Stressful Life Events Experienced by Academically High-Achieving Females Before the Onset of Disordered Eating

Research on gifted and high-achieving students has shown that they experience some sources of stress that are different from those experienced by general students. This qualitative case study investigated the types of stressful life events experienced by academically high-achieving females before the onset of disordered eating in adolescence. Fourteen academically high-achieving females who had recovered from disordered eating were interviewed and completed a written survey. The results revealed that these high-achieving females reported stressful events in five areas before the onset of disordered eating symptoms. All participants reported stress related to academic issues, yet academic stress is rarely mentioned in the literature on stress and eating disorders. These findings have implications for both prevention and treatment of eating disorders among academically high-achieving females.     

Chapter 15 Peer Educators:

Eating disorders are a serious health and mental health problem on college campuses nationwide. This article describes an innovative treatment and prevention program for eating disordered college students. Peer educators are used to provide individual, informational sessions to students with eating disorder concerns and workshops on eating disorders to the campus community. They work with the counseling center by referring more serious eating disordered clients and through consultation with a staff psychologist. The roles and functions of eating disorder peer educators are described, and issues in recruitment, selection, training and ongoing supervison are highlighted. The counseling center's role in the management of eating disorders is also discussed. Specific case examples are presented to clarify the peer educator role in working with eating disordered college students.     

The attuned representation model for the primary prevention of eating disorders: An overview for school psychologists

The Attuned Representation Model of eating‐disorder etiology and symptom maintenance is a comprehensive model that can effectively guide prevention and treatment efforts by addressing individual, cultural, and interactive issues. The model integrates the risk factors related to the onset of eating‐disordered behaviors (i.e., biological, psychological, and social) as well as addresses ongoing systemic discordance that plays a significant role in the risk, etiology, and maintenance of eating disorders. To clarify the structure of the model, it is explicated in terms of its fit with the current state of empirical etiological research. After the model is detailed, it is described within the context of the role of the school psychologist in the prevention of eating disorders. Finally, implications for future research are briefly described. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 223–230, 2006.     

Positive psychology and externalizing students in a sea of negativity

Students with externalizing disorders make up from three to five percent of the population in public school classrooms and are some of the most difficult students to manage in an educational setting. Behavioral excesses and deficits exhibited by these students are a major factor in poor retention rates for new teachers while the students themselves have the highest school drop out rates and experience some of the most restrictive educational settings of any disability. The authors of this article draw upon recent theoretical and applied work in the study of optimism to describe several essential elements of positive psychology and optimal functioning that may be unavailable or lacking in the lives of these students. A variety of factors intrinsic to the nature of these students, as well as environmental and interpersonal factors, are described. These factors often place these students in a “sea of negativity” with minimal opportunities for positive educational experiences or personal relationships. Vigorous debate concerning the effects of positive reinforcement on motivation, academic functioning, and other variables also continues. However, recent advances in proactive behavior management strategies (i.e., positive behavioral support, whole school management/discipline, etc.) are promising, despite a lack of sufficient data to draw firm conclusions. The authors describe several student, teacher, and classroom programs that provide empirically based strategies to promote positive successful experiences and high rates of praise for students with externalizing behavior disorders. Without components of positive psychology it is very likely that schools will continue to lose these students, and at a significant cost to society down the road. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 67–79, 2004.     

Psychological Correlates of Help Seeking for Eating‐Disorder Symptoms in Female College Students

This study investigated the psychological correlates of treatment seeking for eating disorders in female college students. Results indicated that 56% of the 106 participants with eating‐disorder symptomatology did not believe their behaviors warranted therapy. Women with eating‐disorder symptoms who did not believe their behaviors warranted therapy exhibited higher levels of immature defenses and lower endorsement of sociocultural norms concerning attractiveness than did women who believed treatment was needed. These findings hold implications for the prevention and treatment of college women's disordered eating.     

