DOCSLIB.ORG

Risk Factors of Emotional Eating in Undergraduates

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Risk Factors of Emotional Eating in Undergraduates RISK FACTORS OF EMOTIONAL EATING IN UNDERGRADUATES by ALAN Y HO Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Dissertation Adviser: Dr. Anastasia Dimitropoulos Department of Psychological Sciences CASE WESTERN RESERVE UNIVERSITY August, 2014 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the thesis/dissertation of Alan Y Ho Candidate for the Doctor of Philosophy degree *. Committee Chair Anastasia Dimitropolous Committee Member Heath Demaree Committee Member Elizabeth Short Committee Member Eileen Anderson-Fye Date of Defense May 12, 2014 *We also certify that written approval has been obtained for any proprietary material contained therein. 1 Table of Contents List of Tables ……………………………………………………………………… 2 List of Figures …………………………………………………………………….. 3 Abstract …………………………………………………………………………… 4 Introduction ……………………………………………………………………….. 6 Methods …………………………………………………………………………… 38 Results …………………………………………………………………………….. 43 Discussion ………………………………………………………………………… 49 Tables ……………………………………………………………………………... 66 Appendices …………………………………………………………………………. 77 References ………………………………………………………………………… 85 2 List of Tables Table 1 – Sample Descriptives ...………………………………………………..... 66 Table 2 - Medications Taken in Past 30 Days from Participants in Study ………. 67 Table 3 – The COPE Subscales as used in the Current Study …………………….. 67 Table 4 – Normality ………………………………………………………………. 68 Table 5 – Non-Normal Variables Log Transformation …………………………. 68 Table 6 – Gender Independent T-tests …………………………………………….. 69 Table 7 – Coping Styles and Parental Bonding …………………………………… 70 Table 8 – Coping Styles and Adjustment to College ……………………………… 70 Table 9 – Parental Bonding and Emotional Eating Correlation …………………… 71 Table 10 – Coping and Emotional Eating Correlation M + F ……………………… 72 Table 11 – Coping and Emotional Eating Correlation, Male ……………………… 72 Table 12 – Coping and Emotional Eating Correlation, Female …………………… 73 Table 13 – Asian vs. White Independent T-Test …………………………………… 74 Table 14 – Regression Coefficients ………………………………………………… 75 Table 15 – Multiple Linear Regression Model Summary …………………………. 75 3 List of Figures Figure 1 – Hypothesized Model ……………………………………………………. 36 Figure 2 – Male (M), Female (F), and Male + Female (T) correlation results of hypothesized model …………………………………………………………………. 76 4 Risk Factors of Emotional Eating among Undergraduates Abstract By ALAN Y HO While food quenches one’s hunger, it also assuages feelings. When food is eaten to satisfy one’s feelings instead of satisfying hunger, it results in emotional eating which is associated with negative consequences such as increased risk for heart disease, symptoms of anxiety and depression, and increased risk of obesity. This study examined the risk factors of emotional eating in hopes of giving clinicians a better understanding on how to prevent or lesson emotional eating. There are a myriad of risk factors to emotional eating. Studying emotional eating is complex because it is influenced by many factors such as food preferences, genetics, culture, psychology, and the social and physical environment. Thus, there are many more risk factors than what is being studied here. However, this study attempts to add to the existing psychology literature in emotional eating. Using survey assessments, this study examined whether parental bonding was associated with emotional eating in non-clinical college students who lived among their peers instead of their family. Furthermore, this study investigated whether one’s level of adjustment to college was associated with emotional eating. In addition, an attempt to replicate previous associations between coping style, one’s transition to college, and parental bonding was performed using measures that allowed for more detailed analysis and in order to use these variables as predictors in a multiple regression. Results indicated that perceived parental bonding and level of adjustment to college had 5 no meaningful association with emotional eating. However, gender and race differences in emotional eating were identified. Additionally, gender, race, avoidance coping and socially-supported coping predicted 27% of the variance seen in emotional eating suggesting that in order to curb emotional eating, therapy should concentrate on learning effective coping styles. In addition, this study may also help clinicians and dieticians alike better understand the risks that lead to emotional eating. 