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Juliet, C. and Anselm, S. (2012) Basics of Qualitative Research Techniques and Procedures for Developing Grounded Theory. Missao, H. and Morioka, T., Trans., 3rd Edition, Igakusyoin, Tokyo.

has been cited by the following article:

  • TITLE: The Process by Which Girls Who Develop Type 1 Diabetes before School Age Acquire Self-Management Skills during Puberty and Adolescence

    AUTHORS: Ayumi Yamasaki, Yuko Tomari, Ryuzo Takaya, Manabu Ishiro

    KEYWORDS: Type 1 Diabetes, Girls, Childhood Development, Self-Management, Puberty and Adolescence

    JOURNAL NAME: Health, Vol.8 No.15, December 14, 2016

    ABSTRACT: Our aim was to clarify the process by which girls who develop type 1 diabetes before school age acquire self-management skills during puberty and adolescence. We conducted semi-structured interviews with such women who had reached adolescence, and analyzed the results using the modified grounded theory approach (M-GTA). We found the process to be composed of eight categories: Girls begin to feel they understand their own bodies; Girls give precedence to fun, and forget about their disease; Girls build a foundation for taking control of their physical health; Girls feel “out of sync” with their physical sensations; Girls gain new awareness of their disease due to discrimination and comparing themselves to others; Girls revisit their lifestyle and diabetes care practices, with an eye to their future; Girls employ the wisdom and knowledge they have gained from experience; Girls are frustrated at diabetes’ relent-less presence in their lives. The learning process could be roughly divided into two periods: a period dominated by annoyance, where girls prioritize fun activities and try to forget about their disease, and a period where they leverage their wisdom to revisit their care behaviors and change their lifestyle.