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Engaging Teachers in an Eating Disorder Preventive Intervent

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Michele Richards

on 16 November 2013

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Transcript of Engaging Teachers in an Eating Disorder Preventive Intervent

Engaging Teachers in an Eating Disorder Preventive Intervention
Contents of the Article
Our Evaluation:
Conclusion
Research Problem:
incidence of eating disorders
devastating consequences
high costs of treatment
prevention controversial
Literature Review:
16 articles were referenced
inconsistent findings on effectiveness of interventions for prevention (Pratt & Woolfenden, 2002; Stice and Shaw 2004)
interventions for prevention may be harmful (Carter, Stewart, Dunn, & Fairburn, 1997)
similar intervention, no effect for high-risk subjects, implemented by mental-health professionals (Santonastaso, Zanetti, Farrara, Olivotto, Magnavita, & Favaro, 1999)
Purpose for Research:
Data Collection:

year-long study
16-18 year-old, female students; secondary school; Italy
obtained permission from school system and informed consent
assessed twice: before intervention for baseline, and 1 year after intervention
assessment tools:
Structured Clinical Interview for DSM-IV Axis 1 Disorders (SCID)
Eating Attitudes Test (EAT-40)
Eating Disorders Examination (EDE)
students whose baseline assessments showed that they may already have symptoms of an eating disorder were not included
Reporting & Evaluating:
The intended audience: mental health professionals, eating disorder researchers, and educators
authors used both in-text discussion and numerical tables to report results
authors' evaluation finds that results are significant, but that further research should be conducted on preventative measures due to the small sample size
How does this study
meet definitions of research ?
Criteria adapted from Creswell (2012, p.3):
poses a question
Will a teacher-lead intervention be effective in preventing eating disorders?
collects data to answer question
results of assessment tools
presents answer
presented via text & numerical data, published in journal
How might this study be viewed
as important or valuable?
Criteria adapted from Creswell (2012, p. 4-6)
Provides Knowledge
investigates effectiveness of intervention
attempts to answer questions previous research has not
answered
Improves Practice
professionals can apply knowledge to their unique disciplines
Informs Policy Officials
updates professionals on current research concerns


What ethical practices might the researchers have observed?
informed consent
intervention provided by teachers who were at the school but were not particpants' own regular teachers
outside psychologists
interviewers were blind to group assignment
Were the high-risk girls who were not included in the study referred to treatment?
future directions
What are the key takeaways, observations, or learning outcomes?
Analyze, extrapolate, and implement in a meaningful, relevant way
Stakeholder:
Admin: cost & implementation
School Health Personnel: refer for help
Community based outreaches: Girl's Circle, P.A.L., outside counseling groups
Educational Staff: Thematic Units (IB) PE, Healthy Lifestyle; Home Econ, Healthy Meal Planning; Math, BMI/Calorie Calculations; Science, Body mechanics/how calories are burned; ELA; Compare/contrast/reflect media images affects teens; IS, discuss different cultures and their ideas of beauty; M/M front loading; accommodations; IEP goals; M/S CBI, grocery store, healthy choice and how to make food
intervention was effective for this group
more effective for preventing bulimia than anorexia
Authors: Angeal Favaro, MD, PhD; Tatiana Zanetti, MSc; Gail Huon, PhD; Paolo Santonastaso, MD
Published: International Journal of Eating Disorders, 2005
Topic: preventing eating disorders
Method/ Type of Research: quantitative, experiment
The Intervention: 6 weekly psychoeducational group sessions & 2 plenary sessions

Introduction to The Article
to evaluate the effectiveness of an eating disorder prevention program implemented by specifically trained teachers
the intervention group had 5.3% increase in eating disorders 1 year later, and the control group had 11% increase; almost double the amount
the intervention group did not have any new cases of bulimia nervosa; in the control group there were 3 new cases
targeted low risk girls; "discouraged unhealthy weight control practices, including strict diet, and developing skills to deal with the media's overemphasis on thinness."

Analysis & Interpretation:
Analysis Questions
Study able to follow girls for a year, decreased cases of bulimia.
Would studying different cultures give different results?
Male adolescents not included study
Curious to view the intervention materials
well developed study sessions with the students and time for reflections and parent participation
Larger sample to study for future

Presented by:
Kelly Regan
Michele Richards
Jesse Valenzuela
Liana Wright
References

Creswell, J.W. (2012). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research. Boston, MA: Pearson Education.
Carter, J.C., Stewart, A., Dunn, N.V.J., & Fairburn, C.G. (1997). Primary
prevention of eating disorders: Might it do more harm than good? International Journal of Eating Disorders, 22, 167-172.
Pratt, B.M., & Woolfenden, S.R. (2002). Interventions for preventing eating
disorders in children and adolescents. The Cochrane Database of Systematic Reviews, CD002891.
Santonastaso, P., Zanetti, T., Sala, A., Favaretto, G., Vidotto, G., & Favaro, A.
(1999). A preventive intervention program in adolescent schoolgirls: A longitudinal study. Psychotherapy and Psychosomatics, 68, 46-50.
Stice, E., & Shaw, H. (2004). Eating disorder prevention programs: A meta-
analytic review. Psychological Bulletin, 130, 206-227.
Full transcript