MyT1D Hero

T1D Parenting Study Messages Received by Group

Michigan State University

Bree E. Holtz (bholtz@msu.edu) & Katie Mitchell (kmitch@msu.edu)

Click Here to Download the Parenting Messages

Group 1: Messages were related to general parenting and received through Facebook

1. Try dwelling on positives this week for 5-15 seconds, try to appreciate the positives in your life & it will help you be more positive. Write one positive thing in your life each day. Share one thing you did with the group in the comments below!
2. This week, write down your vision of your best self in a month, a year, and in 5 years. By simply envisioning success, you can increase your outlook on the future! Start with the end in mind. Share with the group what your vision of your best self is in a year.
3. Try a healthier way to handle stress this week: Go for a walk, read a book, listen to music, get enough sleep, or do a favorite hobby. By actively coping with stress, you can prevent running out of fuel throughout the week. What do you do to handle stress? Share with the group.
4. Thank three people, smile three times, write about one positive experience, exercise, meditate, do something nice for someone. What’s one positive experience you’ve had this week?
5. Each night, write down 1-2 things that went well in your day, and ask yourself how did you make that happen? By observing more positives, it can alter your long-term happiness. Look for them, create them, and recall them. Share one thing that went well in your day today.
6. By taking care of your own needs, you will be better able to respond & help your child. What are your favorite self-care tips?
7. To be a good parent, you need to refuel sometimes. Take some “me-time” to do something you enjoy. Identify 1 or 2 activities you can do in a week that focuses on you and refueling your energy (reading, exercising, meditation) and share below.
8. Next time you need your child to change a behavior immediately, the way you choose to interact with your child in the moment is often more important than the end result. For example, when we want our child to be quiet, snapping at them to be quite will not change their behavior long-term, instead, focus on the process of describing why you need a change. Describe a time that this has happened to you.
9. What are some rituals you can incorporate into your child’s day? Maybe singing to them as they wake up? Maybe a lunch note? Do you have a fun family ritual that is part of your family’s daily life?
10. Next time you get in a disagreement with your child, take three deep breaths and try responding in a more friendly tone. Fighting anger with anger usually leads to a lose-lose situation for you and your child. Share an example of a time when you successfully negotiated the disagreement.
11. Dismissing feelings can happen frequently with busy parents. Telling children to “just get over it” is hurtful. Being open to your children’s emotions will help them feel more comfortable coming to you in times of need. This week, try to label your child’s emotion or ask them questions on how they are feeling next time they are upset. Report back on how it went.
12. Involve your children in problems solving. Ask them what they believe is the best solution to a struggle or challenge. What problems have you and your child solved together recently and how did it go?
13. When you show your child you are interested, they are more likely to open up to you later. For example, instead of asking kids, “How was school?,” just ask them specifically what they did today. What is your favorite question to ask your child after school?
14. Many kids can’t explain why they misbehaved. Asking them “why” questions stresses them out & is rarely helpful. When your child gets in trouble, try to avoid Why questions, instead ask what is going on, try to label their emotion, and come up with a solution with them. Is there something that you do to try to get through this?
15. Showing appreciation for small tasks your kids do can be hard during a busy day, but making time for this will help your kids feel better. Write a list of three things this week that you are thankful for, related to your kids. Tell them throughout the week some of the items on your list. What is one thing you were thankful for this week related to your kids?
16. Surprise and delight may come in many forms for your child. Maybe an extra book before bed, or special snuggle time?
17. Paying attention is a great way to convey love. With young kids hold and hug them. With older kids just listen to them. What is one way you pay attention to your child?
18. Children are more likely to repeat good behavior when they know parents notice it & realize how proud parents are of them. Try to tell them throughout the week when they are doing behaviors that you approve of. Share how this experience went for you.
19. Punishing is not always the answer when children misbehave. Using consequences instead of punishment can help shape children’s behaviors. Consequences help teach children to view how their choices impact their lives. Punishments might  make your child hide these behaviors. What is an appropriate consequence to a child not getting up fast enough in the morning? How about: Rise and Shine, or get left behind! What are some other examples of consequences that you use is parenting?
20. When your child comes to you & they are upset, express sympathy & then help them label their emotion before resolving the issue. By labeling emotions, your child will feel that these emotions are normal and be better able to process them. They are also more likely to behave better and may reduce conflict between you and them. How do you express sympathy when your child is upset?
21. You want to be available for you child when they’re ready to tell you things. Placing a high level of importance on your child’s desire to chat about something gives them a better path to open communication and makes them more likely to share more details. What is one thing that your child openly shared with you this week?
22. Problem solving is something that we do every day. However, it is definitely a skill that is learned. The teenage years are a time in human development where we can see this skill lacking, even in the smartest, most well-behaved, lovable kid. During this time, a huge transformation is taking place in the brain, which is a cause of rash decisions and actions by our children that leads us to wonder, “What was she thinking?!?!?” What is one area that you think could be addressed this way?
23. Work/Life balance is difficult. Give yourself some simple guidelines to find balance, like no email on the weekends. What are some of the guidelines you follow for Work/Life balance?

