Teresa Pearson, MS, RN, CDCES, FADCES and Hope Warshaw, RD, CDCES, BC-ADM define the Social Context of Diabetes across the lifespan, and provide suggestions and examples for what healthcare professionals can do to encourage social support virtually and in real life.

Living with diabetes can be overwhelming and may ultimately lead to “burnout” which can add to the myriad of challenges already faced by someone with a chronic disease like diabetes. Symptoms of burnout can include depression, lack of hope, and frustration. These symptoms impact adults and adolescents alike and may diminish their ability to manage their disease. Mark Heyman, PhD, CDCES shares his experience working with patients with diabetes and helping them avoid or overcome the mental health challenges of living with diabetes.

Representatives from the American Diabetes Association and the Association of Diabetes Care and Education Specialists released a consensus statement about the use of language in diabetes care and education. The statement provides recommendations for language used by healthcare professionals and others when discussing diabetes through spoken or written words.

Considered one of the Five Pillars of Islam, Ramadan is the ninth month of the Islamic calendar that is observed by Muslims as a time of fasting. Muslims with diabetes may be exempted from fasting during this period, but many choose to fast. Patients should be assessed beforehand, as dawn to dusk fasting could put them at risk for hypoglycemia, hyperglycemia, and dehydration. How can care best be individualized to meet the needs of this patient during this critical period?

Jen Nash, CPsychol, AFBPsS, ClinPsyD, BSc discusses the psychological aspect of people who are struggling to implement weight loss advice. Dr. Nash will review skills that address the emotional and motivational barriers to implementing weight loss education, and participants will be equipped with strategies to approach weight change conversations.

The majority of adults engage with learning experiences to create change in their skills, behavior, knowledge or attitudes. When providing diabetes education, it is important to acknowledge what people with diabetes bring to a learning situation such as hopes and fears, motivations, and questions. By combining adult learning principles and skill-building strategies, healthcare professionals can more successfully help people with diabetes identify and address their needs and successfully manage their health.