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IAEDP - iaedp Symposium 2012: Through the Looking Glass, Complex Issues/Creative Solutions
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Objective 1: Identify and treat individuals with anorexia, bulimia, and compulsive overeating.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
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Objective 2: Discuss drug therapies currently used to treat eating disorders.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
Having completed the activity, please rate your ability to meet each of the following objectives:
Explain how hormonal effects and brain development play a role in illnesses with onset in the teen years.
Define “pruning” as it relates to brain development in individuals age 12 – 20.
Identify brain disease states (depression, anxiety, anorexia, bulimia, etc.) influence on brain development occurring during adolescence.
List 3 ways that the eating disorder behaviors impact the couple.
Discuss 3 interventions the therapist can employ to impact the dynamics of the couple around the function of the eating disorder in the relationship.
Identify 3 components of the self-regulation model, and identify one element related to using/teaching of a model as a foundation for change in managing the eating disorder, and how that can be brought into the couples relationship as a foundation for regulation and change in the system.
Explain how using myth can assist those struggling with eating disorders reframe their experience.
Identify the three levels with which metaphoric language in mythology affects the psyche.
Utilize techniques for using myth and metaphor to find issues underlying disordered eating behaviors.
Discuss the impact of the Harlick decision.
Discuss the benefits and drawbacks of the Federal Mental Health Parity Act.
Discribe the possibility for using the Harlick decision in litigation across the country.
Identify sport-specific risk factors for the development of eating disorders among athletes.
Identify issues within the sport environment that can complicate or interfere with the identification of eating disorders among athletes.
Identify how decisions regarding allowing/prohibiting sport training and competition can be used to motivate the athlete-patient in treatment.
Discuss common medical complications of severe starvation and of purging.
Identify appropriate early diagnostic/therapeutic maneuvers.
Discuss when to refer a patient to a higher level of care.
Discuss the role of specific nutrition therapy tools such as meal planning and meal timing issues to address and minimize the effects of lapses during recovery.
Explain how the dietitian can assist the eating disorder client thwart negative body image issues related to weight gain and weight maintenance.
Describe how nutrition intervention to protect body-fat can ellicit patient compliance with negotiation in caloric range and percentage of nutrient content.
Describe findings identifying the broad range of types of traumatic events associated with the EDs.
Describe findings demonstrating higher rates of PTSD as well as subthreshold or partial PTSD among both women and men with eating disorders, particularly those with bulimic symptoms and psychiatric comorbidity.
Implement empirically based assessment and treatment approaches for individuals with eating disorders, trauma histories, and psychiatric comorbidity.
Identify factors that contribute to transcendent moments in eating disorders treatment.
Discuss the role of experiential methods in helping to create transcendent moments.
Identify how the clinician’s characteristics, skills, self-care and life experiences may contribute to the transcendent moments.
Describe three ways to incorporate mindfulness practice to enhance commitment to appropriate eating.
Discuss the different concerns associated with restrictive eating, binge eating, poor appetite, and fullness.
Define "zone in difference" and explain how the zone's boundaries(hunger and fullness) are modified after a period of adaptation and habituation.
Discuss the current PET and CAT scan based research on food addiction.
Discuss the research in terms of the proposed DSM V Binge Eating Disorder diagnosis.
Discuss treatment ramifications of recognizing eating disorders as psychiatric and within the addiction spectrum.
Discuss the AED guide: Critical Points for Early Recognition and Medical Risk Management in the Care of Individuals with Eating Disorders.
List simple ways that even non-physicians can recognize signs and symptoms that indicate serious medical problems in clients with EDs.
Explain how to get the medical help that the person with an ED needs.
Identify selective eating behaviors amongst their clients.
Explain exposure skills to challenge entrenched selective eating behaviors.
Identify similarities and differences between eating disorders and selective or picky eating.
Explain the necessity of connecting body and mind in the recovery process.
Explain four treatment methods that can help clients expand their ability to experience, express and articulate feelings.
Explain utilize adaptations of these strategies in their own practices.
Identify a male with an eating disorder more easily when keeping in mind gender differences in symptoms presentation and body dissatisfaction.
Explain the proposed diagnostic criteria that may appear in the DSM-V for muscle dysmorphic disorder, a type of eating disorder for men.
Identify key factors that may contribute to the development of an eating disorder in men and will be able to better recognize how to treat males with eating disorders.
Explain the philosophy of Intuitive Eating.
Identify the 10 Principles of Intuitive Eating to be used in their treatment of patients with eating disorders.
Discuss guided practices for the Intuitive Eating principles with their patients in either inpatient or outpatient settings.
