Problem Solving and Adjustment in Families of Children With Diabetes

Abstract

Communication and problem-solving skills in families of children with diabetes (n'= 20) and families of healthy children (n = 20) were compared. Families completed paper-pencil measures and engaged in simulated problem-solving situations while being videotaped. In terms of raw behavior frequencies, diabetes families talked less than comparison families and used less of some problem solving skills. When overall verbosity was controlled for, however, fewer differences emerged in terms of problem-solving and communication skills. For diabetes families, significant relationships were found among behavior, adjustment, and illness variables. The importance of understanding the specific influence of diabetes-related stress on family functioning is discussed.