Frances F. Conte
In writing a curriculum unit on eating disorders as they relate to the adolescent’s conflict of self image, I will attempt to define the cultural significance of this phenomenon and to provide some background concerning the nature of the conflicts, pressures and stress experienced by adolescents in relation to issues of self esteem, dependency, acceptance and responsibility. I will try to show how these conflicts may be symbolically represented in behavior that may lead to a pattern of obsessive dieting, self starvation, gorging and purging, and a preoccupation with food.
Adolescents are subjected to a barrage of messages and pressures affecting how they view themselves and how they believe they should look. Television, films, sports and magazines project an unrealistic image for teenagers to emulate. Parents’ expectations for their children are often unreasonably high, resulting in the belief that they can never reach the high standards set for them. Adolescence is a time of confusion and conflict about growing up, finding one’s identity and becoming comfortable with one’s emerging sexuality. I will attempt to examine some of these particular issues while providing opportunities for students to develop skills and gain insight that may lead to greater self awareness and perhaps a more “self-management life style.”
It seems of grave importance to provide the teacher with sufficient insight into these complex eating disorders, and, therefore, the first part of this unit will be devoted to a discussion of anorexia nervosa and bulimia. Included will be an overview of current diagnostic criteria, secondary effects on the health of victims, and some general characteristics of anorectics and bulimics. I will attempt to examine some of the causal theories and cultural influences on youth which exploit and glorify thinness and may contribute to a teenager’s distortion of body image. A brief discussion of the interpersonal conflicts that may predispose adolescents to this maladaptive behavior will be offered as well as some thought on why these disorders are prevalent in Western societies.
I have included a brief description of current therapeutic modalities used in the treatment of anorexia and bulimia. I have also provided a list of national organizations that serve as resource and support groups.
The second part of this curriculum unit is devoted to student activities. In order to help students understand the complexities of these eating disorders and the underlying factors which may contribute to their onset and development, I am presenting three case studies and specific study questions. Additional student activities are designed to help them explore the various aspects and manifestations of these eating disorders and assist them in identifying and expressing their own conflicts of self image.
