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Eating Disorders
Introduction
Anorexia nervosa (AN), bulimia nervosa (BN) and binge eating disorder (BED) are complex disorders in which a great variety of factors are implicated. Due to this complexity, a great diversity of instruments is required to collect the data needed to complete the initial assessment, to design the treatment plan, and to evaluate the outcomes. The aim of the initial assessment must be to gather information not only about weight and eating behaviour, but also about all the factors that are related to the onset, course and maintenance of the disorder. It is necessary to have in mind that a variety of professionals may collaborate in the care of these patients. Different levels of assessment are needed to complete the evaluation of eating disorders (see Table 1). First of all, a full physical examination should be preformed and laboratory analysis should be determined before the psychological assessment begins. For making treatment decisions, it is very important to know the patient's nutritional state, vital signs, physical and sexual growth and development, the cardiovascular system, evidence of dehydration, lanugo, salivary gland enlargement, etc. This knowledge is especially important in AN patients with great weight loss or in BN patients with a high frequency of vomiting. Then, attention must be paid to weight and the history of the eating disorder, the eating behaviour, binge eating and compensatory behaviours such as vomiting, misuse of laxatives or diuretics, fasting and/or excessive exercise. More specific factors like body image, cognitive concerns, emotional state and comorbility with other disorders, especially affective and anxiety disorders, obsessive-compulsive disorder, personality disturbance and substance abuse, should be analysed too. It is very important to remember that these eating disorder patients frequently deny their problem. In consequence, it will be necessary to gather information from other family members and from different instruments on the same topics to validate the data. To reach all these goals, a great variety of instruments are required. A full review of these instruments can be found in Allison (1995), Rosen and Srebnik (1990) and Saldaña (1994).
Body Weight Assessment
Information on a patient's weight is very important especially in AN patients in which diagnostic criteria are related with underweight. There are several indexes, which allow us to know if a person is normal weight, underweight or overweight. Commonly accepted indexes are the index of relative weight (RWI) and the Quetelet index or Body Mass Index (BMI). Both of them are used for diagnostic criteria, the former in the DSM-IV (APA, 1994) and the last in the ICD-10 (WHO, 1992). However, the most recommended index is the BMI which can be calculated by the following formula [BMI = Weight (in kg)/height (in m)2]. A BMI between 20 and 25 represents normal weight, a value above 25 overweight, between 18 and 20 mild underweight and below 17 severe underweight. In the ICD-10, a BMI below 17.5 is the diagnostic criteria for AN. BMI is a good index that not only informs about patients' weight but also on their nutritional status.
| Table 1. Levels of eating disorders assessment | ||
|---|---|---|
| Levels of assessment | Goals | Ways of assessment |
| First level | To make treatment decisions: hospitalization, day-care treatment, and outpatient treatment | Complete physical examination. |
| Body weight assessment (Body Mass Index) | ||
| Second level | To establish good rapport and to develop therapeutic relationship with the patient | 1 Clinical interview |
| 2 Semi-structured interviews: | ||
| To assess: | • Eating Disorders Examination (EDE) | |
| • History of eating disorder | • Yale-Brown-Cornell Eating Disorders Scale (YBC-EDS) | |
| • Eating behaviour and eating habits | ||
| • Compensatory behaviours | • Structured Interview for Anorexic and Bulimic Disorders (SIAB) | |
| • Emotional states while eating | ||
| • Worries about food and eating | 3 Self-report questionnaires: | |
| • Physical activity | • Eating Attitudes Test (EAT-40, EAT-26) | |
| • Eating Disorders Inventory 2 (EDI-2) | ||
| • Eating Disorders Examination Self-Report Questionnaire (EDE-Q) | ||
| • Questionnaire of Eating and Weight Patterns (QEWP) | ||
| 4 Self-monitoring records | ||
| 5 Family interview | ||
| Third level | To differentiate between the features of eating disorder patients and those of the body dysmorphic disorder | 1 Interviews |
| • Shape concern and weight concern EDE subscales | ||
| To assess: | • Body image and slimness ideal SIAB subscale | |
| • Body image dissatisfaction | 2 Self-report questionnaires | |
| • Body image disturbance | • Body Shape Questionnaire (BSQ) | |
| • Worries about weight and figure | • Body dissatisfaction EDI subscale | |
| • Desire to lose weight | • Cuestionario de Influencia del Modelo Estetico Corporal (CIMEC) | |
| Fourth level | To assess other disorders comorbility: affective and anxiety disorders, obsessive-compulsive disorder, personality disturbance and/or substance abuse | 1 Clinical interview |
| 2 Semi-structured interviews | ||
| 3 Self-report questionnaires | ||
Assessment of Eating Habits and Compensatory Behaviours
The assessment of these important factors should be done through different instruments. Interviews, self-report questionnaires and self-monitoring records that are completed by patients.
