Evaluation of peer-group support and problem-solving training in the treatment of adolescents with type 1 diabetes

2007 ◽  
Vol 4 (1) ◽  
pp. 28-33 ◽  
Author(s):  
RN Løding ◽  
JE Wold ◽  
Å Skavhaug ◽  
M Graue
Keyword(s):  
Type 1 Diabetes ◽  
Problem Solving ◽  
Peer Group ◽  
Group Support

CEBNAD: An instance of group support for children and adolescents with type 1 diabetes

2000 ◽  
Vol 50 ◽  
pp. 416
Author(s):  
F Nieves-Rivera ◽  
M.N Alicea ◽  
M Lugo-Pérez ◽  
M.A Rivera ◽  
L González-Pijem
Keyword(s):  
Type 1 Diabetes ◽  
Children And Adolescents ◽  
Group Support

Problem solving in type 1 diabetes for primary care nurses–part 2

2019 ◽  
Vol 2019 (12) ◽  
pp. 25-28
Author(s):  
David Morris
Keyword(s):  
Primary Care ◽  
Type 1 Diabetes ◽  
Problem Solving ◽  
Primary Care Nurses

In the second part of this series, David Morris answers more questions around treating patients with T1DM

scholarly journals Self-management problem solving for adolescents with type 1 diabetes: Intervention processes associated with an Internet program

2011 ◽  
Vol 85 (2) ◽  
pp. 140-142 ◽  
Author(s):  
Shelagh A. Mulvaney ◽  
Russell L. Rothman ◽  
Chandra Y. Osborn ◽  
Cindy Lybarger ◽  
Mary S. Dietrich ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Problem Solving ◽  
Self Management ◽  
Management Problem ◽  
Diabetes Intervention ◽  
Internet Program

scholarly journals Maternal communication style, problem-solving and dietary adherence in young children with type 1 diabetes

2010 ◽  
Vol 16 (3) ◽  
pp. 443-458 ◽  
Author(s):  
Vivienne Chisholm ◽  
Leslie Atkinson ◽  
Caroline Donaldson ◽  
Kathryn Noyes ◽  
Anne Payne ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Problem Solving ◽  
Young Children ◽  
Communication Style ◽  
Dietary Adherence ◽  
Maternal Communication

scholarly journals Relationship with peers of young school-aged children with type 1 diabetes

2018 ◽  
Vol 12 (2) ◽  
pp. 34-38
Author(s):  
Ewa Ledwoń ◽  
Elżbieta Szlenk-Czyczerska ◽  
Marta Gawlik
Keyword(s):  
Type 1 Diabetes ◽  
Family Relationships ◽  
Peer Group ◽  
Medical Center ◽  
Chronically Ill ◽  
Self Esteem ◽  
Self Control ◽  
School Aged Children ◽  
Study Results

Background: Functioning in a peer group plays an important role in child development. Building self-esteem of children depends on many factors such as physical health, self-evaluation of their physical performance, academic achievement, social support, family relationships, as well as relationships with peers and teachers. Importance of contacts with peers increases during school-age. At this time children are not able to reject the opinion of other people and subject their behaviour completely to the expectations of their peers. When the need for emotional contact is not satisfied, the complex of being different appears. Isolation within group causes a sense of inferiority, the child becomes passive and resigned. Children, who are chronically ill, rejected or isolated often follow negative emotions in their actions, they become aggressive towards other children or do not want to continue learning. Often the decision about an individual teaching plan results in further isolation of the child. The child’s position in the peer group affects the developing personality, self-confidence and self-esteem. Aim of the study: The aim of the study was to determine the interpersonal relationships of young school-aged children with type 1 diabetes in their peer groups. Material and methods: The study was conducted on children with type 1 diabetes and their parents, who are supervised by Clinic of Diabetes, Regional Medical Center in Opole. The research tool used in both groups was a questionnaire consisting of open and closed questions elaborated by the authors of this study. Results: 73% (41) of evaluated children declared that diabetes does not hinder their performance at school. 93% (55) children claimed that they do not hide their condition from their peers. In addition, 61% (34) talk about their illness with their peers and 69% (38) of them can count on their peers’ help in self-control of diabetes. 71.9% (46) of parents of children with type 1 diabetes allow their children to participate in school trips and 68.8% (44) to participate in school competitions. Conclusions: In most children, diabetes does not affect children’s performance at school. They participate in classes, are accepted and liked in their peer group. Chronically ill children should be able to participate in all types of activities as much as their healthy peers. It seems necessary to continue studies on performance of young school-aged children with type 1 diabetes in their peer group.

