personal statement on eating disorder

From One Parent to Another

Typically, when people immerse themselves in the treatment of a specific disease as I have done for the past several decades, there is some kind of substantive motive underlying and propelling their passion. A great many eating disorder specialists are motivated to become clinicians having recovered from their own eating disorder or having been through the recovery process with a loved one. I am often asked by prospective clients seeking a therapist who can relate to their problem first hand, "Have you ever had an ED?" With a strange sense of something that feels like apology, I am forced to say "no," even while hastening to assure them that one need not be “a horse to be a horse doctor!†In actual fact, I love food and eating and have had a healthy relationship with food all of my life. I love to cook, and to nurture my family through food preparation and presentation. When my children were growing up and living at home, there was a hot dinner on the table every night. It was the best way I knew to insure some daily quality time by sitting down together across the dinner table and sharing each other's lives.

Naturally, there IS a certain depth of understanding that comes of personal life experience, and on a very deep feeling level, I have served my time personally on the front lines of life's ordeals and struggles… if not with an eating disorder, than through the birth of my daughter 31 years ago, who was born with a brain dysfunction that left her virtually unable to move, and therefore unable to develop neurologically from her first moments of life. I believe that the "hook" that lured me into parental advocacy for the child' in distress was my own personal experience as a parent advocating for my own daughter's personal survival, dedicating myself to doing what had to be done to insure that she could have a life of movement, growth, development, health and personal freedom.

The lessons I learned so poignantly through our experience in providing help for Elizabeth throughout her young life helped her to surpass all of our fondest dreams of success for her. These lessons have inspired my passion for bolstering, empowering and mentoring parents in their efforts to sustain themselves and their child in the face of what typically feels like hopelessness, despair and "nay-saying." Today I wear two hats…even as my children are grown and gone from the nest... of enabling me a poignant sensibility and responsiveness to parental neediness and fear, to the complexities of vulnerable family relationships that can so easily fall off balance, to a dependency and reliance on professionals who may or may not understand fully the condition they treat and who most likely do not know the child as well as does the parent.

Parents have typically been held responsible for causing their child's eating disorder, based on the professional literature for the past hundred years, but particularly during the 1970’s and 1980’s.  Equating parental involvement with intrusion, over-control and interference, the commonly held misconception is that parental participation in treatment corrupts the process, breaching the child's confidences and stunting the child's budding autonomy and independence. Recent research has borne out the thesis that I first presented 12 years ago in my pioneering tribute to the benefit of the substantive involvement of parents in their child's eating disorder recovery in (Jossey Bass Publishers). Studies concur that it is NOT parents, but heredity that predisposes a child to developing a clinical eating disorder. Though parents may play a role in some instances of “pulling the trigger,† it is “genetics that loads the gun.â€
I believe that even the most proficient and expert treating professional cannot not know as much about a child patient as does the parent. A pediatrician who is renowned for his diagnostic acumen once told me a piece of information that I have always held as gospel… "Trust the parent. The parent knows." It took my husband and I four months and the final diagnosis from the chief pediatric neurologist at the most prestigious hospital in the city of Chicago to persuade Elizabeth's pediatrician of the reality that she was born with a problem that was real and needed attention.

In my work with children, young adult patients, and their parents and families, my goal is to help parents identify what they have been doing RIGHT… to help them recognize what they already know, so that they can discover what they need to learn to enable their child's recovery. Parents need to be reminded about what they do BEST… caring for their child responsibly, confidently, and lovingly. They need to give themselves permission to take charge of what might otherwise become a dangerous and life threatening situation, moderating their level of involvement as the child becomes ever more capable of resuming self-control, self-reliance and self-regulation. The need for an authoritative and compassionate parental presence in a child's life, when it comes to eating disorders or any other life crisis during the growing up years, remains a constant.

