ML: Eating disorders, conditions, course and treatment WF-PS-N-ZODZ

PS_U07 student potrafi dobrać techniki i sposoby pomocy psychologicznej odpowiednie dla danych form dysfunkcjonalnych
PS_U01 student potrafi tworzyć opinie i sądy na temat wartości różnych podejść i interpretacji psychologicznych w stosunku do zachowań ludzkich
PS_W10 student zna i rozumie, na czym polega odpowiedzialność psychologa i zasady etyki jego zawodu

Knowledge:

- grade 2 (unsatisfactory): A student is unable to list and characterize the main and atypical eating disorders and other conditions the eating disorder should be differentiated from, is unable to describe the origins of terms: “anorexia” and “bulimia”, doesn’t understand the conditioning of eating disorders in the light of: biomedical, sociocultural/evolutionary, psychodynamic, cognitive-behavioral, existential and systemic approaches, cannot define the Anorexia Readiness Syndrome; student cannot list and distinguish the main causes for „dropping-out” of therapy amongst the patients suffering from eating disorders, does not understand the meaning of "ego-syntonic" or "anosognosia" amongst these patients; student in unable to elucidate the ethical problems arising in compulsory treatment in cases of eating disorders and is not able to describe the psychotherapeutic methods that are used in cases of eating disorders (STEP therapy, art therapy, e-mail therapies, palmtops and virtual reality, family therapy); student cannot explain why slimming diets are usually ineffective.
- grade 3 (satisfactory): The student struggles to list and characterize efficiently enough the main and atypical eating disorders and other conditions the eating disorder should be differentiated from, and only superficially describes the origins of terms: “anorexia” and “bulimia”, student has a general understanding of the conditioning in eating disorders in the light of: biomedical, sociocultural/evolutionary, psychodynamic, cognitive-behavioral, existential and systemic approaches and delivers a perfunctory description of the Anorexia Readiness Syndrome; student struggles to list and specify the main causes for „dropping-out” of therapy amongst the patients suffering from eating disorder, and delivers only basic definition of "ego-syntonic" and "anosognosia" amongst these patients; student is able to generally specify the ethical problems arising in a compulsory treatment in cases of eating disorders; he struggles to define the respective psychotherapeutic methods used in cases of eating disorders (STEP therapy, art therapy, e-mail therapies, palmtops and virtual reality, family therapy); he is able to explain why slimming diets are usually ineffective only in very general terms.
- grade 4 (good): The student competently lists and describes the main and atypical eating disorders and other conditions the eating disorder should be differentiated from, quite well explains the origin of terms: “anorexia” and “bulimia”, and understands well the conditioning of eating disorders in the light of: biomedical, sociocultural/evolutionary, psychodynamic, cognitive-behavioral, existential and systemic approaches, as well as ably defines the Anorexia Readiness Syndrome; student competently lists and outlines the main causes for „dropping-out” of therapy amongst the patients suffering from eating disorder, and is well aware of the definition "ego-syntonic" and "anosognosia" among these patients; student understands relatively well ethical issues arising in a compulsory treatment in cases of eating disorders, and is able to present the respective psychotherapeutic methods used in cases of eating disorders (STEP therapy, art therapy, e-mail therapies, palmtops and virtual reality, family therapy); student expounds well on why slimming diets are usually ineffective.
- grade 5 (very good): The student lists and describes the main and atypical eating disorders, and other conditions the eating disorder should be differentiated from exceptionally well, precisely explains the origin of terms: “anorexia” and “bulimia”, excellently outlines the conditioning of eating disorders in the light of: biomedical, sociocultural/evolutionary, psychodynamic, cognitive-behavioral, existential and systemic approaches, and provides an outstanding description of the Anorexia Readiness Syndrome; student efficiently lists and describes the main causes for „dropping-out” of therapy amongst the patients suffering from eating disorders, perfectly presents the definitions of "ego-syntonic" and "anosognosia" among these patients; student flawlessly outlines the ethical issues arising in a compulsory treatment in cases of eating disorders, and fluently describes the respective psychotherapeutic methods used in cases of eating disorders (STEP therapy, art therapy, e-mail therapies, palmtops and virtual reality, family therapy); student easily explains why slimming diets are usually ineffective.

