Transitioning From Pediatric to Adult Care
A new approach to the post-adolescent young person with type 1 diabetes
- Jill Weissberg-Benchell, PHD, CDE1,
- Howard Wolpert, MD2 and
- Barbara J. Anderson, PHD3
- 1Department of Child and Adolescent Psychiatry, Children's Memorial Hospital, Chicago, Illinois
- 2Joslin Diabetes Center, Boston, Massachusetts
- 3Baylor College of Medicine, Texas Children's Hospital, Houston, Texas
- Address correspondence and reprint requests to Dr. Jill Weissberg-Benchell, Children's Memorial Hospital, Dept. of Child & Adolescent Psychiatry, 2300 Childrens Plaza, Box 10, Chicago, IL 60614. E-mail: jwbenchell{at}childrensmemorial.org
Diabetes research and health care have traditionally been divided into two distinct areas for receiving medical care: pediatric and adult. We propose a fresh approach to providing care in which we consider the period of development after high school as a period of “emerging adulthood” for youth with diabetes. We argue that the traditional conceptualization of only two distinct groups of patients misses the unique personal needs of individuals immediately post–high school. We frame this discussion about the needs of these post–high school patients (∼18–30 years of age) within the context of a contemporary theory of post-adolescent development. With this developmental context in hand, we then review psychosocial research on youth with type 1 diabetes. Next we discuss current clinical perspectives and knowledge about the natural course of diabetes during these years. Armed with an understanding of development, psychosocial functioning, and overall health, we then consider the literature regarding transition programs for youth with chronic diseases—both diabetes and other illnesses. We conclude by presenting specific strategies and recommendations to help both pediatric and adult providers care for the transition needs of this vulnerable population of individuals with diabetes.
An updated theory of the developmental period after adolescence
Over the past century, traditional developmental psychology defined the time immediately after adolescence as the “young adult
period” (3,4). In contrast, a leading contemporary developmental theorist (1,2) has argued that young adulthood does not begin
until youth are in their late twenties or thirties and that the developmental stage between ∼l8 and 25 years defines a period
called “emerging adulthood.” Recent cultural trends in America for young people in their twenties lead to delays in assuming
adult roles with respect to marriage, parenting, and work. Arnett (2) suggests that today's young people
“explore the possibilities available to them in love and work, and move gradually toward making enduring …