6 Introduction Emotional states and situations can have a monumental effect on eating behavior that goes beyond our physiological need for food. Geliebter and Aversa (2003) define emotional eating as food intake that is triggered by strong emotions, both negative and positive, rather than to our internal hunger cues. The hot fudge sundae that you choose to eat after a depressing day or for a celebration is not necessarily due to hunger or your need to fulfill your daily recommended nutrient intake, but because it soothes you or makes you feel happier. Across cultures, food is used for celebrations such as weddings, birthdays, or after a sporting win and thus, it is likely that positive affect and food intake are related through associative learning (Patel & Schlundt, 2001). Likewise, the stress of final exams may lead someone to indulge in a pint of Ben & Jerry’s ice cream. Eating a small amount of sweet foods has been shown to improve negative mood states immediately, albeit temporarily (Macht & Mueller, 2007). Eating in response to an emotional state is convenient because food surrounds us and is an intricate part of our celebrations from holidays to personal milestones, our social life, business meetings, and even our mourning. This is something not observed in other animals and why researchers believe eating is more than just replenishing our energy (McGrew & Feistner, 1992). However, eating in response to emotions and not internal hunger cues, is associated with negative consequences. Emotional eating has been associated with psychopathology including symptoms of anxiety and depression (Goossens, Braet, Van Vlierberghe, & Mels, 2009; Heaven, Mulligan, Merrilees, Woods, & Fairooz, 2001), negative self-concept and feelings of physical incompetence (Braet & Van Strien, 1997), 7 difficulties in interpersonal relationships and sexuality (Van Strien, Schippers, & Cox, 1995), overeating (Wardle et al., 1992), and bulimic behaviors (Waller & Osman, 1998). In addition, emotional eating has been linked with elevated consumption of high-calorie and high fat foods (Oliver, Wardle, & Gibson, 2000; Wallis & Hetherington, 2004), increased risk of obesity (Sung, Lee, Song, Lee, & Lee, 2010), and poor weight loss outcomes (Elfhag & Rossner, 2005). Overconsumption of high-calorie and high fat foods and being overweight or obese is associated with pathological changes in the body which increases the risk for many chronic diseases such as heart disease, type 2 diabetes, and stroke (Lean, Hans, & Seidell, 1998). Even if emotional eating is not associated with obesity, poor dietary behaviors such as eating food that are high in saturated fat have been linked to poor cardiovascular health (Hermansen, 2000). The body runs on fuel in the form of nutrients from food and if the fuel put into the body is not healthy, the body cannot function at peak performance (Nantz, Rowe, Nieves, & Percival, 2006). For the body to function to the best of its ability, essential nutrients such as vitamins, proteins, and minerals are necessary (Lane, Magno, Lane, Chan, Hoyt, & Greenfield, 2008). Healthy food contains vitamins the body requires to function optimally such as Vitamins A, B, C, and D (Lane et al., 2008). Foods such as spinach and carrots contain a healthy amount of vitamin A, which contributes to healthy skin and hair and healthy vision (Chapman, 2012). Fruits such as oranges and grapefruit contain vitamin C, which increases one’s immune system and aids in iron absorption (Nantz et al., 2006). Foods such as chicken, beef, pork, and fish contain protein and vitamin B which are important for optimal brain performance and lean muscle mass (Feng, 2012). Calcium, a mineral, aids in bone strength and is found in 8 foods such as milk and cheese (Lutz et al., 2012). These essential nutrients are found sparingly, if at all, in unhealthy foods even though sweet desserts or salty chips may satisfy one’s hunger. Food intake characterized by high levels of saturated fat and processed sugar is negatively associated with high density lipoprotein (HDL) cholesterol and positively associated with levels of total cholesterol, blood sugar levels, and increased systolic blood pressure (van Dam, Grievinik, Ocke, & Feskens, 2003). HDL reduces plaque in the arteries and is considered “good” lipoproteins (van Dam et al., 2003). While there are certain risk factors for sub-optimal health that cannot be altered such as heredity and increasing age, eating behavior and obesity is a risk factor that can be changed (Brown & Roberts, 2012). Thus, a look into the risk factors of emotional eating, which is linked to an increase in the likelihood of poor dietary behaviors, is important as it is a behavior that can be modified. Self-Regulation Researchers have suggested that emotional eating is a learned response (Bruch, 1973; Galloway, Farrow, & Martz., 2010); this response is believed to have emerged in adolescence in association with depressive feelings and inadequate parenting (Ouwen, Van Strien, & van Leeuwe, 2009; Snoek, Engels, & Janssens, 2007;
Load more

Recommended publications
  • How Fun Are Your Meetings? Investigating the Relationship Between Humor Patterns in Team Interactions and Team Performance
