SPRING 2017 www.pacificcollege.edu A Brief History of Acupuncture and Oriental Medicine Doctoral Programs doctorate in acupuncture and Oriental medicine has been a goal of the profession since its beginnings in the late 1970s. A At that time, however, the maturity of the educational institu- tions and the regulatory environment made it a goal with only a dis- tant completion date. Throughout the 1990s, the colleges continually increased their expertise and resources and the doctoral project gath- ered momentum. Finally, by May 2000, standards for the post-graduate doctorate, the Doctor of Acupuncture and Oriental Medicine (DAOM), were approved by the Accreditation Commission of Acupuncture and Oriental Medicine (ACAOM). Entrance to the DAOM required a mas- ter’s degree in acupuncture and Oriental medicine. continued on page 4 The 5 Phases of Event Training INSIDE THIS ISSUE.... PAID PRSRT STD PRSRT U.S. POSTAGE Bolingbrook, IL PERMIT NO.932 Using Sports Acupuncture 3 Teaching is a Healing Art 4 TCM for Diabetes Mellitus Insights of a TCM Dermatologist By ERIN HURME, DAOM 10 10 Citrus and Pinellia: Loyalty, Simplicity and Integrity hen treating athletes, to ensure the treatments hold and 11 Table Thai Massage vs. Floor there are many things to the athlete can maintain their per- Thai Massage: You’re Asking W take into consideration formance and reach their goals. Ath- the Wrong Question and timing is one of the most critical. letes tend to reinjure their body in 12 Yin and Yang Most athletes participate in scheduled the same location again and again. events that they prepare for months This can vary slightly depending on 14 Herbal Treatment in Special in advance. When the treatment oc- their constitution, onset of pain or Populations curs in relation to these scheduled tension and sport. For example, a 15 Live Well Live Long: events is a major factor that will af- runner who has tight hamstrings will Reflections on the Centrality fect their treatment. There are five always tend to have tight hamstrings. of Nourishing Life Teachings phases of treatment when using Work on these issues at every treat- in Chinese Medicine sports acupuncture to enhance an ment, even if they are not flaring up athlete’s performance when training and causing a problem at the time of 16 6th Annual Alumni Awards for an athletic event. treatment. Treating when the typical Dao of Exercise chief complaint is not flared up will 18 PHASES 1-4: PREPARING FOR THE give you the upper hand with their 23 Three Secrets from the EVENT. body and give them the extra edge Pulse Classics that Will Phase 1: Treatment should be they need. Immediately Improve given 1 to 3 times a week depending Phase 2: Treatment is completed Your Patient Outcomes on workout schedule and intensity. five days prior to the event. Acu- 24 An East-West Dialogue on Acupuncture, massage, and cupping puncture, massage, and cupping Whooping Cough work very well together and should are all done aggressively during this all be used during every treatment. treatment. During phase 2, we are 26 Feng Shui and Chinese When treating an athlete in phase 1, working to break up any remaining Medicine the treatment principal is to increase stagnation, adhesions, tight muscula- 2017 Pacific College Staff ture, and increase the qi and blood 29 the flow of qi and blood, clear heat, Acknowledgment Program relax the muscles, and stop pain. Root diagnosis is also very important continued on page 23 7445 Mission Valley Rd., Suite 105 Rd., Valley 7445 Mission 92108 CA San Diego, www.PacificCollege.edu 800-729-0941 Teaching is a Healing Art By KIERA NAGLE, MA, LMT e all know the famous not had any encouragement. It was quote “to teach is to great to see him work and get posi- W touch a life forever”, but tive feedback from his peers. Beyond we also know there is “good” touch being engaged, drawing was second and “bad” touch. When I set out nature to him; he did it almost sub- upon my career as a teacher, it was consciously, like breathing. From the not in the realm of touch therapy, start of the year towards the middle massage, or healing arts, but I had of the term, he seemed to brighten been touched by many excellent and blossom, coming into himself teachers. I come from a teaching and his work. lineage: raised by two English teach- And then I gave the class a col- ers, I am an ace at spelling and I lage assignment. Leo didn’t seem know where all the commas go. I into it at all. In fact, he almost was also inspired at the most cru- seemed annoyed by it. I figured it cial time in high school by several was because it was taking him out art