of this research was to determine the effect of educating diabetic school children and their parents on the various coping skills for the diabetic patients. This was due to the consideration of the fact that, more than any other group, the diabetic children, more so those in adolescents had shown poor response to diabetic medication which according to researchers was as a result of lack of coping skills (Grey 2009). As such the question guiding this research was, “does the coping skills training (CST) influence the individuals responses to type 1 diabetes (T1D)?”
In this research quantative methodology was used, whereby, the researchers established two groups of school children who were diagnosed with T1D. One of the groups was trained on the coping skills while the other was just given the general diabetic education (GE). However, there were certain requirements for the participants whereby they were required to:
The researchers anticipated to use one hundred diabetic children as their most effective sample. However, they only managed to use 73 participants whereby, 53 children in the CST group and 20 in the GE group.
In the determination of the results of the two groups, CST and GE, a correlation was established by the use of the standard deviation method, whereby 0.5 significance level, would have 98% power to detect a variance among the 2 group means of 04. 99% power to detect a variance among the 3 time means of .051, and 80% power to detect an interaction among the 2 group levels and the 3 time levels of .022, assuming that the common standard deviation is .04. However, this methodology was used on the assumption that the participants were a hundred as earlier intended. Additionally, descriptive statistics was used, whereby it was found that the majority of those who showed significance response to CST were predominately white and of high income (ibid).
CST did not have the expected effect on child and family outcomes on the sample of school-aged