In parenting Elizabeth as an infant, my husband and I faced impenetrable odds, uninformed doctors who did not know what they did not know, who were incapable of recognizing anything other than pathology and limitation. I became a student of profound life lessons about the creative and proactive use of self in facing problems that demand resolution, in creating “possibility†in the face of “impossibility.â€

What I have taken away from past life experiences; I now bring to my present ones in the form of undying optimism, the drive for innovation, and a bulldog tenacity and determination “never to say ‘never.’" I envision possibility in all the negative spaces of life, imaging and envisioning the wide berth and immense flexibility of potential. It is this potential which I bring to my eating disordered clients, refuting pessimism and countering typically intractable image of body, self and future.

An "opportunity junkie" by nature, I find myself incapable of saying "no" to options that could offer new growth and learning. I am clearly Machiavellian in doing whatever works…. in this, it helps that I was never awfully good at rule-following. In my mid-fifties I became a student and teacher of the Feldenkrais Method, the technique that brought Elizabeth out of the mire of disability to a life of normalcy. This mind/body method teaches options and alternative thinking, offering the opportunity to experience and envision the self as whole, integrated and self-regulated.  I believe that self-awareness (and particularly the sensibility of bodily awareness in the context of eating disorder recovery) is key to effective function, as a person needs to first know what he/she does, in order to do what he/she wants.

I have also come to believe that the most valuable learning in life can typically come disguised in the form of adversity. As human beings, having to confront and deal with problems large and small is a regular part of our daily “dietâ€...what separates the men from the boys is in The more available and open we can be to recognizing problems as the invaluable opportunities for growth that they are, and to seeing mistakes as a source of variation to the learning brain, the better we will be at fixing what needs repair. And that's the bottom line.....not being "right." Mistakes are life's way of offering us the capacity to seek a better way. To quote Albus Dumbledore and J.K.Rowling,

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Eating disorders affect both the person struggling and those around them. As a loved one, it makes sense to feel desperate for what to say. You want to help your friend or family member, but often, what you want to say to them might not actually be helpful and can sometimes even be harmful. Here we give some tips on how to support someone with an eating disorder, as well as resources to educate yourself. 

Check-in with Your Intentions

Words can be tricky. Often in conversations, what we say doesn’t reflect our true thoughts and feelings. When talking about heavier topics, like eating disorders, it’s crucial to be mindful of the potential discrepancy between your intent and the impact your words may have. While you may have good intentions, certain remarks or comments can unintentionally harm or trigger the individual, emphasizing the need for sensitivity and empathy in every conversation.

For example, when someone says “You look healthy” to someone with an eating disorder, their intention is probably to share support and excitement over their recovery. But for the person suffering, that statement can trigger the feeling that their personal worth is dictated by their appearance. 

Before engaging in supportive conversations, it is essential to reflect on your own emotional state. If you have a loved one struggling with an eating disorder, it’s natural to experience fear regarding their well-being or sadness witnessing their suffering. It makes sense to feel sad that they have low self-esteem or be scared about extreme weight loss. As a caregiver, you may also grapple with feelings of guilt, believing you have somehow “caused” them to struggle or let them down. While acknowledging your emotions is important, you must recognize that they may be based on misconceptions. For instance, it’s vital to understand that no single person or event is responsible for causing someone’s eating disorder. These complex mental illnesses arise from a combination of genetic, societal, and various other factors.

Talking About Their ED

It’s important to remember that your loved one is not their eating disorder. Continue treating them as a whole and complex person, just like anyone else. But take the initiative to learn about eating disorders, and don’t rely on them to teach you. Often, these mental health conditions are portrayed incorrectly or through a narrow lens in mainstream media. Don’t expect someone to fit a certain mold. Our culture creates harmful narratives about eating disorders being a choice, looking a certain way, and neglecting marginalized communities. 

Educating yourself on eating disorders is a great first step to help shape your conversations around them and inform your support. We have a wealth of resources on The Alliance’s website. Check out our pages on Anorexia Nervosa , Bulimia Nervosa , Binge eating disorder , Avoidant/Restrictive Food Intake Disorder (ARFID) , and Other Specified Feeding or Eating Disorders (OSFED) to learn the general symptoms and signs of each eating disorder. Our blog is a great resource as well to learn more about eating disorders, how to support your loved one, and get diverse perspectives from treatment experts and individuals recovering from eating disorders. 