Group 2: Messages were related to diabetes parenting and received through Facebook

1. Wearing a bracelet or necklace that lets people know your child has diabetes can help save them in an emergency. Does your child wear a bracelet or necklace that tells people your child has diabetes? Share a photo of it with the group.
2. Being a parent of a child with type 1 diabetes is a 24/7/365 job. Be sure to be kind to yourself. You’re doing great! When is the last time you took some “me time”? Share with the group your favorite “me time” activity.
3. Your child might have a bad day and that’s okay. Let them know that you understand how hard it is to keep on it all the time. Remind them that tomorrow is a new day. *Call to action?
4. Having a support group who understands being a parent of a child with diabetes can help you feel support and help answer questions. Are you in a support group? How has it helped you?
5. It can be hard to find a reliable person to help take care of your child. Here is a resource that might help: http://myt1dhope.msu.edu/events/babysitters How have you found help?
6. When you are feeling stressed about your child’s diabetes, take three deep breathes. It’s normal to feel like this. What do you do when you are feeling stressed?
7. Remember to praise your child when they tell you the truth about their diabetes no matter if it’s good or bad news. This will help strengthen the relationship between your child and you. Have you experienced this before?
8. Let your child know when s/he is doing a good job managing her/his diabetes. Share your child’s last victory (small or big).
9. Do you reward your child for staying on track with their diabetes? It can be something big or small, like an hour more of screen time or a trip to the movies. What type of reward system has worked for your family?
10. Tell your child that you are proud of them for taking care of their diabetes. What is something that you are proud of them for doing?
11. Sometimes kids get burnout in managing their diabetes. Ask them if they want you to manage for a day to give them a break (It would have to be when you were with them). Do you think this would work for your family?
12. In many cases, kids with T1D are not allowed the opportunity to attend stay-away camps. Fortunately, there are diabetes camps specifically for kids with T1D. These camps are not only life changing for the kid and help teach them self-management skills, but these camps allow parents the opportunity to fully relax, sometimes for the first time since diagnosis. Here are some resources for more information on diabetes camps: http://myt1dhope.msu.edu/events/camps Has your child gone to a camp? What was the experience like? What other camps have you found?
13. Summer is here! Vacations let you get away from the “real world” and are a time to make memories. As a parent with a child with T1D, there is no getting away from managing your child’s diabetes. Here are resources will help you prepare for vacations so you can create the memories that will last a lifetime: http://myt1dhope.msu.edu/life-events/vacations Do you have any summer plans coming up? Do you have a great tip or hack for traveling?
14. Sleepovers can be a lot of fun, but also can be very stressful for a parent with a child with T1D. With a little of extra planning and preparation, you can make your child’s sleepover a fun and successful experience. Here are some tips that can help you plan a sleepover: http://myt1dhope.msu.edu/events/sleepovers When is the last time your child went on a sleepover? How did it go?
15. Staying fit and active helps your child control his or her diabetes, and healthy habits of regular physical activity will benefit your child in the long run. From taking stairs instead of elevators, to engaging in active sports, there are a variety of ways to incorporate physical activity into your child’s routine. The following resources will be helpful for you to navigate exercise, sports and coaches for your child with type 1 diabetes: http://myt1dhope.msu.edu/events/sports Does your child participate in sports? What have you found to be helpful in balancing T1D and sports?
16. Puberty can be a very stressful and challenging time for youth with T1D and their parents. Not only do youth have to deal with day-to-day physical challenges, but also with emotional changes that can be difficult to manage. The good news is – you are not alone! There are many resources that can help you navigate through this time. Here are some helpful resources: http://myt1dhope.msu.edu/life-events/puberty Has your child entered puberty? What has helped you? If not, what are you most worried about?
17. When a teen reaches the driving age, this can be a very stressful time for any parent, but particularly for parents of a teen with T1D. Having T1D does not mean your child cannot drive. However, there are some things as a parent that you should be aware of in order to promote a safe driving experience for your child. Discussing this with your healthcare provider and understanding your state driving laws regarding diabetes is a first step that parents should take. We found these resources that we believe will be helpful for you regarding driving and diabetes: http://myt1dhope.msu.edu/life-events/driving Is your child driving yet? How are you adjusting?
18. Having diabetes and drinking alcohol, especially on an empty stomach, will certainly impact blood sugars. Blood sugar may go high and then may go very low. This is especially harmful for individuals with T1D. One thing is for sure, it’s possible that ‘even one little sip’ will affect blood sugar. It can also impact your child’s insulin and medication regime. It is also worth noting that whenever blood sugar goes up or down, it will most likely be associated with mood swings. Ironically, symptoms of severe hypoglycemia (low blood sugar) mimics drunkenness – people may stagger, slur words, or even pass out. Although this is scary, here are some resources to conquer this topic and keep your teenager safe: http://myt1dhope.msu.edu/life-events/alcohol
19. When a child with type 1 diabetes gets a cold or the flu, management of their diabetes often becomes unpredictable. The resources below are provided to help prepare for when your child becomes ill so that their diabetes remains under control: http://myt1dhope.msu.edu/life-events/sick-days What tips do you have for managing sick days?
20. Although it is just one component of many, nutrition plays a big role in the outcomes of T1D management. Below are resources to help you plan healthy meals and snacks for your family: http://myt1dhope.msu.edu/life-events/nutrition What’s your favorite go to meal or snack? Share the recipe with the group.
21. Does your child have a 504 plan on record at his/her school? Here are some resources that can help you write one for your child: http://www.diabetes.org/living-with-diabetes/parents-and-kids/diabetes-care-at-school/written-care-plans/section-504-plan.html https://archive.childrenwithdiabetes.com/504/ Has a 504 plan helped you communicate better with your child’s school?
22. Problem solving is something that we do every day. However, it is definitely a skill that is learned. The teenage years are a time in human development where we can see this skill lacking, even in the smartest, most well-behaved, lovable kid. During this time, a huge transformation is taking place in the brain, which is a cause of rash decisions and actions by our children that leads us to wonder, “What was she thinking?!?!?” Problem solving is an especially important skill for kids with T1D to learn. Here is more information on how to approach problem solving: http://myt1dhope.msu.edu/stories/problem-solving-guide-and-worksheet-parents-and-their-kids What is one area that you think could be addressed this way?
23. One thing that frustrates a lot of parents (and people living with T1D) is that the general public doesn’t always understand the differences between Type 1 and Type 2. Here is a video that you can send to help explain these differences: https://www.youtube.com/watch?v=pdt4NlFjd1U&feature=youtu.be How have you overcome this misconception?

