a way of talking
about health, illness, treatment
Of course, logic and language overlap.
To a professional the problem
may be hypertension exacerbated by
obesity; to the patient the problem is
bad blood making it hard to walk up the
stairs. In the West, we describe epilepsy
as a disease - abnormalities in brain cells that cause seizures. Elsewhere,
epilepsy is described as  blessing - a sign that the person may be a shaman;
“the spirit catches you and you fall down”. Other language issues are less
subtle.
 
English is the language of the healthcare system.
If you are not proficient in English, you will struggle
at every level. And even if you are, you may still
struggle when simple English terms like stool and screen,
minor and routine take on a whole new medical meaning.
Or when simple concepts like walking  and pus or go home
take on a whole new vocabulary like ambulation and
discharge.
 
Latin and Greek are the language of medicine.
Terms are long and technical, so a natural short hand
emerges. As public relations director for a hospital that
specializes in heart surgery, I encountered more than
one family who objected to hearing staff refer their loved one as “the cabbage
in 206”. They were using shorthand for coronary artery bypass, thinking and
talking about the patient as his procedure and location.
 
Experience refers to participation in events as a basis of knowledge
A clinician lives in the hospital or clinic. S/he is intimately familiar with
the technology. S/he is in charge and in control. Everything is organized
for his or her convenience and efficiency. His or her status comes from
specialized knowledge.  In many cases, the patient has no experience
and very limited knowledge. That means no basis on which to judge
quality, weigh options, or interpret instructions. At that same hospital,
two patients who had open heart surgery by the same surgeon on the
same day were re-admitted two weeks later. Their doctor had told 
them to “take it easy.”  Both complied. One ran 3 miles instead of
his usual 5. The other never got off the couch.

Who is responsible for bridging the gap?
Federal, state and local laws, Medicare and Medicaid regulations,
and accrediting bodies clearly state it is the healthcare providers’
duty to communicate in a way the patient and family can understand.
SAM says Superior health education materials match the readers LLE
and present images and examples that are realistic and and positive.



Beginnings Guides are intended for a broad
national audience. It’s intent is to be as
culture-neutral as possible. We chose cover
art by Laurel Burch in which our testers saw
whatever was important to them. 






Last words on SAM: Only readers know for sure
SAM is an at-your-desk review. It cannot tell you that your information
is easy to understand and use.  Only the intended learners can tell you
that they learn easily from your document. SAM helps you get your
materials to the point where they are ready for Reader Verification
Interviews. More on that next time.

Promoting Health Literacy with Beginnings Guides Part 13 Motivation to Learn

Adults learn to solve a problem they have now
Motivation to learn depends in part on the person’s skills, and more on the
information. Adults learn in order to solve a problem they have now. Another
way to say it: literacy skills always are used for a practical purpose. 
 
Health literacy...
the cognitive and social skills that determine a person’s motivation and ability to access, understand and use information is ways that maintain or enhance health.

I’ll never forget a brochure titled How to Care for Your Son’s Penis,  a topic
many a new mom has wondered about and few have been willing to ask about. 
So intended readers will be motivated to open the brochure. So far so good.
 
Facts do not motivate
The brochure would fail a SAM review on many counts discussed earlier in
this series, each of which puts a damper on readers’ motivation to read and
learn and take action.  But here’s the big sin: the six-panel brochure uses
five and a half panels to describe and illustrate the details of the penis,
it structure, functions and properly named parts.
 
None of it tells the mom what she wants to know.
 
None of the dense narrative of facts motivates her to adopt the desired behavior
-which is yet to be mentioned. In fact, this information is discouraging and
disempowering.  It overwhelms the reader with the author’s knowledge, leaving
her feeling like she can never learn what she needs to know to take care of her
child. It makes her unnecessarily dependent on The One Who Knows. It takes up
her time and leaves her with nothing she can use, no action she can decide to
take or not.
 
How to... motivates
The last sentence on the back panel  of the brochure says, “The best course is
to leave it alone.” 
 
There is no need for the rest of the brochure. That’s all she needs to know. 
A clinician could tell her that in less time than it takes to hand her the brochure,
and a lot less time than it would take her to wade through the irrelevant
gobbledygook. 
 
We are motivated to read and learn from information that is clearly and immediately
relevant; AND that describes in specific familiar concrete terms the actions that will
solve the problem that motivated us to seek information in the first place.
 
As long as the desired behavior feels doable. On this point, the offending brochure
gets a high score. “Leave it alone” is specific and doable.
 
 
SAM - the Suitability Assessment of Materials, gives a Superior rating to materials
that describe and show specific behaviors and skills and that subdivide complex
topics so readers feel confident and ready to take action step by step. 
 

 

Editorial Conventions in Health Education Materials What to do about dads and pronouns


She or he read our February newsletter. And unsubscribed.  She or he wrote
that the posting and the included excerpt from Beginnings Parents Guide is
sexist because the text does not address fathers and it does not use the
gender neurtral “he or she” in referring to the baby.
 
These are two sticky issues for editors  and  reviewers of health education
materials.  Decisions need to be driven by consideration of the intended
readers and ease of reading and comprehension.
 
At Beginnings Guides and the Center for Health Literacy Promotion we
continuously debate to what degree to include fathers in parent education
and programs that intend to support child development.  My decision as
editor is based on data from home visitation and parent eduction programs
that have participated in our research. 
 
We have two databases now, totaling 2675 parent child dyads. The data are
reported by the practitioners on the families in their case loads (we have
no access to identifying information). In each database, fathers /male
caregivers make up less than 1% of the parents. That does not indicate
fathers are not active and important in the children’s lives. But the data
do show clearly that it is still mothers who are the primary caregivers. 
And so Beginnings Guidesare addressed to mothers.
 