What to Say

“I might not understand, but I love you and am here to listen.”

What Not to Say

“ This is what an eating disorder looks like.”

Finding Treatment

When discussing eating disorder treatment options, it’s important to avoid giving unsolicited advice or dictating your loved one’s path to recovery. This is a very tricky balance between advocating for treatment and respecting their autonomy. Finding treatment is a necessity, but it’s important to give the person dealing with an eating disorder agency in their treatment journey. Be a supportive ally in helping them find professional help like an eating disorder-specialized provider. 

You can ask what they are looking for in an outpatient therapist or treatment center and help them research different options. This will empower them to make informed decisions about their treatment journey, giving them the agency they need for their eating disorder recovery. Lastly, when talking about treatment with someone, don’t assume they will be recovered by a certain time or expect their recovery will be linear. Progress can have ups and downs and look different for everyone. Reinforce the idea that healing is possible and that they deserve a happy, healthy life.

“I believe in you.”

“You should try…[this treatment/solution]” or “This is how your recovery should look:__”

Showing Empathy

Showing your loved one that you are there for them and love them is the most important thing to communicate. Be careful of statements that may be intended to show understanding, but can end up coming across as dismissive. For example, telling someone “I understand how you feel” can be quite belittling. It’s crucial to acknowledge that you may not fully comprehend your loved one’s experience. Avoid comparing their struggle to your own, and instead, offer a listening ear and ask how you can best support them.

“How are you?”

“This is so difficult, and you bring so much value to me and the world.”

“You’re overreacting.”

Giving Compliments

Don’t comment on weight changes or appearance, even if you perceive them to be “positive.” Sentiments like you look healthier or you look too skinny keeps attention on their physical appearance. Drawing attention to changes in a person’s looks or eating behaviors can be triggering for their eating disorder. Instead, give compliments on other aspects of their personality. Words of affirmation are still valuable, but it’s important to be more mindful about what kinds of compliments you are giving. This speaks to our culture’s obsession with how people look. Make it a practice to complement other characteristics of people throughout your life. Affirm someone’s attitude, energy levels, talents, or something else they offer the world.

“I love how caring you are to your siblings.”

“You have such magnetic and fun energy!”

“You look healthier.”

Showing Support

As a part of your loved one’s community, you want to offer support in any way you can. Using I statements , asking how someone wants to be supported, and sending care are all ways to show your support without being overbearing.

Express your genuine concern and unwavering support, reassuring them that they are not alone. Using “I statements” is a great way to share your feelings without the person feeling like it’s their fault. Let them know you’re there to listen and support them, but avoid forcing a conversation. If you do want to check in, choose an appropriate time and place to have that conversation, respecting their boundaries. Recognize that each person’s experience with disordered eating or an eating disorder is unique, so asking how you can support them acknowledges their autonomy and allows them to share their needs and preferences. 

Additionally, occasionally sending messages expressing that they are on your mind or that you’re thinking of them can show your support. This will remind them that you are there, and allow them to approach you on their own terms. Finally, don’t underestimate the power of telling them you love them, reinforcing that your care for them goes beyond their struggles. Whenever you send a message of love or support, don’t make the conversation about you. Whether your loved one responds, is grateful, or doesn’t say anything back is up to them. Being upset that they don’t take your support can further alienate them and may harm your relationship.

“I’m here for you, and I’m not going anywhere.”

“How can I support you?”

“You just need to eat more/less.”

Find Support for Yourself

In addition to finding support and treatment for your loved one, it’s important to find support for yourself. The recovery process is difficult for the whole community, and there are support systems for the support systems! 

When you reach out to your healthcare provider to find treatment for your loved one, ask about joining a family members’ support group. These spaces can give you support and validation of your experience. You can also call The Alliance’s helpline to talk to a licensed mental health professional about treatment options for your loved one and support groups for yourself. Take care of your own mental, physical, and emotional health. When you feel resourced, you’ll have a greater capacity to support your loved one.