Group 3: Messages were related to general parenting and received through text message (note, same as Group 1, but no “call to action”)

1. Try dwelling on positives this week for 5-15 seconds, try to appreciate the positives in your life & it will help you be more positive. Write one positive thing in your life each day.
2. This week, write down your vision of your best self in a month, a year, and in 5 years. By simply envisioning success, you can increase your outlook on the future! Start with the end in mind.
3. Try a healthier way to handle stress this week: Go for a walk, read a book, listen to music, get enough sleep, or do a favorite hobby. By actively coping with stress, you can prevent running out of fuel throughout the week.
4. Thank three people, smile three times, write about one positive experience, exercise, meditate, do something nice for someone.
5. Each night, write down 1-2 things that went well in your day, and ask yourself how did you make that happen? By observing more positives, it can alter your long-term happiness. Look for them, create them, and recall them.
6. By taking care of your own needs, you will be better able to respond & help your child.
7. To be a good parent, you need to refuel sometimes. Take some “me-time” to do something you enjoy. Identify 1 or 2 activities you can do in a week that focuses on you and refueling your energy (reading, exercising, meditation).
8. Next time you need your child to change a behavior immediately, the way you choose to interact with your child in the moment is often more important than the end result. For example, when we want our child to be quiet, snapping at them to be quite will not change their behavior long-term, instead, focus on the process of describing why you need a change.
9. What are some rituals you can incorporate into your child’s day? Maybe singing to them as they wake up? Maybe a lunch note?
10. Next time you get in a disagreement with your child, take three deep breaths and try responding in a more friendly tone. Fighting anger with anger usually leads to a lose-lose situation for you and your child.
11. Dismissing feelings can happen frequently with busy parents. Telling children to “just get over it” is hurtful. Being open to your children’s emotions will help them feel more comfortable coming to you in times of need. This week, try to label your child’s emotion or ask them questions on how they are feeling next time they are upset.
12. Involve your children in problems solving. Ask them what they believe is the best solution to a struggle or challenge.
13. When you show your child you are interested, they are more likely to open up to you later. For example, instead of asking kids, “How was school?,” just ask them specifically what they did today.
14. Many kids can’t explain why they misbehaved. Asking them “why” questions stresses them out & is rarely helpful. When your child gets in trouble, try to avoid Why questions, instead ask what is going on, try to label their emotion, and come up with a solution with them.
15. Showing appreciation for small tasks your kids do can be hard during a busy day, but making time for this will help your kids feel better. Write a list of three things this week that you are thankful for, related to your kids. Tell them throughout the week some of the items on your list.
16. Surprise and delight may come in many forms for your child. Maybe an extra book before bed, or special snuggle time?
17. Paying attention is a great way to convey love. With young kids hold and hug them. With older kids just listen to them.
18. Children are more likely to repeat good behavior when they know parents notice it & realize how proud parents are of them. Try to tell them throughout the week when they are doing behaviors that you approve of.
19. Punishing is not always the answer when children misbehave. Using consequences instead of punishment can help shape children’s behaviors. Consequences help teach children to view how their choices impact their lives. Punishments might make your child hide these behaviors. What is an appropriate consequence to a child not getting up fast enough in the morning? How about: Rise and Shine, or get left behind!
20. When your child comes to you & they are upset, express sympathy & then help them label their emotion before resolving the issue. By labeling emotions, your child will feel that these emotions are normal and be better able to process them. They are also more likely to behave better and may reduce conflict between you and them.
21. You want to be available for you child when they’re ready to tell you things. Placing a high level of importance on your child’s desire to chat about something gives them a better path to open communication and makes them more likely to share more details.
22. Problem solving is something that we do every day. However, it is definitely a skill that is learned. The teenage years are a time in human development where we can see this skill lacking, even in the smartest, most well-behaved, lovable kid. During this time, a huge transformation is taking place in the brain, which is a cause of rash decisions and actions by our children that leads us to wonder, “What was she thinking?!?!?”
23. Work/Life balance is difficult. Give yourself some simple guidelines to find balance, like no email on the weekends.

