The Use of Language in Diabetes Care and Education

Abstract

Language is powerful and can have a strong impact on perceptions as well as behavior. A task force, consisting of representatives from the American Association of Diabetes Educators (AADE) and the American Diabetes Association (ADA), convened to discuss language in diabetes care and education. This document represents the expert opinion of the task force. The literature supports the need for a language movement in diabetes care and education. There are effective ways of communicating about diabetes. This article provides recommendations for language used by health care professionals and others when discussing diabetes through spoken or written words—whether directed to people with diabetes, colleagues, or the general public, as well as research questions related to language and diabetes.

ISPAD Clinical Practice Consensus Guidelines 2018: The delivery of ambulatory diabetes care to children and adolescents with diabetes

“…It is imperative to promote the understanding that the child retains his/her full prior potential to achieve goals physically and intellectually. It is also essential to empower the child and his/her family that he/she has a treatable condition that can be managed, rather than being defined by the condition (“the diabetic child” or “the sick child”), and to use language that engages and motivates children and families …”

Language matters: a UK perspective

“…Studies in the USA and Australia have described the potential negative impact of language on peoples’ experiences of diabetes care and perceived stigma . Stigma has been defined by Thomas et al .…”

The interplay of type 1 diabetes and weight management: A qualitative study exploring thematic progression from adolescence to young adulthood

“…It is well established that a positive relationship with one's provider is associated with improved glycemic control . These data are supportive of a need for a thoughtful approach to both glycemic control and weight management in the person with T1D, further supporting emerging data of the benefit of thoughtful language and incorporating patient‐first language on the part of providers …”