    University of Nebraska at Omaha DigitalCommons@UNO Psychology Faculty Publications Department of Psychology 11-2014 How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance Nale Lehmann-Willenbrock Vrije University Amsterdam Joseph A. Allen University of Nebraska at Omaha, [email protected] Follow this and additional works at: https://digitalcommons.unomaha.edu/psychfacpub Part of the Industrial and Organizational Psychology Commons Recommended Citation Lehmann-Willenbrock, Nale and Allen, Joseph A., "How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance" (2014). Psychology Faculty Publications. 118. https://digitalcommons.unomaha.edu/psychfacpub/118 This Article is brought to you for free and open access by the Department of Psychology at DigitalCommons@UNO. It has been accepted for inclusion in Psychology Faculty Publications by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. In press at Journal of Applied Psychology How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance Nale Lehmann-Willenbrock1 & Joseph A. Allen2 1 VU University Amsterdam 2 University of Nebraska at Omaha Acknowledgements The initial data collection for this study was partially supported by a grant from the German Research Foundation, which is gratefully acknowledged. We appreciate the support by Simone Kauffeld and the helpful feedback by Steve Kozlowski. Abstract Research on humor in organizations has rarely considered the social context in which humor occurs. One such social setting that most of us experience on a daily basis concerns the team context. Building on recent theorizing about the humor—performance association in teams, this study seeks to increase our understanding of the function and effects of humor in team interaction settings.
    [Show full text]
  • Spring-And-Summer-Fun-Pack.Pdf
    Spring & Summer FUN PACK BUILD OUR KIDS' SUCCESS Find many activities for kids in Kindergarten through Grade 9 to get moving and stay busy during the warmer months. Spring & Summer FUN PACK WHO IS THIS BOOKLET FOR? 1EVERYONE – kids, parents, camps, childcare providers, and anyone that is involved with kids this summer. BOKS has compiled a Spring & Summer Fun Pack that is meant to engage kids and allow them to “Create Their Own Adventure of Fun” for the warmer weather months. This package is full of easy to follow activities for kids to do independently, as a family, or for camp counselors/childcare providers to engage kids on a daily basis. We have included a selection of: BOKS Bursts (5–10 minute activity breaks) BOKS lesson plans - 30 minutes of fun interactive lessons including warm ups, skill work, games and nutrition bits with video links Crafts Games Recipes HOW DOES THIS WORK? Choose two or three activities daily from the selection outlined on page 4: 1. Get physically active with Bursts and/or BOKS fitness classes. 2. Be creative with cooking and crafts. 3. Have fun outdoors (or indoors), try our games! How do your kids benefit? • Give kids time to play and have fun. • Get kids moving toward their 60 minutes of recommended daily activity. • Build strong bones and muscles with simple fitness skills. • Reduce symptoms of anxiety. • Encourage a love of physical activity through engaging games. • We encourage your kids to have fun creating their own BOKS adventure. WHO WE ARE… BOKS (Build Our Kids' Success) is a FREE physical activity program designed to get kids active and establish a lifelong commitment to health and fitness.
    [Show full text]
  • DISGUST: Features and SAWCHUK and Clinical Implications
    Journal of Social and Clinical Psychology, Vol. 24, No. 7, 2005, pp. 932-962 OLATUNJIDISGUST: Features AND SAWCHUK and Clinical Implications DISGUST: CHARACTERISTIC FEATURES, SOCIAL MANIFESTATIONS, AND CLINICAL IMPLICATIONS BUNMI O. OLATUNJI University of Massachusetts CRAIG N. SAWCHUK University of Washington School of Medicine Emotions have been a long–standing cornerstone of research in social and clinical psychology. Although the systematic examination of emotional processes has yielded a rather comprehensive theoretical and scientific literature, dramatically less empirical attention has been devoted to disgust. In the present article, the na- ture, experience, and other associated features of disgust are outlined. We also re- view the domains of disgust and highlight how these domains have expanded over time. The function of disgust in various social constructions, such as cigarette smoking, vegetarianism, and homophobia, is highlighted. Disgust is also becoming increasingly recognized as an influential emotion in the onset, maintenance, and treatment of various phobic states, Obsessive–Compulsive Disorder, and eating disorders. In comparison to the other emotions, disgust offers great promise for fu- ture social and clinical research efforts, and prospective studies designed to improve our understanding of disgust are outlined. The nature, structure, and function of emotions have a rich tradition in the social and clinical psychology literature (Cacioppo & Gardner, 1999). Although emotion theorists have contested over the number of discrete emotional states and their operational definitions (Plutchik, 2001), most agree that emotions are highly influential in organizing thought processes and behavioral tendencies (Izard, 1993; John- Preparation of this manuscript was supported in part by NIMH NRSA grant 1F31MH067519–1A1 awarded to Bunmi O.
