PSYCHOLOGICAL FACTORS OF COMPLIANCE BEHAVIOR IN ADOLESCENTS WITH TYPE I DIABETES
Keywords:adolescents, compliance behavior, type I diabetes mellitus, abetes mellitus self-control
The purpose of the research was to study the features of compliance behavior in adolescents with type I diabetes and to determine the psychological factors that affect its quality. The study involved 60 adolescents with type I diabetes aged 12-18 years. Compliance behavior of patients was determined using indicators that make up the triad of self-control: the regularity of measuring blood sugar levels during the day, compliance with the diet and the regularity of insulin administration. It was found that most adolescents regularly measure blood sugar levels during the day and follow the regimen of insulin therapy. Dietary restrictions and a special diet are difficult for almost half of adolescents. Four levels of compliance behavior were established. 30.3 % had a high level, 34.8 % — medium, 21.3 % its low level, non-compliance — 13.6 %. It was shown that the quality of compliance behavior is determined by the orientation of the locus of control, the level of awareness of adolescents and is associated with the level of glycated hemoglobin as an integral indicator of compensation for carbohydrate metabolism. The internal locus of control positively affects the compliance of adolescents and thereby ensures the optimal level of glycemic control. External locus of control is a factor that prevents the achievement of an optimal level of glycemic control. It was found that the higher the level of knowledge, the better the level of glycemic control. The idea of self-responsibility for one’s own health and knowledge of how to control the disease is important for the development of programs for the psychological support of adolescents with type 1 diabetes, their education regarding self-control and the formation of compliance behavior. It is shown that adaptation to lifelong changes in the lifestyle and behavior of adolescents with type 1 diabetes requires the inclusion of specially organized activities in therapy.
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