1virtualhealth.com eMagazine / Fall 2014

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1 Virtual Health, Inc. 7177 Brockton Ave. Ste. # 112Riverside, CA 92506(951) 276-1645

Fall Issue 2014

A quarterly publication for 1virtualhealth.com™, serving nationwide EAPs, Telemedicine, and the Well-Being Communities

A quarterly publication for 1virtualhealth.com, serving nationwide EAPs, Telemedicine, and the Well-Being Communities

3 Message from the President 4 Bringing Sanity to the Morning Rush Routine

6 Making the Transition from Elementary School to Middle School

8 I Survived 10 Schools in 12 Years – And So Can Your Kids

9 A Bullying Story

11 Indoor Air Quality

12 Optimize Your Workspace Configuration

14 Autumn and Chinese Medicine

15 Helping Children who are Grieving in the School and in the Classroom 16 The Arts of Teaching and Learning 18 From the Chief Executive Editor’s Office

Contributors:Ellen Diamond, M.A., Editor

Ki Ennes, M.Ac., L.Ac.

Todd Hoover, M.D., DHt

John Loupos, M.S., C.S.E.

Brian K. Shaffer, CPBS, GC-C, FT

Sherri D. Webb, Ph.D.

Tracy Wood, CPC, ELI-MP, President and Founder, 1 Virtual Health, Inc.

Virginia A. Gannaway, M.A., Chief Executive Editor

Well-Being Community Fall Issue 2014

In This Issue:

1virtualhealth.com™ Community Newsletter | Fall 2014 | Page 3

I have spent the last few weeks interviewing a man in his 70’s who has less than two years to live. I have great compassion for him and his physical maladies, but I am also trying desperately to find a way to help others from his story.

He was born in England in the 1940’s. He was a healthy and active young man. He trained relentlessly as a swimmer and even made the cut for the British Olympic team at 16. As his life evolved, he became a father, an engineer, and an American immigrant.

After moving his family here in 1974, he was still quite a healthy man. He was nearly 6 feet tall, weighed 168 pounds, and had a 34 inch waist. In the America he immigrated to in the 1970’s, cigarette commercials on television were common. Alcohol excess was en vogue. A night out included gigantic portions of prime rib and baked potatoes.

At work, he was very active and created parts for the US space and air programs. But on the job he breathed in a coolant chemical. He ate lunch from the “roach coach” and went for a pint or two after work at the local British pub. He worked 12 to 14 hours a day and usually Saturdays.

His life continued like this until 2002, when he fell and broke his hip on the shop floor. This was the beginning of a major downward spiral. Eventually he had hip replacement, which led to a silent heart attack while hospitalized for the hip. Two major heart surgeries later, he was given a defibrillator and a pacemaker. During recovery, his foot became ulcerated. This foot condition led to a partial amputation. While he tried to keep moving, his kidneys would not. During the examination and screening for dialysis, they discovered cancer.

Then he and his wife decided there would be no more fighting. He decided to go peacefully with no more

holes, surgeries, or treatments that are painful and most likely to fail.

I asked him what he would have done at the age of 34 if his company had offered him an inexpensive way to screen for diabetes, heart disease, and even cancer. I asked him, from where he sits today, “Would you have participated in these programs, Dad?” My father, looking very tired and even defeated, finally responded after some brief reflection, “Yes, Lass, I would.” My dad continued, “Had I known what some of the medical stuff meant when I got here, I would have done a lot different. I remember one time I was told I was a borderline diabetic. I had no idea what to do. They gave me medicine. I took it. They told me to watch what I eat, but they didn’t tell me what was good for me or not. We didn’t have the Internet for your Mum to look at like she does now.”

Today my dad has a diagnosis of cancer. He starts dialysis within a week and has a life expectancy of about two years.

Today in America, we are more empowered with information than my dad’s generation was. The “white coat syndrome,” where we fear and revere everything a doctor says, is not as prevalent as it once was. We collaborate more in our medical decisions. We step out to seek second and third opinions. Yet we hear horror stories of someone in a coma state, with doctors ready to harvest organs. A patient may have a rare infection that leaves him/her powerless until a specific disease specialist finds it. Later we discover the patient heard every conversation about being cut up for parts.

Imagine that you are that patient. I am not saying these stories are the norm. I am saying that educating the public and the companies we work for is key in healthcare. I am saying that people like my father do not have to die this way. I am saying that boomers should grow stronger and live longer and healthier lives. But why wait until retirement to take care of your health?

I believe that, if we can prevent disease with early detection, we can save lives. So as you and your company start the annual rollout for your new benefits, ask the question, “Where is our biometric-driven wellness option?” For approximately $8.00 per user per month, it’s worth it. I know my dad would have gladly paid it. After all, it is about the price of a glass of wine that you order to go with your dinner.

