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Eating disorders unit

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A unit for B1+ or B2 learners

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Eating disorders unit

  1. 1. © Montse Irun Page 1 At the end of this unit you will be able to participate in a radio programme on eating disorders. Let’s think about it During adolescence, teenagers go through major changes, not only physically but also psychologically. Food and diet are crucial as they influence not just your health but also your mood. What are the benefits of a good diet? An eating disorder is not the same as disordered eating. Can you tell the difference? Why do you think eating disorders are such a big problem among young people? Think about eating disorders and fill in this KWL chart. What I know What I would like to learn What I’m not sure of Let’s learn about it! I.- An eating disorder is when a person eats, or refuses to eat, in order to satisfy a psychic need and not a physical need. The person doesn't listen to bodily signals or perhaps is not even aware of them. These are the six most common eating disorders. Match the picture, the word and the definition.
  2. 2. © Montse Irun Page 2 Binge eating These people compulsively work out, take supplements, and severely restrict their diets. In their minds their bodies just aren’t good enough. Anorexia These people have increased body weight caused by excessive accumulation of fat. Bulimia Characterized by the obsession with eating healthy foods, this disease can be confused with anorexia; the main difference being the reasoning behind the eating habits. Orthorexia It is thought to be the most common eating disorder. These eaters are ashamed of their bodies and generally are embarrassed about their eating habits. It is usually referred to as compulsive eating. Obesity These people have an addiction to not eating. Like most addictions, they never go away. Bigorexia These people suffer binge and purge cycles. The most common ways to purge are induced vomiting, diuretics and enemas.
  3. 3. © Montse Irun Page 3 II.- You will be assigned an eating disorder. Search the following webpages in order to be able to find the answers to these questions: www.something-fishy.org http://www.nationaleatingdisorders.org/general-information http://www.anred.com/toc.html a.- What are the characteristics of the eating disorder? b.- The warning signs fall under several categories: food behaviours, appearance and body image behaviours, exercise behaviours, thoughts and beliefs, feelings and social behaviours. Identify 3 warning signs in each category. c.- What are the health risks associated with it? d.- When is hospital-based care necessary? III.- Share your findings in your group. Complete this chart with all the information. Characteristics Warning signs Health risks Hospital care Characteristics Warning signs Health risks Hospital care Anorexia Bulimia
  4. 4. © Montse Irun Page 4 Characteristics Warning signs Health risks Hospital care Characteristics Warning signs Health risks Hospital care Characteristics Warning signs Health risks Hospital care Bigorexia Obesity Binge eating
  5. 5. © Montse Irun Page 5 Characteristics Warning signs Health risks Hospital care Let’s read about it! I.- Jessica has an eating disorder. Read her story very quickly. Which eating disorder does she have? Jessica is one of the smartest kids in the seventh grade. When she's not studying, she's on the basketball court or coming up with cool ideas at student council meetings. She always gets As on tests, and all of her friends are convinced that she'll be the first woman President. One day at a family reunion, one of Jessica's aunts grabs her cheeks and says something about "baby fat." Jessica knows that her aunt is just teasing, but that comment sticks with her. She decides to go on a diet. At first she cuts back on sweets and starts using her dad's treadmill after school. The kilos start coming off and people notice. They ask her if she's on a diet and sometimes they even tell her that she looks great! Pretty soon, Jessica is weighing herself every morning and every night. She eats less and less, records every calorie and fat gram in her diet journal, and even hangs pictures of models on her wall for inspiration. But Jessica is also starting to feel annoyed and grouchy all the time. She turns down party invitations because she doesn't want to be tempted by fatty snack food. She feels dizzy and cold and she can't concentrate on anything but her diet and exercise. Even though the numbers say she's lost weight, Jessica doesn't see it when she looks in the mirror. All she can see is that baby fat. Orthorexia
  6. 6. © Montse Irun Page 6 Read the text again. In each paragraph choose two words whose meaning you would like to ask. How did you choose those two words? _________________________ _________________________ Underline the important information in each paragraph. You can only underline 10 words maximum. Answer these questions by reading the text again: a) What are some of the signs that Jessica has an eating disorder? b) What do you think is happening to Jessica’s body physically? c) Jessica is struggling with some emotional issues. What do you think they are? d) Refusing to eat food is symptomatic of other problems. What are they? e) How does Jessica handle criticism? f) Who could help Jessica? g) What do you think could happen to Jessica if she never got help? h) After receiving treatment, what do you think Jessica has to do every time she eats, watches television, goes to movies or goes out with friends? II.- A Friend in Need. Read the case study and answer the questions. Develop a plan for Shelly to help Megan. Shelly and Megan Shelly is concerned about her friend Megan. Whenever they are talking, the conversation eventually turns to a discussion of food and weight. Megan seems to know the calorie count and number of fat grams of every food she eats and that Shelly eats. Shelly and Megan always went to the gym for their workouts three-four times a week. Now, Megan is working out every day and often two times a day. Yet, Megan always talks about how fat she is even though she seems to have lost a lot weight. It is hard to tell because she is usually wearing a baggy sweat suit; she says she is always cold. Shelly has also noticed a bottle of laxatives in Megan’s locker; Megan tried to hide it but Shelly knew what it was. Yesterday, Megan fainted in chemistry class. 1. What do you think is happening with Megan? Identify five things that indicate there is a problem. 2. What should Shelly do? Identify three things she could do to help Megan
