Pharmacy World & Science

, Volume 29, Issue 6, pp 699–703 | Cite as

Educating diabetic children: integrating representations by children aged 7 to 11 and their parents

  • Magalie Baudrant
  • Benoît Allenet
  • Claire Le Tallec
  • Michel Grangeat
  • Jean Calop
Research Article



A patient living with a chronic disease develops illness-related knowledge, representations, and specific behaviour leading to attitudes. Our objective was to assess the interaction between representations from diabetic children 7 to 11 years of age and their parents, on the disease and its treatment, in order to improve the therapeutic education process.


A qualitative approach was developed. Semi-structured interviews and free association technique were used on 10 children 7 to 11 years of age and 10 parents, in the Toulouse Hospital, France. Qualitative and quantitative (Alceste® software) discourse analysis relating to representations was performed (distribution, frequency, and meaning of word sequences were compared).


Children seemed to cope naturally with their environment in order to manage their disease. Their attitudes were neutral and their behaviour pragmatic. The parents' representations were more conceptual and negative. They expressed their fear of the disease, their difficulty to endorse the responsibilities and overcome everyday constraints.


The educator must adapt his language level to integrate the child's universe and facilitate assimilation of knowledge. The therapeutic education process for diabetic children should integrate a specific support and training for parents. These results have influenced our choice of a strategy involving continuous group education focusing parents.


Diabetes Representations Patient education Children-Parents interaction 



We thank Michele Ingman, INPG France, for copy-editing this text.

Conflicts of interest: None


  1. 1.
    Lacroix A, Assal JP. Patient therapeutic education. New approaches of chronic disease. Vigot, Paris 1998. ISBN: 2-7114: 1381–0Google Scholar
  2. 2.
    Ivernois (d’) JF, Gagnayre R. To learn how to educate patient. Teaching Approach 2nd Ed., Maloine, Paris. 2004. ISBN: 2-224: 02803–2Google Scholar
  3. 3.
    Bergman MM. Social representations as the mother of all behavioural predispositions? The relations between social representations, attitudes, values. Papers on social representations threads of discussion 1998;7(1–2):77–83. ISSN: 1021–5573Google Scholar
  4. 4.
    Nascimento-Schulze CM, Garcia YF, Arruda DC. Health paradigms, social representations of health, illness and their central nucleus. Papers on social representations threads of discussion, 1995;4(2):1–12. ISSN: 1021-5573Google Scholar
  5. 5.
    Tardif J. Influences of cognitive Psychology on the practices of teaching, evaluation. Quebec Rev Psychol 1995;16(2):175–207Google Scholar
  6. 6.
    Piaget J. The stages of child intellectual development. Bull Menninger Clin 1962;26: 120–8PubMedGoogle Scholar
  7. 7.
    Abric JC. Social Practices, representations. Paris: PUF; 1994: 66Google Scholar
  8. 8.
    Vermersch P. The clarification interview. Pedagogy tools. Paris: ESF; 2003. ISBN: 2-7101-1431-3Google Scholar
  9. 9.
    Morisette D. Teaching Behaviors, to plan, to arise, to assess, De Boeck University, 1994Google Scholar
  10. 10.
    Allenet B, Guignon AM, Maire P, Calop J. Integrating representations from the elderly on his drug regimen to enhance adherence. J Pharm Clin 2005;24(3):175–9Google Scholar
  11. 11.
    Reinert M. Guide of ALCESTE software. CNRS, 2001Google Scholar
  12. 12.
    Sarrell M, Kahan E. Impact of a single-session education program on parental knowledge of, approach to childhood fever. Patient Educ Couns 2003; 51: 59–63PubMedCrossRefGoogle Scholar
  13. 13.
    Vygotski L. The teaching problem and mental development at the school age. Vygotski today. In: Shneuwly B, Bronckart JP, editors. Paris; 1985. p. 95–117. ISBN: 2-6030-0576-6Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  • Magalie Baudrant
    • 1
    • 2
  • Benoît Allenet
    • 1
    • 2
  • Claire Le Tallec
    • 3
  • Michel Grangeat
    • 4
  • Jean Calop
    • 1
  1. 1.Pharmacy DepartmentGrenoble Teaching HospitalGrenoble Cedex 09France
  2. 2.ThEMAS TIMC-IMAG (UMR CNRS 5525)Grenoble Teaching Hospital, Joseph Fourier UniversityGrenoble Cedex 9France
  3. 3.Diabetology unitChildren’s HospitalToulouse Cedex 9France
  4. 4.Department of Education SciencesIUFM Pierre Mendes France UniversityGrenoble Cedex 9France

Personalised recommendations