`Argosy University
COURSE SYLLABUS
Course Number: 8661 C1
Course Name: Eating Disorders
Faculty Information
Faculty Name: Mary E. Connors, Ph.D., ABPP
Campus: Chicago
Contact Information: 312 372-5501; maryeconnors@sbcglobal.net;
mconnors@argosy.edu; connors@integrativehealthpartners.org.
Office Hours: by appointment
Short Faculty Bio: Dr. Connors has been teaching at ISPP since 1989 and was a half
time Professor for a number of years. She is Co-Director of Integrative Health
Partners, a private practice group specializing in mindfulness based integrative
treatment (integrativehealthpartners.org). Dr Connors has written a number of articles
about eating disorders and coauthored a book on bulimia nervosa. She is the author of
Symptom-focused dynamic psychotherapy, which was published by The Analytic
Press in 2006.
Course description:
This course presents a biopsychosocial perspective on eating disorders, with
particular attention to the sociocultural issues leading to high prevalence rates for women.
Various perspectives on obesity will be presented, with attention to diversity issues, the
current environment, and public health. Bulimia nervosa, anorexia nervosa, and binge eating
disorder will be discussed. A model of symptom focused dynamic psychotherapy will be
presented in which specific techniques for eating disorder symptom management are
combined with a relational psychotherapy.
Course length: 7 Weeks
Contact Hours: 17.5 Hours
Credit Value: 1.5
Technology
Argosy University encourages the use of technology throughout the curriculum. This
course will use CD’s and DVD’s for instructional purposes. Students will be provided with
various web resources for accessing obesity statistics, nutritional data, and materials on
eating disorders. The use of technology in treatment (such as emailing patients with eating
disorders) will be discussed. Examples of hardware/software you might need access to for the
course include: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office:
Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape
Navigator 4.08; Norton Antivirus.
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Course Objective
Describe biopsychosocial risk and
protective factors for developing an eating
disorder
Contrast and integrate concepts of obesity
as a diversity issue and as a public health
problem
Identify and differentiate among various
eating disorder diagnoses
Select, implement, and justify a
multidimensional treatment plan for a
client with complex difficulties
Examine and appraise emerging treatment
models
Program Goal
Goal 3 Diversity; Goal
4 – Scientific
Foundations
Goal 3 –
Diversity; Goal
5 - Scholarship
Goal 1 Assessment
Goal 2 Intervention
Method of Assessment
Quiz, Short Essay, Final, and
Class Discussions
Goal 2 –
Intervention;
Goal 4 –
Scientific
Foundations;
Goal 5 Scholarship
Final, Class Discussions
Short Essay, Class
Discussions
Quiz, Short Essay, Final
Final
Program Outcomes:
The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an
APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500).
This program is designed to educate and train students so that they may eventually be able to
function effectively as clinical psychologists. To ensure that students are prepared
adequately, the curriculum provides for the meaningful integration of theory, training and
practice. The Clinical Psychology program at Argosy University Chicago Campus
emphasizes the development of attitudes, knowledge, and skills essential in the formation of
professional psychologists who are committed to the ethical provision of quality services.
Specific objectives of the program include the following:
Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select,
administer, score, interpret, and communicate findings of appropriate assessment methods
informed by accepted psychometric standards and sensitive to the diverse characteristics and
needs of clients.
o Objective 1a: Accurately and ethically administer and score various
psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context of
diversity factors, referral questions, and specific objectives of the assessment, and
organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment
instruments, and use that knowledge to evaluate, select, administer, and interpret
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psychological tests and measures appropriate for the client, the referral question, and
the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological
interventions consistent with current ethical, evidence-based, and professional standards,
within a theoretical framework, and with sensitivity to the interpersonal processes of the
therapeutic relationship and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including
psychopathology, human development, diagnosis, diversity, ethics, and various
therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions
with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement
and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity,
including growth of interpersonal skills, and therapeutic relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and
multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes
necessary to understand diverse worldviews and the potential meaning of social, cultural, and
individual differences for professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the current
body of knowledge of biological, cognitive, affective, developmental, and social bases of
human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving
body of scholarly literature in psychology to inform professional practice.
Evidenced Based Practice
Course materials reflect scientific data in presenting a biopsychosocial model for
understanding eating disorders and the diversity of weight status. Therapeutic techniques
with strong empirical support in the treatment of eating disorders such as cognitive
behavioral interventions are emphasized. However, research has also demonstrated the
limitations of such treatments with complex eating disorders and comorbid conditions. An
individually tailored integrative approach on which the course author has published will be
presented. The course author is a member of a professional organization for clinicians who
treat eating disorders, the Academy for Eating Disorders, and has access to the latest research
findings through their listserve. Relevant current findings will be included in class
discussions.
