Eating disorders and scope of competence for outpatient psychotherapists.

Lazzer, Allison Spotts-De; Muhlheim, Lauren

doi:10.1037/pri0000021

Cited by 7 publications

(5 citation statements)

References 84 publications

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“…Clinicians who assess and treat individuals with an eating disorder should be competent to do so [ 15 ]. Furthermore, they are responsible for monitoring their competence and treatment adherence, as well as ensuring current best practice.…”

Section: Recommendationsmentioning

confidence: 99%

“…Professionals with limited experience and a poor understanding of eating disorder management may risk causing harm to patients or delay recovery [ 13 ]. Thus, to ensure best practice, patient safety and optimal patient outcomes, health professionals need to demonstrate a breadth of knowledge, through training and experience, in managing severe and complex eating disorders [ 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

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ANZAED eating disorder treatment principles and general clinical practice and training standards

et al. 2020

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Introduction Eating disorders are complex to manage, and there is limited guidance around the depth and breadth of knowledge, skills and experience required by treatment providers. The Australia & New Zealand Academy for Eating Disorders (ANZAED) convened an expert group of eating disorder researchers and clinicians to define the clinical practice and training standards recommended for mental health professionals and dietitians providing treatment for individuals with an eating disorder. General principles and clinical practice standards were first developed, after which separate mental health professional and dietitian standards were drafted and collated by the appropriate members of the expert group. The subsequent review process included four stages of consultation and document revision: (1) expert reviewers; (2) a face-to-face consultation workshop attended by approximately 100 health professionals working within the sector; (3) an extensive open access online consultation process; and (4) consultation with key professional and consumer/carer stakeholder organisations. Recommendations The resulting paper outlines and describes the following eight eating disorder treatment principles: (1) early intervention is essential; (2) co-ordination of services is fundamental to all service models; (3) services must be evidence-based; (4) involvement of significant others in service provision is highly desirable; (5) a personalised treatment approach is required for all patients; (6) education and/or psychoeducation is included in all interventions; (7) multidisciplinary care is required and (8) a skilled workforce is necessary. Seven general clinical practice standards are also discussed, including: (1) diagnosis and assessment; (2) the multidisciplinary care team; (3) a positive therapeutic alliance; (4) knowledge of evidence-based treatment; (5) knowledge of levels of care; (6) relapse prevention; and (7) professional responsibility. Conclusions These principles and standards provide guidance to professional training programs and service providers on the development of knowledge required as a foundation on which to build competent practice in the eating disorder field. Implementing these standards aims to bring treatment closer to best practice, and consequently improve treatment outcomes, reduce financial cost to patients and services and improve patient quality of life.

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Section: Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

ANZAED eating disorder treatment principles and general clinical practice and training standards

et al. 2020

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“…To illustrate, an analogy can be drawn to the competency that is required to work those who experience eating disorders (ED). An ED therapist’s contextual knowledge of medicine and nutrition can heavily impact patient outcomes, even to the point of life or death (Spotts-De Lazzer & Muhlheim, 2016). From the beginning of the intake process through termination, an ED patient’s report on changes in mood, eating habits, or physical states can signal an imminent need for alterations in care.…”

Section: What’s Missing?mentioning

confidence: 99%

“…To make a further comparison, both EDs and pain are surrounded by misconception and false illness-related beliefs. For example, an ED therapist may have to educate patients and other health care professionals that eating pathologies are driven by both behavioral and biological factors (i.e., not the product of vanity; Bulik, 2015; Spotts-De Lazzer & Muhlheim, 2016). This closely resonates with the ubiquitous first exchange with pain patients who are referred to a psychologist (Cianfrini & Doleys, 2017):…”

Section: What’s Missing?mentioning

confidence: 99%

A two-path model to pain education for psychologists providing health services.

Ysidron¹,

Slepian²,

Ankawi³

2021

Practice Innovations

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The combination of widespread chronic pain and opioid use constitutes one of the largest public health crises in U.S. history. Since the emergence of behavioral medicine, psychologists have worked to mitigate pain-related distress and impairment and improve quality of life among those with diverse medical conditions. Consequently, pain psychology has emerged as a clinical specialty. Despite this growth, key issues related to interprofessional communication, a lack of standardized education, and complex ethical environments limit many psychologists from aiding more prevalently in the current epidemic. There is debate whether this gap would be best met through increased pain training for all health service psychologists or through increased opportunities for specialization. Using a competencybased approach, this article proposes a two-path solution for pain education which acknowledges the distinct professional needs among psychologists. The optimization of pain education and training is a crucial first step toward preparing a new generation of psychologists to be biopsychosocial health care providers, no matter where they work. Clinical Impact StatementDespite the increasing public burden of chronic pain and opioid use, most providers report that psychological pain management remains at the fringe of their competency. By optimizing pain education at the university level and beyond, psychologists will be better equipped to serve those with pain conditions, whether they choose to specialize or not.

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confidence: 99%

Eating disorders.

Van Huysse,

Luzier

2024

APA Handbook of Psychotherapy: Theory-Driven Practice and Disorder-Driven Practice (Vol. 1).

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Experts agree that specialized competencies are necessary to provide psychological treatment to people with EDs, and training and experience is needed to manage these often-dangerous conditions (Spotts-De Lazzer & Muhlheim, 2016). Recently, the Australia and New Zealand Academy for Eating Disorders published recommendations for provider training and competencies (Heruc et al., 2020). Their list of nine general principles is widely accepted as best practice among experts in the field:1. Early intervention is essential. 2. Coordination of services is fundamental to all treatment settings and across the patient' s lifespan. 3. Evidence-based treatment is essential. 4. Support persons should be involved in service provision, including family or guardians for youth and significant others for adult patients. 5. Treatment should be personalized in terms of treatment intensity (e.g., match treatment

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Eating disorders and scope of competence for outpatient psychotherapists.

Cited by 7 publications

References 84 publications

ANZAED eating disorder treatment principles and general clinical practice and training standards

ANZAED eating disorder treatment principles and general clinical practice and training standards

A two-path model to pain education for psychologists providing health services.

Eating disorders.

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