Course Profile

Course Profile: Eating Disorders (1 Day)
Eating disorders are mental health conditions; therefore a person does not choose to develop such a disorder.  These disorders are not about food, but about feelings and emotions. Someone with an eating disorder will be very preoccupied with food, their eating habits, weight and body shape. However behind these more visible aspects will be emotional distress. People vary in their capacity to recognise their distress.
Food and eating is a central aspect of human life. It is useful to recognise that  there is a continuum from disordered eating, where aspects of attitude towards food can cause slight problems, to eating disorders such as  Anorexia Nervosa which can be life threatening. There will also be a range of beliefs around eating disorders. This training will draw upon research on the topic in order to ensure that participants are aware of the current evidence around eating disorders.
People who experience eating disorders are likely to maintain a degree of secrecy about their behaviour. There is therefore at times a high level of uncertainty for family and professionals about whether a person may be on a continuum, and how to approach the person to enquire and give support as appropriate. The knowledge and evidence from this course will enable participants to approach this task with more confidence.
The course is informed by the DSM IV, MIND, RCP, Mental Health Foundation & Mental Health Act.
The course supports the Social Care Commitment and is set in the context of The Care Act 2014 (promoting health and wellbeing).
The course provides some knowledge for
NHS KSF: HWB 4.3
Care certificate: 3, 5, 6, 7, 8, 9
QCF: HSC036, CMH 301, 302
The course is designed for Hall people with interest in the issues.
The course will help organisations to meet CQC Fundamental Standards.
Learning outcomes

By the end of the course learners should understand:
  • The continuum, from disordered eating to types of eating disorders
  • The different diagnosis and who diagnoses (ref. to the DSM)
  • Signs, symptoms of different diagnoses
  • Causes, triggers and ‘at risk’ groups
  • Recent statistics (to include gender)
  • The particular issues for young people, to include the impact of peer pressure and the media
  • The different options for ‘treatment’ from self-help to in-patient treatment
  • What happens if this becomes life-threatening
  • The role of the different professionals
  • The role of the support worker; understanding the limitations
  • How to work in partnership with the person and their supporters – parents, friends, teachers
  • How to offer support and how to avoid alienating the person
  • Sources of support and information for professionals
  • The Law e.g. The Mental Health Act
Training methods utilised include: Discussion, Tutor Presentations, Small & large group work, Handouts, Practice studies