压弹:关于个体逆境适应机制的新探索

压弹是近二三十年来西方心理学研究的重要领域，它是指个体在面临逆境时维持积极适应的过程。国外关于压弹研究经历了一个逐步发展的过程，最初以压弹影响因素的鉴定为主，近年来转向对压弹过程的动态性研究。压弹研究对于个体发展中的积极因素和过程的关注及其对心理危机预防和干预的启示意义都值得国内心理学界的充分关注。     

Childhood trauma and eating psychopathology: A mediating role for dissociation and emotion dysregulation?

The present study examined the relationship between different forms of childhood trauma and eating psychopathology using a multiple mediation model that included emotion dysregulation and dissociation as hypothesised mediators. 142 female undergraduate psychology students studying at two British Universities participated in this cross-sectional study. Participants completed measures of childhood trauma (emotional abuse, physical abuse, sexual abuse, emotional neglect and physical neglect), eating psychopathology, dissociation and emotion dysregulation. Multiple mediation analysis was conducted to investigate the study's proposed model. Results revealed that the multiple mediation model significantly predicted eating psychopathology. Additionally, both emotion dysregulation and dissociation were found to be significant mediators between childhood trauma and eating psychopathology. A specific indirect effect was observed between childhood emotional abuse and eating psychopathology through emotion dysregulation. Findings support previous research linking childhood trauma to eating psychopathology. They indicate that multiple forms of childhood trauma should be assessed for individuals with eating disorders. The possible maintaining role of emotion regulation processes should also be considered in the treatment of eating disorders.     

The Role of Mindfulness,Self‐Compassion,and Emotion Regulation in Eating Disorder Symptoms Among College Students

Eating disorders often emerge, resurface, or worsen in individuals during college (National Eating Disorders Association, 2013), substantiating the need to identify protective factors. The relationship between mindfulness, self‐compassion, and emotion regulation and disordered eating was examined in a sample of 100 university students. Results of a path analysis indicated significant direct and indirect effects. Clinical implications and recommendations for future research are discussed.     

从心理学视角探讨进食障碍的成因

以神经性厌食和神经性贪食为主要症状的进食障碍已成为一个严重的社会问题,它直接威胁到人们的身心健康。文章通过对影响进食障碍的两大因素——心理因素和社会因素的介绍和分析,帮助人们对进食障碍的病因有更深的认识,从而促进对其进行预防和临床的诊断治疗。     

Prevention in the twenty-first century: promoting health and well-being in education and psychology

This paper explores the science of prevention, with special attention to prevention research and applications in education and psychology, and the importance of prevention in Asian countries. One example that will be highlighted is the recently adopted Korean government policy on Internet addiction which addresses the problem from prevention to treatment. In addition, the paper provides background by summarizing the history of prevention and definitions of prevention. Research and conceptual papers that have been published in the Asian Pacific Education Review serve as examples of important topics to address from a prevention perspective. The topics are school bullying, school achievement, career development, and educator professional development and educational reform. The paper also discusses prevention best practices by summarizing the recently adopted American Psychological Association Guidelines for Prevention in Psychology, emphasizing that the Guidelines are applicable for professions beyond psychology and they also apply in different parts of the world. Finally, the paper discusses prevention in the future, especially noting that advances in science, technology, and population demographics will increase the importance of prevention in the twenty-first century.     

Attachment: Theoretical development and critique

Zeanah argues that ethological attachment theory, as outlined by John Bowlby, has provided one of the most important frameworks for understanding crucial risk and protective factors in social and emotional development. However, although attachment theory and the notion of attachment disorders have influenced such initiatives, many psychologists, particularly educational psychologists, remain sceptical about the relevance of attachment theories. Research and major contributions towards the theoretical development of attachment theory are outlined, and the potential contribution of attachment theory to educational psychology is explored.     

