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The Diabetes Educator
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FEATURES

Teacher Support of Adherence for Adolescents With Type 1 Diabetes

Preferred Teacher Support Behaviors and Youths' Perceptions of Support

Amy F. Sato, MS, Kristoffer S. Berlin, PhD, Anthony A. Hains, PhD, W. Hobart Davies, PhD, Melissa Kraemer Smothers, MA, Lisa M. Clifford, MS and Ramin Alemzadeh, MD

From the Department of Psychology, University of Wisconsin–Milwaukee (Ms Sato, Dr Davies, Ms Clifford); Department of Psychiatry and Human Behavior, Brown Medical School, Providence, Rhode Island (Dr Berlin); Department of Pediatrics, Rhode Island Hospital, Providence, Rhode Island (Dr Berlin); Department of Educational Psychology, University of Wisconsin–Milwaukee (Dr Hains, Ms Smothers); Departments of Anesthesiology, Psychiatry, & Pediatrics, Medical College of Wisconsin, Milwaukee, Wisconsin (Dr Davies); and Department of Pediatrics, Medical College of Wisconsin (Dr Alemzadeh).

Purpose

The purpose of this study is to examine the preferences of adolescents with type 1 diabetes regarding the role of teacher support and perceptions associated with the most supportive and least supportive teachers, as well as to examine the effects of child age and gender on these relationships.

Method

This cross-sectional questionnaire-based study included 102 adolescents with type 1 diabetes recruited through the outpatient treatment clinic at a Midwestern children's hospital. Adolescents completed demographic questionnaires and questionnaires assessing the role of teacher support. Outcome measures included the newly developed Ideal Teacher Questionnaire, which measured adolescents' preferences for teacher support, and the Diabetes Teacher Support Questionnaire, which evaluated adolescents' perceived frequency of teacher support behaviors and feelings about this support.

Results

Youth rated their most supportive teacher as engaging more frequently in support behaviors than their least supportive teacher. Students who expressed a preference for an actively involved teacher had more positive feelings about the support they received from teachers and perceived a higher level of support from their most supportive teacher. Girls perceived a greater frequency ofsupport behaviors than boys and felt more positive about these behaviors. Younger adolescents reported a higher frequency of teacher support behaviors and felt that these behaviors were more supportive.

Conclusions

There are consistent interpersonal differences in adolescents' desires for teacher support of diabetes self-care. It may be important to consider adolescents' preferences for diabetes-related teacher support.

The Diabetes Educator, Vol. 34, No. 5, 866-873 (2008)
DOI: 10.1177/0145721708322858
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