Table 4. Qualitative feedback from participants.
| Discussed element | Description | Example quotation |
|---|---|---|
| Diabetes-related | ||
| Negative thoughts | Strategies to apply the concept of “negative thoughts” and “counter thoughts” to diabetes management and feelings about having diabetes (n=7) |
“Negative thought: why is my blood sugar always high, I’m trying everything; counter thought: I know how to bring my blood sugar down and it will come down” |
| “Negative thoughts: the ‘regulars’—I’m not good enough to take care of my diabetes, it’s going wrong or I’m not smart or strong enough to take care of my diabetes” | ||
| “Negative thought: how diabetes holds you back from being a normal teenager; counter-thought: there are ways to stay on top of it so you can still be you and not hold yourself back” | ||
| Video content | Encourages inclusion of adolescents with diabetes (n=5) | “(I) would like to see someone with diabetes in the videos because I know they relate” |
| Social network | Supports inclusion of diabetes-related entities in the relationship circle (n=3) | “… it would be useful to add something about diabetes relationships like diabetes connections, camp, Type 1 Diabetes Nation (T1DNation), Juvenile Diabetes Research Foundation (JDRF)” |
| “…would definitely add diabetes world to the social network … I have gotten a lot out of connecting with other kids” | ||
| Opposes inclusion of diabetes-related entities in the relationship circle (n=1) | “No need to add people with diabetes in network” | |
| Time givers and breakers | Supports the notion that being proactive about diabetes management could prevent later “time breakers” (n=4) | “… hate sitting for 5 min for the Personal Diabetes Manager (PDM) when changing pod. On the other hand, if (I) don’t just do it, (it) would be a big time breaker to fix things especially if I got ketones” |
| “Hadn’t thought about diabetes as a time giver or time breaker—checking blood glucose and pump changes could be time givers” | ||
| Goal setting | Supports inclusion of diabetes-related goals (n=2) | “Think could add in a goal about diabetes or goals that you might think diabetes could get in the way of” |
| Opposes inclusion of diabetes-related goals (n=1) | “Diabetes goals are drilled in from the doctors (MDs), parents, basically anyone that knows that you have diabetes” | |
| Diabetes and depression | Supports inclusion of a link between diabetes and depression (n=2) | “Include diabetes as a risk for depression” |
| Stressful events | Supports inclusion of how to manage stressful events (n=1) | “For stressful event examples could include fighting with parents about blood glucose or changing pump site or managing high or low blood glucose, hospitalization or going into Diabetic Ketoacidosis (DKA)” |
| New situations | Supports inclusion of how to manage new situations (n=1) | “Going to school with diabetes, learning and taking care of diabetes, 504 plans, get with your nurse” |
| “Really anything new—new job, club, sports team … how to work in how to take care of diabetes as you take on new roles” | ||
| Not diabetes-related | ||
| Steering from negative to positive thought patterns | n=5 | “I can list them now, then I can stop negative thoughts with stop, snap tap” |
| Trying coping skills | n=5 | “I am using the walk away and to stay calm … Have been doing the calm thing because yelling is the go-to thing in my family has freaked out my parents when I am calmly telling them that I am upset” |
| Setting goals (general) | n=5 | “I learned that I set unrealistic goals that make me fail, the module taught me how to be more realistic” |
| Normality | n=4 | “I didn’t know other teenagers thought like me” |