None listed
Conditions
Brief summary
Successful management of type 1 diabetes includes adhering to a complex and often intrusive treatment regimen, which can be especially challenging and stressful for young people. This study aims to adapt and trial a coping skills training program The Best of Coping (Frydenberg & Brandon, 2007) and to assess the program’s efficacy in improving glycaemic control, coping skills, diabetes-specific self-efficacy (confidence in one’s own ability to manage with diabetes), diabetes regimen adherence, and quality of life in adolescents aged 13-16 years with type 1 diabetes. Hypothesis: It is predicted that the BOC program will improve glycaemic control at the 3 and 12 month follow-up compared to the control group. Hypothesis 2: It is predicted that the BOC program will improve productive coping skills, self-efficacy, adherence to the diabetes treatment regimen, stress levels and quality of life compared to the control group at 3 and 12 months after baseline.
Interventions
The intervention is based on The Best of Coping (Frydenberg & Brandon, 2007), a coping skills training program developed for adolescents. The current intervention will be an adapted 'diabetes-specific' version of The Best of Coping (BOC). The BOC program teaches productive coping skills using a cognitive-behavioural framework. The modules in the BOC program cover aspects such as learning about productive and non-productive coping, problem-solving, thinking optimistically, goal-setting, time-mana
The intervention is based on The Best of Coping (Frydenberg & Brandon, 2007), a coping skills training program developed for adolescents. The current intervention will be an adapted 'diabetes-specific' version of The Best of Coping (BOC). The BOC program teaches productive coping skills using a cognitive-behavioural framework. The modules in the BOC program cover aspects such as learning about productive and non-productive coping, problem-solving, thinking optimistically, goal-setting, time-management, and effective communication.The program employs an interactive approach to learning using role-play, modelling and constructive feedback. The current intervention will involve five weekly sessions lasting for two hours.
Sponsors
The University of Melbourne
Study design
Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Educational / counselling / training
Masking
Blinded (masking used)
Eligibility
Sex/Gender
All
Age
13 Years to 16 Years
Healthy volunteers
No
Inclusion criteria
(1) aged 13-16 years, (2) diagnosed with type 1 diabetes more than one year ago, (3) currently attending secondary school
Exclusion criteria
(1) non-English speaking adolescents, (2) adolescents who have thyroid disease or any other significant health conditions in addition to diabetes, (3) children with developmental disorders (e.g. Autism Spectrum Disorder) and children currently attending at a Special Education School or who qualify for Integration Aide Assistance. These children represent a special population for which individually tailored programs are required.
Outcome results
None listed