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| 1.
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No
matter how strong your suspicion that a student has an eating disorder, do not make a
decision without first speaking privately with the student. If possible, select a
time to talk when you will not feel rushed. Ensure sufficient time and try to
prevent interruptions. |
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| 2. |
Roommates or
friends should select the person who has the best rapport with the student to do the
talking. Unless the situation is an emergency or otherwise very negative for many
people, confrontation by a critical group without professional guidance should be avoided. |
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| 3. |
In a direct and
non-punitive manner, indicate to the student all the specific observations that have
aroused your concern. Allow the student to respond. If the student discloses
information about problems, listen carefully, with empathy, and non-judgmentally. |
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| 4. |
Throughout the
conversation, communicate care, concern, and a desire to talk about problems. Your
responsibility is not diagnosis or therapy, it is the development of a compassionate and
forthright conversation that ultimately helps a student in trouble find understanding,
support, and the proper therapeutic resources. |
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| 5. |
If the information
you receive is compelling, communicate to the student:
 Your tentative sense that that he or she might have an eating
disorder.- Your conviction that the matter clearly needs to be
evaluated.
- Your understanding that participation in
school, sports, or other activities will not be jeopardized unless health has been
compromised to the point where such participation is dangerous.
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| 6. |
Avoid an argument
or battle of wills. Repeat the evidence, your concern, and if warranted your
conviction that something must be done. Terminate the conversation if it is going
nowhere or if either party becomes too upset. This impasse suggests the need for
consultation from a professional. |
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| 7. |
Through the process
of detection, referral, and recovery, the focus should be on the person feeling healthy
and functioning effectively, not weight, shape, or morality. |
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| 8. |
Do not
intentionally or unintentionally become the student's therapist, savior, or victim.
Attempts to "moralize," develop therapeutic plans, closely monitor the person's
eating, adjust one's life around the eating disorder, or cover for the person are not
helpful. |
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| 9. |
Be knowledgeable
about community resources to which the student can be referred. In discussing the
utility of these resources, emphasize to the student that, since eating problems are very
hard to overcome on one's own, past unsuccessful attempts are not indicative of lack of
effort or moral failure. |
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| 10. |
Faculty should
arrange for some type of follow-up contact with the student. If you are
often involved with students with eating disorders, consultation with a professional who
specializes in eating disorders may be needed. |
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©
2005 National Eating Disorders
Association
Permission is granted to copy and reprint materials for educational purposes only.
National Eating Disorders Association must be cited and web address listed. www.NationalEatingDisorders.org
Informational and Referral Helpline: 800.931.2237 |
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| Additional Articles Below on Guidelines
for The Role of The Educator Meeting With and Referring Students Who May Have Eating
Disorders. |
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Tips
for School Nurses:
National Association of School Nurses Guidance |
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What Should I Say?
Tips forTalking to a Friend Who May Be
Struggling with an Eating Disorder |
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Athletes and
Eating Disorders:
What Coaches, Parents, and Teammates
Need to Know |
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Eating Disorders Ignored:
The National Association of Anorexia Nervosa
and Associated Disorders |
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