Eating Attitude Test - Research Paper Example

Eating Attitude Test Practical Uses The EAT-26, also known as the Eating Attitudes Test, is a self-assessment instrument developed by David Garner and Paul Garfinkel to evaluate the wide array of symptoms typical of anorexia nervosa. However, scores on the EAT-26 are not fully decisive; for instance, a low score does not always dismiss anorexia nervosa, nor a high score automatically means anorexia nervosa. This is because individuals may not answer truthfully the items in a self-assessment questionnaire. Nevertheless, in actual fact, the EAT-26 has been proven to be somewhat precise in differentiating control subjects from those who have anorexia. It is most valuable and helpful as a screening instrument; findings of anorexia nervosa should be verified in medical interviews. In addition, scores in EAT-26 can work as an indicator or measure of the progress of the anorexic patient. Changed nutritional condition in individuals with eating disorders arises from the irregular or unusual eating patterns and attitudes and cognitive changes associated with the weight and food that are the main attributes of such disorders. Since eating attitudes and related behaviors differ considerably across patients and disorders, nutritional condition and consequent problems show significant variation. Nevertheless, a model for carrying out and assessing the nutritional evaluation of these patients can be helpful. Such feature of assessment is a major part of diagnosis for it allows continuous observation of the outcomes or impact of intervention. Furthermore, it could help in the timely diagnosis of an emerging eating disorder or an at-risk person, and hence could contribute to prevention. Test Construction and Usage Due to the dominant belief that medical interviews are needed for diagnosis, self-assessment questionnaires evaluating such areas could be most helpful when used as screening instruments, as quantitative measures of the extent of eating-connected symptoms, and as indices of treatment effects and advancement. Among the instruments utilized for assessing eating-connected symptoms are Eating Attitudes Test (EAT); the Binge Eating Scale; and the EDI Symptom Checklist. Each instrument has been used in both research and medical settings, and has been proven valid and reliable. The EAT was initially constructed to evaluate behaviors and attitudes typical of anorexic people. It not merely differentiates anorexic subjects from control groups, but also differentiates bulimic ones from controls. The EAT could be most correctly employed as a measure of the extent of problems among females with eating disorders, specifically motivation to slim down, fear of putting on weight, and limiting eating patterns. Likewise, the EDI-2 offers a thorough evaluation of the psychological and behavioral aspects of the eating disorders. Its main benefit is that it creates a psychological sketch or profile that can be utilized to develop treatment objectives. The EDI-2 comprises Maturity Fears, Interoceptive Awareness, Perfectionism, Interpersonal Distrust, Ineffectiveness, Bulimia, and Drive for Thinness subscales. The EDI is responsive to alterations as an outcome of psychological therapy. Other commonly utilized assessments of bingeing attitude involve the Bulimia subscale of the EDI-2, the Binge Eating Scale, and the Binge Scale. The Binge Scale was initially intended to assess the behaviors and attitudes that go with bulimia. On the other hand, the Binge Eating Scale was constructed to evaluate the existence of binge eating in overweight and obese patients and evaluate cognitions, emotions, and behaviors related to binge eating. This instrument differentiates between normal subjects and those with bulimia nervosa, and between obese patients with and without binge-eating disorders. Because these instruments do not provide patients with an impartial description of ‘binge eating’, clinical specialists must take into consideration giving patients a definition before they answer questionnaires evaluating the existence of such symptoms. There are a number of findings showing that this could improve the precision of self-assessment. Communication of Test Results There are various procedures and steps to choose, rank or score, and analyze eating attitude assessments. The most broadly utilized assessment report technique is one that uses hand scoring, even though an increasing number of assessments have scoring styles that employ computer technology. A clear explanation must be provided to the patient for the designed purpose of the assessment methods. The assessment administrator should present a statement or report for the patient that is understandable and clearly explained. Several counselors engage the patients in the reading of the findings. There are various steps and methods to choose, rank, and analyze eating attitude tests. Broad arrays of techniques are employed by specialists and counselors to aid patients in understanding test results. Professional associations have created particular rules counselors must conform to. Assessment report approaches are chosen according to several aspects, like the form of kind of eating disorder shown by the patient, the theoretical leaning of the specialist, the theoretical inclination of the assessment administrator, and the relevant groups or people who will utilize the findings. Written assessments are perhaps the most commonly used design. Some patients, specialists, and parents do not think that assessment result is helpful, valid, and reliable. Usually patients have difficulties reading and interpreting the findings even though counselors have one-on-one discussions with them. Computerized statements or reports provide fundamental details to the patient but perhaps are ineffectual in altering an individual’s values or beliefs. Informed Consents The value of informed consents with patients and their families has been dealt with and established by professional ethics organizations. Informed consent is problematic when certain family members do not hold the legitimate right to consent to assessment or test and when results could be less anticipated than normal. Informed consent must comprise description of methods employed in the assessment. Whether it is moral or ethical to employ misleading and deceptive techniques and whether patients must be informed of the possible application or use of such techniques as a part of consent to assessment have been debated in the academic community. Moreover, informed consent is associated with the right of the patient to decline assessment. Several scholars have talked about the ethical and medical repercussions of test administrators or specialists declining to administer test unless every family member takes part and of specialists involving other significant others when not every member of the family take part in the assessment. Multicultural Considerations Competence is a component of multicultural eating attitude assessment. It is the most important and fundamental norm for the accountable and ethical selection, administration, and analysis of test findings. Particular to multicultural test or evaluation, competence is described as “the ability and committed intention to consider cultural data in order to formulate accurate, comprehensive, and impartial case conceptualizations.” The latest research of Fischer and Chambers (2003) reported numerous counselors admitting deficiency in multicultural competencies in identifying patient assimilation, taking into consideration the patient’s culture in test analysis, and settling multicultural issues, possibly leading to accidental racism, improper application of prejudiced assessment tools, and misreading of culturally oriented attitudes and hence assessment findings. To enhance multicultural competence in the area of nutritional assessment or eating attitude testing, counselors are encouraged to be conscious of their own beliefs, attitudes, and value system that could possibly influence their perspective of and relations with people who are racially different from them. Besides self-consciousness, counselors are also encouraged to improve their multicultural knowledge and understanding. Recognizing multicultural diversities in eating patterns or attitudes cultivate value and acknowledgment of cultural and ethnic diversity. Integration of that kind of attitude into professional assessment will eventually enhance competence in multicultural settings. Validity and Reliability Analysis and Interpretation Alternative Assessment Comparison Conclusion Read More