DClinPsy Portfolio Volume 1 of 3 - University of Hertfordshire ...

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U H INFORMATION SHEET FOR PARENTS AND TEACHERS Introduction A group of students from your school will be invited to take part in a research study to investigate body image, emotional processing and disordered eating in adolescent females. Before you decide whether you would like to give consent for the student/ your daughter to take part, please take the time to read the following information which I have written to help you understand why the research is being carried out and what it will involve. The researchers The study is being carried out by Helen Eracleous, Trainee Clinical Psychologist, as part of a Doctoral qualification in Clinical Psychology. The study is supervised by Dr Saskia Keville, Clinical Lecturer and Chartered Clinical Psychologist, and Mr Joerg Shultz. What is the purpose of the study? This research is looking at how people’s experience of their emotions impacts on their body image and eating behaviour. It is particularly focusing on adolescent females. This is an important area of investigation, as it can help clinical psychologists to better understand the development of some types of psychological difficulties, such as eating disorders including obesity. Eating disorders and obesity have a significant effect on people’s lives; increased psychological understanding may help with its prevention and treatment. What is involved? If it is decided that the students will take part, they will be required to fill out three different questionnaires that each look at different aspects, i.e. eating behaviour, body image and emotional processing. They will be asked for some background information e.g. age and information about their current weight and eating behaviours. They will also be asked in the other two questionnaires, to rate how true they feel certain statements are for them. Who is taking part? This study will include females aged 12-16 years of age, attending local secondary schools. This study aims to recruit between sixty-eight one hundred and fifty female adolescents in total. Do I have to take part? No. If you do not want a student/ your child to take part, or you change your mind at any time during your participation in this study, you do not need to give a reason. Participation is entirely voluntary and you can withdraw at any time. Title of project: Body image disordered eating and emotional processing in adolescent females. p. 2 of 2 What do I have to do? 244
If after reading this information sheet you would like to take part in the research, you will be given this sheet to keep and parents need to sign two consent forms. Parents will keep one copy of the signed consent form and the researchers will keep another copy. The teachers will then be expected to distribute the small packs of the questionnaires to the female students taking part (as can be agreed with the researcher). As detailed above the questionnaire will ask students about their eating behaviour, body image and emotional processing. The questionnaire pack should take between half an hour to one hour to complete. Will taking part be confidential? Yes. If the students do decide to take part, their answers will be anonymous. This means that the questionnaire will not have their name or contact details on it. Instead each questionnaire is given a number before it is given out to participants. Completed questionnaires will be confidential to the researchers and kept at a secure location which will only be accessible by the researchers. To further ensure confidentiality, consent forms will be kept separately from the actual questionnaires. The overall findings of the project may be published in a research paper, but no individuals will be identifiable. What are the benefits of taking part? Taking part in this study may not benefit the students or school personally. However, it is hoped that this research will help develop psychological understanding of people who experience disordered eating. It is hoped that the study will be published in a research journal. What if I have questions or concerns? If you have any further questions about the research, please feel free to contact the researcher via email, telephone or post, details of which are below. In the unlikely event that participating in this research has caused a student distress in some way, please do not hesitate to contact the researcher who will be able to advise you on where they may be able to access further help. Who has reviewed this study? This study was reviewed by University of Hertfordshire Research Ethics Committee and given a sound ethical opinion. Thank you for taking time to read this. Contact details of the researcher: Helen Eracleous Email address: h.eracleous@herts.ac.uk Telephone number: 01707 286 322 Postal address: Doctor of Clinical Psychology Training Course University of Hertfordshire Hatfield, Herts., AL10 9AB 245
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DClinPsy Portfolio Volume 1 of 3 A
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Discuss the importance of the thera
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Psychoanalytically, the focus has b
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Type 2 refers to joint working and
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It appears that what links the conc
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It was concluded that the direct as
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Importance of Therapeutic Relations
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The therapist must also be aware of
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Understanding what constitutes a po
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References Alexander, L. B. & Lubor
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Gutfreund, M. J. (1992). A close-up
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Lambert, M. J. & Bergin, A. E. (199
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Shin, Sung-Man; Chow, Clifton; Cama
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Introduction Historically there has
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Furthermore connections’ in relat
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A triangular pattern of protection
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Another issue related to empowering
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There are many issues that the psyc
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Furthermore a common tendency in pe
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Conclusion Although systemic and ps
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References Banks, R. (2003). Psycho
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Linington, M. (2002). ‘Whose hand
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Small Scale Service Related Project
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• 36% stated that voluntary atten
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CONTENTS Pages Introduction 50-58 M
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Individual authors from different p
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Aim of current project This study w
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- appointment times given to all at
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RESULTS Forty professionals took pa
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The highest rated factor is about t
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Figure 2 Ratings of importance of e
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Figure 4 Ratings of importance of e
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Nursing rated the following five po
