Document Type

Article

Publication Date

6-2021

Publisher

American Psychological Association

Source Publication

Clinical Practice in Pediatric Psychology

Source ISSN

2169-4826

Abstract

Objectives: The Kicking In Diabetes Support (KIDS) Project is a semistructured multifamily group therapy (MGT) intervention for adolescents who have type 1 diabetes (T1D) and their parents, which incorporates both peer support and family systems processes to improve diabetes management skills. The purpose of the present study was to evaluate the clinical utility of this intervention by examining parent perspectives and health-related outcomes. Methods: Adolescents and their parents participated in the 8-session (6 core sessions and 2 booster follow-up sessions at 2 and 4 months) intervention in 1 of 8 waves of the group administration over a four-year period. Parents completed self-report measures (e.g., readiness to change behaviors, self-management, and responsibility in T1D management) at baseline, posttreatment, and follow-up. A medical chart review documented health care utilization and hemoglobin A1c (HbA1c) levels. Results: Of the 38 families that completed baseline assessments, 20 families had parent self-report measures for all 3 timepoints. There were significant improvements in parents’ reports of readiness to change behaviors and self-management. There was variability in reports of parent-adolescent division of T1D responsibility across the 3 timepoints. In addition, adolescent HbA1c levels, the number of clinic visits, and emergency room utilization were significantly reduced over time. Conclusions: The results of this study suggest that parents are amenable to a MGT intervention for adolescents with T1D conducted in a clinical setting. Further, there are sustained improvements in the parent–child interactional processes related to T1D management, glycemic levels, and health care utilization during an often-difficult developmental period.

Comments

Accepted version. Clinical Practice in Pediatric Psychology, Vol. 9, No. 2 (June 2021): 135-144. DOI. © 2021 American Psychological Association. Used with permission.

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