Supporting a loved one with an eating disorder requires patience, understanding, and effective communication. By choosing your words thoughtfully, you can create a safe and supportive environment where they feel heard and validated. Our mission at The Alliance is to provide referrals and education to anyone suffering from an eating disorder and their families. For any questions, we can lend you guidance on how to best support your loved one’s recovery journey. Recovery is possible, and a solid support system plays an important role in helping someone heal. 

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The Science Behind the Academy for Eating Disorders’ Nine Truths About Eating Disorders

Katherine schaumberg.

1 Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

Elisabeth Welch

2 Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden

Lauren Breithaupt

3 Department of Psychology, George Mason University, Fairfax, VA, USA

Christopher Hübel

4 MRC Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, United Kingdom

Jessica H. Baker

Melissa a. munn-chernoff, zeynep yilmaz, stefan ehrlich.

5 Division of Psychological & Social Medicine and Developmental Neurosciences, Faculty of Medicine, Technische Universität Dresden, Germany

6 Eating Disorder Treatment and Research Center, Department of Child and Adolescent Psychiatry, Faculty of Medicine, Technische Universität Dresden, Germany

Linda Mustelin

7 Department of Public Health and Institute for Molecular Medicine Finland FIMM, University of Helsinki, Helsinki, Finland

Ata Ghaderi

8 Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden

J. Andrew Hardaway

Emily c. bulik-sullivan.

9 Department of Medicine, University of North Carolina at Chapel Hill, NC, USA

Anna M. Hedman

Andreas jangmo, ida a.k. nilsson.

10 Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm, Sweden and Center for Molecular Medicine, Karolinska Hospital

Camilla Wiklund

Shuyang yao, maria seidel, cynthia m. bulik.

11 Department of Nutrition, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

Associated Data

In 2015, the Academy for Eating Disorders (AED) collaborated with international patient, advocacy, and parent organizations to craft the “Nine Truths About Eating Disorders.” This document has been translated into over 30 languages and has been distributed globally to replace outdated and erroneous stereotypes about eating disorders with factual information. In this paper, we review the state of the science supporting the Nine Truths .

The literature supporting each of the Nine Truths was reviewed, summarized, and richly annotated.

Most of the Nine Truths arise from well-established foundations in the scientific literature. Additional evidence is required to further substantiate some of the assertions in the document. Future investigations are needed in all areas to deepen our understanding of eating disorders, their causes, and their treatments.

Conclusions

The “Nine Truths About Eating Disorders” is a guiding document to accelerate global dissemination of accurate and evidence-informed information about eating disorders.

Eating disorders are serious mental illnesses that affect millions of individuals worldwide regardless of race, age, nationality, or sex and incur considerable personal, familial, and societal costs. The cumulative lifetime risk by age 80 of anorexia nervosa (AN), bulimia nervosa (BN) and binge-eating disorder (BED) approximates 4.6% ( Hudson, Hiripi, Pope, & Kessler, 2007 ). Inclusion of subthreshold eating disorder behaviors raises this estimate to nearly 10%. Despite the prevalence and toll that eating disorders exact on society, we lack comprehensive understanding of the etiology of eating disorders. We face significant limitations in our ability to prevent, detect, and treat this class of disorders. Stigma surrounding eating disorders has overshadowed the field for decades and has perpetuated misconceptions about their causes, hampered efforts at advancing knowledge, and misdirected lay understanding of these conditions. Perhaps most importantly, stigma surrounding eating disorders has prevented those in need from seeking help ( Ali et al., 2017 ).

In May 2015, the Academy for Eating Disorders (AED) and several international advocacy organizations issued a document entitled “ Nine Truths About Eating Disorders ” ( http://www.aedweb.org/index.php/25-press-releases/163-press-release-aed-releases-nine-truths-about-eating-disorders?quot ). The AED focused on presenting truths rather than dispelling myths to introduce empirical evidence into the general knowledge base about eating disorders. The document has been translated into over 30 languages and is being disseminated worldwide to transform perceptions and understanding of eating disorders. In this paper, we present an overview of the empirical foundation upon which the Nine Truths rest to foster a more accurate understanding of the current state of scientific knowledge about eating disorders for patients, families, professionals, and the public.

