Introduction to Eating Disorders

Eating disorders are serious and complex mental illnesses, not lifestyle choices or phases. They involve disturbed eating behaviours and often distressing thoughts and feelings about food, weight, shape or eating. This lesson explains who can be affected, why eating disorders are serious for both mental and physical health, and some common myths. Key points: eating disorders can affect anyone, you cannot tell if someone has an eating disorder by looking at their body size, they can cause serious medical complications, and early help leads to better recovery.

There are several types of eating disorders, and a person's experience may not fit neatly into one category. This lesson describes anorexia nervosa, bulimia nervosa, binge eating disorder, avoidant restrictive food intake disorder (ARFID), other specified feeding or eating disorder, and pica. ARFID and pica are especially relevant in disability support, as they can occur alongside autism and intellectual disability. Key points: every type is serious, a diagnosis is made by a health professional, and your role is to notice and report changes, not to diagnose.

Eating disorders often develop gradually and people may hide their symptoms. This lesson covers behavioural, physical and emotional warning signs, such as skipping meals, rigid food rules, frequent trips to the bathroom after eating, food going missing, changes in weight, dizziness, and preoccupation with food, weight or shape. Key points: no single sign confirms an eating disorder, a pattern of changes is worth raising, signs may look different in people with communication difficulties, and you should record what you observe factually and report it to your team leader.

How we talk about food and bodies can help or harm. This lesson covers safe language, how to raise a concern with a participant, how to support meals within a treatment or meal support plan, and when a situation is a medical emergency. Key points: do not comment on weight, shape or food choices; avoid calling foods good or bad; follow the meal support plan exactly; never weigh a participant or change their meals unless the plan says so; call 000 for fainting, chest pain, confusion or thoughts of suicide; and the Butterfly National Helpline is available on 1800 33 4673. This course builds knowledge only.

Recovery from an eating disorder is possible, though it often takes time and may include setbacks. This lesson explains who is usually involved in treatment, including the GP, psychologist, dietitian and psychiatrist, and how you fit into that team. It also covers how to support recovery day to day. Key points: treatment is led by health professionals, recovery is not a straight line, stress and change can trigger setbacks, and your consistent, calm and non judgemental support can make a real difference.

Supporting a participant with an eating disorder means working within your role and our policies. This lesson brings together your key responsibilities: follow the support plan and meal support plan, stay within your role, respect privacy and dignity, record and report changes accurately, respond to emergencies, and look after yourself. Key points: this course builds knowledge only, you must receive person specific training and follow the guidance of the treating team, never give dietary or medical advice, and ask your team leader if you are unsure.

This case study follows Imogen, a young woman in treatment for anorexia nervosa whose dietitian has written a meal support plan. At dinner, she asks her support worker how many calories are in her meal, and a housemate makes a comment about her looking healthier. The lesson shows how to follow the plan calmly, redirect to neutral conversation, avoid numbers and body talk, and handle comments from others. Key points: follow the meal support plan exactly, keep mealtimes calm, avoid comments on food, weight or shape, and record how the meal went.

This case study follows Arjun, a young man with an intellectual disability living in a shared home, where food has been going missing and wrappers have been found hidden in his room. His housemates are upset and want the pantry locked. The lesson covers responding without shame or blame, recognising possible signs of binge eating disorder, why locking food away is a restrictive practice that needs proper authorisation, and how to report so a health professional can help. Key points: respond with compassion, report the pattern and never restrict access to food without authorisation.

This case study follows Beryl, an older woman receiving in home aged care, whose weight has dropped and who has been going to the bathroom straight after meals. One morning she becomes dizzy and collapses, and later asks her care worker not to tell anyone. The lesson shows that eating disorders can affect older people, covers responding to a medical emergency by calling 000, and explains why concerns about safety cannot be kept secret. Key points: eating disorders can affect anyone, collapse means 000, report concerns honestly and protect privacy.