Psychoeducational interventions to improve adolescents’ medical management of diabetes: A comprehensive review

Abstract

). The increase in technologically assisted psychoeducational interventions using text, apps, and interactive Internet-based programming results in a qualitative update of psychoeducational interventions and program evaluations. Also noted is an increase in the number of family-focused interventions that have been evaluated and published. The results of the current comprehensive literature review yield 42 evaluative studies of psychoeducational interventions for adolescents with type 1 diabetes with mixed outcomes. Despite the variety of interventions and research designs, only two of the 42 studies reported moderate effect sizes. All the others indicated no effects or small effects. Although not conclusive, the most promising approaches involve the use of motivational interviewing involving individual, family, and technological support. The ramifications for future research, potential value of psychoeducational interventions for adolescents, and implementation of technology for delivering psychoeducational interventions for adolescents with diabetes are described. Background Type 1 diabetes is one of the most common chronic illnesses affecting young people in North America (Babler & Strickland, 2015). The incidence of diabetes is growing in the general population, but this growth is especially apparent in low socioeconomic status and ethnic minority groups (Kassai et al., 2015). Being diagnosed with diabetes has a negative influence on academic, social, medical, and overall well-being. However, these negative outcomes are mitigated by effective medical and psychoeducational management (Murphy, Wadham, Hassler-Hurst, Rayman, & Skinner, 2012). Medical management of diabetes requires a multidisciplinary approach that includes medical treatment and adherence to supportive lifestyle management (Sajatovic et al., 2011;Shalev, & Geffken, 2015). Changing behaviour involves psychoeducational interventions that are implemented by physicians, nurses, educators, and parents for the benefit of adolescents. However, the effectiveness of these interventions for changing long-term behaviours is not clear.Adolescents with diabetes present a specific set of developmental challenges in care and management. There is an increased desire for independence, yet the daily living skills required for independence are developing (Markowitz, Garvey, & Laffel, 2015). For all adolescents, this is a challenging developmental period. Many experience a wide range of adjustment and mental health problems (Chilton & Pires-Yfantouda, 2015). Behavior patterns established during this process, including those related to the management of chronic medical issues such as diabetes, can have long-lasting positive or negative effects on future health and well-being. As a result, professionals have unique opportunities to influence adolescents. Parents, members of the community, medical professionals, and educators have the responsibility to promote adolescent development and adjustment as well as to intervene effectively when problems arise. For adolescent...

Clinical Utility of Psychoeducational Interventions for Youth with Type 1 Diabetes: A Scoping Review

“…Using this strategy, 3 new studies were identified ( Hampson et al, 2001: 2 results ; Murphy et al, 2006: 1 result ). In addition, a reference list search performed on a recent comprehensive review of this literature ( Bergmame & Shaw, 2018 ) identified 7 new studies. After initial screening, 128 citations were retained for detailed screening.…”

“…There is presently a large body of literature describing psychoeducational interventions for adolescents with T1D. However, comprehensive reviews of this literature have revealed mixed results in terms of intervention design and effectiveness ( Bergmame & Shaw, 2018 ; Hampson et al, 2001 ; Hendrieckx et al, 2020 ; Murphy et al, 2006 ). For example, Bergmame and Shaw ( 2018 ) identified 42 evaluative studies of psychoeducational interventions for adolescents with T1D published over the past 12 years.…”

“…However, comprehensive reviews of this literature have revealed mixed results in terms of intervention design and effectiveness ( Bergmame & Shaw, 2018 ; Hampson et al, 2001 ; Hendrieckx et al, 2020 ; Murphy et al, 2006 ). For example, Bergmame and Shaw ( 2018 ) identified 42 evaluative studies of psychoeducational interventions for adolescents with T1D published over the past 12 years. Although their review highlighted recent progress in terms the quality and quantity of intervention studies, the measurable effects of psychoeducational interventions for a range of outcomes were modest at best ( Caccavale & Monaghan, 2020 ).…”