The truths span a broad literature. In addition to the review of empirical studies, we also attend to modern theoretical and conceptual models and authoritative reviews to evaluate the current state of the science behind the Nine Truths . For each truth, we present supporting statements and a strength of evidence rating (Low, Moderate, or High; see Supplementary Table S1 & S2 ). A detailed summary of the evidence is presented in Supplementary Table S2 . In addition to these tables, online supplementary materials provide a rich source of background information and all references for the main text presented there as an annotated bibliography.

Truth #1: Many people with eating disorders look healthy, yet may be extremely ill

1.1 eating disorders are associated with significant somatic, psychosocial, and psychological risk.

Eating disorders are associated with somatic complications in multiple organ systems including the cardiovascular, gastrointestinal, musculoskeletal, dermatologic, endocrine, hematological, and neurological systems ( Mehler & Brown, 2015 ; Mehler & Rylander, 2015 ; Thornton et al., 2017 ) as well as psychiatric comorbidities (see Supplementary Table S3 ). The more chronic and severe the eating disorder, the greater the likelihood of serious somatic complications ( Westmoreland, Krantz, & Mehler, 2016 ). However, severe complications can emerge at any time during the course of illness ( Westmoreland et al., 2016 ). Furthermore, eating disorders are associated with a number of measurable psychological and neurocognitive traits (see Supplementary Table S4 and Statement 4.2).

1.2 Most individuals with eating disorders do not appear emaciated

Weight loss is a defining characteristic of AN, but not BN or BED. In fact, eating disorders are present in all BMI categories ( Duncan, Ziobrowski, & Nicol, 2017 ; Flament et al., 2015 ), and AN is less common than the combined prevalence of other eating disorder diagnoses ( Kessler et al., 2013 ; Lindvall Dahlgren & Wisting, 2016 ; Qian et al., 2013 ). On average, the BMI of individuals with AN is lower than the BMI of those with BN, which is lower than the BMI of those with BED. Yet, restrictive eating disorders also occur among normal- and overweight individuals and individuals with BN and BED can be normal weight, overweight, or obese (see 5.4).

1.3 Somatic, psychosocial, and psychological manifestations and comorbidities of eating disorders may be difficult to detect

Many serious somatic complications of eating disorders are not readily visible to lay observers or recognizable to the affected individual (see Supplementary Table S3 ). Even experienced healthcare professionals have difficulty accurately identifying complications or may misattribute their causes ( Currin et al., 2007b ; Currin, Schmidt, & Waller, 2007a ; Currin, Waller, & Schmidt, 2009 ; Gaudiani & Mehler, 2016 ). From a broad perspective, eating disorders have also been neglected in research and funding in proportion to the public health burden that they incur (Geil, Schmidt, Fernandez-Aranda & Zipfel, 2017; Schmidt et al., 2016).

Individuals with eating disorders may fail to report the psychological components of eating disorders or have poor insight into their level of impairment ( Dalle Grave, Calugi, & Marchesini, 2008 ; Griffiths, Mond, Murray, & Touyz, 2015 ; Nordbø et al., 2012 ; Santonastaso et al., 2009 ; Vandereycken, 2006a ; Vandereycken, 2006b ). However, psychological features are often present, even if at milder levels ( Carter & Bewell-Weiss, 2011 ) with some variation across cultures ( Lee, Lee, Ngai, Lee, & Wing, 2001 ; Pike & Dunne, 2015 ) and in younger patients ( Carter & Bewell-Weiss, 2011 ; Norris et al., 2014 ) (see Supplementary Tables S3 & S4 ). Signs and symptoms of an eating disorder should always be taken seriously and not dismissed or minimized. Immediate attention is warranted, and a comprehensive evaluation should be the first step in treatment planning ( American Psychiatric Association, 2006 ; Hay et al., 2014 ; National Collaborating Centre for Mental Health, 2004 ).