scholarly journals A mobile app identifies momentary psychosocial and contextual factors related to mealtime self-management in adolescents with type 1 diabetes

2019 ◽  
Vol 26 (12) ◽  
pp. 1627-1631 ◽  
Author(s):  
Shelagh A Mulvaney ◽  
Sarah E Vaala ◽  
Rachel B Carroll ◽  
Laura K Williams ◽  
Cindy K Lybarger ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Blood Glucose ◽  
Problem Solving ◽  
Ecological Momentary Assessment ◽  
Mobile App ◽  
Self Management ◽  
Within Subjects ◽  
Ecological Momentary ◽  
Momentary Assessment

Abstract Effective diabetes problem solving requires identification of risk factors for inadequate mealtime self-management. Ecological momentary assessment was used to enhance identification of factors hypothesized to impact self-management. Adolescents with type 1 diabetes participated in a feasibility trial for a mobile app called MyDay. Meals, mealtime insulin, self-monitored blood glucose, and psychosocial and contextual data were obtained for 30 days. Using 1472 assessments, mixed-effects between-subjects analyses showed that social context, location, and mealtime were associated with missed self-monitored blood glucose. Stress, energy, mood, and fatigue were associated with missed insulin. Within-subjects analyses indicated that all factors were associated with both self-management tasks. Intraclass correlations showed within-subjects accounted for the majority of variance. The ecological momentary assessment method provided specific targets for improving self-management problem solving, phenotyping, or integration within just-in-time adaptive interventions.

scholarly journals Interpersonal Engagement Mediates the Relation between Maternal Affect and Externalising Behaviour in Young Children with Type 1 Diabetes

2021 ◽  
Author(s):  
Leslie R. Atkinson ◽  
Andrea Gonzalez ◽  
Vivienne Chisholm
Keyword(s):  
Type 1 Diabetes ◽  
Problem Solving ◽  
Psychological Adjustment ◽  
Collaborative Problem Solving ◽  
Behavioural Problems ◽  
Maternal Affect ◽  
Parental Treatment ◽  
Child Behavioural Problems ◽  
Interpersonal Engagement

Mother-child interactions around a shared activity have been shown to play a key role in the development of young children’s capacity to interact cooperatively with others. This evidence is particularly germane to type 1 diabetes (T1D) management in younger children where cooperation with parental treatment efforts is crucial for treatment success and where maternal distress and child behavioural problems are risk factors for treatment management, biomedical and psychological outcomes. In 49 4-to-8 year old children with T1D, we investigated whether the association between maternal affect and child problematic behaviour is mediated by mother-child interactions in the context of a T1D-relevant collaborative problem-solving activity. Mothers completed standardised measures of maternal and child psychological adjustment and interacted with their children in the problem-solving activity, analysed for quality of interpersonal engagement based on evaluations of maternal (sensitivity and cognitive stimulation) and dyadic (joint attention and warmth) behaviours. Mediation analyses confirmed the hypothesis that interpersonal engagement mediates the relation between maternal affective state and child behavioural problems. Specifically, more negative maternal affect is associated with lower levels of interpersonal engagement; these less engaged interactions in turn are associated with more behavioural problems in children. These findings are consistent with research involving typically developing children. The implications of our findings are twofold. First, in the context of psychological adjustment to T1D, maternal affect and mother-child interactions are 2 potential targets for interventions which promote cooperative interactions. Second, understanding and caring for children at biological risk requires attention to developmental psychology theory and method; in particular, research addressing parent-child cooperation carries both conceptual and clinical relevance.

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