Middle School Primary Prevention Program for Eating Disorders: A Controlled Study with a Twelve-Month Follow-Up

The aim of this pilot study was to evaluate the efficacy of a new school-based eating disorder prevention program designed to reduce dietary restraint and the level of preoccupation with regard to shape and weight. One hundred and six (61 females and 45 males) 11 to 12-year-old students were evaluated, 55 of whom participated in the program (experimental group). An additional 51 students formed the control group. The program met for six sessions, two hours per session. After six months, the experimental group received two booster sessions of two hours in two consecutive weeks. Outcome measures included the Eating Disorder ExaminationQuestionnaire (EDE-Q), the children's version of the Eating Attitudes Test (EAT), the Rosenberg Self-Esteem Scale (RSES), and a Knowledge Questionnaire (KQ) devised by the authors of the program. The questionnaires were administered in both the experimental and control groups, one week before the intervention, one week afterwards, and at six-month and 12-month follow-ups. Unlike a previous school-based eating disorder prevention program, in the experimental group both an increase in knowledge and a decrease in some attitudes were maintained at 12-month follow-up (Eating Concerns EDE-Q scores). Although more intensive interventions seem necessary to modify shape and weight concern and self-esteem, these findings suggest that the intervention had been useful since it led to both an increase in knowledge and a decrease in some dysfunctional eating attitudes.     

Developing an Eating Disorder Curriculum for Primary Care Providers

As the number of eating disorder cases rises, primary care providers are increasingly called upon to diagnose and treat eating disorder patients. Unfortunately, few primary care providers have the necessary experience and training to adequately treat these patients. The Eating Disorder Curriculum for Primary Care Providers has been specifically designed to addresses this lack of training and improve the rate of early detection. This is accomplished through basic didactic sessions and individualized instruction on the specifics of manualized treatment in the primary care setting.     

Cognitive-Behavioral, Anger-Control Intervention for Elementary School Children: A Treatment-Outcome Study

The effectiveness of a 10-session, weekly, anger-control intervention for aggressive fourth- and fifth-grade boys was investigated. Thirty-three boys, aged 9–11, were referred by teachers and school psychologists due to anger-related problems and assigned to four- to seven-member groups, which received either cognitive-behavioral treatment or no treatment. All participants and their teachers completed a pre- and post-test battery, which included the Pediatric Anger Expression Scale, the Children's Inventory of Anger, and the Teacher Rating Scale. The treatment condition used cognitive-behavioral training to help the students identify the experiences and control the expression of their anger. Compared to the attention-control condition, participants of the treatment groups displayed a significant reduction on teacher reports of aggressive and disruptive behavior (p < .02) and a significant improvement on self-reports of anger control (p < .05). Results are discussed in terms of the effectiveness of the behavioral and cognitive components of the program.     

Children of Parents with Eating Disorders

Purpose of Review

Our primary goal in this article is to review recent findings (from 2015 and on) concerning children of parents with eating disorders. This review addresses the question of whether the offspring of parents with past or present eating disorders have adverse outcomes. This update is timely and informative because recent research includes controlled studies and large cohort designs and earlier reviews relied on case report evidence.

Recent Findings

Despite substantial diversity in study design, sample size, and parental eating disorder definition, overall, existing research suggests that the children of parents with eating disorders exhibit compromised development: a greater risk of perinatal complications; a tendency toward extremes of growth at birth; greater problems in feeding and eating behaviors and greater incidence of eating disorder symptoms; more psychological and socioemotional difficulties; and more negative qualities to parent-child interactions. Data on children’s cognitive outcomes is thus far inconsistent.

Summary

Given the relatively high incidence of eating disorder history in individuals of childbearing age, research into its potential effects on children is necessary. However, the methodological shortcomings and a limited evidence base caution in drawing conclusions. Nevertheless, mental health services should address the possible problems that these children face and offer tailored programs.

     

The Norwegian Program for the Primary,Secondary and Tertiary Prevention of Eating Disorders

Abstract

Norway is in the process of implementing a comprehensive plan aimed at the treatment and prevention of eating disorders. The goal of this report is to describe the different components of the program. The socialized nature of the Norwegian health care system and the commitment of the government to progressive health care planning has facilitated the implementation of this uniquely broad-based prevention initiative. The authors of the following article have played a pivotal role in the establishment of Norway's nationally based prevention program.     

