Different Disciplines Impact the Development of Programs

Different Disciplines Impact the Development of Programs

Instructions/Descriptions

Different Disciplines Impact the Development of Programs

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Response Guidelines

Respond to the post of one of your peers. Include relevant, required information; adequate explanations; and alternative viewpoints.

Offer additional resources that may help expand their perspective, divergent issues for consideration, and suggestions for enhancing their discussion.

Your responses to your peers should contain at least 250 words as well as two scholarly resources. Keep in mind the academic honesty policy and academic integrity policy stressing respectful discussion.

Tasia Young

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How does the interaction of different disciplines impact the development of programs to help individuals with eating disturbances?

Include technological development within your response and consider the efficacy of incorporating private, technological approaches as an adjunct to group educational services, for

example. In so doing, you can evaluate its broad span of integration of services from several service providers and the use of systemic support to maintain its strength of approach.

What is an eating disorders? An eating disorder is a psychological disorder in which an individual restricts the use of food or indulges in the use of food impulsively due to obsessions with

their appearance compared with society image of how the human male or human female should look.

This is a very complicated disorder to treat in that the client will need to alter his or her thought processes in order to want to get help for his or her problem.

Therefore, the individual must have an awareness of their problem and the consequences that come from the problem and the benefits of getting help. Smolak and Mournen (2001) state that there is a major gender gap in regards to diagnosis an individual with an eating disorder. It has been stated that eating

disorders are more prevalent in women than in men. Understanding these gender differences will the professional become more aware of the problem at hand and how it is affecting the

individual and guide the treatment accordingly.

Providing an integrative approach for this issue will allow for a more thorough treatment process for the problem at hand.

Furthermore, it will allow the client to build self-efficacy amongst himself or herself in that it allows the client to become more participatory within the therapeutic process.

Many therapeutic settings are becoming more technological. This allows the client to gain access to therapeutic sessions as well as being more cost efficient for that individual.

Tarell Williams

Sexual problems are not specific for eating disorders.

The etiology is complex and no one single causal factor has been identified.

However, clinical as well as epidemiological studies have shown that eating disorders occur more commonly in females than males.

The evidence that eating disorders are more common in females over males has resulted in the consideration that socio-cultural factors may be important.

Through this insight, gender role is being considered as a contributing factor.

This information is vital when dealing when the sub population of gender nonconforming adolescents with ED and gender dysphoria.

Clinical experience and research have shown the important role of sexual problems and traumas in the development of anorexia nervosa and bulimia in females over males.

The purpose of the article’s case studies hinges around expanding their interdisciplinary discussion regarding the breadth of presentation and management considerations for gender nonconforming adolescents with disordered eating.

An interdisciplinary approach to care might enhance access to comprehensive, collaborative treatment for disordered eating, and gender dysphoria in this unique population.

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Prior studies suggest that treating gender dysphoria might lead to a decrease in associated ED behaviors in this population (Donaldson, Hall, Neukirch, Kasper, Simones, Gagnon, & Forcier,

2018).However, gaps remain in our understanding of the varied presentations of gender nonconforming adolescents with ED, potential risk/protective factors, comorbid characteristics, and

best approaches to care. The purpose of the article was to identify emerging themes across disciplines in a series of five gender nonconforming adolescents with ED in hopes of advancing

the understanding of this high‐risk group to better screen as well as identify and collaboratively manage similar young people at every available point of care.

The cases of ED in gender nonconforming adolescents imply that medical and psychiatric factors play dominant roles in dealing with ED as well as notable common features. Common

features include an increased risk for self‐harm/suicide, complex psychiatric and medical implications of delay to treatment, the importance of partnership with interdisciplinary

providers/patients/families to maximize care and facilitate healthy development. With the five cases, the architect used specific examples to expand understanding of how interdisciplinary

teams might best approach care for this complex, emerging population. Finding imply that in the absence of timely and available gender dysphoria management, gender nonconforming youth may turn to maladaptive behaviors to change their bodies, or self‐harm the body that they perceive as a betrayal of their authentic gender.

