L10_DisorderedEating -...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
!"##$% '() *+#$,-","- ./0+%1 ' $2 '3 Slide 1 : Objectives After going through this lesson, you will be able to: Identify factors that contribute to disordered eating behaviors and beliefs Identify warning signs of a problematic relationship with food and the body Define and recognize characteristics of the different types of eating disorders Recall characteristics of helpful intervention and treatment Recognize how to be supportive of someone in recovery and promote healthy attitudes and behaviors Slide 2 : Continuum Body image = an individual’s internal perceptions, thoughts, and evaluation of his or her outward physical appearance We’ve explained throughout the past few lessons that, although nutrition science is complex, eating a healthy diet really isn’t all that complicated. So why do so many people struggle with it in practice? The reasons vary from person to person, but certainly part of the answer lies in the fact that we receive so many mixed messages about food and nutrition. There’s quite a wide range of attitudes and beliefs about what constitutes a healthy diet, and unfortunately body preoccupation and disordered eating behaviors are common. Relatively few American adults have a truly healthy relationship with food and their bodies. “In fact, body dissatisfaction has become so commonplace in Western culture that it has been termed a ‘normative discontent.’ ” Consider a continuum of eating behaviors and beliefs about the body. At one end is a healthy relationship with food and the body. At the other end is a full-blown, diagnosable eating disorder. In the middle is a range of beliefs and behaviors about food, eating, and body image. Moving along the continuum involves an increasing preoccupation with food, eating, and the body. This preoccupation can range from mild to severe, and can be associated with a variety of behaviors. For example, a student might have a general desire to lose weight and engage in moderate dieting or exercise to change body size or shape. A bit further down the continuum, losing weight may start to become more important to the student than his or her overall health and wellness. Further yet, the student’s thoughts and feelings about food and body might start to interfere with the social or academic aspects of his or her life. The student may not be at the same place on the continuum 100% of the time. Slide 3 : Healthy Healthy, normal eating = satisfying completely one’s internal hunger cues with a balanced variety of foods that fulfill nutritional needs and personal taste preferences Recall that a healthy relationship with food is one in which food is enjoyed. Eating is not associated with guilt. Rather, body cues for hunger and fullness are recognized and responded to appropriately. Hunger is satisfied
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 13

L10_DisorderedEating -...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online