It’s your health. Start living TODAY!

Tracy WoodPresident

Ellen Diamond, M.A., Editor

Ki Ennes, M.Ac., L.Ac.

Todd Hoover, M.D., DHt

John Loupos, M.S., C.S.E.

Brian K. Shaffer, CPBS, GC-C, FT

Sherri D. Webb, Ph.D.

Tracy Wood, CPC, ELI-MP, President and Founder, 1 Virtual Health, Inc.

Virginia A. Gannaway, M.A., Chief Executive Editor

From The President : A Time to Reflect on our Health


Parenting: Bringing Sanity to the Morning Rush Routine

Hitting the snooze alarm and waking up at the last minute begins the morning rush for many. Then comes showering, grabbing something suitable to wear, doing hair and makeup, and putting breakfast on the table. All this happens while you watch the clock and dread the beginning of each day. This does not include getting children ready for school or daycare. The experience can cause a parent to feel overwhelmed, out of time, and out of control.

Mornings can be peaceful. Mornings can set the stage for a calm, productive week. Mornings need not be a source of tension and stress. A little planning and preparation can help parents and children better manage the first hours of each day. Here are suggestions for bringing sanity to your morning rush routine.

Remove clutter from closets and drawers

So much time is spent looking for things. Some items in people’s drawers have not been used for years. Clothes in closets may be out of style, need repair, or no longer fit because of weight changes. Take one drawer or one section of a closet at a time. Donate the shoes, dresses, shirts, or pants that have not been worn in recent memory. Clear the shelves of possessions that take up space, collect dust, and get in the way of finding what you need. Do the same thing in children’s rooms. Time spent getting organized will save countless hours of searching, being frustrated, and feeling rushed.

Get ready the night before

Clothing for the morning can be laid out before going to bed. Lunches can also be made, and the table

can be set for breakfast. Have children organize backpacks and place them in the car or near the front door. Evening showers and baths free time in the morning to share a nutritious meal, enjoy a cup of coffee, or sit down for a brief meditation.

Develop a morning routine

Routines help people go from task to task without having to spend time and energy thinking about what to do next. Parents and children should have a morning routine that, if performed without rushing, gets them ready to leave for work or school on time.

Children should have a chart in their rooms that reminds them of all the tasks they need to do once they wake up. Each item that has been checked off keeps parents and children on track and in charge of the morning.

Wake up on time

Repeatedly hitting the snooze alarm makes it more difficult

to approach the morning with energy and purpose. Determine what your waking time should be and begin the morning routine when the clock alarm goes off. This does not mean that a person has to spring into action. The first few minutes of the morning can be spent stretching in bed, listening to music or expressing gratitude for a new day. Waking up on time and without repeatedly hitting the snooze alarm trains the body and mind to associate the morning with alertness and activity.

Train children to wake themselves up and get ready for the day

School age children should be taught and encouraged to assume responsibility for waking up, getting dressed, and completing their morning routine. They may need help in the beginning but

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Parenting: Bringing Sanity to the Morning Rush Routine

should become better at completing tasks with support and praise. Following the model of Mom and Dad can also help them. A parent may need to tell teenagers that they are entirely responsible for getting up and getting ready on time. This includes letting them experience the consequences of being late. Children of all ages who have trouble waking up may need to go to bed earlier. Children do not like beginning their day by being nagged at or feeling as if they are in trouble. The sooner children assume responsibility for waking up, the sooner they master a skill that they will use for a lifetime.

Do something that brings joy to the morning

Simplifying the morning routine creates time to add experiences that help parents feel good about starting a new day. A quiet breakfast, short walk, or five minutes reading something inspirational can give the morning hours meaning. There are so many activities that parents must do before the work day begins. Choosing to do something that brings us joy

slows the pace of the morning and brings purpose to the day.

Do one thing at a time

Multi-tasking may not be the most efficient way to get things done. Doing so can certainly be distressing for many people. Slow down. Focus on doing one thing at a time. Make the morning a series of tasks that flow into one another like a beautifully choreographed dance.

Ask yourself what kind of day you would like to have. If the feeling of being more in control, in charge, and at peace is the answer, then follow these suggestions and eliminate the rush from your morning routine.

This is an original work authored by Sherri D. Webb, Ph.D.

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Parenting: Making the Transition from Elementary School to Middle School

Recent elementary school graduates have come into my office all summer with middle school concerns and fears. They have asked numerous questions. Will I fit in? Will I get to my classes on time? Will I remember which class to go to next? Will I be able to open the lock on my locker? Will I have to change clothes for P.E. in front of other kids? Will I have the same classes as my friends? Few children have mentioned teachers, the curriculum, or academic expectations. It is as if middle school is the place where education is secondary to life lessons about self-acceptance and self-worth. Yet, for many preteens, the transition could not come at a worse time.