Social Network Changes Over the School Year Among Elementary School-Aged Children with and Without an Autism Spectrum Disorder

This study examined the stability of children’s social networks and friendship features over one academic school year. Differences in the social network salience between typically developing children, children with an autism spectrum disorder (ASD), and children with a non-ASD disability were explored. As a whole, social network salience increased for all students across the school year; however, children in the upper grades had higher social network salience as the school year progressed than those in the younger grades. Compared to children with a non-ASD disability and typically developing children, children with ASD had significantly lower social network salience and received significantly fewer friendship nominations and more non-preferred nominations across the school year. While these data suggest that children’s social networks and patterns of peer relationships are relatively stable over time, school-based interventions that foster social development and peer engagement are still needed for children with ASD.     

The Norwegian Program for the Primary, Secondary and Tertiary Prevention of Eating Disorders

Norway is in the process of implementing a comprehensive plan aimed at the treatment and prevention of eating disorders. The goal of this report is to describe the different components of the program. The socialized nature of the Norwegian health care system and the commitment of the government to progressive health care planning has facilitated the implementation of this uniquely broad-based prevention initiative. The authors of the following article have played a pivotal role in the establishment of Norway's nationally based prevention program.     

Toward an Emerging Role for Motivational Interviewing in Primary Care

Purpose of Review

Implementing Motivational Interviewing (MI) in primary care settings has been problematic due in part to persistent gaps in knowledge. Examples include poor understanding of how to effectively train persons to conduct MI, or of which aspects of MI-related communication are associated with better outcomes for patients. This review describes how recent research findings addressing the knowledge gaps support a growing role for MI in primary care.

Recent Findings

Two trials of MI training combined classroom time with ongoing coaching and feedback, resulting in enhanced MI ability relative to a control arm where PCPs received minimal or no MI training. A third MI training trial excluded coaching and feedback, failing to increase use of MI. Adding to a growing list of behavioral health-related problems for which MI training has shown some effectiveness, a trial of training PCPs to use MI with depressed patients was associated with significantly improved depressive symptoms. Moreover, aspects of the PCPs’ MI-related language and patients’ arguments for positive behavior changes, “change talk,” appeared to explain the positive effects of MI training on depression outcome.

Summary

MI-training approaches have improved such that PCPs and possibly other clinic staff may want to consider MI training as a way to more effectively support their patients as they address behavioral health-related problems (e.g., tobacco use). MI training should focus on eliciting “change talk” from patients. Researchers and funding agencies might collaborate to continue closing knowledge gaps in the MI literature.

     

A Home and School Support Project for Children Excluded from Primary and First Year Secondary School

Background:  In the last 10 years the problem of exclusion has reached a crisis point. Research suggests that exclusion is a complex phenomenon that needs involvement from all the involved services such as Health, Education and Social Services.
Method:  One hundred and twenty-four pupils, aged 4–12 years who, through school and social exclusion, were at risk of developing more serious mental health difficulties, were randomly allocated to standard care ( n  = 62) or standard care plus the new intervention ( n  = 62).
Results:  There were no significant differences in the primary outcomes between the two groups at either of the outcome assessments. However, the intervention group with non-compliance cases removed from the analysis did significantly better ( p  < . 014, 95%CI −12.8 to −1.4).
Conclusions:  The Home and School Support project managed to reduce the number of excluded days and the appearance of mental health symptoms for pupils who engaged fully with the intervention. The project also highlights the importance of multi-agency involvement at a very early stage.     

Prevention of Disturbed Eating Behavior: An Intervention Program in Swiss High School Classes

A prospective study to examine the effect of health promotion lessons on disturbed eating behavior was carried out subsequent to an epidemiological study on eating behavior in adolescents. The data analyses revealed improvements indieting behavior and physical well-being of students with disturbed eating behavior. Aside from the effect on the individual student, the prevention program also had effects on the school environment. Carrying out a school-based prevention program that addresses different developmental challenges experienced by adolescents may have a long-term positive impact on the students and on their immediate environment.     

Employing Evidence-Based Practices for Children with Autism in Elementary Schools

Journal of Autism and Developmental Disorders - The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development...     

Eating Disorders in Young Women with IDDM: The Need for Prevention

A cycle of dieting, bingeing, and purging associated with eating disorders may be triggered in susceptible adolescent females with insulin-dependent diabetes mellitus (IDDM) because of features associated with the disease and its treatment. These disturbed eating behaviors significantly impair diabetes control and, thus, increase the risk of long-term diabetes-related complications. Early intervention is indicated to decrease the risk of long-term complications and prevent the progression from subclinical disturbed eating attitudes and behaviors to full-syndrome eating disorders. Group psychoeducational therapy has promise as a prevention and early intervention measure.