    [Show full text]
  • Mathematics K Through 6
    Building fun and creativity into standards-based learning Mathematics K through 6 Ron De Long, M.Ed. Janet B. McCracken, M.Ed. Elizabeth Willett, M.Ed. © 2007 Crayola, LLC Easton, PA 18044-0431 Acknowledgements Table of Contents This guide and the entire Crayola® Dream-Makers® series would not be possible without the expertise and tireless efforts Crayola Dream-Makers: Catalyst for Creativity! ....... 4 of Ron De Long, Jan McCracken, and Elizabeth Willett. Your passion for children, the arts, and creativity are inspiring. Thank you. Special thanks also to Alison Panik for her content-area expertise, writing, research, and curriculum develop- Lessons ment of this guide. Garden of Colorful Counting ....................................... 6 Set representation Crayola also gratefully acknowledges the teachers and students who tested the lessons in this guide: In the Face of Symmetry .............................................. 10 Analysis of symmetry Barbi Bailey-Smith, Little River Elementary School, Durham, NC Gee’s-o-metric Wisdom ................................................ 14 Geometric modeling Rob Bartoch, Sandy Plains Elementary School, Baltimore, MD Patterns of Love Beads ................................................. 18 Algebraic patterns Susan Bivona, Mount Prospect Elementary School, Basking Ridge, NJ A Bountiful Table—Fair-Share Fractions ...................... 22 Fractions Jennifer Braun, Oak Street Elementary School, Basking Ridge, NJ Barbara Calvo, Ocean Township Elementary School, Oakhurst, NJ Whimsical Charting and
    [Show full text]
  • The Distancing-Embracing Model of the Enjoyment of Negative Emotions in Art Reception
    BEHAVIORAL AND BRAIN SCIENCES (2017), Page 1 of 63 doi:10.1017/S0140525X17000309, e347 The Distancing-Embracing model of the enjoyment of negative emotions in art reception Winfried Menninghaus1 Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Valentin Wagner Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Julian Hanich Department of Arts, Culture and Media, University of Groningen, 9700 AB Groningen, The Netherlands [email protected] Eugen Wassiliwizky Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Thomas Jacobsen Experimental Psychology Unit, Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 22043 Hamburg, Germany [email protected] Stefan Koelsch University of Bergen, 5020 Bergen, Norway [email protected] Abstract: Why are negative emotions so central in art reception far beyond tragedy? Revisiting classical aesthetics in the light of recent psychological research, we present a novel model to explain this much discussed (apparent) paradox. We argue that negative emotions are an important resource for the arts in general, rather than a special license for exceptional art forms only. The underlying rationale is that negative emotions have been shown to be particularly powerful in securing attention, intense emotional involvement, and high memorability, and hence is precisely what artworks strive for. Two groups of processing mechanisms are identified that conjointly adopt the particular powers of negative emotions for art’s purposes.
    [Show full text]
  • The Gay Science (`La Gaya Scienza')
    Cambridge University Press 0521631599 - The Gay Science: With a Prelude in German Rhymes and an Appendix of Songs Friedrich Nietzsche Excerpt More information The Gay Science R`La gaya scienza') This house is my own and here I dwell, I've never aped nothing from no one and ± laugh at each master, mark me well, who at himself has not poked fun. Over my front door. The title is a translation into German Rin our edition, into English) of the ProvencËal subtitle. Gaya scienza R`joyful, cheerful, or gay science') was a term used by the troubadours in the twelfth to fourteenth centuries to refer to the art of poetry. In Ecce Homo Nietzsche writes that he has used the term gaya scienza here to designate the speci®c unity of `singer, knight, and free spirit' which was characteristic of early ProvencËal culture. © Cambridge University Press www.cambridge.org Cambridge University Press 0521631599 - The Gay Science: With a Prelude in German Rhymes and an Appendix of Songs Friedrich Nietzsche Excerpt More information Preface to the second edition 1 This book might need more than one preface; and in the end there would still be room for doubting whether someone who has not experienced something similar could, by means of prefaces, be brought closer to the experiences of this book. It seems to be written in the language of the wind that brings a thaw: it contains high spirits, unrest, contradiction, and April weather, so that one is constantly reminded of winter's nearness as well as of the triumph over winter that is coming, must come, perhaps has already come.