The middle school years are marked by rapid physical and emotional changes that accompany puberty. Children who felt confident in elementary school may become self-conscious or embarrassed as their bodies change in size, shape, and appearance. An increase in hormones contributes to moodiness and roller coaster emotions. They also worry about not developing at the same rate as peers. These concerns, in addition to a new school, separation from friends, more difficult classes, and pressure to fit in socially, require that parents be supportive, empathetic, and prepared. By

planning for these years, moms and dads can help children anticipate the challenges and turn some of their anxiety into enthusiasm. Here are ten ways that parents can achieve this.

1. Read about adolescent development. Increase your knowledge about the physical, emotional, intellectual, and social changes experienced by children who are ten to fourteen years old. Preteens are not taller versions of their younger selves. Update your parenting information to reflect your child’s current age.

2. Emphasize the positive aspects of going to middle school. For example, larger schools equal more opportunities to make friends. Clubs and activities bring children together who share common interests. For the first time, children can choose classes or electives. There are a variety of academic subjects. Children can participate in sports. Changing classes makes the day go by faster. They will have more social and personal freedom.

3. Tour the campus with friends. Get a map of the school and invite a few friends to join your child in exploring the grounds before the first day of class. Locate buildings, bathrooms, lockers, and lunch areas. Once school begins, friends can help each other remember where things are.


Parenting: Making the Transition from Elementary School to Middle School Parenting: Making the Transition from Elementary School to Middle School

4. Explore the school website with your child. Websites offer first-hand information about upcoming activities, announcements, and events. Some schools post their policies, rules, and regulations. There may be message boards for teachers, links to other useful resources, and frequently asked questions. Encourage your child to use the website to increase familiarity with the school community.

5. Meet the teachers and administrators. Show your child that you care by attending parent-teacher orientation programs and Back-to-School Night. Children do not outgrow the need for parents to be involved in their education. At minimum, you can walk from class to class, in the few minutes that your child is given, to experience this aspect of your child’s school day. More importantly, in one evening you can meet most of the people who will be influential during your child’s middle school years.

6. Create realistic expectations. Have open discussions with your child about the differences between elementary school and middle school. The school is larger and the students are bigger. There is no recess. The locker serves the same purpose as a desk. Children will be required to change clothes for P.E. classes in front of other students. Academic work will be more challenging. More homework will be assigned. Your child is expected to be independent and responsible for completing her own work. Teachers may not be as nurturing as those in the earlier grades. Friendships may change. Bullying behavior peaks during the middle school years. Talk to your child about how to manage children who harass and intimidate others. Dating is common, as is the peer pressure to be in a relationship. Most importantly, your child will do just fine in middle school with your encouragement and support.

7. Teach the basics about time management. Children must be shown how to use time efficiently. Make sure that your child has a calendar or weekly planner to schedule school and extracurricular activities. Set aside enough time every weekday to study for exams and do homework. Help your child prioritize which assignments need to be completed first. Planning how to use time is essential. Teach your child how to look ahead and determine what needs to be completed by a future date.

8. Establish a homework routine. Make sure that your child has a set time and place to study every single day. You want the act of doing homework to become habitual. Schedule study periods and break periods. Encourage your child to set goals for doing a certain amount of work in an allotted period of time. Limit television watching and the playing of video games so that neither becomes part of the homework routine.

9. Listen without criticizing. Children need parents who are able to hear what they have to say without yelling, lecturing, complaining, accusing, blaming, and finding fault. Do your best to truly listen. Restate what your child has said without mocking it or minimizing its significance. Demonstrate genuine interest by giving your child your full attention. Respond in a way that seeks to improve a situation. Praise your child’s honesty. Be hard on problems and soft on children.

10. Stay involved in your child’s life. Children do better in school when parents are involved in their education. Children do better everywhere when parents let children know that they really matter.

Do your part to make the transition from elementary school to middle school one that your child remembers fondly.

This is an original work authored by Sherri D. Webb, Ph.D.

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Parenting: I Survived 10 Schools in 12 Years – And So Can Your Kids

If you ask people what they were like in high school, most have a ready answer: jock, nerd, drama kid, and so on.Looking back, they can see that the foundation for those identities was laid in their earlier years by their childhood interests, friends, and extracurricular activities. I have a ready answer, too, but it’s a little different. I was the new kid. My dad was in the military and, for us, that meant a move about every two years.

When my sister and I were in elementary school, my parents used to send us out to play, and eventually we’d meet some kids. In junior and senior high school, we had to work a little harder to find friends, but we managed.

Changing schools is not something children want to do, or parents want to make their children do, but sometimes it’s unavoidable. Parents today most likely don’t just send their kids out to play and find new friends. But there are ways to make the transition easier for them. Based on my experience, here are some tips that can make that change easier on your children.