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Course Assignments
October 27 Week 1
The continuum of eating disorders
1) DSM IV-TR, 583-595, 785-787.
2) Wadden, T., et al. (2002). Obesity: responding to the global epidemic. Journal of
Consulting and Clinical Psychology, 70, 510-525.
3) Walsh, B., et al. (2003). Binge eating disorder. Brochure prepared for continuing
education through the University of South Florida and the Academy for Eating
Disorders.
4) Chavez, M., & Insel, T. (2007) Eating disorders: National Institute of Mental Health’s
perspective. American Psychologist, 62, 159-166.
DOCUMENTARY FILM: THIN
November 3 Week 2
Sociocultural issues in eating disorders
1) Anderson-Fye, E., & Becker, A. (2004). Sociocultural aspects of eating disorders. In J.K
Thompson (Ed.) Handbook of eating disorders and obesity (pp. 565-589). Hoboken, NJ:
Wiley.
2) Levine, M., & Harrison, K. (2004). Media’s role in the perpetuation and prevention of
negative body image and disordered eating. In J.K. Thompson (Ed.) Handbook of eating
disorders and obesity (pp. 695-717). Hoboken, NJ: Wiley.
3) Spake, A. (2002). Supersize America. U.S. News and World Report, August 19, 42-47.
4) Neumark-Sztainer, D. (2004). Can we simultaneously work toward the prevention of
obesity and eating disorders in children and adolescents? International Journal of
Eating Disorders, 38, 220-227.
DOCUMENTARY FILM: THIN (continued).
November 10 Class 3
Biopsychosocial etiology of eating disorders
1) Connors, M. (1996). Developmental vulnerabilities for eating disorders. In M. Levine et
al. (Eds.) Developmental psychopathology of eating disorders (pp. 285-310).
Hillsdale, NJ: Erlbaum.
2) Strober, M. (1991). Disorders of the self in anorexia nervosa. In C. Johnson (Ed.)
Psychodynamic treatment of anorexia nervosa and bulimia (pp. 354-373). New
York: Guilford.
3) Sands, S. (1989). Eating disorders and female development. In A. Goldberg (Ed.)
Dimensions of self experience: Progress in self psychology, v. 5 (pp. 75-103). New
York: Analytic Press.
4) Sohn, E. (2002). The hunger artists. U.S. News and World Report, June 10, 45-50.
The short essay assignment will be handed out during this class.
DVD R. Weiner, Teenage Eating Disorders (APA Series III)
November 17 Class 4
Diagnostic and assessment issues, initial stages of treatment
1) Netemeyer, S., & Williamson, D. (2001). Assessment of eating disturbance in children and
adolescents with eating disorders and obesity. In J. Thompson & L. Smolak (Eds.)
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Body image, eating disorders, and obesity in youth (pp. 215-233). Washington, DC:
APA.
2) Johnson, C., & Connors, M. (1987). Etiology and treatment of bulimia nervosa: A
biopsychosocial perspective. New York: Basic Books, 153-173.
3) Lebow, J. (2002). Transformation now! (Or maybe later). Psychotherapy Networker,
Jan/Feb, 31-32.
4) Articles on excessive exercise by Thompson, Forman, and Soldata, in The Renfrew Center
Foundation Perspective, Winter, 2005, 1, 7-9, 12-16.
5) Nordbo, R., Espeset, E., Gullikson, K., Skarderud, F., & Holte, A. (2006). The meaning
of self-starvation: Qualitative study of patients’ perception of anorexia nervosa.
International Journal of Eating Disorders, 39, 556-564.
The short essay and quiz will be collected.
November 24 Class 5
Symptom focused treatment
1) Fairburn, C., et al. (1993). Cognitive behavioral therapy for binge eating and bulimia
nervosa. In C. Fairburn & G.T. Wilson (Eds.) Binge eating (pp. 361-404). New York:
Guilford.
2) Johnson, C., Connors, M., & Tobin, D. (1987). Symptom management of bulimia.
Journal of Consulting and Clinical Psychology, 55, 668-676.
3) Sparnon, J., & Hornyak, L. (1989). Structured eating experiences in the inpatient treatment
of anorexia nervosa. In L. Hornyak & E. Baker (Eds.) Experiential therapies for
eating disorders (pp. 207-233). New York: Guilford.