Group 4: Messages were related to diabetes parenting and received through text message (note, same as Group 2, but no “call to action”)

1. Wearing a bracelet or necklace that lets people know your child has diabetes can help save them in an emergency.
2. Being a parent of a child with type 1 diabetes is a 24/7/365 job. Be sure to be kind to yourself. You’re doing great!
3. Your child might have a bad day and that’s okay. Let them know that you understand how hard it is to keep on it all the time. Remind them that tomorrow is a new day.
4. Having a support group who understands being a parent of a child with diabetes can help you feel support and help answer questions.
5. It can be hard to find a reliable person to help take care of your child. Here is a resource that might help: http://myt1dhope.msu.edu/events/babysitters
6. When you are feeling stressed about your child’s diabetes, take three deep breathes. It’s normal to feel like this.
7. Remember to praise your child when they tell you the truth about their diabetes no matter if it’s good or bad news. This will help strengthen the relationship between your child and you.
8. Let your child know when s/he is doing a good job managing her/his diabetes.
9. Do you reward your child for staying on track with their diabetes? It can be something big or small, like an hour more of screen time or a trip to the movies.
10. Tell your child that you are proud of them for taking care of their diabetes.
11. Sometimes kids get burnout in managing their diabetes. Ask them if they want you to manage for a day to give them a break (It would have to be when you were with them).
12. In many cases, kids with T1D are not allowed the opportunity to attend stay-away camps. Fortunately, there are diabetes camps specifically for kids with T1D. These camps are not only life changing for the kid and help teach them self-management skills, but these camps allow parents the opportunity to fully relax, sometimes for the first time since diagnosis. Here are some resources for more information on diabetes camps: http://myt1dhope.msu.edu/events/camps
13. Summer is here! Vacations let you get away from the “real world” and are a time to make memories. As a parent with a child with T1D, there is no getting away from managing your child’s diabetes. Here are resources will help you prepare for vacations so you can create the memories that will last a lifetime: http://myt1dhope.msu.edu/life-events/vacations
14. Sleepovers can be a lot of fun, but also can be very stressful for a parent with a child with T1D. With a little of extra planning and preparation, you can make your child’s sleepover a fun and successful experience. Here are some tips that can help you plan a sleepover: http://myt1dhope.msu.edu/events/sleepovers
15. Staying fit and active helps your child control his or her diabetes, and healthy habits of regular physical activity will benefit your child in the long run. From taking stairs instead of elevators, to engaging in active sports, there are a variety of ways to incorporate physical activity into your child’s routine. The following resources will be helpful for you to navigate exercise, sports and coaches for your child with type 1 diabetes: http://myt1dhope.msu.edu/events/sports
16. Puberty can be a very stressful and challenging time for youth with T1D and their parents. Not only do youth have to deal with day-to-day physical challenges, but also with emotional changes that can be difficult to manage. The good news is – you are not alone! There are many resources that can help you navigate through this time. Here are some helpful resources: http://myt1dhope.msu.edu/life-events/puberty
17. When a teen reaches the driving age, this can be a very stressful time for any parent, but particularly for parents of a teen with T1D. Having T1D does not mean your child cannot drive. However, there are some things as a parent that you should be aware of in order to promote a safe driving experience for your child. Discussing this with your healthcare provider and understanding your state driving laws regarding diabetes is a first step that parents should take. We found these resources that we believe will be helpful for you regarding driving and diabetes: http://myt1dhope.msu.edu/life-events/driving
18. Having diabetes and drinking alcohol, especially on an empty stomach, will certainly impact blood sugars. Blood sugar may go high and then may go very low. This is especially harmful for individuals with T1D. One thing is for sure, it’s possible that ‘even one little sip’ will affect blood sugar. It can also impact your child’s insulin and medication regime. It is also worth noting that whenever blood sugar goes up or down, it will most likely be associated with mood swings. Ironically, symptoms of severe hypoglycemia (low blood sugar) mimics drunkenness – people may stagger, slur words, or even pass out. Although this is scary, here are some resources to conquer this topic and keep your teenager safe: http://myt1dhope.msu.edu/life-events/alcohol
19. When a child with type 1 diabetes gets a cold or the flu, management of their diabetes often becomes unpredictable. The resources below are provided to help prepare for when your child becomes ill so that their diabetes remains under control: http://myt1dhope.msu.edu/life-events/sick-days
20. Although it is just one component of many, nutrition plays a big role in the outcomes of T1D management. Below are resources to help you plan healthy meals and snacks for your family: http://myt1dhope.msu.edu/life-events/nutrition
21. Does your child have a 504 plan on record at his/her school? Here are some resources that can help you write one for your child: http://www.diabetes.org/living-with-diabetes/parents-and-kids/diabetes-care-at-school/written-care-plans/section-504-plan.html https://archive.childrenwithdiabetes.com/504/
22. Problem solving is something that we do every day. However, it is definitely a skill that is learned. The teenage years are a time in human development where we can see this skill lacking, even in the smartest, most well-behaved, lovable kid. During this time, a huge transformation is taking place in the brain, which is a cause of rash decisions and actions by our children that leads us to wonder, “What was she thinking?!?!?” Problem solving is an especially important skill for kids with T1D to learn. Here is more information on how to approach problem solving: http://myt1dhope.msu.edu/stories/problem-solving-guide-and-worksheet-parents-and-their-kids
23. One thing that frustrates a lot of parents (and people living with T1D) is that the general public doesn’t always understand the differences between Type 1 and Type 2. Here is a video that you can send to help explain these differences: https://www.youtube.com/watch?v=pdt4NlFjd1U&feature=youtu.be

Click Here to Download the Parenting Messages

What is this study about?