Skills:

- grade 2 (unsatisfactory): The student is unable to manage the data on diagnostics, conditioning and psychotherapy of eating disorders, doesn’t recognize the motives behind the decision to stop therapy in patients suffering from eating disorders and is not able to critically assess the modern trends promoting and encouraging a very slim physique.
- grade 3 (satisfactory): The student struggles to manage the data on diagnostics, conditioning and psychotherapy of eating disorders, recognizes only overall motives behind the decision to stop therapy in patients suffering from eating disorders and is barely able to critically assess the modern trends promoting and encouraging a very slim physique.
- grade 4 (good): The student manages data on diagnostics, conditioning and psychotherapy of eating disorders relatively well, clearly recognizes the motives behind the decision to stop therapy in patients suffering from eating disorder and quite well assesses modern trends promoting and encouraging a very slim physique.
- grade 5 (very good): The student brilliantly manages the data on diagnostics, conditioning and psychotherapy of eating disorders, perfectly recognizes motives behind the decision to stop therapy in patients suffering from eating disorder, and delivers an excellent critical assessment on modern trends promoting and encouraging a very slim physique.

Expertise:

- grade 2 (unsatisfactory): The student is unable to present the synthesis on mental condition of a person suffering from eating disorder and does not observe the correlation between the treatment method used for a person suffering from eating disorder and an improvement in their health.
- grade 3 (satisfactory): The student is able to present the mental condition of a person suffering from eating disorder quite precisely, albeit struggles to a degree while doing so, and observes the correlation between the treatment method used for a person suffering from eating disorder and an improvement in their health, although struggles to do so.
- grade 4 (good): The student is able to present the mental condition of a person suffering from eating disorder relatively accurately and observes the correlation between the treatment method used for a person suffering from eating disorder and an improvement in their health quite efficiently.
- grade 5 (very good): The student presents the mental condition of a person suffering from eating disorder clearly and precisely, and efficiently observes the correlation between the treatment method used for a person suffering from eating disorder and an improvement in their health.

Compulsory reading

1.Starzomska M., Anorexia. Difficult Questions. Cracow: Impulse, 2006.

Further reading

1.Abed R.T., 1998, The Sexual Competition Hypothesis for Eating Disorders, “British Journal of Medical Psychology”, 1998, 71, 525-547.
2.Józefik B. (ed.), Mental Anorexia and Bulimia. Understanding and Treating Eating Disorders, Cracow: Collegium Medicum of Jagiellonian University, 1999.
3.Lemma-Wright A.L., Starving to Live. The Paradox of Anorexia Nervosa, London: Central Book Publishing, 1994.
4.Levens M., Eating Disorders and Magical Control of the Body. Treatment through Art Therapy, London: Routledge, 1995.
5.Shafran R., Robinson P., Thought-Shape Fusion in Eating Disorders, “British Journal of Clinical Psychology”, 2004, 43, 399-408.
6.Starzomska M., Application of the “Anorexia nervosa as the Enemy” Anti-Code in STEP Therapy, „Psychotherapy”, 2000, 4, 63-66.
7.Starzomska M., Differently about Anorexia (I), „Psychological News”, 1999, 1, 33-43.
8.Starzomska M., Differently about Anorexia (II), „Psychological News”, 2000, 3, 71-87.
9.Starzomska M., Psychiatry throughout Ages: Rethinking Anorexia Nervosa as a Viable Behavior in a Specific Sociocultural Context?, „Polish Psychiatry”, 2001, 4, 669 - 679.
10.Starzomska M., Psychologically Conditioned Eating Disorders, “Human Nutrition and Metabolism”, 2008, 1, 75-83.
11.Starzomska M., Ironic Effects of Slimming Diets – Possible Psychological Mechanisms, “Human Nutrition and Metabolism”, 2008, 1, 84-96.
12.Starzomska M., Old Age Anorexia Nervosa, “Polish Psychogeriatry”, 2008, 5, 159-164.
13.Starzomska, M., The Spectrum of Attitudes to Death in Persons Afflicted by Anorexia, „Culture and Society”, 2009, 53, 185-202.
14.Starzomska, M., Ethical Challenges in Forcible Feeding among Patients with Anorexia Nervosa and Prisoners, “Archives of Psychiatry and Psychotherapy”, 2006, 8, 85-96.
15.Starzomska, M., Danse macabre: About Sociocultural Fascination of Anorexia. In: M. Jankowska, M. Starzomska (ed.), Crisis: A Trap or a a Chance? Cracow: Scientific Publishing Paragraph, 2011, p. 155-170.
16.Żechowski C., Echo and Narcissus – The Ancient Idea of Anorexia, „”Either Or – Jungian Inspirations”, 1998, 3, 38-46.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of WF-PS-N-ZODZ in USOSweb