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    The Relationship between Traumatic Stress Symptoms and the Academic and Psychosocial Functioning of Children with Type 1 Diabetes Mellitus

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    Author
    Randall, Philip
    Issue Date
    2018
    Keywords
    Children's Academic Performance
    Children's Psychosocial Functioning
    Traumatic Stress Symptoms
    Type 1 Diabetes Mellitus
    Advisor
    Perfect, Michelle M.
    
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Research has found that children with Type 1 diabetes mellitus (T1DM) or exposure to traumatic events have demonstrated diminished academic performance and psychosocial functioning. The goal of the present study was to investigate the impact of traumatic stress symptoms for children with T1DM after exposure to traumatic events. Specifically, the impact of children’s academic performance, as measured by grade point metric (GPM), attendance, and involvement in special education services, was examined. Additionally, children’s psychosocial functioning, as assessed by teacher ratings, was researched. Traumatic stress symptoms were evaluated by children and parents through a trauma instrument. The aim was to explore whether the academic performance and psychosocial functioning of children with T1DM could be predicted by the severity of traumatic stress symptoms. Results indicated that academic performance as measured by children’s GPM, attendance, and involvement in special education services were not predicted by frequency of traumatic stress symptoms. However, the frequency of traumatic stress symptoms predicted aspects of psychosocial functioning. Frequency of traumatic stress symptoms significantly predicted teacher ratings of externalizing problems, internalizing problems, behavioral symptoms, and school problems. However, traumatic stress symptoms did not predict the ratings of adaptive skills. The implications of the results include the need of awareness by professionals and teachers of children who have been exposed to traumatic events and the need to provide support and assistance for these children to promote their academic progress.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    School Psychology
    Degree Grantor
    University of Arizona
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