P-91: From information to impact: peer modelling and social comparison as mechanisms of change in the StenoChild family intervention for paediatric type 1 diabetes
P DeCosta, N H Hansen, S Holm Petersen, J Svensson, L Lyngsøe, N Lind, D GrabowskiAbstract
Introduction
Type 1 diabetes in early childhood places substantial psychosocial demands on families. Although education is central to care, knowledge alone may be insufficient to support everyday coping. The StenoChild intervention is a family-based programme combining parent group learning with parallel child sessions, with a focus on emotional regulation and psychosocial processes in care.
Objectives
To explore perceived value and psychosocial mechanisms of the StenoChild intervention for children (3–9 years) with type 1 diabetes and their parents.
Methods
Qualitative process evaluation embedded in intervention development. Data included semi-structured interviews with parents (n=14), observations, and workshop feedback. Data were analysed using thematic analysis informed by social comparison and self-efficacy theory.
Results
Parents reported high perceived value despite limited addition of new knowledge, with many describing reinforcement and reframing of existing knowledge. Meaningful behavioural changes were described, including calmer responses to hypoglycaemia and reduced mealtime conflict. Reflection and shared parental alignment were strengthened. Peer interaction emerged as a key mechanism: social comparison normalised challenges, reduced isolation, and enabled modelling of coping strategies. Observing similar others managing difficulties increased parental self-efficacy and facilitated application in daily life. A psychologically safe group environment supported open sharing. Child peer interaction further enhanced motivation for participation.
Conclusions
Impact was driven primarily by social and psychological processes rather than information transfer. Peer-based modelling and normalisation strengthened parental self-efficacy and supported behavioural adaptation. Integrating peer learning and child participation into care may improve psychosocial outcomes in families with young children with type 1 diabetes.