This article is the last in a four-part series exploring the impacts of eating disorders. Part 1 discusses the mental and emotional effects, Part 2 provides an in-depth look at the specifics of eating disorders, Part 3 examines their impact on the CI community, and Part 4 highlights current solutions and available support options.
Toa Heftiba. the human connection between love and hate. Unsplash, 6 December 2018
Throughout the previous articles in the series, the considerable mental, academic, and social impacts of eating disorders were explored, as well as the specific effects on the CI community. In this article, we divert our attention to the solutions and support systems in place to help those who are affected by eating disorders.
Ms. Nancy Connor, an Upper School Counselor, shared her insights into the challenges students may face when dealing with eating disorders and the resources available to support them. She has described her job as being able to “take care of the heart, while teachers take care of the head.” The counselors at Chadwick International work to foster healthy relationships between students, peers, and parents, helping students manage their stress and anxiety to the best of their ability. One of the most crucial steps in addressing eating disorders is to create a school culture where mental health is prioritized, and asking for help is viewed as a sign of strength, rather than weakness.
“Look in the mirror. What do you like about what you see? What do you dislike about what you see?” Approaching the initial conversation with a student struggling with an eating disorder, Ms. Connor would aim to highlight the “difference between how you look and who you are.” After a certain extent, she notes that eating disorders become more clinical than school-based, but they still are closely tied to the emotions and stress one might be feeling. She also recommends that students struggling with eating disorders read “The Body Image Workbook for Teens” by Juliet Taylor.
The Physical Health Education (PHE) Program in the Middle Years’ Programme (MYP) at CI is an effective solution in terms of promoting healthy eating and exercising habits. After winter break, students complete a brief unit which is centered on health and body positivity. However, Ms. Connor has mentioned that students do not take PHE in their junior and senior years, and consequently tend to neglect their health; some may gradually lose sight of their health (described in Eating Disorders Part 1) as they bury themselves in their academics and research.
As she begins her thirtieth year of school counseling, Ms. Connor believes Chadwick International is doing well in fostering a safe environment for students to share their stories, as there many trusted adults they can reach out to; all conversations with counselors are confidential. However, she has realized that disordered eating is a severe problem in South Korea. She attributes this primarily to the effects of social media and photoshopping in an attempt to appear skinnier and “prettier” in the eyes of others. She has identified the need to control the students’ social media intake and discuss the effects of media more openly — particularly how it seems to distort our perception of reality and beauty expectations. She has also described that in general, “we must raise awareness about the different disorders that exist, including exercise disorders.” The first step is to acknowledge that you are experiencing challenges. After that, it is crucial to reach out to parents, counselors, therapists, doctors, or other trusted adults for help.
If you are a member of the CI community struggling with a similar issue, contact Ms. Connor ([email protected]) or Ms. Patterson ([email protected]) to seek help.