Identify how patient characteristics inform treatment.
Discuss the research supporting tailoring treatment to patient characteristics.
Implement techniques to tailor treatment to patient characteristics.
Identify the similarities and differences between the treatment of an individual with an eating disorder and substance use disorder.
Identify and recommend treatment for patients who have substance use disorder in addition to their eating disorder.
Describe strategies to manage patients who use diuretics, laxatives and diet pills.
Discuss how sexualization harms girls.
Discuss how sexualization harms boys.
List some strategies for change on both an individual and societal level.
Discuss states of consciousness for well being that brain wave testing shows does occur with practice.
Explain a new perspective on the biology of their client’s issues to help them in their challenging task of changing behavior.
Identify models of collaborative care.
Identify the importance of the team adopting a cohesive definition of recovery.
Explain the models including but not limited to financial, business, marketing, clinical, educational, communication, in order to bridge the quality of outpatient care to the quality standards modeled by inpatient facilities.
Define the origin and meaning of the term orthorexia nervosa.
Compare and contrast orthorexia nervosa and anorexia nervosa.
Identify common pitfalls by professionals when treating orthorexia.
Identify ethical codes, licensure requirements, and state regulations as they relate to eating disorders practice.
Explain informed consent, confidentiality, and multiple relationships as they relate to eating disorders practice.
Identify explain general guidelines for determining a best course of action when faced with an ethical dilemma related to eating disorders practice.
Define at least 3 principal mechanisms of defense that appear in eating disorders treatment.
Identify the operation of projective identification in a patient's life.
Discuss the concept of emotional communication as a maturational treatment technique.
Explain the relationship between suicide and eating disorders.
Explain how to complete a suicide risk assessment in clients with eating disorders
Apply interventions for eating disorder clients with suicidality.
Identify three cultural issues that may need to be acknowledged when teaching assertive communication to eating disordered clients from Asian cultures.
Identify several cross cultural variations in the profile of the Latin American eating disorder patient.
Identify skill sets that give them flexibility in working with culturally diverse clients.
Identify when meal therapy could serve as a part of the recommended technique for treating ED patients through utilizing food and feelings journals to determine form, timing, and dosage of meal sharing.
Explain how to use therapy sessions and therapeutic meal outings to help patients challenge fear and avoidance as they transition from being "in program" to their real lives.
Identify their personal triggers and vulnerabilities with exposure to their own relationship to food, and as a model for helath, comfort, and confidence when relating to the patient outside the security of the office.
Identify the 4 basic functions of a cell using the mnemonic IPAC.
Discuss a hypnotic technique to resolve a traumatic event.
List one of four things that promote the growth of new brain cells.
Explain the basic tenets of Acceptance and Commitment Therapy and its practical application with eating disorder patients at all levels of care.
Identify how a combination of graded exposure and ACT is utilized in targeting ineffective behaviors that prevent patients from maintaining long-term recovery.
Explain the "Treat to Outcome" philosophy and how the APA Guidelines can help determine and support appropriate levels of care.
Identify goals for an effective IOP structure.
Explain how to use and conceptualize IOP as the bridge between inpatient and outpatient levels of care.
Discuss strategies to incorporate family into intensive outpatient program.
Discuss the patient and family through education on temperament to achieve the highest cooperation.
Discuss how to prepare the patient and family to decrease shame related blame for the illness by considering genetic foundations of temperament.
Discuss how to prepare the patient and family in understanding the patient’s psychological and emotional foundations which affect treatment success by use of the TJTA and Keirsey examinations.
Identify the origin, path, and current most disruptive emotional states and behavioral responses of clients, and their associated triggers.
Describe G-OM and its Orchestration Group Process (OGP),and its value to the treatment of eating disorders.
Discribe G-OM case management tools in diagnosis, treatment planning and its integration with current treatment dimensional criteria.
Discuss how neurotransmitter levels can negatively affect self-perception and body image.
Discuss how disordered thinking can impact neurotransmitter levels.
Identify at least one method to assist individuals in overcoming neurotransmitter imbalances that affect self-perception and body image.
Name the clinical features and risk factors for obesity.
Discuss the current theories of this world epidemic.
Identify the novel treatment approaches being studied which are tests of the substance abuse hypothesis.
Discuss the fundamental NLP toolbox interventions in a larger, more complete context of client’s lives, allowing the clinician to adjust in creative ways to help their clients discover meaning in eating disorder behaviors and their unique adaptive function, and to facilitate the client’s discovery and activation of self-care practices formerly lost to the eating disorder.
Discuss creative approaches that are needed for the client to achieve peace with her food and her body.
Discuss the importance of the Health at Every Size model and learn to use the core concepts as a teaching tool with clients.