If at all possible, have your children start the new school at the beginning of the year. The start of a school year brings new class assignments and teachers for even returning students, so your children will start on a more level playing field.

If your family moves to its new home before the beginning of the school year, try to arrange a tour of the new school, so your children will be familiar with the campus. Meet with a member of the administration and go over how the curriculum may be different from the one in your children’s old school. Come up with a plan on how to bridge any gaps, if they exist.

Encourage your children to participate in the same extracurricular activities they were involved in at their old school. Chances are that this is where they will find new friends with whom they will have a lot in common. This is especially important in junior and senior high school, when breaking into existing groups may be more difficult.

Try to meet some people in your new neighborhood who have children the same age. Perhaps there is a Moms club or other organization you could join. If you have started attending a church or synagogue in your

new neighborhood, your children may meet new friends there.

Give your children the opportunity to express their fears and anxieties. Let them know that you, too, may be anxious about moving to a new area and starting over. Sherri Webb, PhD, Director of Psychological Services at 1virtualhealth.com, says, “Moms and Dads can encourage children to talk and describe what they are feeling. Children need to know that it is okay to feel sad, confused, or angry.”

A move is difficult for every member of the family. Ten moves in 12 years is a lot for any family, but mine survived. If you keep the above tips in mind, your family can survive a move, too. I have lived in Santa Ana, California, for over 15 years, a personal record.

This is an original work authored by Ellen A. Diamond, BA, MA.

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Martial Arts: A Bullying Story

When I was a boy, my father earned his living selling scientific equipment. He was very good at what he did.

His salesmanship earned him frequent promotions, each garnering him a new sales territory. His promotions also meant frequent relocations. By the time I was ten, our family had moved seven times. Each move afforded me the dubious opportunity to experience what it was like to be the new kid in school.

Our final family move was to a Boston suburb. Each previous move had presented its own unique challenges for me as a young boy. However, attending grade school in my new locale brought challenges I’d not faced before.

This new school came with bullies. One bully in particular seemed intent on making life miserable for me. It is no exaggeration to say I lived in abject fear of this boy for nearly three years. He took delight in taunting and threatening me and in directing his bully entourage to do likewise. He was a cruel boy. Contrary to what you might expect, neither this bully nor his followers ever beat me up. Instead, they bullied by threats and intimidation. This distinction afforded me little solace, and I lived in fear, night and day, for my physical safety.

My feelings of utter helplessness and wanting to somehow learn to protect myself from these bullies led me, at age 13, to study martial arts. I began during summer vacation. Summertime offered an annual reprieve from my schoolyard bullies and was the perfect time for me to undertake my new discipline without the usual fearful distractions.

Luckily, I had a first martial arts teacher who built my confidence and inspired me to work hard to improve my skill level. I never told him about the bullies I feared.

In fact, I never told any adult about the bullies. I wasn’t just afraid of these boys. I was ashamed that I was afraid of them. I kept my fears and my shame bottled up inside and maintained an outer facade of nonchalance.

Before school resumed that fall, after only two months of martial arts training, I found myself confronted with an entirely new situation that put my new skills to the test. I was out playing with my younger neighbor friend, Jimmy. Another boy, whom I’d never seen before, but who looked to be a couple years older, approached us and said that he’d come to beat up Jimmy. Apparently, someone else had put him up to this because he didn’t know which of us was Jimmy. Fearing for my younger friend’s safety, I stepped forward and announced myself as Jimmy. The other boy moved in close to hit me. I used my new martial arts training to knock him down flat.

Next, a strange thing happened. Instead of being angry, he stood up and apologized, saying how impressed he was with how I’d fought him. Surprisingly, he wanted to be friends. It turned out he wasn’t cruel. He just didn’t know how to make friends. I don’t know that I taught him much about friendship that day. But I do know he gave me an important lesson in differentiating the motives behind various kinds of aggression. For my part, I was bewildered as to how someone, a complete stranger at that, could want to fight one minute and be friends the next. He provided my first real insights into the mind of at least one kind of bully.

Returning to school when summer ended proved somewhat more challenging. My old bullies were waiting to target me, and it wasn’t long before the main bully goaded one of his followers into finally attacking me in the school corridor. This time, instead of making shameful excuses and putting off an inevitable confrontation, I decided to stand up for myself. Consequently, this bully also ended up flat. Apparently, I’d embarrassed him before his fellow bullies. So he picked himself up and followed me into the classroom where he tried to attack me again. I knocked him down a second time, just as our teacher entered the room to witness the aftermath. My response to his second attack cost us both detention.

