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Facilitators and barriers to supporting young people with eating disorders during their transition to, and time at, university: An exploration of clinicians' perspectives
Author(s) -
Webb Hannah,
Schmidt Ulrike
Publication year - 2021
Publication title -
european eating disorders review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.511
H-Index - 67
eISSN - 1099-0968
pISSN - 1072-4133
DOI - 10.1002/erv.2795
Subject(s) - eating disorders , thematic analysis , ambivalence , denial , qualitative research , psychology , medical education , anxiety , flexibility (engineering) , nursing , medicine , psychiatry , psychotherapist , social psychology , sociology , social science , statistics , mathematics
Abstract Background Eating disorders (EDs) are common in student populations and present formidable challenges as to how best to treat and support these young people, especially at points of transition. Yet research exploring these challenges is lacking, particularly from the perspective of those providing treatment and support. Methods A qualitative design was used to explore clinicians' perspectives of supporting students with EDs. Twelve clinicians from a large ED service in the United Kingdom participated in one‐to‐one semi‐structured interviews. Data were analysed using thematic analysis. Results Facilitators and barriers to supporting students with EDs fell into four overarching themes: Health System, University, Patient and Carer Factors. Reported facilitators were; ED service awareness, flexibility and resources, university as a motivator, and carer support. Reported barriers were; poor links and communication between institutions, the primary care system, poor university provision for and awareness of EDs, young people's denial and ambivalence, inconsistent implementation of guidelines, and carer anxiety. Conclusions The findings revealed challenges unique to the university transition, including the need for more collaborative working between healthcare and education institutions, improved training of non‐specialised ED professionals, and the benefits of a flexible, adapted ED treatment approach specifically tailored to the unique needs of students with EDs.