Integration of social identity principles into diabetes self-management education: Motivating improved diabetes management behavior

Social Identity Theory (SIT) describes important aspects of group behavior and provides a framework for applying novel approaches to Diabetes Self-management Education (DSME). Principles of SIT have explained social behavior based on group norms, but have not, to our knowledge, been applied to establish norms of healthier behavior. In this pilot study, an evidence-based DSME curriculum was modified to include social identity concepts promoting strong group cohesion and adoption of group norms. Three-way interactive video-conferencing was set-up between two diabetes patient groups from South Carolina (n=19) and Washington state (n=21), and a team of two educators in North Carolina. Small patient groups from SC were paired with similar-size groups in WA. New DSME approaches were introduced based on key factors integral to SIT. Educational materials and activities were modified to underscore similarities between members within a group, foster “friendly” competition between paired groups in SC and WA, encourage group-based support and learning, empower teams to choose and realize group goals, and create a positive environment, where patients with diabetes felt they belonged. Significant increases were observed baseline to post-intervention in health-related group norms and level of commitment and motivation to improve diabetes self-management behaviors. SIT offers a promising framework to facilitate adoption of behaviors for managing chronic illnesses, such as type II diabetes. Details of the modified DSME curriculum will be discussed and demonstrated using excerpts from live sessions.