Standing up for myself against this one bully after years of being afraid was well worth the detention, and I have never regretted my actions that day. A couple weeks later, and off school grounds, the same boy tried yet again to get the better of me while his friends watched. The result was the same—he found himself looking up at me from the ground. That was the last time he bullied me.


Martial Arts: A Bullying Story

After that encounter, I discovered I’d gained a reputation at school as a kid who would, and could, stand up for himself. The bullies, especially the main one, kept up their harassment and intimidation. But, having already stood up to protect myself on those couple occasions, I saw the bullying by these boys as little more than noisy talk. Their bullying no longer elicited the fear in me that had so governed my life for several years prior. I remember thinking to myself, “Why didn’t I just stand up for myself earlier, instead of living in fear for all those years?”

Fast-forward forty years to my high school reunion. Since high school, I’d rarely kept in touch with my former classmates. Some folks at my reunion I recognized right off, and others had changed so much I hardly recognized them. One fellow, in particular, puzzled me. But I didn’t get a friendly feeling about him when he walked by. When this fellow later joined in on a conversation, I was astounded to realize he was none other than the same bully leader who had so terrorized me forty years ago.

Out of politeness, I asked how he was. As he spoke of his life and his work, it became clear that he was a bitter and unfulfilled man who hadn’t accomplished much with his life. He seemed little changed since our years together in school. As we spoke, I noticed my mixed responses to him in the present. I felt a flash of anger over injustices long past. But that feeling faded almost immediately. Standing next to me, this bully from my past had no power over me. Mostly, I felt sorry for him. If there was anything to be angry about, it would be that this man had wasted his life by failing to take responsibility for becoming the best person he could as an adult.

I find myself musing over my more than four decades as a martial arts teacher. On numerous occasions, young students or their parents have sought my counsel to solve a bullying problem. Accounts of bullying always hit a nerve for me. Bullying, even when just in the form of

intimidation or harassment, causes emotional scarring. I learned long ago that it can be just as harmful as, or even more damaging than, physical injury.

I have my own bully to thank for that awareness. So, it is with some sense of irony that I reflect on how I owe this man, and others like him, a measure of gratitude. If not for him, I might never have evolved into the fully empowered and compassionate adult that I am today.

It has often been noted that our experiences shape us, but our choices make us who we are. Though it would probably matter little to this man if he knew, I forgive

my bully for his past actions. I choose to focus on the lessons I have learned rather than on the damage done. Of course, as an adult, I have that luxury.

Today, I continue to work passionately to guide youngsters and other students in finding their own sense of power and autonomy through training at martial arts. While I never advocate for violence if it is at all avoidable, I do teach my students that no one has the right to harm them, and that sometimes

one kind of violence may be necessary, and justified, to prevent a greater harm.

This is an original work authored by John Loupos, M.S., H.S.E.

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Martial Arts: A Bullying Story Wellness: Indoor Air Quality

Comfort is essential for productivity at school or at work. The more extreme your environment, the more difficult it becomes to do your work. Just imagine working outdoors in Alaska during the winter. You would spend 90% of your time staying alive and 10% of your time getting work done. Not very efficient, to say the least!

Having a comfortable environment will help you work at your maximum level. With the coming of fall, people spend more time indoors. Air quality is important but becomes more difficult for an individual to control. Some common indoor air quality issues that can interfere with work include the following:

• Chemical odors • Conditions too hot or too cold • Dampness in the air • Draftiness • Mold • Stale air • Strong perfumes of coworkers

Often you can tell if the indoor air quality is poor because you feel uncomfortable. You can become distracted because of a draft or the room temperature. Other times, poor indoor air quality is noticeable by a gradual onset of symptoms like a headache, difficulty concentrating, or fatigue.

Sometimes people feel much better when they go on vacation. This effect may be due to the enjoyment or being in a relaxed state. So be careful about drawing any conclusions based on vacations alone.

Perhaps you notice a pattern of being able to do less work or your work is not as good as usual. Or you develop physical symptoms at work. Then ask yourself the following questions:

1. Do you notice any odors that seem strong, noxious, or unusual? 2. Do you feel a draft in your workspace? 3. Do your symptoms worsen on rainy days? 4. Are there any signs of dampness at work like stains on ceiling tiles or watermarks on the walls? 5. Are there large layers of dust in your workspace?

If your symptoms continue or you are concerned about the air quality, notify your supervisor. If your company has an Employee Health and Safety Team, they can evaluate your work area.

Workspace air quality can be evaluated from several vantage points. The first area of evaluation should be to assess air flow. The lack of air flow can cause carbon dioxide to build up. Without enough ventilation, odors from people in the space can become vaguely uncomfortable. Symptoms include a feeling of closeness or staleness of the air. Too much air flow or unbalanced air flow might create a draft. Large buildings have complex ventilation systems. Ventilation systems in older buildings may have changed over time and might need air flow balancing adjustments.

