Role of Teacher telling students about Eating Disorders

Encyclopedia of Feeding and Eating Disorders, 2016

Eating disorders are a cause of significant morbidity among students. There is a relatively high prevalence in the student population, with binge eating problems and EDNOS reaching a prevalence of 5 % in young women. Yet community studies suggest that more than half of clinical cases go undetected. Binge eating problems are associated with a high level of psychological distress. Anorexia nervosa, while less common, carries a high risk in terms of personal health and safety; it has the highest mortality of all psychiatric disorders both in relation to physical risk and suicidal behaviors. Short duration of illness and early treatment, before the eating disorder has had time to become too entrenched, are good prognostic factors. Without treatment eating disorders tend to run a chronic course with progressively worsening prognosis. Profound weight loss and long duration of illness also carry a bad prognosis. Eating disorders are treatable conditions with the possibility of a full and lasting recovery. It would seem clearly to be in the best interests of students with eating disorders to engage in evidence-based treatments as soon as possible and, for those with more severe illness, to undergo treatment before they proceed with their studies.

2004

School counselors are in daily contact with the highest risk group for developing eating disorders-children and adolescents. School counselors are in a position to identify at-risk individuals, implement effective school-based prevention programs, make appropriate referrals, and provide support for recovering individuals. An overview of a theory of recovery for eating disorders reinforces the importance of early intervention. Eating disorders need to be taken seriously because they are potentially life-threatening conditions that affect an individual's physical, emotional, and behavioral growth and development, and they may lead to premature death. Eating disorders may be seen as a slow form of suicide because self-starvation is an attempt to destroy one's body. Seemingly innocent dieting, exercise, and weight control behaviors in children and adolescents may lead to dangerous disorders such as anorexia nervosa, bulimia nervosa, muscle dysmorphia, and other disordered eating...

Journal of the American Dental Association, 2005

Background. The dental team often is confronted with the clinical appearance of erosion affecting the hard and soft oral tissues. An investigative process often is needed to determine the cause of such erosion, because factors other than eating disorders may be involved. The authors present a protocol that should be considered in the assessment of dental erosion. Guidelines provide direction for the clinician toward opening a dialogue with a patient when the suspected cause of erosion is an eating disorder. Types of Studies Reviewed. The authors review publications related to the causes of dental erosion and the patterns that are involved with both chemical and mechanical destruction of oral tissues. They also discuss the oral-tissue effects related to eating disorders. The authors stress the importance of assisting parents in obtaining adequate treatment for pediatric patients. Results. Cases of eating disorders among female college students, athletes, preadolescent children and men are welldocumented. However, dental staff members often do not feel comfortable beginning a dialogue with patients who are suspected of having an eating disorder. This article focuses on the proper protocol for approaching such patients and beginning a dialogue. In addition, the authors provide suggestions for limiting further erosive damage to the tissues. They also discuss other causes of erosion that should be considered when assessing any type of oral erosion. Clinical Implications. The dental team is in a prime position to assist patients who have eating disorders. Timely treatment by mental health and other medical professionals is crucial. The authors suggest a dialogue for approaching these patients and offer educational material to reduce further tissue destruction.

MedEdPublish, 2017

Introduction: Eating Disorders (EDs) are severe mental illnesses with significant medical complications. With the broader diagnostic criteria as defined in the Diagnostic and Statistical Manual, 5 th version (DSM-V), and the upcoming International Classification of Diseases, 11 th version (ICD-11), prevalence rates are expected to increase and it will become even more important for trainees in pediatrics and psychiatry to know how to manage EDs. For trainees, working with these patients can be daunting given the nature of the illness and potential for serious medical complications. Purpose: To provide medical trainees with an understanding of how to conceptualize and work with pediatric patients with eating disorders, including general principles of management. Methods: Both experiential recommendations by Psychiatric and Pediatric physicians as well as evidence-based practices make up the advice and information presented in this paper. Learning points: Assessment and treatment of EDs can be difficult and daunting for trainees due to the severity of medical comorbidities and nature of the illness, but experience and knowledge have helped to inform important practice points: EDs are not a lifestyle choice, assessment requires modifications to the standard psychiatric interview, families do not cause EDs and are an essential part of the treatment team.

Health Education Research, 2013

Eating disorders have a high rate of onset in school-aged children. School staff are in an excellent position to spot the early warning signs and offer support during recovery. This article HEALTH EDUCATION RESEARCH Vol.28 no.

School Mental Health, 2020

Nearly 14% of all youth display disordered eating patterns. Despite the prevalence of these disorders, there is limited literature on the integration of eating disorder support services in schools. Further, there is often limited eating disorder knowledge and training for school mental health (SMH) professionals. This paper describes a two-phase study involving qualitative and quantitative components examining the perspectives of adolescents in recovery from eating disorders, family members, and SMH professionals. Fourteen participants were recruited from an eating disorder treatment facility in the southeastern USA. Eight adolescent females who received treatment for disordered eating while in primary or secondary school and six of their mothers completed interviews. In addition, 720 SMH and allied professionals were surveyed on their knowledge and training in disordered eating identification and intervention and their perspectives on service provision, with 561 complete and usable surveys. Analyses of adolescent and family data revealed the following themes that hindered or helped recovery: Isolation, Perfectionism, Difficulties with Self-Acceptance and Comparison to Others, Uncertainty, Teacher Identification, Support in Recovery. Themes surrounding the benefits of including SMH services for this population included: Increased Awareness, Support in Recovery, Family Involvement, and Linking to Resources. Results revealed that the majority of SMH professionals did not receive training in the identification and/or intervention of disordered eating. Data suggested that lack of referrals and limited knowledge, skills, and time interfered with their ability to effectively identify and intervene. Findings provide a foundation for understanding the experiences of adolescents with disordered eating and the role of SMH programs in assisting them.

2019

Anorexia Nervosa is a tendency of eating minimal amount of food in order to avoid weight gain. It is included in what we call Eating Disorders. Anorexia is considered as an illness that has to do with low self-esteem often with tremendous desire to control their surroundings and emotions. This article describes anorexia Nervosa and it discusses the role that school counselors could play in the school setting., since they are in daily contact with the highest risk group for developing eating disorders-children and adolescents.

Nursing Education Perspectives, 2019

Disordered eating (DE) behaviors are associated with obesity and eating disorders. This study describes the practices and attitudes (P&A) of student nurses toward patients exhibiting DE and how students' own DE behaviors affects their P&A. Despite most having had mental health rotation (74.7%) and education on DE (68%), only 34.7% feel prepared to screen for DE with only 44% taught to screen for DE. The group (n=7) scoring high for DE behaviors themselves indicated greater rates of feeling prepared to screen. This knowledge can help nursing educators in designing curriculum to increase the preparation of nurses to address DE behaviors.