Alcohol, diabetes and the student body

Abstract

Type 1 diabetes is one of the most common chronic conditions of adolescence and young adulthood. It is characterized by a demanding and complex management regime. Individuals with diabetes must engage in continual self-care actions if they are to minimize their risks of developing long-term diabetes' complications. Research has demonstrated, however, that many young adults experience difficulties engaging in these types of practice, and indeed often engage in practices that are risky for their diabetes control. Narrative approaches could provide important insights into the reasons why young people engage in risky activities. In this article, the narratives of a particular group of young adults with Type 1 diabetes (university students) are examined to see what social and spatial factors underlie their risky alcohol consumption practices. This paper contributes to geographical research on risk and chronic illness, and to understandings of the interactions between bodies, spaces and risk.

Why do young adults with Type 1 diabetes find it difficult to manage diabetes in the workplace?

“…These findings help to explain why young adults experience difficulties managing diabetes in the workplace (Markowitz and Laffel, 2012) and answer demands from health geographers that researchers open the 'black box' of place, including the workplace, in health research (Feng et al, 2010). The findings also lend support to health geographers' assertions that 'place' and 'environment' are critical concepts in health related research (Andrews et al, 2012;Panellia and Gallagher, 2003), and diabetes research in particular (Balfe, 2007). The study's findings differ from some previous health geographical research, however, in that they demonstrate that for some individuals with chronic conditions, their main concern is not being prevented from accessing the workplace, whether as a result of workplace company policies or as a result of the workplace being an inaccessible and disabling environment; rather their main concern is actually figuring out how to manage their condition once they are in the workplace.…”

“…Research, including health geography research, that has been conducted on young adults with diabetes has tended to focus on young adults making the transition to young adulthood (Anderson and Wolpert 2004;Garvey and Wolpert 2011); and notably much of this research has focused on university students with diabetes, specifically on how young people make the transition from home and school to university (Balfe, 2007;Balfe and Jackson, 2007;Balfe 2009;Miller-Hagan & Janas 2002;Ramchandani et al 2000). There has been little empirical work conducted on young adults in the second phase of young adulthood.…”

Why don't young women go for Chlamydia testing? A qualitative study employing Goffman's stigma framework

“…Berg et al (2004) for example found that young women expose themselves to the risks of tanning so as to develop 'normal' identities and Balfe (2007) found that young adults with diabetes often engage in risky alcohol consumption practices in order to develop identities as normal students. This research demonstrates that what may seem to be an irrationally risky (in the sense of hazardous) practice out of context may actually (or at least, also) have a productive and positive subject-producing effect (Balfe 2007). Risky acts enable individuals to claim particular identity rights (Jones and Candlin 2003).…”

A longitudinal qualitative study examining the factors impacting on the ability of persons with T1DM to assimilate the Dose Adjustment for Normal Eating (DAFNE) principles into daily living and how these factors change over time

“…Penn [36] et al found that pre existing co morbidities and social obligations, in particular, are barriers to maintaining changes over time. Other studies reveal that the desire to 'fit in' and 'be normal' make it difficult for young adults with T1DM to routinize self management practices [52,53]. Furthermore, key life transition periods; for example, moving to a new and unfamiliar environment such as university hinders self management [53].…”