Dust is common in workplaces that involve the management of paper documents. Shredding paper, copying machines, and just handling paper can cause dust formation. Large computer facilities with raised floors may accumulate dust that is difficult to clean.

A manufacturing space or a job that uses chemicals must have appropriate ventilation. Ventilation hoods and room ventilation may need to exhaust to the outside air and

not be re-circulated. Re-circulated air may contain chemicals or contaminants that could cause physical symptoms.

Mold can occur when moisture is present within a building. Moisture inside buildings is often difficult to find. If a leak goes undetected, mold growth can persist until the cause is fixed. You should report any signs of water leaking or moisture that you see. It needs to be repaired as soon as possible.

Good indoor air quality is critical to quality work performance. If you have concerns about the air in your office space, let your supervisor know. Often the solution is a simple adjustment to the ventilation system or a minor repair. Keeping your space clean and tidy will also contribute to the entire work area air quality. Everyone plays a role in keeping indoor air quality healthy. At 1virtualhealth.com, we can help you learn how to ensure that you have a healthy work environment.

This is an original work authored by Todd A. Hoover, MD, DHt


Workplace: Optimize Your Workspace Configuration

Have you checked your workspace health lately? You may be starting a new school year or a new job.

Perhaps you are just checking on your existing study area or workspace. You want your experience to be healthy.

If you have identified problems with your desk or computer setup, you should make changes so your workstation is more efficient and ergonomically optimized. You may be able to make easy changes with your current office or school furniture, or more involved modifications may be needed. You may need to purchase accessories to help improve your workspace.

The first step is to get your seating comfortably adjusted. Look at your chair to see which parts are adjustable. If your chair has wheels, there should be 5 or more wheels. Chairs with 4 wheels or fewer are much more likely to tip over and are not recommended for office use. Adjustments might include tilting seat, back support tilt, lumbar support adjustment, height adjustment, arm height adjustment, and seat forward/backward adjustment.

Adjust your seat until you are in a very comfortable work position. If your chair is adjusted properly, all of the following should be in place:

1. Feet should rest comfortably on the floor or upon a footrest, with your knees just slightly lower than your hip height.

2. Your back should fit comfortably against the seat back and have firm and even contact with all arts of the seat back.

3. Your legs should extend out from the seat about 2-4 inches from the front of the seat.

4. You should sit upright or slightly leaning back if that is more comfortable.

5. Armrests should be just slightly lower than your elbows with your shoulders relaxed.

6. You should be able to move your arms freely without banging your armrests while working.1

If you cannot adjust your seat to find a comfortable position, you may need a new chair. People whose body shapes fall outside the averages may need a chair with more adjustability to ensure a good fit.

Once you are able to get a comfortable seating position, you can begin to adjust your keyboard and mouse position. Keyboard height should be adjusted first. Your keyboard is at the right height if you place your fingers on the home row of the keyboard and all of the following are in place:

1. While your shoulders are relaxed, your elbows are able to rest comfortably against your body.

2. The angle of your elbow is between 90 and 95 degrees.

3. Your wrists are in a straight line with your forearms, not bent so that your hands are down from the wrists.

If your desk top is too high for a comfortable and correct arm position for keyboard use, you may need to get a keyboard tray. Keyboard trays are designed to lower the keyboard from the usual desktop height to bring the keyboard into better alignment with your body. Keyboard trays come in a number of types to fit most desks.

Mouse or pointer device position should be looked at next. Generally, the pointer device should be placed close to the keyboard. The device should be at the same height as the keyboard. If there is not sufficient space for your pointer device, a tray device may be needed.

The final adjustment should be the placement of your


Workplace: Optimize Your Workspace Configuration Workplace: Optimize Your Workspace Configuration

monitor. The monitor should be placed such that the top line of print on the screen is in line or slightly lower than your eye level. Some people who use bifocal or trifocal lenses may need to adjust the height of the monitor so that it is even lower. If your monitor is too high, check to see if there is a vertical adjustment in the monitor stand. You may also move the computer box or case if the monitor has been placed on top of it. If the monitor is still too high, you may need to raise your chair height and use a foot rest. Or lower the desk height.

Raising a monitor that is too low can be easily accomplished by adjusting the stand or placing something under the stand to raise the screen. Make sure that the screen is on a stable footing.

Aside from these major adjustments to your workspace, don’t forget about the other processes that you do frequently. If you work on the phone and the computer at the same time, a headset with a microphone can stop you from trying to cradle the phone receiver in your neck while speaking. If you work with hard-copy documents, you may want to use a document holder for easier viewing.

Small adjustments in your workstation can pay big rewards for your health, energy, and productivity. Take a few moments to adjust your workstation to optimize your comfort level before you start noticing pain. If you

need further assistance, please consider consulting one of our wellness experts at 1virtualhealth.com to help you properly set up your workstation.

