The adjustment to diabetes of school‐age children with psychological adjustment problems

Chisholm, Vivienne

doi:10.1348/135910703322370897

Cited by 10 publications

(15 citation statements)

References 87 publications

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“…In this study peer relationship was the most negatively affected behavior in diabetic children; the percent of diabetic children who had peer problems was 82.3% with no sex or age significant differences. This result is in agreement with that of Chisholm (2003) who stated that children with diabetes usually have great concerns about their illness and its effect on peer relations. Diabetic children are easily fatigable compared to normal peers who are full of energy which make them feel different.…”

Section: Discussionsupporting

confidence: 92%

“…Educated parents may be more restricted with their children which had a negative impact on their peer relationship. As the duration of illness increased, diabetics take the responsibility of managing their disease and feel of inadequacy which leads to restriction of their activities and withdrawal (Yousef 1993, Chisholm 2003 More emphasis may be given on the strict maintenance of blood glucose on the expense of the psychological aspect of the disease.…”

Section: Discussionmentioning

confidence: 99%

“…Scores are classified in three categories: normal (0-15), borderline (16)(17)(18)(19), and abnormal . For the emotional symptoms subscale, the scores can be interpreted according to: normal (0-5), borderline (6), and abnormal (7)(8)(9)(10). For conduct problems subscale, the scores can be interpreted according to: normal (0-3), borderline (4), and abnormal (5-10).…”

Section: Methodsmentioning

confidence: 99%

“…For the Hyperactivity-Inattention subscale, the scores can be interpreted according to: normal (0-5), borderline (6), and abnormal (7)(8)(9)(10). For the Peer Problems subscale, the scores can be interpreted according to: normal (0-3), borderline (4)(5), and abnormal (6)(7)(8)(9)(10). For the prosocial behavior subscale, the scores can be interpreted according to: normal (6-10), borderline (5), and abnormal (0-4).…”

Section: Methodsmentioning

confidence: 99%

“…They has a stigma of being ill, feeling to be different from others, and having to struggle against the general population's lack of knowledge and wrong ideas about diabetes (Rubio Zarzuela et al 2010). Chisholm (2003) stated that children with diabetes usually have great concerns about their illness and its effect on peer relations. In addition, Guthire et al 2003 reported that peer support has been found important not only in adjusting to diabetes but also in controlling blood glucose.…”

Section: Introductionmentioning

confidence: 99%

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Emotional, behavioral and social difficulties among children with type 1 diabetes mellitus

Ahmed

Monazea²,

Naser³

et al. 2016

IJANS

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Background: Children and adolescents with diabetes are at a greater risk for emotional and behavioral problems. Aim of the study was to assess behavioral, emotional and social difficulties of diabetic children and examine the association of these difficulties with demographic and disease related variables. Subjects and method: A cross sectional study of 423 diabetic children attended Sidy Galal health insurance outpatient clinic in Assuit city -Egypt was conducted. A similar number of healthy children matched for age, sex and socioeconomic status were included in the study as a control group used for comparison. Strength and Difficulty Questionnaire (SDQ) was used as a screening tool. The SDQ is a screening instrument consisting of five separate 5-item subscales for emotional symptoms, conduct problems, hyperactivity-inattention, peer problems, and prosocial behavior. Results: Most of diabetic children (92.9%) were in the abnormal group of the total score compared to 20.6% of the controls. In all SDQ subscales except prosocial, diabetic children had significantly higher percentages of abnormal indices than in controls (p value <0.001). Emotional, hyperactivity and conduct problems were significantly associated with age and sex of the child. Prolonged duration of illness was significantly associated with peer relationship problems. Glycemic control was not a significant risk factor for any problem. Conclusion: Many of diabetic children had behavioral and psychosocial problems. Age and sex of the child and duration of the disease were important determinants for these problems. Recommendation: Diabetic children need to be screened by psychologist and social worker to identify and manage any behavioral or emotional problems.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emotional, behavioral and social difficulties among children with type 1 diabetes mellitus

Ahmed

Monazea²,

Naser³

et al. 2016

IJANS

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The effect of sharing health information on teachers' production of classroom accommodations

Cunningham

Wodrich

2006

Psychol. Schs.

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Ninety elementary-school teachers read information about a hypothetical student experiencing school-related problems due to Type 1 diabetes mellitus (T1DM), generated classroom accommodations to assist the student, and rated their confidence in these accommodations. Each teacher was provided one of three levels of information about T1DM: (a) no disease information, (b) basic disease information, and (c) basic disease information + classroom implications. Providing teachers with more information about T1DM increased their ability to accommodate a student's learning needs. Similarly, a lower proportion of disease-specific accommodations were generated by teachers receiving no disease information (37%) than by teachers receiving basic disease information or basic disease information ϩ classroom implications, and the later two groups were equivalent (47% for each). This study and future work concerning the effect of chronic illness on classroom performance and adjustment have implications for medical professionals, teachers, and school psychologists.

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Children with Diabetes: Satisfaction with School Support, Illness Perceptions and HbA1C Levels

Lehmkuhl

Nabors

2007

J Dev Phys Disabil

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The adjustment to diabetes of school‐age children with psychological adjustment problems

Cited by 10 publications

References 87 publications

Emotional, behavioral and social difficulties among children with type 1 diabetes mellitus

Emotional, behavioral and social difficulties among children with type 1 diabetes mellitus

The effect of sharing health information on teachers' production of classroom accommodations

Children with Diabetes: Satisfaction with School Support, Illness Perceptions and HbA1C Levels

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