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Digital interventions have emerged as promising tools to support mental well-being in diabetes. This review aimed to evaluate the effectiveness of digital health interventions in improving mental health outcomes among adults with diabetes, as well as assess the methodological quality of relevant studies and provide a commentary on research gaps and future directions.
In this paper we provide an integrative synthesis of eight systematic reviews that compromise our systematic review series entitled ‘Population Perspectives on Nurturing Relational Health from Early Life’. We reflect on what we know, what we don’t know, and what we need to know to better safeguard the interpersonal world of the child.
We explored how university students’ mental and physical health changed during a 12-week on-campus exercise program. When students enjoyed exercise more than usual or more than others, they reported better mental and physical health. These findings highlight the importance of prioritising enjoyment of exercise when designing exercise programs for student wellbeing.
Automated insulin delivery (AID) improves glycemia in people with type 1 diabetes (T1D). However, concern remains about early worsening of diabetic retinopathy (EWDR) following rapid and large glycemic improvements. This study evaluated diabetic retinopathy (DR) outcomes in adolescents and young adults with T1D (aged 10-30 years) following AID initiation.
Efforts to promote adolescent wellbeing are of increasing global interest. Although the ability to measure wellbeing is essential for identifying disparities between and within populations, and for tracking progress in improving wellbeing, the best way to measure this elusive concept in adolescents is unclear.
Individuals living with type 1 diabetes (T1D) are at an increased risk of experiencing psychological distress; however, there remains a scarcity of scalable and widely accessible support services, particularly for adolescents and young adults. To address this gap, digital mental health interventions are becoming an increasingly important area of innovation in diabetes care.
This study explored the lived experience of university students with attention-deficit hyperactivity disorder (ADHD) and identified factors that help or hinder their capacity for self-compassion in higher education. Fourteen university students with ADHD aged 18–25 participated in individual semi-structured interviews exploring experiences of self-compassion in academic contexts.
Globally, nearly 9 million people are living with type 1 diabetes (T1D). Although the incidence of T1D is not affected by socioeconomic status, the development of complications and limited access to modern therapy is overrepresented in vulnerable populations. Diabetes technology, specifically continuous glucose monitoring and automated insulin delivery systems, are considered the gold standard for management of T1D, yet access to these technologies varies widely across countries and regions, and varies widely even within high-income countries.
Increasingly, preterm-born children are entering adulthood as survival at earlier gestational ages improves. However, there is little understanding of the lived experience in preterm-born adults.
Adolescents living with type 1 diabetes (T1D) are faced with unique challenges to nutrition management. The current Perth Children's Hospital (PCH) T1D management model includes individualised education at diagnosis and annual reviews. Currently, no group education is provided to develop self-management skills for healthy meal preparation. Teaching Kitchens offers a skills-based program in food literacy and nutrition. This feasibility study explored if a Teaching Kitchens program at PCH engaged adolescents aged between 13 and 17 years, living with T1D.