1 Wagner, Fran, Easy Ergonomics for Desktop Computer Users, (CA: Department of Industrial Relations Cal/OSHA Consultation Service Research and Education Unit, 2005), 1-36, http://www.dir.ca.gov/dosh/dosh_publications/ComputerErgo.pdf.

Except as noted, this is an original work authored by Todd A. Hoover, MD, DHt.

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Oriental Medicine: Autumn and Chinese Medicine

Autumn is the season that is both beautiful and bittersweet. The beauty is obvious. Red, gold, and orange leaves vibrate against a crystal blue sky. There can also be a sadness associated with fall as many children leave home for the first time to go off to college or their first day of kindergarten. In Chinese medicine, fall is the season of the metal element.

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In last year’s article we talked about the physical function and health of the lung and colon/large intestine, the organs of the metal element. Now let’s focus on the mental, emotional, and spiritual aspects of the lung and colon. Beauty, appreciation, inspiration, acceptance, letting go, and grief are all aspects of the lung and colon in Chinese medicine. Can you still see the beauty on a cloudy day? Are you able to accept loss, learn from it, and move on? Can you look at your own flaws and imperfections? Can you let go of the trash and hold onto the precious? These are all functions of a healthy lung and colon.

Grief is a natural part of life. Loved ones die, friendships end, marriages fail, and life goes on. Grief, not properly dealt with, can injure the lung. In other words, if we don’t respond to grief in a healthy and timely manner, we may develop lung issues. The lung’s job is to receive the pure qi from heaven. A healthy lung can accept things as they are rather than as we wish they were.

The colon’s job, on the other hand, is to get rid of all that is not good for us. This includes mental, emotional, and spiritual junk. Anything that does not serve our highest good is eliminated by the large intestine. The lung receives inspiration, beauty, appreciation, and spiritual connection. It’s no coincidence that another word for inhalation is inspiration. The large intestine gets rid of all the garbage.

When we get stuck in grief or in wanting life to be different than it really is, the physical manifestations might show up as asthma, bronchitis, or chronic cough. If we find ourselves unable to let go of unhealthy attachments, this might show up in the colon as constipation or diverticulosis.

When we feel intense grief, it means that we are also capable of deep appreciation. After all, if we didn’t appreciate something, we wouldn’t miss it when it’s gone. Maintaining the healthy spiritual and emotional functions of the lung and colon requires knowing what you really value. It is then easier to let go of the things that don’t serve you. If you’re having lung or colon issues, take a look at what you value and what you can get rid of. You might be surprised to find you can breathe easier when you get rid of the clutter. The more you exhale, the deeper you can inhale. Let go and be inspired.

This is an original work authored by Ki Ennes, M.Ac., L.Ac.

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Parenting: Helping Children who are Grieving in the School and in the Classroom

It’s back to school time. All too often children and teens are faced with grief in school and in the classroom.

The rampage of school shootings and school violence is increasing every day. Many schools and communities have put together action plans in case these tragedies occur. It is also important for teachers, principals, school nurses, counselors, and other staff to be aware of children’s needs during times of grief and loss.

Here are some helpful tips for school personnel to consider when faced with grief in school and in the classroom.

Death in the School • Have the principal appoint a school liaison to speak with the family in order to obtain clear facts about the death. Have that individual continue to be the contact person with the family.

• Have the principal arrange a staff meeting to clarify information about the death. The principal should also provide information that can be reviewed with the students.

• If the death is sudden and unexpected, have a crisis room set up for students. There social workers, school counselors, and grief counselors can be available. This will help students to express their thoughts and feelings.

• Send a condolence letter from the school to the family.

• If possible, attend the funeral. Consider a school assembly memorial service.

• Appoint a representative to speak to the news media if needed.

Death in the Classroom • The principal may want to read or give an oral statement, via the PA system, validating that the death has occurred and expressing condolences to the children.

• Teachers may need to allow students times to talk about the death and what this means to them as a class, prior to daily activities. If necessary, have the school counselor or a grief counselor present.

• The teachers may want to have students sign a sympathy card or make their own cards and send them to the bereaved family.

• A letter may be sent to the students’ parents giving dates and times regarding funeral arrangements for the deceased child, parent, teacher, or staff person. Encourage parents to discuss whether they or their child will attend.

School Remembrances • Set up a scholarship fund in memory of the deceased child, parent, teacher, or staff person.

• Consider planting a tree on the school grounds with a plaque in remembrance of the deceased person. This can serve as a lasting memorial. Provide a memorial service as part of this event.

• Encourage a book or sets of books to be purchased in memory of the deceased and placed in the school library.