I can understand our unhappy reader’s objection about the excerpt that
refers to the baby using the male pronoun he. If she or he were more
familiar with Beginnings, she or he would see that the convention is to
alternate the use of he and she in logical ‘chunks’ of text.  This avoids
cluttering up the page, slowing reading, and interfering with comprehension
by repeating the awkward and unfamiliar he or she or s/he, as I have done
here for illustration.  Another way around the pronouns is to use Baby
with a capital B as you would use a name.
 
I’m sad to loose a reader, and I appreciate his or her passion for equality,
and that she or he brought these issues to the forefront for reconsideration. ss
 
 
 
 
 
 

Promoting Health Literacy with Beginnings Guides Part 12: Interaction stimulates learning

Interaction is a literacy skill that is used to personalize information. We
interact with the information and with others (family, friends, professionals)
to make meaning from it and decide how it applies to us in our situation,
with our resources and our challenges.
 
Interaction also is a parenting skill used to engage a child and stimulate
learning.
 
Interaction physically changes brain chemistry
Brain imaging shows how interacting with information stimulates learning.
It produces a measurable chemical change in the brain that takes the
information into long term memory. No interaction, no long term memory.
No recall. No ability to use the information for health (health literacy).
 
Ask questions, spark thinking and action
You can work interaction into print materials, face-to-face teaching and
any media format. By now you may not be surprised to read here that
the way to facilitate interaction for learning is to ask a reflective question
that requires the learner to think. In printed matter, our subject here,
interaction usually looks like blanks to fill in, boxes to check, pictures or
words to circle, choices to make, alternatives to consider.
 
For example, In the Beginnings Parents Guide, running text about lead
testing for infants is replaced by a set of five short personal statements
and check boxes to choose [ ] Yes or  [ ] No.  This follows guidelines we’ve
discussed previously in this space:  no more than 5 items are “chunked
under one subhead;  a 10% cyan (blue) screen behind the text draws the
reader’s attention to the information.  The key information is placed at
the upper left where reading starts, using the principles of reading gravity
to further ensure the reader does not miss it. The headline engages the
reader with a reflective question that requires thinking:  Does your baby
need a lead test?
 
Thinking through each question and physically checking the box is the
interaction that stimulates the chemical change that fosters long term
memory and converts information to knowledge that can be used again later.
 
Running text is easy to read, understand and forget. Read the next sentence
now; when you finish reading the rest of this post, see what you recall.
Your baby needs a lead test if you live in a home built before 1960 or your
home has lead pipes. Also, If you live near a highway, lead smelter or recycling
plant, or you live with someone who works with lead, your child needs a lead test.
 
A question-answer format is more engaging than straight text, but it is passive,
rather than interactive.
 
You can build interaction into audio and video taped information by including
a question for each important point. Ask listeners a direct question and include
a pause. After the pause, give the answer. In face-to-face teaching, use the
“teach back method”. Ask the learner to tell you in their own words what they
are going to do at home, and what problems they might encounter. Use their
words in this conversation.
 
SAM- theSuitability Assessment of Materials - says that Superior health
education materials present problems or questions for reader response.
Information that does not offer interaction does not stimulate learning and
is not suitable for health education. Information that improves health literacy
is interactive.
 
Interact!
Now, close you eyes and say out loud the ways you know that does a baby
needs a lead test.
 
To see how you did and check out the example, take a look at  the lead
 
Next: Motivation

Promoting Health Literacy with Beginnings Guides Part 11: Chunking information for Easier Recall


Did you ever play the party game where multiple items are displayed on a tray;
everyone gets to look at the tray for one minute, then the tray is removed and
you write down as many items as you can remember?
 
No one remembers more than seven items
That is because of the way the brain processes information. Earlier in this series
we said the purpose of the cover, is to attract the readers’ attention. When it
does, the reader’s mind very rapidly decides to activate memory and process
the information. Or not.
 
Assuming the reader decides to pay attention - the information goes to short
term memory. If you’ve played the “What’s-on- the- tray?” game, you probably
noticed that short-term memory has very limited capacity and short storage time.
In a bright mind on a good day, short term memory holds seven items. It lasts
less than 1 minute. For many, especially those with low literacy and high stress,
it holds less. And here’s the thing: the more items on the tray, the less you
remember. When short-term memory hits capacity, it dumps everything.
 
Chunking prevents over-taxing short term memory
The parlor game is easier when the items on the tray are organized -- ”chunked”
into groups of related items. Chunking helps the mind associate the items with
something it already knows. Association gives the brain a place in to put the
information in long-term memory, so you can recall it.  Maybe the tray contained
kitchen utensils (spoon, can opener, peeler), bathroom items (toothbrush, comb,
soap) and writing implements (pencil, pen, marker). These chunks are easier to
think about than a bunch of stuff.
 
It’s the same with printed information: use subheads to chunk a list of items into
logical groups that link the information to something the reader already knows.
 
SAM says that in Superior health education materials, lists are grouped under
descriptive subheadings with no group having more than five items.
 
The Beginnings Parent’s Guide’s  Home Safety Checklist for infants up to 12
weeks old in the is a good example. It’s on page 25; take a look.  The instruction
is divided into four chunks: fire safety, sleep safety, burn safety and air safety.
Each chunk covers one to three items. In addition to increasing comprehension,
this chunking makes the checklist look and feel do-able.
 
Next: Learning Stimulation
 
Resources: Doak C, Doak L & Root J. (1996).Teaching Patients with Low Literacy
Skills. 2nd edition. Philadelphia, Lippincott.  NB: Find it free online thanks to
Harvard School of Public Health
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