1.4 Most individuals with eating disorders do not enter treatment; those who do often do so many years into the course of illness

Epidemiological studies across the world indicate that only a minority of individuals who meet diagnostic criteria for eating disorders seek treatment ( Hoek & van Hoeken, 2003 ; Hudson et al., 2007 ; Keski-Rahkonen et al., 2009 ; Kessler et al., 2013 ; Preti et al., 2009 ; Twomey, Baldwin, Hopfe, & Cieza, 2015 ). Eating disorders thus remain undetected, and, even when detected, may not be viewed as serious issues warranting medical intervention ( Keel & Brown, 2010 ).

Truth #1: Summary and future research directions

Confidence ratings: Moderate (1.3) to High (1.1; 1.2; 1.4) (see Supplementary Table S2 )

• A healthy appearance and failure to acknowledge the severity of these illnesses can delay help-seeking and detection by friends, family, providers, and even patients themselves.
• Longitudinal research is needed to identify early signs of somatic complications and psychiatric comorbidities in eating disorders. A better understanding of prodromal signs and the illness trajectory will enable early detection.
• Understanding educational needs for physicians and other front-line providers is necessary for broad dissemination of screening and educational tools. For more information on addressing eating disorders in clinical practice, see the AED Guide to Recognition and Management of Eating Disorders ( http://www.aedweb.org/index.php/education/eating-disorder-information/eating-disorder-information-13 ).

Truth #2: Families are not to blame, and can be the patients’ and providers’ best allies in treatment

2.1 biological risk factors contribute to the development of eating disorders.

Modern etiological models of psychiatric illnesses consider the bidirectional risk between biology and environment (see Truth #4 for summary of biological factors). The assertion that parental characteristics or family dynamics are necessary and sufficient for the development of eating disorders (i.e., “families are to blame”) represents an historical and dated model of psychopathology and disregards modern etiological conceptualizations of psychiatric risk. Accordingly, the first part of this truth, “families are not to blame,” is empirically and logically justified. This does not imply that evaluation of family functioning in eating disorders is without merit, as such studies may provide actionable information for providers, caregivers, and patients.

2.2 Prototypical family interaction patterns that exist premorbidly among families with eating disorders have not been identified

A critical methodological issue continues to plague studies of family functioning in eating disorders. Most studies are correlational/differential in nature, precluding causal interpretation. Moreover, the direction of causality has not been examined. Prospective longitudinal designs are necessary to determine whether interactions among family members exist premorbidly or are a consequence of the illness. Some prospective studies have investigated effects of parent and family functioning in predicting later eating disorder onset with mixed results. For example, some evidence suggests that parental factors predict later eating pathology ( Johnson, Cohen, Kasen, & Brook, 2002 ; Nicholls & Viner, 2009 ; Shoebridge & Gowers, 2000 ); however, reviews have not identified consistent patterns of risk associated with parenting styles or family interactions ( Campbell & Peebles, 2014 ; Eisler, 2005 ; Larsen, Strandberg-Larsen, Micali, & Andersen, 2015 ; le Grange, Lock, Loeb, & Nicholls, 2010 ; Strober & Humphrey, 1987 ; Yager, 1982 ). Indeed, greater family conflict, reduced parental alliance, and increased feelings of depression in families with a child suffering from AN might reflect an accommodation process in response to a severe and life-threatening condition ( Sim et al., 2009 ). Investigations of parental factors have also been limited by lack of controls with other psychiatric disorders, measurement inconsistencies, and lack of statistical power. For example, certain adverse familial experiences such as sexual abuse may contribute to the risk of pathology in general, and are not eating disorder specific ( Kendler et al., 2000 ).

