Eating Disorders: How to Recognize,
Treat and Coordinate Care

 

New York State Comprehensive Care Centers for Eating Disorders
First Statewide Conference

Presentation Summaries and Learning Objectives

Presentations will feature insights and information from leading experts in the field of eating disorders from the three centers of excellence that comprise the New York Comprehensive Care Centers for Eating Disorders (CCCEDs).

  • Everything You Wanted to Know about Eating Disorders: Eating Disorders 101
    Evelyn Attia, MD
  • Summary:

    Eating disorders are serious illnesses that straddle behavioral and physical medicine. Participants will learn who is affected by eating disorders, signs and symptoms, evidence-based interventions, and various levels of care utilized for eating disorders treatment.

    Learning Objectives:

      1. Identify individuals with DSM-5 eating disorders.
      2. Recognize behavioral symptoms associated with eating disorders.
      3. Refer individuals with eating disorders to treatments for which there is empirical support.
  • Motivation and Mutuality: The Therapeutic Stance in Eating Disorders
    Mary Tantillo, PhD
  • Summary:

    Because eating disorders are “diseases of disconnection” the therapist must assume a therapeutic stance that promotes connection with self and others. This presentation will describe interventions that simultaneously promote motivation and mutuality, fostering psychological and relational growth for ongoing recovery. The presentation includes clinical vignettes, as well as didactic instruction and time for large group questions and answers.

    Learning Objectives:

      1. Describe why eating disorders are diseases of disconnection.
      2. Discuss the importance of perceived mutuality in psychological healing, growth and change.
      3. Identify at least two relational strategies to promote perceived mutuality.
      4. Discuss the importance of judicious therapist disclosure in promoting perceived mutuality.
  • It’s All About Development: Helping Youth with Anorexia Nervosa Become Adults Without It
    Richard Kreipe, MD
  • Summary:

    Because anorexia nervosa most commonly develops between 12 and 21 years of age, it is useful to consider the developmental challenges associated with the life phase between childhood and adulthood. Developmental tasks of adolescence include the transformation from girl-to-woman or boy-to-man (puberty), from child to adult (identity), from childhood to adulthood (autonomy), and from immature to mature neural connections and circuits in the brain. This workshop will focus on integrating these foundational issues into the treatment of individuals affected by anorexia nervosa of all ages.

    Learning Objectives:

      1. Describe four features of anorexia nervosa as a development disorder linked closely to the transformative processes of adolescence.
      2. Identify three common pitfalls in the medical management of anorexia nervosa.
      3. Apply decision-balance analysis with patients in accepting the status quo as a means to facilitate change.
      4. Recognize how being engaged in normal developmental processes of adolescence can facilitate recovery.
  • What Every Provider and Loved One Needs to Know: Medical Complications of Eating Disorders
    Sharon Alger-Mayer, MD
  • Summary:

    This presentation will review the medical complications associated with anorexia nervosa, bulimia nervosa and binge eating disorder. We will review indications for admission to an inpatient eating disorder medical facility for medical stabilization and to monitor the early stages of the refeeding process. We will also review the procedure followed on an inpatient unit to initiate refeeding and review recommendations for continuing recovery in the outpatient setting.

    Learning Objectives:

      1. Understand the medical aspects of anorexia nervosa, bulimia nervosa and binge eating disorder.
      2. Recognize indications for hospitalization.
      3. Understand management strategies for inpatient and outpatient treatment.
  • Project ECHO® Eating Disorders - A Web-based Learning Community for Providers
    Jim Witmer, LCSW
  • Summary

    During lunch, this brief presentation will describe and demonstrate Project ECHO® Eating Disorders: a free, web-based tele-mentoring series to help community providers learn from and share with a team of eating disorder experts. Case-based discussions help to facilitate learning best practices and evidence-based strategies for working with people with eating disorders, their families and other members of their treatment team.

  • Athletes with Eating Disorders: To Play or Not to Play is NOT the Right Question
    Taylor Starr, DO, MPH
  • Summary:

    Because athletes are particularly at risk for developing eating disorders, we need to be able to understand the etiological factors, and to focus on prevention, early identification, and ways to appropriately and safely incorporate exercise and return-to-sport into recovery.

    Learning Objectives:

      1. List reasons why some athletes are at higher risk for developing eating disorders
      2. Identify common signs and symptoms of eating disorders in athletes
      3. Describe Relative Energy Deficiency in Sports (RED-S)
      4. List key principles of helping an athlete include exercise/sport into recovery
  • Better Together: How Families and Professionals Can Work as a Team
    Harriet Brown, MFA
  • Summary:

    My daughter was diagnosed with anorexia when she was 14 years old. I wrote the book Brave Girl Eating: A Family’s Struggle with Anorexia about how my family helped her recover. This session will describe some of our experiences and the lessons we learned about how professionals can partner with families to facilitate recovery for children, teens, and young adults.

    Learning Objectives:

      1. Recognize that eating disorders are not a choice.
      2. Recognize that families are a key part of recovery, not just for children and teens, but for adults as well.
      3. Describe Relative Energy Deficiency in Sports (RED-S).
      4. Understand that full recovery is possible.
  • Shifting the Conversation: Be Body Positive
    Ellen Bennett, MSEd and Sharon Mathiason, MS
  • Summary:

    The Body Project is a program initiated by the National Eating Disorder Association (NEDA) that is research-based and was 10 years in development. The full program is designed to be presented over four one-hour sessions; it is based on the theory of cognitive dissonance. For the purposes of this event, we will do a brief overview of the program and how social media negatively impact women of all ages. We will discuss our own experiences and how they impacted us, and then look at ways we can begin to change our thinking and our behaviors, becoming more body positive.

    Learning Objectives:

      1. Be much more aware of the high cost associated with advertising and social media regarding how women perceive themselves in regard to "the perfect woman".
      2. Reflect on their own experiences with body image and their impact.
      3. Determine a body positive change in behavior that they can do to become actively engaged in body positive action.