Typical-Atypical Interactions: One Patient’s Experience of Weight Bias in an Inpatient Eating Disorder Treatment Setting

Abstract

This article examines one patient’s experiences with weigh bias in an inpatient eating disorder treatment setting with a focus on interactions between the patient and her primary therapist. These therapeutic interactions had multiple unintended consequences, including bolstering feelings of denial, modeling of disordered behaviors, and disrupting the therapeutic alliance. Additional instances of weight bias with other treatment professionals, including an inpatient nutritionist and psychiatrist, are briefly discussed. The article ends with several brief recommendations for how clinicians can more skillfully approach issues of weight and size in the therapeutic alliance in order to resist size-related oppressions rather than reinforce them.     

Cross-Sectional Survey on Burnout and Musculoskeletal Disorders in Greek and Cypriot Occupational Therapists

Abstract

Background: Occupational therapy is a physically, psychologically and cognitively demanding job. This study aims to explore the epidemiology of musculoskeletal injuries, mental issues, and burnout in occupational therapy practitioners in Greece and Cyprus.

Method: A survey was conducted, including the Patient Health Questionnaire (PHQ-9), the Oldenburg Burnout Inventory, and the Nordic Musculoskeletal Questionnaire.

Results: Out of 247 respondents, 70% reported severe lower back pain, 9.7% of Greek occupational therapists were in the moderate and high PHQ-9 scale, while disengagement and exhaustion were found 2.026 (±0.54) and 2.592 (±0.533) respectively.

Conclusion: High rates of burnout, correlated with psychological and musculoskeletal disorders were identified in both countries. Work-related stress and musculoskeletal disorders may be more evident in countries hit by recession.     

The relationships between quantity‐number competencies,working memory,and phonological awareness in 5‐ and 6‐year‐olds

In this study, the interdependencies among phonological awareness, verbal working memory components, and early numerical skills in children 1 year before school entry are addressed. Early numerical skills were conceptualized as quantity‐number competencies (QNC) at both basic (QNC Level 1) and advanced (QNC Level 2) levels. In a sample of 1,343 children aged 5 and 6, structural equation modelling provided support for the isolated number words hypothesis (Krajewski & Schneider, 2009, J. Exp. Child Psychol., 103, 516–531). This hypothesis claims that phonological awareness contributes to the acquisition of QNC Level 1, such as learning the number word sequence, but not of QNC Level 2, which requires the linkage of number words to quantities. In addition, phonological awareness relied on verbal working memory, especially with regard to the phonological loop, central executive, and episodic buffer. The results were congruent with the idea that phonological awareness mediates the impact of verbal working memory on QNCs. The relationships between verbal working memory, phonological awareness, and QNCs were comparable in monolingual and bilingual children.