浅谈基于专业需要的高职数学教学改革

数学作为高职院校的一门基础学科,在教学中面临着极大的挑战,如何让在学生基础比较薄弱的情况下,为学生提供必需、够用的数学知识是各高职院校数学教师噬待解决的问题。本文从优化教学内容、突出数学建模、注重数学软件使用等方面对高职数学教学改革提出了相应的建议。     

给心理健康教育注入积极心理学因素

我国心理健康教育的指导思想应进行转折性变革,在诊断评价体系、治疗与咨询内容和总目标三个方面应转向积极心理学:从过于强调负性情绪的诊断转向积极情绪的诊断;从治疗疾病转向积极预防;以积极心理学的取向赋予心理健康教育新内容和更高目标。心理健康教育模式中,要关心人的优秀品质和美好心灵,关注人的积极的认知加工、积极的情绪体验和积极的社会行为,培养积极健康的人。     

韧性理论在青少年问题行为研究中的应用

用韧性理论的思路探讨青少年问题行为是近20年来心理学发展的重要成就之一。传统的思路主要强调寻找引发问题行为的因素,并力图通过消除这些因素来减少青少年的问题行为,而韧性理论则强调危险因素和促进性因素二者的均衡。在系统介绍韧性理论的概念、历史和三大模型——补偿性模型、保护性模型和挑战模型的基础上,探讨韧性理论在青少年问题行为研究中的应用,不仅总结了与补偿性和保护性模型相关的重要研究成果,还指出了该理论在中国的应用前景以及存在的不足和未来的发展方向。     

Drive for Thinness and Fear of Fat Among College Women: Implications for Practice and Assessment

College women are at particular risk for developing eating disorders and related eating and body image concerns. The purpose of this article is to explore how both drive for thinness and fear of fat may be addressed in counseling with college women. Characteristics of drive for thinness and fear of fat as they relate to the development of eating disorders are addressed, and implications for college counseling and assessment of these constructs are presented.     

Chapter 10 Developing the Voice of the Wise Woman:

This chapter integrates current research on female psychological development which emphasizes the centrality of relationships in female identity formation and moral reasoning, with an analysis of cultural ideals that have arisen during the past 20 years. Research to be presented suggests that the failure of some young women to identify prevailing cultural expectations of independence and success and to differentiate these expectations from their own values of care and connection may lead them to act out a conflict between these different values in self-destructive patterns of eating behavior. This author suggests that the current high incidence of bulimia in college-age females is related to cultural factors impeding the transition from adolescence to young adulthood and discusses the implication of a sociocultural perspective for prevention, intervention and treatment.     

Eating Disorders as Coping Mechanisms

This article focuses on the complex nature of eating disorders, specifically highlighting their use as coping mechanisms for underlying emotional and psychological concerns. Case examples of college counseling center clients are discussed in order to illustrate common ways in which eating disorders are utilized by clients with varying symptomatology. Offering reflections on their work with clients in the college setting, the authors discuss implications for counselors who work with similar clients.     

THE USE OF THE BASC‐2 FOR THE IDENTIFICATION OF FEMALE ADOLESCENTS AT RISK FOR DEVELOPING AN EATING DISORDER

Eating disorders, disordered eating, and body dissatisfaction prevalence rates are on the rise among adolescent females. The present study examined the potential use of a commonly used social–emotional instrument, the Behavior Assessment System for Children‐Second Edition (BASC‐2), for detecting the presence of possible eating disorders in adolescent females in a school setting. Participants included 65 female adolescents aged 13 to 17 years from Midwestern public middle and high schools. The Eating Disorder Inventory‐Third Edition was used to determine eating disorder risk and level of body dissatisfaction. Those adolescents at risk for developing an eating disorder differed significantly on 12 of the 16 BASC‐2 scales, whereas four of these scales were also in the clinically significant range according to the BASC‐2 normative sample. A common profile of a female adolescent at risk for developing an eating disorder was explored. Implications of the findings and recommendations for future research are discussed.     

Investigating self‐perceptions and resilience in Looked After Children

The perceptions of Looked After Children (LAC; n = 51), their Designated Teachers (DTs), and a sample of non‐LAC (n = 99) were elicited. LAC held more positive self‐perceptions than the non‐LAC, and similarly positive ratings were given for the LAC by their DTs; but LAC held lower career aspirations than the non‐LAC. LAC differed in their levels of resilience, in terms of the number of risk and protective factors identified for each child. Girls had more protective and fewer risk factors than boys. Moreover, a high incidence of protective factors in LAC was associated with positive self‐perceptions, and a high incidence of risk factors was associated with negative self‐perceptions. The implications of these findings for educational psychology practice are discussed.