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The University of Southampton

MEDI6109 Psychosocial Aspects of Diabetes (through the ages)

Module Overview

Diabetes self-management is demanding and relentless, irrespective of whether a person has type 1 or type 2 diabetes. Whilst essentially different diseases, both demand daily self-management and are associated with long-term complications if optimal glycaemic control is not achieved. The psychosocial aspects of diabetes must be considered alongside biomedical outcomes in order to maintain optimal diabetes control, psychosocial functioning and quality of life. This module will provide you with an understanding of the complexities of the psychosocial aspects of diabetes throughout the lifespan and the challenges they pose. You will gain knowledge of specific factors that impact self-management of diabetes and health-related quality of life (HRQoL) and will be able to apply this knowledge in your own practice to help people with diabetes in a more holistic and person-centred way.

Aims and Objectives

Module Aims

To enable students to critically explore and analyse the key theoretical and clinical issues in the psychosocial management of people with diabetes throughout the lifespan.

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • Evaluating knowledge and understanding of psychosocial impact of living with a serious condition such as diabetes on health related quality of life
  • Examining and contextualising maladaptive responses by people with diabetes and outline their potential impact on diabetes self management
  • Critically appraising existing theory-based psycho-educational interventions and evaluate their potential usefulness in the management of diabetes
Subject Specific Practical Skills

Having successfully completed this module you will be able to:

  • Design evidence based strategies for responding to challenges to effective working with people with diabetes e.g. impact of discrimination or depression, age, cultural differences


1. Impact of a diagnosis of diabetes 2. How people adapt to life with a chronic illness 3. How families adapt to life with a chronic illness 4. Helping people with diabetes to learn in clinic and beyond 5. Approaches to the management of maladaptive responses 6. Introduction to depression 7. The impact of ethnicity, culture and religion 8. Dealing with discrimination

Special Features

There are no special features for this module

Learning and Teaching

Teaching and learning methods

Teaching and learning strategies will include: formal lectures, workshops, and practice based learning. The emphasis will be on student centered learning in which you will be supported by a wide range of resources. Staff, tutors and colleagues will support your professional learning. Lectures: Lectures will be interactive and multi-disciplinary where possible, to encourage deep learning and understanding. The University of Southampton and University Hospitals Southampton have nationally and internationally renowned experts in diabetes care and research. They already deliver highly rated teaching on the medical and allied health professionals student programmes in the University. Workshops: Workshops will encourage end-goal orientated group working skills, in a multi-disciplinary team. Practice based learning: Practice based learning will be used to encourage application of learned skills in a controlled environment

Independent Study216
Total study time250

Resources & Reading list

Barnard, KD. and Lloyd, CE. (Editors) (2012). Psychology and Diabetes Care: A Practical Guide. 

Peyrot M, Burns KK, Davies M, et al (2013). Diabetes Attitudes Wishes and Needs 2 (DAWN2): a multinational, multi-stakeholder study of psychosocial issues in diabetes and person-centred diabetes care. Diabetes Res Clin Pract. ,99 , pp. 174-184. There is a list of online/library resources on the module BlackBoard site that may be helpful.

Channon S, Hambly H, Robling M, Bennert K, Gregory JW and the DEPICTED Study Team (2010). Meeting the psychosocial needs of children with diabetes within routine clinical practice.. Diabetic Medicine. ,27 , pp. 209-211.

Barnard KD, Peyrot M, Holt RIG. (2012). Psychosocial support for people with diabetes: past, present and future. Diabet Med. ,29 , pp. 358-1360.

Kovacs Burns K, Nicolucci A, Holt RIG, et al. (2013). Diabetes Attitudes, Wishes and Needs second study (DAWN2): Cross-national benchmarking indicators for family members living with people with diabetes. Diabet Med. ,30 , pp. 778-788.

Emotional and Psychological Support and Care in Diabetes: Report from the emotional and psychological support working group of NHS Diabetes and Diabetes UK. 


Assessment Strategy

2 summative assessments. The pass mark for both written assessments is 50%. Compensation is allowed between assignments and marks can be carried forward to the final mark if the qualifying mark of 40% is reached.


MethodPercentage contribution
Case study report  (1500 words) 40%
Written assignment  (2500 words) 60%


MethodPercentage contribution
Individual assignment  (2500 words) 100%

Repeat Information

Repeat type: Internal & External

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