Workshop B

Workshop B Concurrent Discussions/Activities

Stepping up our game: Advancing diversity and inclusion efforts with proactive mentoring across all levels of career development

Carolyn Becker, PhD

Trinity University

Co-Authors: Jenny Lundgren, University of Missouri- Kansas City; Marisol Perez, Arizona State University; Idia Thurston, Texas A&M University; Salome Wilfred, University of Missouri-Kansas City

Learning Objectives:

  1. Describe the ways in which mentorship can facilitate diversity, equity, and inclusion in the field of eating disorders.
  2. Recognize the barriers and facilitators of effective mentor/mentee experiences for under-represented and under-served students, trainees, and junior colleagues.
  3. Identify ways in which professional organizations, such as the AED and our partner organizations can leverage mentorship to promote diversification, globalization, equity, inclusion, and justice in the field of eating disorders.


Strategies for improving engagement and communication with primary care providers to support understanding of and attitudes towards adolescent eating disorders

Andrea Goldschmidt, PhD

University of Pittsburgh

Co-Authors: Christina Tortolani, Rhode Island College; Laura Dawson, Coastal Medical; Judy Krasna, F.E.A.S.T.

Learning Objectives:

  1. Understand the current status of education and training in eating disorders screening, diagnosis and management within the medical/nursing fields.
  2. Identify optimal strategies for improving communication with non-specialist primary care clinicians in the context of collaborative care for adolescent eating disorders.
  3. Develop an agenda for improving engagement, efficacy/effectiveness, and accessibility of educational interventions targeting primary care providers to improve their understanding of and attitudes towards eating disorders.

Embracing Change and Extending Reach: A Collaboration with Lived Experience Perspectives for Improved Eating Disorder Outcomes

Heather Hower

Brown University

Co-Authors: Shannon Calvert, SEED Lived Experience; Ellen Bennett, KMB for Answers; Kym Piekunka, Kym Advocates; Nicki Wilson, Eating Disorders Association of New Zealand (EDANZ)

Learning Objectives:

  1. Following the training, participants will be able to identify aspects of eating disorder (ED) lived experiences (individual, parental, and sibling) that can affect personal and professional lives.
  2. Following the training, participants will be able to relate examples of how different experiences with ED can in turn inform the work of research, support, and advocacy.
  3. Following the training, participants will be able to discuss areas of potential collaboration among the different perspectives in order to improve outcomes, and the next steps that could be taken.


Creating a collaborative approach between eating disorder therapists and dietitians

Anna Oliver, RD, BSc, BPhEd, PGDipDiet                                                                                                                                  

British Dietetic Association

Co-Authors: Susan Osher, College of Dietitians of Ontario; Thomas Midgley, British Dietetic Association

Learning Objectives:

  1. To have an understanding of what is needed in order to be working collaboratively with a united purpose - focusing on the needs of the client, Identifying potential barriers to this process.
  2. To feel more confident in having a conversation around clinician’s role and their own unique skills and expertise with clients, families, and the multidisciplinary team.
  3. To feel more confident in how to define the role of the dietitian versus the therapist within different treatment approaches.


Facing complexity and including diversity

Cristina Segura-Garcia, MD, PhD

University Magna Graecia of Catanzaro. Italy

Co-Authors: Karin Waldher, Ferdinand Porsche FernFH; Jerel P Calzo, San Diego State University; Victoria Mountford, Lighthouse Arabia, Dubai; Josie Geller, University of British Columbia

Learning Objectives:

  1. To understand what the "diversity, equity and inclusion" paradigm is and the advantages of taking it into account when dealing with patients with eating disorders.
  2. To understand the impact of complexity and diversity in both individual work and within multi-disciplinary teams to ensure high quality evidence-based care for patients with eating disorders.
  3. To comprehend why patient-centered collaborative care facilitates the best outcome of treatment by promoting patient’s autonomy.

Intersection between Transgender and Gender Expansive Youth and Eating Disorders: Conceptualization and Treatment 

Dr. Aileen Whyte, Clinical Assistant Professor

Stanford University School of Medicine

Co-Authors: James Lock, Stanford University School of Medicine; Nandini Datta, Stanford University School of Medicine

Learning Objectives:

  1. Gain increased understanding of how to conceptualize, assess and diagnose EDs in Transgender and gender expansive young people.
  2. Gain increased understanding of how to best match treatment to address the needs of the young person and their family.
  3. Gain increased understanding of the medical aspects of treating transgender youth with EDs, including optimal approaches to setting weight targets and the role and impact of medication/ hormone therapies.