The goal of this research study is to explore the effect of parenting messages and social support for parents of children with type 1 diabetes. A team of researchers at Michigan State University is conducting the study.

Who can participate?

You must be between at least 18 years of age and have a child of any age with a diagnosis of type 1 diabetes who is currently living at home with you.

What will I do if I participate?

Participation in this study will take about 8 weeks. Participants will be asked to complete a survey at the start of the study and a survey at the end of the study. During the 8-week intervention period, participants will receive parenting messages each week.

How will I be compensated for my participation?

You will receive a $5 Starbucks Gift Card after completing the pretest survey. After the 8 weeks and after completing the post-test survey, you will receive a $5 Starbucks Gift Card.

How do I participate?

Complete the screening questions here: https://msu.co1.qualtrics.com/jfe/form/SV_26a0xEnps1gpDeZ

Who do I contact with questions?

Contact Katie at kmitch@msu.edu or 517-884-8892.

Through our research, we have heard from many families who talk about the stigma around type 1 diabetes (T1D). Both parents and kids have stories about friends and relatives who do not understand the differences between type 1 and type 2 diabetes, often making comments about how the child will ‘just grow out of it’ or ‘if you just feed your child healthier food, they will get better.’

The stories from the T1D families we have met through our research inspired the collaboration between the MyT1DHero team and WKAR to produce videos that aim to spread awareness about type 1 diabetes. Two videos will air on TV this month on the PBS Family channel. For World Diabetes Day, we are announcing the next video that can be watched below.

T1D is an autoimmune disease in which a person’s pancreas stops producing insulin. Insulin helps the body get energy from the food that we eat. Individuals with T1D do not make their own insulin, so they must regularly monitor their blood sugar and balance their insulin doses with eating and exercise.

Importantly, T1D has nothing to do with diet or lifestyle. Instead, scientists believe that genetic and environmental factors are the major causes of T1D. Unfortunately, there is nothing that can be done to prevent T1D and there is no cure.

By: Bree Holtz, PhD, Department of Advertising & Public Relations, Michigan State University

The last book I read this summer was Ready Player One, by Ernest Cline, and video games played an essential role throughout the story. Games are engaging, fun and (mostly) social, and because of that, they can be a particularly good tool to help people learn. When a game is developed to be fun but also have an educational element to it, they are often called “serious games.”

My colleagues and I recently published a review of research studies that used serious games to help kids and teens better manage their chronic illnesses. One of the most compelling findings was that the games and studies that encouraged some sort of interaction by a parent had more positive impacts than games that didn’t involve a parent.

We hypothesized that the discussions that parents might have had with the child after game play could have contributed to bigger “dose.” Meaning that the messages from the game continued to be important to the users after they were finished playing the game.

(You can read the news coverage of the paper we published here: https://comartsci.msu.edu/research-and-creative-work/researchers-review-serious-gaming-help-children-chronic-illness)

This review of games examined only studies that have been published in academic literature, which can take several years to get out. So none of the papers looked at mobile phone games.

Games for health on mobile phones may not be that fun or engaging (yet), but they are coming. So, how can this help you now? One suggestion includes engaging the kids where they are at. Ask them about the game they are currently playing. What is the purpose of the game? Ask them how to play. You could also download the game and try to play it yourself and tell them about your experiences.

What games are your kids playing? Do you play with them?

With the resurgence of pop culture superheroes in the last several years, the launch of the MyT1DHero mobile app is a timely one. MyT1DHero couples the attraction of superheroes with the struggle against the very real foe of type 1 diabetes (T1D), a chronic pancreatic disease that disrupts or stops the production of insulin, which is needed to regulate blood sugar.

Bree Holtz, an assistant professor for the Department of Advertising + Public Relations whose research focuses on information communication technologies and healthcare, is the principal investigator behind the MyT1DHero app. Other MSU researchers contributing to the project include MSU faculty Shelia Cotten, Denise Hershey, Mandy Holmstrom, and Katharine Murray.

Encouraging Independence

MyT1DHero is jointly designed for adolescents ages 10-15 with T1D and their parents. The goal of the app is to aid adolescents in transitioning to independently managing their health, encouraging self-sufficiency while maintaining an open line of communication with parents. The hope is that encouraging more positive communication between children and parents will help improve children’s health and reduce stress for their parents.

“We’re generally in the doctor’s office for about 15-20 minutes, so a lot of our care takes place outside of the doctor’s office. Chronic disease has to be managed continually, and you need that support, especially in adolescence,” said Holtz. “I’m interested in looking at that dynamic between the informal caregiver and the child who’s managing the disease. Other research has shown that if this transition period includes more positive parenting, more positive communication, and better trust, that this will carry on throughout the years.”