    [Show full text]
  • Emotional Eating: the Ways We Eat Our Feelings
    Emotional Eating: The ways we eat our feelings Dealing with emotions can be confusing and often difficult. Sometimes we use food as a way to cope when dealing with difficult feelings. This may comfort or distract us How does emotionally from our emotions for the moment. But, this may be getting in the way of our goals to eating help me? lose weight and prevent type 2 diabetes. • It tastes good Emotional eating doesn’t just happen. It’s triggered by unwanted or • It is exciting uncomfortable feelings that we don’t know how to deal with or want to deal • It is reliable, and it is with. The first step in dealing with emotional eating is to recognize our triggers. always there Common emotional eating triggers • It keeps me from feeling lonely or bored There are several types of emotional eating triggers, and these triggers may cause • It soothes me you to overeat in different ways. The following lists the most common emotional triggers and has examples on how to change eating habits. • It numbs my negative feelings Here is a list of some common triggers for emotional eating Stress Reward Bribery How does emotionally Loneliness Boredom Sadness eating hurt me? Frustration Depression Nervousness • It makes me Anger Anxiety Spite overweight • It causes my clothes If you can recognize and identify your triggers, you can create solutions to help to not fit avoid emotional eating. Use the spaces below to identify your triggers or write solutions for your triggers in order to avoid emotional eating. • It makes me feel uncomfortable when Eating for distraction: This is simply eating for pleasure and enjoyment.
    [Show full text]
  • Responding to Emotional Eating While We Eat for Physical Hunger, We Also Want to Recognize the Other Reasons We Eat
    Responding to Emotional Eating While we eat for physical hunger, we also want to recognize the other reasons we eat. It may be to celebrate achievements or special occasions or to mourn a loss. It could be in response to feeling stressed, bored, anxious, happy, or even excited. Emotional eating is when we eat food in reaction to emotion, not just for physical hunger. Individuals of all ages – from teens to older adults – may experience emotional eating in their lives. While it can be perceived as a shameful habit, emotional eating is a normal response to life’s experiences, and we can embrace it as such. We can also consider a few practical ways to protect both our physical and mental health in response to emotional eating. • Reassess your environment. Do you eat emotionally on weekends? After a long day? Only in your house and never out? Considering your environment helps you plan accordingly so you are not eating emotionally in an impulsive or reactive manner, but in an intentional way. • Understand what leads you to eat emotionally. Are there patterns in your eating? It may be helpful to write down what you are eating and what experience led you to emotional eating in the first place. This will allow you to notice and respond in a more healthful way. • Account for your feelings. Feeling sad? Lonely? Bored? Anxious? Consider the best way to acknowledge these feelings and implement self-care measures to ease emotions. Sometimes food can help, but often it’s not enough to cope with strong emotions.
    [Show full text]
  • The Aesthetic Mind This Page Intentionally Left Blank the Aesthetic Mind Philosophy and Psychology
    The Aesthetic Mind This page intentionally left blank The Aesthetic Mind Philosophy and Psychology EDITED BY Elisabeth Schellekens and Peter Goldie 1 3 Great Clarendon Street, Oxford OX26DP Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York # the several contributors 2011 The moral rights of the authors have been asserted Database right Oxford University Press (maker) First published 2011 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose the same condition on any acquirer British Library Cataloguing in Publication Data Data available Library of Congress Cataloging in Publication Data Data available Typeset by SPI Publisher Services, Pondicherry, India Printed in Great Britain on acid-free paper by MPG Books Group, Bodmin and King’s Lynn ISBN 978–0–19–969151–7 13579108642 Contents List of Figures viii Notes on Contributors ix Introduction 1 Elisabeth Schellekens and Peter Goldie Part I.