December 1 Class 6
Relational issues
1) Stern, S. (1991). Managing opposing currents: An interpersonal psychoanalytic technique.
In C. Johnson (Ed.) Psychodynamic treatment of anorexia nervosa and bulimia (pp.
86-105). New York: Guilford.
2) Zerbe, K. (1996). Feminist psychodynamic psychotherapy of eating disorders. Psychiatric
Clinics of North America, 19, 811-827.
3) Bulik, C., & Kendler, K. (2000). “I am what I (don’t) eat: Establishing an identity
independent of an eating disorder. American Journal of Psychiatry, 157, 1755-1760.
December 8 Class 7
Integrative treatment and future directions
1) Kristeller, J., & Hallett, C. (1999). An exploratory study of a meditation-based
intervention for binge eating disorder. Journal of Health Psychology, 4, 357-363.
2) Stewart, T. 2004). Light on body image treatment: Acceptance through mindfulness.
Behavior Modification, 28, 783-811.
3) Yager, J. (2001). E-mail as a therapeutic adjunct in the outpatient treatment of anorexia
nervosa. International Journal of Eating Disorders, 29, 125-138.
4) Tozzi, F., et al. (2003). Causes and recovery in anorexia nervosa. International Journal of
Eating Disorders, 33, 143-154.
Exams will be collected.
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Grading Criteria
I expect that students will read all assigned material by the appropriate class period
and will actively participate in class discussion. Attendance at every class is strongly
recommended. Please notify me by phone, email, or in person if an absence is unavoidable.
Students who miss more than one class may not be able to receive credit for the course.
There will be two written assignments and a multiple choice quiz. The first
assignment is a three page essay on risk factors that will be distributed on week 3 and
collected on week 4. The take home quiz will also be handed in at that time (it is included in
the packet in the Walsh et al. article on Binge Eating Disorder). The second assignment is a
ten page final exam consisting of several questions intended to encourage an integrative
perspective on course readings. The final provides case material and requires students to
generate diagnostic considerations and construct a treatment plan. It will be distributed on
week 5 and collected on week 7. Exams will be graded on the basis of depth and breadth of
understanding and use of sources, ability to integrate theory and practice in a coherent
fashion, and overall quality of organization and writing.
Grading Scale
Grading requirements
A
AB+
B
BC+
C
CD+
D
DF
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 – 68
67 – 63
62 – 60
59 and below
Attendance/participation
Short Essay
Take home quiz
Final exam
10%
20%
10%
60%
Total
100%
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals,
23,000 electronic books and other content covering all academic subject areas including
Business & Economics, Career & General Education, Computers, Engineering & Applied
Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior
Sciences. All electronic resources can be accessed through the library’s website at
www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can
also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at
auchilibrary@argosyu.edu.
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In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Library Online Catalog. Catalog
searching is easily limited to individual campus collections. Alternatively, students can
search combined collections of all Argosy University Libraries. Students are encouraged to
seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to
teach fundamental and transferable research skills, including selecting sources appropriate
for academic-level research, searching periodical indexes and search engines, and evaluating
and citing information. In the tutorial, students study concepts and practice them through
interactions. At the conclusion of each module, they can test their comprehension and receive
immediate feedback. Each module takes less than 20 minutes to complete. Please view the
tutorial at http://library.argosyu.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity
during the learning process, Argosy University requires that the submission of all course
assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be submitted
using the Publication Manual of the American Psychological Association, 5th Edition (2001).
Washington DC: American Psychological Association (APA) format. Please refer to
Appendix A in the Publication Manual of the American Psychological Association, 5th
Edition for thesis and paper format. Students are encouraged to purchase this manual
(required in some courses) and become familiar with its content as well as consult the Argosy
University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential
cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of
content and provides a comparison report to your instructor. This comparison detects papers
that share common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified
students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If
a student with disabilities needs accommodations, the student must notify the Director of
Student Services. Procedures for documenting student disability and the development of
reasonable accommodations will be provided to the student upon request.
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Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of
Student Services will not discuss the accommodation needs of any student with instructors.
Faculty may not make accommodations for individuals who have not been approved in this
manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic,
economic, and educational experiences. Both the academic and training curricula are
designed to provide an environment in which students can develop the skills and attitudes
essential to working with people from a wide range of backgrounds.
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Acknowledgement of Syllabus Content
I, _______________________________________, have read and understood the course
syllabus for Eating Disorders at Argosy University taught by Dr. Mary Connors.
I hereby agree to the terms stated in this syllabus.
_____________________________________________
Signature
Printed Name
____________
Date
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