These suggestions may help the children deal with their grief and their loss. At 1virtualhealth.com, we are here if you need more guidance or help in this area.

This is an original work authored by Rev. Brian K. Shaffer, CPBS, GC-C, FT.


Martial Arts: The Arts of Teaching and Learning

Most learning endeavors have two primary components: the learner and that which is being learned, such as from a teacher or other source. In this article, the primary focus will be on the role of the teacher.

Unless you are on your own trying to gain brand-new, never-discovered-before knowledge, then you must be learning something that someone before you has already learned. This would be true if you’re taking a course, reading a book, being coached, or copying the behavior of others. I call this kind of learning indirect, or vicarious, learning.

Vicarious learning is enormously useful as it allows us to absorb the cumulative knowledge of many other people. These people may have spent a lifetime learning what they in turn passed along to us. Vicarious learning saves us the time and trouble of going out to rediscover what is already known.

Assuming a teacher is involved, how well a student absorbs vicarious knowledge can depend on how good a job the teacher does. Just as there are different parenting styles, there are varying approaches to imparting knowledge to others. Some teachers are content to have their students learn by memorization. Others take a more involved and inspiring approach.

In today’s world, educational approaches are often dictated by the results they produce as measured by test scores. A problem with this approach is that it doesn’t necessarily encourage creative thinking. Today’s education doesn’t always teach people how to learn by discovering new knowledge for themselves.

I believe the best teachers are those whose teaching inspires others in their own direct discovery process. Naturally, some degree of memorization may be

necessary to get the basics of any subject. After all, even the most gifted artist has to learn how to mix paint before producing a masterpiece. But skilled teachers emphasize that students must eventually assume full ownership and initiative in using their learning to best advantage.

When I teach Tai Chi, I often employ a formulaic approach for beginning students so they can learn the basics. As students improve and evolve in their understanding and command of Tai Chi, my teaching approach must adjust accordingly. I must guide students to become ready to think masterfully and critically for themselves, so they can rely increasingly more on a direct discovery-oriented learning process.

This empowers students to assume greater responsibility and initiative for their own learning. Then each student can, in effect, become his or her own teacher.

As with parenting, good teachers shouldn’t plan on keeping their students forever. Parenthood is essentially the process of preparing children to no longer need parenting, to live on their own as self-sustaining individuals. Teachers, as well, must

prepare their students to find their own way. Tai Chi and Somatics are two personal development modalities that are especially well suited to encourage adults of all ages to find their own way. They do so by virtue of direct learning in an intra-personal (self) discovery process.

Both Somatics and Tai Chi can help you discover for yourself how to live and move in your own body in the best way. When you are able to do that, you will feel better about yourself and be less reliant on other people to tell you what’s best for yourself. You will be more empowered to discover how to take charge of your own wellbeing and move toward improved personal autonomy.

This is an original work authored by John Loupos, M.S., C.S.E..


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Editor’s Message:Every year about this time, I get excited about the beginning of the school year. Even though I have retired from teaching, I remember that anticipation. This issue of our ezine is inspired by children’s going back to school after summer vacation.

During the week or two before school started, I would get ready for my new students. Bulletin boards would be put on the walls. Syllabi, or course outlines, would be written and duplicated to give students on the first day. Seating charts would be ready. Preparations would be complete so that I could focus on what mattered most—the students.

How could I enrich the curriculum? Could a favorite project be improved? Could I create new assignments that might help the light bulbs appear on their faces more readily? Could I develop better ways to present material and questions? How long would it take them to realize that observation and evidence are as important as rote learning? That no one knows everything? That they can take chances and don’t have to play it safe? How could I best guide students to think, to discover for themselves, to question everything?

As John Loupos points out in his article, students must “find their own way” and become independent of the teacher. This is not possible if they do not think for themselves. I told my students that something was not true just because I said it. It could be true only if it made sense to them. Fifty years from now, if questioned about “knowledge,” what evidence would they use? If they said they believed a fact or idea because a teacher said it, they would not have much credibility. But if they understood it and even developed it further, their belief would be based on evidence and reason, not hearsay.

Children become adults. I tried to teach them how to be adults who make good decisions. The essence of being a good adult is making good decisions, deciding to be reasonable and ethical. None of us should accept blindly what we read or hear. What’s more, we must never stop learning, thinking, questioning, and analyzing. To be most productive as human beings, we must be lifelong learners. If we become complacent and think we have everything “all figured out,” we close the door to more knowledge and greater understanding. We risk not becoming our best selves.

Whether or not you are in a classroom, I wish you a year of keen learning and spirited intellectual growth..

Virginia A. Gannaway,Chief Executive Editor,1virtualhealth.com

From the Chief Executive Editor’s Office

Documents

1virtualhealth.com eMagazine / Fall 2014