Here’s how it works: MyT1DHero connects a child’s app to their parents’ app. During registration, a parent and their child enter the child’s blood glucose testing schedule, which the app then uses to remind the child to test. Once the child enters the blood glucose results into the app, MyT1DHero automatically sends the information to their parent’s app. To maintain motivation to use the app, the child earns points for testing their blood glucose at their scheduled times. Accessories can be purchased with the accumulated points for the child’s MyT1DHero avatar. In addition to blood glucose monitoring, the app provides suggestions for positive messages for the parent and child to send to each other. The purpose of the app is to transition more responsibility onto the child while allowing parents to see how their child is managing the disease and to provide tools for more positive communication.

Enrolling Participants

The app has undergone multiple rounds of testing. Now in their third year of the three year study, the team behind MyT1DHero is once again seeking study participants. The team hopes to enroll a total of 70 families before March of 2019. In an effort to achieve a baseline understanding of the app’s effectiveness, enrolled families will participate in a randomized, 3-month control trial. With the gathered data, the MyT1DHero team hopes to continue to evolve the app.

“With our beta test, just looking at the preliminary data, we found that quality of life improved significantly for our participants and we were seeing a downward trend in HbA1c,” Holtz said.

Measuring HbA1c allows researchers to track a patient’s average blood sugar level over the span of two to three months. The MyT1DHero team’s initial findings are promising, as it is difficult to see significant improvements in HbA1c. In addition to these improved results, progress in parent-child communication is being made.

“Overall, participants felt that communication surrounding diabetes between themselves was good,” said Holtz. “We’re also finding out that the kids want to be able to participate in teams within the app. Right now they’re just talking to the parents, but they want to talk with other kids. So we’re trying to figure out a way to do that responsibly.”

Educating the Public

The research for MyT1DHero is currently supported by a grant from the American Diabetes Association, and a series of informational videos made in conjunction with WKAR and Sparrow Health System is planned to air on PBS to help educate more people about type 1 diabetes.

“We found that parents feel a lot of stigma and guilt and shame because a lot people don’t recognize the difference between type 1 and type 2 diabetes, and they felt like they should have recognized their child’s diabetes earlier,” said Holtz. “So we’ve worked with PBS to see if they could possibly put together some videos on their family channel that will go out to explain the symptoms of type 1 diabetes and the differences between type 1 and type 2 to help increase awareness and to help parents know that they didn’t cause this. Parents shouldn’t feel guilty about it. Their kids have it, it’s scary, but there’s nothing they could have done to prevent it.”

MyT1DHero is not yet available to the public and is only usable on Android phones, but the team is currently working on expanding the app’s accessibility to iPhones. As testing moves forward, the team is excited to continue learning how MyT1DHero is impacting parent-child communication and the quality of health for participants.

By Kristina Pierson

https://comartsci.msu.edu/research-and-creative-work/comartsci-researchers-tackle-type-1-diabetes-new-mobile-app

This past weekend, the MyT1DHero team attended the 2018 JDRF TypeOneNation Summit Teen Central in Belleville, Michigan. Teens at the summit helped MSU researchers develop stories for the MyT1DHero app upgrade.

The teens’ ideas were extremely creative and very cool. For example, one teen said that there should be a villain that the superhero in the app has to fight, and that the villain should be “Little Sugr.”

In addition to their story ideas, teens voted on different messages that they may use connect with others with T1D. The messages included things like: “I’m proud of you,” “It’s normal to feel upset sometimes,” and “You are more than a number.”

The MyT1DHero team would like to thank all of the teens that participated in their workshop. Also, a very special thank you to JDRF Southeast Michigan for inviting the researchers to attend the summit.

Do you have any superhero story ideas? Or message ideas? Let us know!

By Bree Holtz, Assistant Professor, Department of Advertising and Public Relations, Michigan State University

“Problems are not stop signs, they are guidelines.” – Robert H. Shuller

See Problem Solving Worksheet

Problem solving is something that we do everyday. However, it is definitely a skill that is learned. The teenage years are a time in human development where we can see this skill lacking, even in the smartest, most well-behaved, lovable kid. During this time, a huge transformation is taking place in the brain, which is a cause of rash decisions and actions by our child that leads us to wonder, “What was she thinking?!?!?”

This can be the optimal time to teach your child strategies for making decisions. This will provide an understanding of decision-making that is structured and controlled. Research has shown that people who can clearly evaluate issues and make reasoned decisions are more successful in their life. Additionally, strong problem solving and decision-making skills are key in diabetes care. Studies have found that these skills are associated with improved A1c, long-term adherence and overall higher quality of life.

This is a skill that can be taught and although you are still making most of the decisions about your child, it is a good time to bring them into the process. This has several benefits including showing them that you value their opinion; you respect them; and can help prepare them to make reasoned decisions as they transition to adulthood. Parents must keep in mind that teens will probably still be impulsive at times.

Below, I have laid out the stops to help guide the process. But before I get to that, it is important note a few things.

