Tatsiopoulou Paraskevi, Porfyri Georgia-Nektaria, Bonti Eleni, Diakogiannis Ioannis
1st Department of Psychiatry, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, 54603 Thessaloniki, Greece.
Brain Sci. 2020 Dec 23;11(1):4. doi: 10.3390/brainsci11010004.
A considerable endeavor had taken place in order to understand the associated challenges for children and adolescents with Specific Learning Disorder (SLD) and Type 1 Diabetes Mellitus (T1DM) but also in order to describe the necessary skills and approaches that the care givers have to develop to assist both children and parents. (1) Aim: The aim of this review is twofold. Firstly, to highlight the T1DM's potential impact on psychological well-being, on cognitive functioning and on school performance in children and adolescents who confront SLD. Secondly, to discuss the necessity of a multidiscipline approach of poor school performance in students with SLD and T1DM, presenting the serious contribution of care providers: (a) parents/carers in the family setting, (b) teachers and psychologists in the school setting and (c) health specialists (pediatricians, nutricians, nurses, child psychiatrists and psychologists) in the medical setting. (2) Methods: In this narrative literature review of 12 selected articles, each one studies a special aspect of approach, during the diagnosis and the treatment of individuals with T1DM and SLD. The review concerns the arising problems and difficulties in the adherence to diagnosis, the management of insulin, the mental and physical wellbeing, the school performance, the cognitive functioning and learning difficulties of patients. We tried to synthesize an interdisciplinary approach that involves collaboration between family, school and medical frame; facilitating children's and adolescents' difficulties management, as well as parent and teacher involvement during the intervention implementation. (3) Results: The main issues of concern were examined through the available literature, as different factors had to be re-examined in the previous studies, regarding the potential impact of T1DM in cognitive and psychological functioning, as well as the effects of the intervention/approach/treatment of children and adolescents with SLD and T1DM. (4) Conclusions: Although T1DM diagnosis and demanding treatment are a heavy burden for children and their families, T1DM may or may not be associated with a variety of academic and psychological outcomes. Despite the variability of the reviewed research design quality, it was clearly defined that the impact of T1DM is not uniform across educational and mental variables. Strengthening the children's physical, psychological and social wellbeing is an especially important factor, as it facilitates the insulin's management as well as the learning difficulties. This is possible by supporting the parental and teacher involvement in the intervention process. This review highlights the need to reduce the distance between theory/research and practice, in some of the proposed areas in this field of knowledge.
为了了解患有特定学习障碍（SLD）和1型糖尿病（T1DM）的儿童和青少年所面临的相关挑战，也为了描述护理人员必须培养的必要技能和方法以帮助儿童及其父母，已经开展了一项相当大的工作。（1）目的：本综述的目的有两个。首先，强调T1DM对患有SLD的儿童和青少年的心理健康、认知功能和学业成绩的潜在影响。其次，讨论对患有SLD和T1DM的学生学业成绩采取多学科方法的必要性，介绍护理提供者的重要贡献：（a）家庭环境中的父母/照顾者，（b）学校环境中的教师和心理学家，以及（c）医疗环境中的健康专家（儿科医生、营养师、护士、儿童精神科医生和心理学家）。（2）方法：在对12篇选定文章的叙述性文献综述中，每篇文章都研究了在诊断和治疗患有T1DM和SLD的个体过程中方法的一个特殊方面。该综述涉及在坚持诊断、胰岛素管理、身心健康、学业成绩、认知功能和患者学习困难方面出现的问题和困难。我们试图综合一种跨学科方法，该方法涉及家庭、学校和医疗框架之间的合作；促进儿童和青少年困难的管理，以及在干预实施过程中家长和教师的参与。（3）结果：通过现有文献研究了主要关注的问题，因为在先前的研究中必须重新审视不同因素，这些因素涉及T1DM对认知和心理功能的潜在影响，以及对患有SLD和T1DM的儿童和青少年的干预/方法/治疗的效果。（4）结论：尽管T1DM的诊断和严格治疗对儿童及其家庭来说是沉重的负担，但T1DM可能与各种学业和心理结果相关，也可能不相关。尽管所审查的研究设计质量存在差异，但明确界定T1DM对教育和心理变量的影响并不一致。加强儿童的身体、心理和社会幸福感是一个特别重要的因素，因为它有助于胰岛素的管理以及学习困难的解决。这可以通过支持家长和教师参与干预过程来实现。本综述强调了在该知识领域的一些提议领域中缩小理论/研究与实践之间差距的必要性。
