Eating disorders are devastating psychiatric disorders that afflict approximately 2% of
young women and men. While the specific determining factors in illness progression and
recovery remain poorly understood, social environment is known to be closely associated
with eating disorders. Onset occurs most commonly in adolescence and young adulthood,
times of complex changes in social roles, and social stressors are common both when
eating disorders begin and recur. These clinical observations suggest that the brain
mechanisms that process social stimuli may differ for people with eating disorders and
therefore serve as powerful therapeutic targets. A previous interventional pilot
targeting social function in eating disorders through psychoeducation and experiential
tasks produced clinical improvements in the patients enrolled. This project will extend
those results to evaluate whether the benefits experienced by participants are related to
the therapeutic group interaction or can be achieved with education alone. Enrollment
will be expanded to include males and individuals with OSFED (Other Specified Feeding and
Eating Disorder) diagnoses. Additionally, to improve understanding of eating disorder
course of illness, clinical symptoms, psychosocial behaviors, and neuropsychological
function will be assessed at baseline and one year later.
Study Overview:
Group assignment will be determined based on time of study entry. Enrollment will
alternate between interventions once researchers have recruited enough patients to
fill a cohort (8-12 people).
Participants will attend an in-person baseline study visit to complete clinical
interviews, neuropsychological testing, and computerized behavioral tasks.
Baseline self-report questionnaires will be completed virtually by participants
prior to the first intervention session.
Both programs will consist of 8 sessions conducted across 12 weeks. This spacing
allows for seasonal flexibility and accommodation of group member needs in order to
maximize participation.
For participants in the educational arm, all intervention sessions will be completed
remotely. Participants in the interactive will attend in-person sessions consisting
of an hour-long art activity followed by the same hour-long psychoeducation session
received by participants in the educational arm. Participants in both groups will be
given homework assignments to complete after each session and invited to discuss
their responses in the following session.
Participants will complete self-report questionnaires at time points T=4, 8, and 12,
measured from the time of their baseline assessment. The T4 follow-up will include
an evaluation form to collect participant feedback for the purpose of improving
future interventions. Participants will also be asked to provide updates regarding
their treatment, weight, medication(s), and similar information in a brief phone
call with researchers.
After completing their T12 follow-up assessment, participants will attend a final
in-person study visit to repeat some of the clinical, neuropsychological, and
behavioral measures collected at baseline.
Participants who are unable or unwilling to complete their assigned intervention course
will still be invited to complete follow-up assessments and a final study visit. This
data will be valuable to the study's aim of better understanding the evolution of eating
disorders over time.