• This can NOT be done when you or your child are mad or angry at each other. Nobody is in the right frame of mind when you are in the middle of a door-slamming, yelling match with your child.
• As for how you use this approach, you will need to figure out what’s best for you and your child. Some people might prefer sitting down together and talking it through. For others, perhaps you sit down together, but write parts of it out. This could be beneficial for kids who might feel uncomfortable saying things out loud. You have to pick what is going to work best for you.
• Collaborative problem solving is a deliberate and organized process with no pre-determined solutions.
• Keep in mind that this is not an overnight process; time and repeated attempts might be necessary to successfully complete this process.
• One key to completing this process is to make sure you are really listening to your child (active listening):
  • Look at the person who is talking;
  • Take notes if you feel like that helps you;
  • Nod your head;
  • When they are done speaking, repeat in summary what you heard them say. “What I’m hearing you say is….”;
  • You can also have them repeat back to you, “Can you tell me in your own words what I said.”

Problem-Solving Step by Step

See Problem Solving Worksheet

Step 1: Problem identification: What’s the problem?

• It is important to differentiate between the problem and a symptom.
• Do not personalize it, the child may become defensive if they feel attacked.
• Focus on the issue – facts only, not the person or emotions.
• Try to come to an agreement on the problem.
  

  Write down the problem

Write down the problem.

Examples:

Bad example: You keep forgetting to take your lunch to school.

Better example: Your lunch doesn’t make it to school.

Step 2: Barrier identification: Identify reasons why this is happening?

• This is from both sides, not just the parent.
• Try to think of as many as you can. Keep asking, “Is there anything else?”
• Show active listening and reflect your understanding of what your child is telling you.
• Try not to say, “That’s not a reason.” Or “That doesn’t make sense…” Or anything that could be taken as not appreciating their view of the issue.
• Write all of the barriers down, from both sides.

Examples:

-Rushed in the morning

-Backpack isn’t in the kitchen

Step 3: Brainstorm Solutions

• No solution is too wacky or off the table.
• The child should try to go first, ask “Do you have any ideas on how we can solve this?”
• If the child doesn’t want to or can’t think of one, offer a solution, try to make it a silly one.

Out-the-door checklist

Examples:

-Uber driver brings it

-Pizza delivery

-Mom brings it to me

-Put backpack in kitchen

-Have an out-the-door checklist

-Get up 5 minutes earlier so you aren’t as rushed

-Put lunch on shoes

Step 4: Evaluate all of the options and decide on a way forward.

• Which options work to get you to the outcome that you can both agree on?
• If you can’t seem to agree on a solution – can you negotiate one of the solutions to make it viable and acceptable to both parties?

Examples:

-Keep meal replacement bars in backpack.

-Parent will bring your lunch, two times a school year.

-Backpack goes in kitchen.

Step 5: Planning to take action

• Once you have mutually decided on a way forward, what are the steps that need to happen?
• When will the new plan start? Set an actual date.
• When will you come back together to discuss how it went? Set a date.

Step 6: Evaluation and revision

It is key in this step to be in the right frame of mind and to use your active listening skills.

• So, how did it go?
• Does something need to change? What?
• Look back at step 3 and add/revise if needed.
• Repeat steps 4-6 as necessary.
• If changes are needed to reach the solution, try to remain calm and focused on your goal. Try not to get angry or blame one another. Refocus any negative feelings on identifying barriers and revising your plan.

By working through problems with your adolescent/teen, you are showing them how to develop sound plans, set goals, problem solve and express their feelings in a positive way. Sometimes problem solving can be overwhelming and this is a way to help them understand the process in a reassuring and safe way.

Sources:

• https://www.aacap.org/aacap/families_and_youth/facts_for_families/FFF-Guide/The-Teen-Brain-Behavior-Problem-Solving-and-Decision-Making-095.aspx
• http://www.thinkkids.org/learn/our-collaborative-problem-solving-approach/
• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3046216/
• https://ohioline.osu.edu/factsheet/HYG-5301
• https://parents.au.reachout.com/skills-to-build/connecting-and-communicating/problem-solving-and-teenagers
• https://parents.au.reachout.com/skills-to-build/connecting-and-communicating/things-to-try-problem-solving
• http://raisingchildren.net.au/articles/problem_solving_teenagers.html
• https://www.ecmhc.org/tutorials/social-emotional/mod4_3.html

By: Bobby Taylor, Television Production Technician, WKAR-TV

I was diagnosed with type 1 diabetes when I was 9 years old and it was one of the hardest things for my parents and family members to wrap their heads around. My parents battled internal blame and guilt, and my siblings didn’t know if playing with their little brother would ever be the same.

As for me? I distinctly remember courageously nodding at my doctor and accepting my new challenges as they explained how I would have to change my diet, prick my finger multiple times a day, and give myself insulin shots regularly. Believe it or not the only thing that got to me was the idea of drinking diet pop… I hated diet pop. Maybe I was naive, but my diagnosis was a way to stand out from the crowd.

All throughout school my T1D defined the person who I was, and I sort of liked that. I made sure to inform all of my teachers and friends that I had diabetes. If my friends were extra nice to me on certain days, I would even offer them some of my candy that my mom made sure I’d bring to school with me in case my blood sugar went low… (sorry mom, thank you for helping me make friends easily though).

Being so open about my diabetes really gave me confidence to talk to more people (it’s a great conversation starter to be honest) and involve myself with groups and clubs that I otherwise may not have. My confidence in speaking to people lead to me becoming very involved with my school’s media production classes, creating videos and serving as an anchor on our news program. The more involved I became, the more I knew what I wanted to do for the rest of my life.