  7. 7. © Montse Irun Page 7 3. Read the guidelines for what to say to a friend struggling with an eating disorder on http://kidshealth.org/teen/food_fitness/problems/friend_eating_disorder.html#. Write 2 statements that Shelly could use to start a conversation with Megan. 4. How can Shelly help Megan? Let’s listen about it! SANE Australia is a national charity helping all Australians affected by mental illnesses lead a better life – through campaigning, education and research. They interviewed a doctor specialised in eating disorders and uploaded the interview on their web for the general public. Which questions do you think the interviewer will ask him? 1.- ....................................................................................................................................... 2.- ....................................................................................................................................... 3.- ....................................................................................................................................... 4.- ....................................................................................................................................... 5.- ....................................................................................................................................... Listen to the interview and check if your questions are included in the interview. Now read this factfile on eating disorders. Try to guess the information missing.
  8. 8. © Montse Irun Page 8 What is an eating disorder? An eating disorder is characterised by _________________________________ ___________________. This includes people who limit the amount of food they eat (Anorexia nervosa), eat lots of food in a very small time and then purge (Bulimia) or _____________________________ (Compulsive overeating). What are the symptoms of an eating disorder? Obsessive thoughts about food and body weight can change eating patterns (dieting, _____________________________________, avoidance of social situations involving food, going to the bathroom straight after meals), mood (feeling depressed, irritable or anxious), daily activities (not wanting to go out socially often, exercising excessively, _____________________________________ _____________________ or weight or looking in the mirror) and appearance (wearing baggy clothes, losing or gaining weight, greasy or dry hair and skin). How many people will develop an eating disorder? While anyone can develop an eating disorder, _____________________________ tend to be affected, in particular _____________________________. It is difficult for researchers to give a definitive answer on prevalence, but an Australian study has shown that ______________________________________ had an eating disorder, with almost half of these also having high levels of depression or anxiety. What causes an eating disorder? There is _____________________________ for eating disorders. It is thought that a number of factors are involved to varying degrees in different people, including: _____________________________, personal and psychological factors related to adolescence or family issues for example, and social factors such as ____________________________________________. How are eating disorders treated? Eating disorders can be treated _____________________________. Because they effect the person physically and psychologically, it is usually most helpful to treat them with a team of professionals including __________________________ _________________________________, nurses and others. When someone is very seriously affected, it may be necessary for them to be treated ______________ ___________________. Information and mutual support are also important for the person affected and for __________________________________. How do I find out more? It is important to _____________________________ about any concerns you have. Listen to the interview again and check your guesses.
  9. 9. © Montse Irun Page 9 What’s in an interview? It takes preparation and persistence to conduct a good interview. Read these pieces of advice. Match the title and the piece of advice. STEPS TITLE PIECES OF ADVICE Check for mistakes The only way to come up with good questions is to know everything there is to know about your topic. Look up the most recent information for the topic or the person you wish to interview Conduct your interview in an organized manner The more specific your questions are, the better! And never ask questions that can be answered with a simple yes or no. Make your interviewee talk! Read over your research Write down 10 questions The last step in carrying out an interview is to check your questions are appropriate and accurate. Word order for questions is important. Research, research, research Your interview should start with an introduction to the topic. You should also say the name of the interviewee and why the interview was carried out. Conduct the interview with the questions you have prepared. Listen to the interviewee’s answer and ask follow up questions. Thank the person for his time when the interview ends. Now you do it! You have been asked to interview a person from school who has suffered an eating disorder. The interview is going to be uploaded on the school webpage so you need to record it. In pairs, record the interview. 1.- Choose which eating disorder the interviewee has suffered from.
  10. 10. © Montse Irun Page 10 2.- Read the information you have about that disorder. 3.- Prepare your interview following the steps above. 4.- Rehearse and finally record your interview. Once the interview is recorded, use this checklist to make sure you have done your best. We have started the interview in a way that makes the listener want to listen to it. The introduction is motivating.  We have included several relevant points to support our opinion and the listener learns about the eating disorder we are talking about.  Each question deals with one topic and related ideas only.  We have used a variety of phrases to introduce our opinion to avoid repetition.  The language is natural and easy to understand.  The interview has follow-up questions.  We have finished the interview thanking the interviewee and the listeners  I have used an appropriate and varied vocabulary.  All the sentences have a subject and follow the correct word order.  The tenses are correct, and the subjects agree with the verb 

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