...
- 1. Theory and Methodology
- Ambulatory Assessment
- Assessment Process
- Assessor's Bias
- Automated Test Assembly Systems
- Classical and Modern Item Analysis
- Classical Test Theory
- Classification (General, including Diagnosis)
- Criterion-Referenced Testing: Methods and Procedures
- Cross-Cultural Assessment
- Decision (including Decision Theory)
- Diagnosis of Mental and Behavioural Disorders
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Ethics
- Evaluability Assessment
- Evaluation: Programme Evaluation (General)
- Explanation
- Factor Analysis: Confirmatory
- Factor Analysis: Exploratory
- Formats for Assessment
- Generalizability Theory
- History of Psychological Assessment
- Intelligence Assessment through Cohort and Time
- Item Banking
- Item Bias
- Item Response Theory: Models and Features
- Latent Class Analysis
- Multidimensional Item Response Theory
- Multidimensional Scaling Methods
- Multimodal Assessment (including Triangulation)
- Multitrait-Multimethod Matrices
- Needs Assessment
- Norm-Referenced Testing: Methods and Procedures
- Objectivity
- Outcome Assessment/Treatment Assessment
- Person/Situation (Environment) Assessment
- Personality Assessment through Longitudinal Designs
- Prediction (General)
- Prediction: Clinical vs. Statistical
- Qualitative Methods
- Reliability
- Report (General)
- Reporting Test Results in Education
- Self-Presentation Measurement
- Self-Report Distortions (including Faking, Lying, Malingering, Social Desirability)
- Test Adaptation/Translation Methods
- Test User Competence/Responsible Test Use
- Theoretical Perspective: Cognitive
- Theoretical Perspective: Cognitive-Behavioural
- Theoretical Perspective: Constructivism
- Theoretical Perspective: Psychoanalytic
- Theoretical Perspective: Psychological Behaviourism
- Theoretical Perspective: Psychometrics
- Theoretical Perspective: Systemic
- Trait-State Models
- Utility
- Validity (General)
- Validity: Construct
- Validity: Content
- Validity: Criterion-Related
- 2. Methods, Tests and Equipment
- Adaptive and Tailored Testing
- Analogue Methods
- Autobiography
- Behavioural Assessment Techniques
- Brain Activity Measurement
- Case Formulation
- Coaching Candidates to Score Higher on Tests
- Computer-Based Testing
- Equipment for Assessing Basic Processes
- Field Survey: Protocols Development
- Goal Attainment Scaling (GAS)
- Idiographic Methods
- Interview (General)
- Interview in Behavioural and Health Settings
- Interview in Child and Family Settings
- Interview in Work and Organizational Settings
- Neuropsychological Test Batteries
- Observational Methods (General)
- Observational Techniques in Clinical Settings
- Observational Techniques in Work and Organizational Settings
- Projective Techniques
- Psychoeducational Test Batteries
- Psychophysiological Equipment and Measurements
- Self-Observation (Self-Monitoring)
- Self-Report Questionnaires
- Self-Reports (General)
- Self-Reports in Behavioural Clinical Settings
- Self-Reports in Work and Organizational Settings
- Socio-Demographic Conditions
- Sociometric Methods
- Standard for Educational and Psychological Testing
- Subjective Methods
- Test Accommodations for Disabilities
- Test Anxiety
- Test Designs: Developments
- Test Directions and Scoring
- Testing through the Internet
- Unobtrusive Measures
- 3. Personality
- Anxiety Assessment
- Attachment
- Attitudes
- Attribution Styles
- Big Five Model Assessment
- Burnout Assessment
- Cognitive Styles
- Coping Styles
- Emotions
- Empowerment
- Interest
- Leadership Personality
- Locus of Control
- Motivation
- Optimism
- Person/Situation (Environment) Assessment
- Personal Constructs
- Personality Assessment (General)
- Personality Assessment through Longitudinal Designs
- Prosocial Behaviour
- Self-Control
- Self-Efficacy
- Self-Presentation Measurement
- Self, The (General)
- Sensation Seeking
- Social Competence (including Social Skills, Assertion)
- Temperament
- Time Orientation
- Trait-State Models
- Values
- Weil-Being (including Life Satisfaction)
- 4. Intelligence
- Attention
- Cognitive Ability: g Factor
- Cognitive Ability: Multiple Cognitive Abilities
- Cognitive Decline/Impairment
- Cognitive Plasticity
- Cognitive Processes: Current Status
- Cognitive Processes: Historical Perspective
- Cognitive/Mental Abilities in Work and Organizational Settings
- Creativity
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Emotional Intelligence
- Equipment for Assessing Basic Processes
- Fluid and Crystallized Intelligence
- Intelligence Assessment (General)