As a recent graduate of Michigan State University, I am fortunate to work for my alma mater as a Production Technician for WKAR-TV right inside the heart of the College of Communication Arts and Sciences. Working in television production can be incredible and terrifying at the same time, which is one reason why I love it so much. Each day can be different when you have T1D, so I’ve made sure to inform all of my co-workers and even student interns of my diabetes. In doing so, I am able to act quickly and efficiently to make sure I am on top of my health and my work accordingly. Despite my efforts, occasional low blood sugar alerts or my pump reminding me to change my site happen. I’ve had only a handful of instances where my insulin pump or CGM for my blood sugar levels have interrupted an interview or recording. Most often the timing of the interruptions is quite ironic (and hilarious).

For example, WKAR has recently teamed up with the My1DHero team to create segments about the MyT1DHero app and the research that Dr. Bree Holtz and her team is conducting in the College of Communication Arts and Sciences. When I first heard of the collaboration, I knew I had to be a part of the project. While recording one of our interviews with a nurse practitioner in a hospital, my blood sugar decided to crash and my CGM alerted everyone in the room with its high pitched alarm. Of course, trying to be as little of a burden as possible, I reassured everyone in the room that I was fine, but as soon as I asked for a juice box, our interviewee was out of her seat to grab me one. She was completely unbothered by the interruption. Had I not mentioned that I was diabetic prior to recording, it could have been a much bigger issue than what it was. I must admit, if there were an ideal time for my pump to interrupt an interview, being with a nurse practitioner who has studied diabetes and was there to be interviewed on the subject was it.

As I continue working with WKAR and the College of Communication Arts and Sciences, it is nice to be involved in a project like this. I am getting the opportunity to meet kids with diabetes and, in a way, show them that diabetes should not hold you back from what you love to do. I am fortunate enough to be able to do what I love every day, and I have never let my diabetes interfere with that.

By: Katie Murray, Michigan State University

Caring for a child with type 1 diabetes is extremely demanding. Parents faced with this complex caregiving role often report feelings of depression, loneliness, isolation, guilt, loss of control, anxiety and increased marital strain. These feelings are completely normal. Interestingly however, there is research that supports the power of positivity for people with breast cancer and parents of children with autism that can be translated to families impacted by T1D.

The power of positivity refers to the positive outcomes that result from viewing distressing experiences as beneficial in some way. You can also think about this as a purposeful act of being optimistic. The positive outcomes as a result of being optimistic can include: an enhanced sense of purpose, greater spirituality, enhanced relationship quality with others, and changes in life priorities.

Consider your role as caregiver for your child with type 1 diabetes. Do you typically think about the daily management in a negative way? Does your relationship with your child sometimes feel strained and like it is all about diabetes management? Perhaps give a thoughtful effort to re-framing how you approach the difficulties of type 1 diabetes. For example, when you feel yourself getting frustrated about your child lying about blood sugar numbers, take a deep breath and remind yourself that they may be lying to you so that they do not disappoint you. With this understanding in mind, approach the conversation with your child in a way that they feel supported, not attacked. This new positive frame may, little by little, improve your relationship with your child.

If you were to describe the impact of type 1 diabetes on your family, what would you say? Although your life would be less complicated without the burdens of T1D, what positive things have resulted from diagnosis? You may just be surprised with how you feel after a change in your frame of mind.

My name is Ally, and I have type 1 diabetes. When my mom told me she had signed me up for a week long diabetes camp, I was not happy. Seven days with people I didn’t know, in an unfamiliar place, without my phone was not how I wanted to spend a week of summer. I don’t think any 16 year old girl would be thrilled with the idea. Before attending Camp Midicha, I was struggling with my diagnosis and going to camp was forcing me to acknowledge it. I cried the entire drive there and for an hour after my mom dropped me off. I was so nervous to be away.

On the first day of camp, one of my counselors went around in a circle and asked every camper to share what they felt was the best thing about having diabetes. I didn’t have an answer. Most of the girls had diabetes for most of their lives, but I had only been diagnosed for 6 months. They all talked about the personal growth they experienced, the friends they’d met, and the awareness they have created around type 1 diabetes. I was still coping with the shock of diagnosis and learning what disease management required, and I didn’t see one positive thing about it.

As the week went on, I made friends with three girls in my cabin. They shared insider tips on diabetes, showed me the ins-and-outs of camp and most importantly loved me for who I am. The four of us are all facing difficulties that most teenagers do not have to deal with. They have become the closest friends I have ever had. We created an unbreakable bond, one that is difficult to put into words. I am so grateful for my other friends and family for their commitment to understanding my disease and all of the details, but there is something different about being with people just like me, who live this disease EVERY.DAY.

At the end of camp we repeated the activity from the beginning. “What’s the best thing about having diabetes?” When it was my turn, I looked at my new friends and smiled as I explained to the rest of the group that my camp experience was the best thing about my diabetes.

The friendships I made at camp are ones that will never be broken, and I am extremely thankful for the opportunity to have experienced Camp Midicha. I never thought I would feel so blessed by such an awful disease, but my girls give me a reason to be.

For more information about Camp Midicha, please visit the American Diabetes Association website: http://www.diabetes.org/in-my-community/diabetes-camp/camps/midicha-day.html?referrer=https://www.google.com/