teachers who “gave me life” at of his comfort zone of drawing. I a time when things seemed bleak. told him he could use some draw- There were also a few teachers along ing at the end to bring the elements the way from whom I learned what of the cut paper together, but he not to do—those who would seem continued to work at such a tedious to be working out some personal pace on the project that I started to dysfunctions in the classroom. With get irritated with him. Finally, one a captive audience and the power day, I really watched him work out differential tipped in their favor, the the corner of my eye while I was potential for tension eclipsed any setting up materials at the supply good content that could have been table. I noticed that he was hold- imparted in those rooms. I’m sure ing the scissors awkwardly with his each of us can name teachers from right hand, and using his left hand, both these categories that we have obscured by his sleeve, to hold the encountered in their lives, as well as who had seen and experienced so lessons and modified them each time. paper in place. “What happened to some who were less polarizing, but much more than I, and said, “What I experimented with collaborative your hand?” I asked him audibly. He just as effective in getting some mes- do we do?” She said, “We make art. group projects and developed new looked stung by my words. “I’ll talk sage or knowledge across. We let them work with their hands.” curriculum in a variety of media. I to you about it after class, ok?” After Armed with a BS in education, She was a rock in that moment, and got the classroom management thing the other thirty-odd students filed a master’s degree in art, a year of would become a dear friend over the down, even in the more challeng- out of the room, he was still sitting student teaching kids age 5-18, and years. We often joked about our dif- ing cases. I learned what to do and there. “Is everything ok?” I asked a heart full of passion, I stepped into ferent teaching styles: I called her the what not to do from the students, him. He pulled up his sleeve. His my own classroom at the ripe old “queen of improv” because she was just as I had from my teachers along left hand was completely deformed, age of 23, on September 9th, 2001. so good at coming up with ideas on the way. There were many students immobile. All these months and I Even formal teacher training does the fly, flexibly adapting to the needs who were happy to have the refuge had never noticed. “I’m sorry,” I not fully prepare one for the mo- of the students. She called me the of the art room, as I had been, and said. “It’s ok,” he said. ment of taking charge of one’s own “queen of planning” because I was there were just as many, if not more, He would go on to finish the classes, and students can smell the so organized in my lesson plans and who didn’t really care about art at project, but something had changed. “fresh blood” of a new teacher pretty curriculum, and we could always find all. I got over taking that person- I could explain away my lack of ob- easily. Initially, it was hard for me to what we were looking for in my sup- ally and figured out ways to engage servation by saying, he was one of find my voice. After all, I had spent a ply closets. them as well. (Art as creative prob- 125+ students I worked with every lifetime thus far not raising my hand, I had been drawn to teaching lem solving applies to any field.) day, and with the drawing projects nose in a book, pencil in hand, com- because it was a lifestyle I knew After several years of teaching there was no way to have noticed, municating with the world in a qui- growing up; for example, the “new art in this NYC public high school, but this experience really taught me eter way. Now I was in front of the year” in my family did not refer to however, I began to feel that I wasn’t something about awareness, and room, and I was “on”. In addition to January, but to September. I also helping as much as I would like to. careful communication. Of course, the challenges of my own relative im- believed that an appreciation for Many of my students lived difficult there were not hundreds of deformed maturity at that time, and the lack of art and the creative space to make lives: they were immigrants from oth- hands in my future, but there were interest / understanding of relevance things were an integral part of a er countries, kids from the projects, hundreds of students, many with hid- most of my audience had for the sub- child’s schooling, and an opportunity lived with many others in small spac- den stories up their sleeves.