Suicidal ideation, suicide attempt, and SIB are not uncommon among gender nonconforming or ED populations (Hollis, 2017). Even as gender nonconforming adolescents progress through

gender‐affirming interventions, many will experience stigmatization that ignores, invalidates, or dismisses their identity, thereby contributing to the development/exacerbation of psychiatric

comorbidities population (Donaldson, Hall, Neukirch, Kasper, Simones, Gagnon, & Forcier, 2018).

Partnering with an interdisciplinary team helps better articulate an appropriate treatment plan, including identification of a goal weight range and nutritional plan. Dietitians and medical

providers must therefore be particularly collaborative in establishing weight/nutritional goals. Because adolescents’ longitudinal nutrition goals vary for a number of reasons, dietitians and

medical providers must therefore be particularly collaborative in establishing weight/nutritional goals. In addition, providers might need to take creative approaches to treatment planning in t

his population; for example, consulting growth curves for both the patient’s natal and asserted gender to establish appropriate goal weight parameters.

This study highlights the inadequacies in ED treatments in addressing issues related to gender amongst diverse gender populations. It illuminates how identity is negotiated in the context of

the lived experience of an ED is embodied. The study also provides evidence that gender plays a significant role in this embodiment. Therefore, the conscious or inadvertent ignoring or

marginalizing of questions and issues related to gender in ED treatments has and will continue to have inevitable implications for the processes and extent by which people engage in ED

treatments. Greater consideration and inclusion of gendered perspectives in ED identification and the transformation of ED treatments holds scope for more significant and meaningful

positive outcomes for those with lived experience.

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Response Guidelines

Respond to the initial post of one learner by citing additional resources that may help his or her work, presenting divergent issues for consideration, and providing suggestions for enhancing the post. Your response must contain at least 150 words and one scholarly resource that your peer did not incorporate in his or her initial post.

Margaret Kelley

Two unique developmental issues presented during adolescence are positivity and ego-resilience. Positivity is a basic mode through which individuals face reality and according to Milioni,

Alessandri, Eisenberg, and Caprara (2016) is the key resource in buffering the negative effects of stressors and unexpected life events on later adjustment and well-being. Ego-resiliency has

been defined as a personality characteristic reflecting the general capacity for flexible and resourceful adaptation to varying external environmental circumstances and to internal dysphoric states (Milioni, Alessandri, Eisenberg, & Caprara, 2016).

The study presented in the reading was conducted to examine the relation of positivity to ego-resiliency. Positivity predicted later ego-resiliency, however, ego-resiliency did not predict

positivity. But because positivity and ego-resiliency seem to accompany each other during the developmental process (particularly stressful life situations) the study reflected a possible

mutual relation (Milioni et al., 2016).

Risk of not properly developing positivity and ego-resiliency can cause long-term effects on adolescents into adulthood if not recognized and addressed. Helping adolescents to successfully

develop resilience helps to build positive self-esteem and empowers them to strive for goals. Psychologist Angela Duckworth, Ph.D. introduced the term “grit” which she described as the

ability to push through or bounce back from failure. Dr. Duckworth emphasized that grit is a more reliable predictor of a positive outcome than intelligence or academic achievement (Fink, 2013, 04).

Three strategies that were designed by Dr. Duckworth to help adolescents successfully develop resilience are: put new challenges in front of your child, promote perseverance, and be a nudge (Fink, 2013, 04).1) Put new challenges in front of your child – this gives the opportunity to try something new and challenging, and to take risks; 2) Promote perseverance – (Don’t Quite on a Bad Day) even those naturally gifted talents need to be practiced.

My son, now 32, was never allowed to quit anything that he started when he was growing up; he had to finish until the end and if he chose to not participate in that activity the following

season, then that was acceptable; and 3) Be a nudge – explain to your kids that you want them to do their best but also create a positive environment to help your kids. It was in his sixth-grade

year that my son started to play a musical instrument in school so in addition to homework, there was also instrument practice each day. To keep him encouraged and to make it a bit more

interesting, I would play my organ along with him practicing the saxophone and we just had fun with it.

Different Disciplines Impact the Development of Programs

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