- Intelligence Assessment through Cohort and Time
- Language (General)
- Learning Disabilities
- Memory (General)
- Mental Retardation
- Practical Intelligence: Conceptual Aspects
- Practical Intelligence: Its Measurement
- Problem Solving
- Triarchic Intelligence Components
- Wisdom
- 5. Clinical and Health
- Anger, Hostility and Aggression Assessment
- Antisocial Disorders Assessment
- Anxiety Assessment
- Anxiety Disorders Assessment
- Applied Behavioural Analysis
- Applied Fields: Clinical
- Applied Fields: Gerontology
- Applied Fields: Health
- Caregiver Burden
- Child and Adolescent Assessment in Clinical Settings
- Clinical Judgement
- Coping Styles
- Counselling, Assessment in
- Couple Assessment in Clinical Settings
- Dangerous/Violence Potential Behaviour
- Dementia
- Diagnosis of Mental and Behavioural Disorders
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Eating Disorders
- Health
- Identity Disorders
- Interview in Behavioural and Health Settings
- Irrational Beliefs
- Learning Disabilities
- Mental Retardation
- Mood Disorders
- Observational Techniques in Clinical Settings
- Outcome Assessment/Treatment Assessment
- Palliative Care
- Prediction: Clinical vs. Statistical
- Psychoneuroimmunology
- Quality of Life
- Self-Observation (Self-Monitoring)
- Self-Reports in Behavioural Clinical Settings
- Social Competence (including Social Skills, Assertion)
- Stress
- Substance Abuse
- Test Anxiety
- Thinking Disorders Assessment
- Type A: A Proposed Psychosocial Risk Factor for Cardiovascular Diseases
- Type C: A Proposed Psychosocial Risk Factor for Cancer
- 6. Educational and Child Assessment
- Achievement Testing
- Applied Fields: Education
- Child Custody
- Children with Disabilities
- Coaching Candidates to Score Higher on Tests
- Cognitive Psychology and Assessment Practices
- Communicative Language Abilities
- Development (General)
- Development: Intelligence/Cognitive
- Development: Language
- Development: Psychomotor
- Development: Socio-Emotional
- Diagnostic Testing in Educational Settings
- Dynamic Assessment (Learning Potential Testing, Testing the Limits)
- Evaluation in Higher Education
- Giftedness
- Instructional Strategies
- Interview in Child and Family Settings
- Item Banking
- Learning Strategies
- Performance
- Performance Standards: Constructed Response Item Formats
- Performance Standards: Selected Response Item Formats
- Planning
- Planning Classroom Tests
- Pre-School Children
- Psychoeducational Test Batteries
- Reporting Test Results in Education
- Standard for Educational and Psychological Testing
- Test Accommodations for Disabilities
- Test Directions and Scoring
- Testing in the Second Language in Minorities
- 7. Work and Organizations
- Achievement Motivation
- Applied Fields: Forensic
- Applied Fields: Organizations
- Applied Fields: Work and Industry
- Career and Personnel Development
- Centres (Assessment Centres)
- Cognitive/Mental Abilities in Work and Organizational Settings
- Empowerment
- Interview in Work and Organizational Settings
- Job Characteristics
- Job Stress
- Leadership in Organizational Settings
- Leadership Personality
- Motor Skills in Work Settings
- Observational Techniques in Work and Organizational Settings
- Organizational Culture
- Performance
- Personnel Selection, Assessment in
- Physical Abilities in Work Settings
- Risk and Prevention in Work and Organizational Settings
- Self-Reports in Work and Organizational Settings
- Total Quality Management
- 8. Neurophysiopsychological Assessment
- Applied Fields: Neuropsychology
- Applied Fields: Psychophysiology
- Brain Activity Measurement
- Dementia
- Equipment for Assessing Basic Processes
- Executive Functions Disorders
- Memory Disorders
- Neuropsychological Test Batteries
- Outcome Evaluation in Neuropsychological Rehabilitation
- Psychoneuroimmunology
- Psychophysiological Equipment and Measurements
- Visuo-Perceptual Impairments
- Voluntary Movement
- 9. Environmental Assessment
- Behavioural Settings and Behaviour Mapping
- Cognitive Maps
- Couple Assessment in Clinical Settings
- Environmental Attitudes and Values
- Family
- Landscapes and Natural Environments
- Life Events
- Organizational Structure, Assessment of
- Perceived Environmental Quality
- Person/Situation (Environment) Assessment
- Post-Occupancy Evaluation for the Built Environment
- Residential and Treatment Facilities
- Social Climate
- Social Networks
- Social Resources
- Stressors: Physical
- Stressors: Social
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