Browsing by Author "Mahidol University. The National Institute for Child and Family Development"

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    Glycemic control, quality of life and self-care behavior among adolescents with type 1 diabetes who attended a diabetes camp.
    (2012-01) Jeerunda Santiprabhob; Pornpimol Kiattisakthavee; Supawadee Likitmaskul; Katharee Chaichanwattanakul; Jirapa Wekawanich; Hattaya Dumrongphol; Apiradee Sriwijitkamol; Thavatchai Peerapatdit; Wannee Nitiyanant; Mahidol University. The National Institute for Child and Family Development; Mahidol University. Faculty of Medicine Siriraj Hospital. Department of Pediatrics; Mahidol University. Faculty of Medicine Siriraj Hospital. Department of Medicine
    A prospective study was conducted at the tenth Siriraj diabetes camp with the objectives of evaluating the effectiveness of diabetes camp on 1) glycemic control, 2) knowledge, 3) quality of life, and 4) self-care behavior of adolescents with type 1 diabetes (T1D) who participated in the diabetes camp. During the 5-day camp, twenty-seven participants (mean age 15.6±2.1 years, mean duration 6.3±3.0 years) were taught diabetes self-management education (DSME) and engaged in psychosocial support sessions. Post-camp activities were held every 3 months and participants were followed for 12 months post-camp. Glycemic control was assessed prior to the camp, then every 3 months. Knowledge level was assessed prior to the camp, at the end of the camp, and every 3 months. Diabetes self-care behavior and quality of life were evaluated prior to the camp, at 3 months and 12 months after the camp. After attending the camp, participants had improvement in knowledge but there were no changes in HbA1c levels or quality of life scores. Quality of life was not consistently associated with HbA1c. In general, participants did not perceive their quality of life was poor or feel having diabetes affected their social life. The issue participants worried about most was whether they would develop complications from diabetes. There were several weak points found among participant self-care behavior, particularly in diet-related matters. Despite no improvement in glycemic control, participants gained knowledge from attending the camp. Diet related self-care behavior is difficult for teenagers with T1D to be compliant with.
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    Self-regulation in Thai preschoolers: the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation
    (2012-03) Piyada Pichitkusalachai; Panadda Thanasetkom; Vasunun Chumcha; Nuanchan Chutabhakdikul; Mahidol University. The National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    This research investigated the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation in Thailand, using quasi-experimantal, pre-post test research design. The 101s is a tool for teachers to interact to their students with warm and responsive care. It contains positive discipline techniques focusing on promoting children's social and emotional competence. Preschool teacher (n=11) and their children (n=45) at age 3-5 years old enrolled in two schools were the sample of the research. The sample was divided into two groups. First, the 101s training group in which the teachers received the training consisted of 6 teachers and 20 children. Second, the control group in which the teachers received no training consisted of 5 teachers and 25 children. An independent samples t-test and a series of analysis of covariance (MANCOVA) were utilized to evaluate the significant differences in the mean scores on teacher interaction practices, as measured by teacher interaction Checklist, and children's self-regulation, as measured by the BRIEF-P. The results showed that the teachers in The 101s training group had significantly higher scores on positive interaction practices and significantly lower scores on negative interaction practices (i.e., positive behavioral management and verbal punishment), comparing to the teachers in the control group. The results also showed that the children in The 101s training group had significant differences in self-regulation scores (i.e., inhibition and inhibitory self-control), comparing to the children in the control group. The findings suggested that The 101s teacher training program had a positive effect on teacher's interaction practices and children's self-regulation. The implications, Limitation and suggestions of the research are discussed.