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Question Graph showing views of pro
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Other comments from Nursing stated
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However, the comments section invol
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e audited. Furthermore, it may be u
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Hodgson, R., Jamal, A., Gayathri, B
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APPENDICES 77
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How Multi-disciplinary Staff View W
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28 Are the patients attending given
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There should be a named person resp
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Literature Review Body Image, Disor
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Prevalence studies across Europe, t
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For example, the use of appetite su
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The next part of this review will e
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Similarly, negative characteristics
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When body image distress is very lo
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The role of emotion regulation in t
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Experiential avoidance is the unwil
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Ineffective avoidance coping strate
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References Alexander, L. C., Gratz,
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Croll, J. Neumark-Stainer, D., stor
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Hayes, S. C., Masuda, A., Bissett,
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Keel, P. K., Fulkerson, J. A., and
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McVey, G.L., Pepler, D., Davis, R.,
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Piran, N and Cormier, H.C. (2005) t
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Stice, E., Presnell, K., Shaw, H. a
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APPENDIX I: Search strategy Consult
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Body Image, Disordered Eating and E
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ACT and weight control 139 ACT and
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Demographics of sample and epidemio
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Acknowledgements I would like to th
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Introduction This study reports on
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Consequences of disordered eating P
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Transdiagnostic approach in underst
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Factors implicated in the developme
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Feelings of depression/ high levels
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ACT and processing unpleasant emoti
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Applying ACT theory to weight contr
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Heffner et al, (2002) assert that t
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This phenomenon has encouraged furt
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This project will therefore seek to
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Method Design: A non experimental,
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The researcher remained in the room
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The psychological scales will be de
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The comparison group (n = 770) cons
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4) Hospital Anxiety and Depression
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The BMI-for-age weight status categ
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Results Section I will provide desc
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The majority were in the middle set
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Table 5: Frequency counts and perce
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As regards experience of an illness
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Min-Max Skewness (Std error) 1-23 0
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The lower boundary of the box repre
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3. Moderate EDR compared to High ED
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Comparison of Body Image Acceptance
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Table 12 - Descriptive statistics f
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The boxplot above shows that there
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Hospital Anxiety & Deperssion Scale
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3. Anxiety-Underweight compared to
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As can be seen from the above scatt
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Hospital Anxiety & Deperssion Scale
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Comparison Mean difference (SE) Z p
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Section III - Further contributing
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Due to the small sample size in the
Page 193 and 194: Eating Disorder risk categories Tot
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Page 197 and 198: % within Body mass index USA 35.7%
Page 199 and 200: Table 33: Results of the logistic r
Page 201 and 202: Moreover, 13% of those aged 12-14 y
Page 203 and 204: The clinical variables of anxiety a
Page 205 and 206: Summary of additional findings The
Page 207 and 208: Low self esteem involves an uncondi
Page 209 and 210: This study has supported the relati
Page 211 and 212: Co-morbidity with other psychopatho
Page 213 and 214: After insertion, if the fingers pul
Page 215 and 216: This is consistent with the asserti
Page 217 and 218: The sample size was not adequate fo
Page 219 and 220: Conclusion This study found that in
Page 221 and 222: Catalano, R. F., Hawkins, J. D., Be
Page 223 and 224: Greco, L. A., Blomquist, K. K., Acr
Page 225 and 226: HADS, and the influence of age, gen
Page 227 and 228: Mykletun, A., Stordal, E. & Dahl, A
Page 229 and 230: Smolak, L., Levine, M. P., & Strieg
Page 231: Willcox, M. & Sattler, D. N. (1996)
Page 237 and 238: Appendix 3 Body Image Acceptance an
Page 239 and 240: Appendix 4 Hospital Anxiety and Dep
Page 241 and 242: Appendix 5 Background information D
Page 243: Appendix 6 Information sheet for pa
Page 247 and 248: Dear Sir/Madam, U H Doctor of Clini
Page 249 and 250: U H CONSENT FORM Title of Project:
Page 251 and 252: CERTIFICATE OF ACHEIVEMENT This is
Page 253 and 254: Debriefing sheet Title of project:
Page 255 and 256: Appendix 10 Ethics approval Form SC
Page 257 and 258: Appendix 12 Boxplots and Descriptiv
Page 259 and 260: Appendix 13 Box plot and Descriptiv
Page 261 and 262: Journal-Ready Copy Helen Eracleous
Page 263 and 264: Abstract Objective: The study inves
Page 265 and 266: Taking such a perspective may also
Page 267 and 268: ACT suggests that inflexibility (i.
Page 269 and 270: The EDI has been the measure of cho
Page 271 and 272: Additional research questions were
Page 273 and 274: Hypotheses III Inflexibility was po
Page 275 and 276: A potential explanation may be that
Page 277 and 278: The last two are choosing life dire
Page 279 and 280: Clinical implications Due to the cr
Page 281 and 282: Conclusion The hypotheses investiga
Page 283 and 284: Greco, L. A., Lambert, W., & Baer,
Page 285: Smolak, L., Levine, M. P., and Stri
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