Discuss the stages of Change and how they apply to eating disorders.
Identify three different perspectives along the recovery journey and utilize creative solutions related to each.
Identify fear, anxiety, and avoidance in patients diagnosed with eating disorder patients.
Identify how fear, anxiety, and avoidance present as obstacles in the treatment of eating disorder patients
Discuss the somatic indicators of emotions and distress and how this interacts with specific eating disorder clinical presentation.
Discuss specific ways in which nutrition and psychotherapy interrelate in order to directly address and enact change in fear based treatment resistant eating disorder patients.
Explain how brain reward circuitry is affected by binge eating and obesity.
Identify the effects of brain stress and environmental stress on appetite, metabolism and behavior.
Discuss the effect of nutrition intake (diet) on mood and brain reward function.
Explain the neurobiological causes of binge eating, stress eating and emotional overeating.
Identify how mind-body disconnection develops in clients who struggle with eating disorders and how the disease perpetuates the disconnection.
Discuss trauma aware body-based experiential therapies, specifically yoga and dance/movement therapy, and its role in encouraging a safe re-connection with the body.
Explain how to incorporate these therapies in working with clients who have eating disorders through participation in the facilitated experientials.
Explain core components of “intuition” according to several relevant research studies.
Identify ways in which intuition has effectively helped the treatment of patients.
Explain and implement principles of “intuitive living” in practice with colleagues and patients.
Identify the areas where food reward overlaps with drug reward.
List examples of the challenges the ex-addict faces with regards to hyperphagia and obesity.
Define the basic principles of the Internal Family Systems model, including the three groups of inner parts: exiles, managers, and firefighters.
Apply a specific art therapy techhnique of mask-making.
Apply techniques from psychodrama and dance/movement therapy for the expression of affect and facilitating attunement and communication among the internal system.
Discuss how to develop an iaedp Chapter.
Discuss how to utilize area and national resources to measure interest in starting an iaedp Chapter.
Explain the purpose and importance of area iaedp Chapters.
Discuss the ethical considerations of the eating disorders professional in the field of eating disorders.
Discuss the requirements for obtaining certification and the competency levels involved in the treatment of all types of eating disorders.
Identify at least 10 benefits of becoming a certified professional in the field of eating disorders.
Draw a social atom and direct clients in this safe technique of assessment.
Assess a food atom and it's relationship to the clients eating disorder and emotional needs.
Utilize a safe warm-up, closure, and sharing.
Explain how to implement arts and mindfulness-based interventions to help clients with eating disorders discover new frames of reference and creative solutions to recovery.
Integrate into their work one meaningful, essential “reflection” to which clients and family must be exposed.
Explain the application of experiential activities based on current stage of change and level of care.
Discuss therapeutic activities to augment individual, family and group therapy.
Discuss how out of balance neurotransmitter levels can negatively affect self-perception and body image.
Discuss how disordered thinking can impact neurotransmitter levels.
Identify more than one method to assess for imbalances and assist individuals in overcoming neurotransmitter imbalances that affect self-perception and body image.
List the basic principles of the Integrative Five Phase Model of Drama Therapy
Discuss experiential techniques to facilitate the development of spontaneity and trust, emotional expression, increased awareness of patterns of behavior and expansion of role repertoire and self-image

Describe the therapeutic use of  masks in assisting clients to separate from their eating disorder

Identify, utilize and explain specific breathing techniques to address depression and anxiety.

Identify, utilize and explain meditation as part of their treatment plan for eating disorders, anxiety, depression and PTSD.

Identify, utilize and explain and create an intention known as Sankalpa and to explain and create the use of imagery known as Bavana in the practice of meditation.

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
Identify the origin, path, and current most disruptive emotional states and behavioral responses of clients, and their associated triggers.
Describe G-OM and its Orchestration Group Process (OGP),and its value to the treatment of eating disorders.
Utilize G-OM case management tools in diagnosis, treatment planning and its integration with current treatment dimensional criteria.
Objective 4: Explain dual diagnosis issues, such as post-traumatic stress disorder, Axis II components and addictions.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
Was the educational content free of commercial bias?
Was the mode of education effective to learning?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
If you answered "No" to any of the above questions, please explain.
Were you solicited by sales personnel in an educational room while you attended this educational activity?
If you answered "Yes" to the above question, please explain.
What did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient problems or patient challenges do you feel you are not able to address appropriately or to your satisfaction?
What problems are your patients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient outcomes?

Additional comments:

Mr question