    [Show full text]
  • Self-Compassion and Mindfulness Differentially Predict Eating Behaviors Among Emerging Adults Tosca Braun University of Connecticut - Storrs, [email protected]
    University of Connecticut OpenCommons@UConn Master's Theses University of Connecticut Graduate School 7-1-2015 Self-Compassion and Mindfulness Differentially Predict Eating Behaviors Among Emerging Adults Tosca Braun University of Connecticut - Storrs, [email protected] Recommended Citation Braun, Tosca, "Self-Compassion and Mindfulness Differentially Predict Eating Behaviors Among Emerging Adults" (2015). Master's Theses. 792. https://opencommons.uconn.edu/gs_theses/792 This work is brought to you for free and open access by the University of Connecticut Graduate School at OpenCommons@UConn. It has been accepted for inclusion in Master's Theses by an authorized administrator of OpenCommons@UConn. For more information, please contact [email protected]. Self-Compassion and Mindfulness Differentially Predict Eating Behaviors Among Emerging Adults Tosca D. Braun B.A., SUNY Empire State College, 2011 B.A., Reed College, 2007 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts At the University of Connecticut 2015 ! ii! APPROVAL PAGE Master’s of Arts Thesis Self-Compassion and Mindfulness Differentially Predict Eating Behaviors Among Emerging Adults Presented by Tosca D. Braun, B.A. Major Advisor: ___________________________________________________________ Crystal Park Associate Advisor: ________________________________________________________ Amy Gorin Associate Advisor: ________________________________________________________ Diane Quinn University of Connecticut 2015 ! ! iii! Abstract Objectives: Poor eating behaviors (EB) and food cravings (FC) represent risk factors for obesity and related outcomes. Mindfulness and self-compassion (SC) have been individually linked to healthful EB in prior research, representing salient intervention targets. While conceptualized as having health behavioral self-regulatory benefits, no research has examined these variables’ differential contributions to EB and FC.
    [Show full text]
  • Sexuality in Eating Disorders Patients: Etiological Factors, Sexual Dysfunction and Identity Issues
    Horm Mol Biol Clin Invest 2015; x(x): xxx–xxx Giovanni Castellini, Lorenzo Lelli, Valdo Ricca and Mario Maggi* Sexuality in eating disorders patients: etiological factors, sexual dysfunction and identity issues. A systematic review DOI 10.1515/hmbci-2015-0055 an association between sexual orientation and gender dys- Received October 20, 2015; accepted November 24, 2015 phoria with EDs psychopathology and pathological eating behaviors, confirming the validity of research developing Q1: Abstract: The scientific community appears to be less new models of maintaining factors of EDs related to the Some edito- interested in sexuality of eating disorders (EDs) as com- rial assis- topic of self-identity. pared to other psychiatric or medical comorbidities. tance has been given However, a clear association between sexual problems Keywords: eating disorders; gender identity; puberty; to improve and ED psychopathology was reported from different per- sexuality; sexual abuse; sexual dysfunction; sexual the clarity of spectives. The overarching goal of this systematic review orientation. this article - was to evaluate the general approach of the scientific please check and confirm literature toward the topic of sexuality and EDs. In par- that none of ticular, four different categories of research have been your original individuated, encompassing the role of puberty, and Introduction meaning has sexual abuse in the pathogenesis of the disorders, sexual been lost or Eating disorders (EDs) are severe psychiatric syndromes dysfunctions, and the association between sexual orienta- misconstrued affecting especially young women. In most cases, EDs have tion and EDs psychopathology. Timing of puberty with its a long lasting duration (longer than 2 years) and a chronic hormonal consequences and the changes in the way per- course [1, 2].
    [Show full text]
  • Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity
    Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity By Torin Kristofer Clark B.S. Aerospace Engineering University of Colorado at Boulder, 2008 S.M. Aeronautics and Astronautics Massachusetts Institute of Technology, 2010 SUBMITTED TO THE DEPARTMENT OF AERONAUTICS AND ASTRONAUTICS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN AERONAUTICS AND ASTRONAUTICS AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY September 2013 © 2013 Torin Clark. All rights reserved. The author hereby grants to MIT and The Charles Stark Draper Laboratory, Inc. permission to reproduce and to distribute publicly paper and electronic copies of this thesis document in whole or in any part medium now known or hereafter created. Signature of Author: ____________________________________________________________ Torin K. Clark Department of Aeronautics and Astronautics August 22, 2013 Accepted by: __________________________________________________________________ Eytan H. Modiano Professor of Aeronautics and Astronautics Chair, Graduate Program Committee 2 Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity By Torin Kristofer Clark DOCTOR OF PHILOSOPHY IN AERONAUTICS AND ASTRONAUTICS AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY Certified by: ___________________________________________________________________ Laurence R. Young Apollo Program Professor of Astronautics Professor of Health Sciences and Technology Massachusetts Institute of Technology Thesis Committee Chair Certified by: ___________________________________________________________________
    [Show full text]