2.3 Eating disorders place stress on families

Studies on the experience of caring for a patient with an eating disorder suggest a significant burden and negative impact on the health and well-being of caregivers—especially among mothers and partners ( Anastasiadou, Medina-Pradas, Sepulveda, & Treasure, 2014 ; Kyriacou, Treasure, & Schmidt, 2008 ). Those caring for patients with AN have reported higher levels of distress than individuals caring for patients with psychoses ( Treasure et al., 2001 ). Parents can initially perceive starvation to be deliberate, which evokes a strong emotional response, significant distress, and can lead to desperate responses in parents in the absence of clear guidance ( Whitney et al., 2005 ). Attributions for these responses should consider the parent’s desire to cease the starvation and save their child. Thus, assisting families in developing tools to deal effectively with an eating disorder is imperative. Distress associated with an eating disorder often extends beyond the identified patient. Stresses associated with having a psychiatrically ill child or partner, coupled with the responsibility for collaborating with providers in the treatment of individuals with eating disorders, underscore the importance of self-care for caregivers ( Patel, Wheatcroft, Park, & Stein, 2002 ; Treasure & Nazar, 2016 ).

2.4 Family-based treatments have demonstrated effectiveness for the treatment of adolescent AN

Families and support systems are needed as patient allies during treatment ( le Grange et al., 2010 ). The entire family is affected when dealing with chronic and severe illnesses such as AN. Familial organizational changes that emerge may serve to maintain AN and limit access to adaptive resources the family possesses that are necessary to help overcome the eating disorder ( Cook-Darzens, 2016 ; Eisler, 2005 ). Family-based treatment (FBT), whereby parents reassert control over the child’s eating, is a promising approach to the treatment of adolescent AN and has some empirical support for the treatment of adolescent BN ( Couturier, Kimber, & Szatmari, 2013 ; le Grange, Lock, Agras, Bryson, & Jo, 2015 ). FBT helps families recognize resources and knowledge they possessed prior to the onset of the disorder and re-implement them in the family system ( Lock & le Grange, 2015 ). FBT is recommended by many national guidelines for the treatment of eating disorders in youth ( Watson & Bulik, 2013 ) (see Supplementary Table S5 ).

The role of the family is also important for adults with eating disorders. Partners can be an asset in treatment of adults since they typically express a strong desire to help, yet fear that anything they do or say will inadvertently exacerbate the situation ( Treasure & Nazar, 2016 ). Couple-based interventions for eating disorders leverage the power of relationships and engage the partner in the recovery process ( Bulik, Baucom, Kirby, & Pisetsky, 2011 ; Kirby, Runfola, Fischer, Baucom, & Bulik, 2015 ; Schmidt et al., 2013 ). Initial results of couple-based interventions are promising and suggest that close support from a family member enhances treatment regardless of patient age. However, much of family and couple-based intervention research has focused on patients with AN; additional studies are required to confirm the benefit of engaging family members in the treatment of BN and BED (see Supplementary Table S5 ).

Truth #2: Summary and future research directions

Confidence ratings: Moderate (2.2; 2.3) to High (2.1; 2.4) (see Supplementary Table S2 )

• Typical patterns of family functioning or structure that give rise to eating disorders have not been identified. Families are not to blame and in most cases can be the patients’ and providers’ best allies in treatment.
• Reviews on family functioning in eating disorders point to the need for rigorous prospective designs to help understand how environmental variables, including family systems, may interact with biological risk (as discussed in Truth #7 & #8) to either heighten risk or buffer against the development of eating disorders. ( Larsen et al., 2015 ; Saltzman & Liechty, 2016 ).
• Eating disorders place stress on a family system, and future investigations that aim to reduce the burden on caregivers are necessary. Consideration of in-home care may be a useful direction for services.
• Families represent an important base of support for those in recovery, and the effectiveness of family-based treatments for adolescents highlights how parents and caregivers can be important allies in treatment. Future studies that build on this success by examining how families can be best integrated into care of older adolescents, adults, and those who binge eat are of great interest.

Truth #3: An eating disorder diagnosis is a health crisis that disrupts personal and family functioning

3.1 eating disorders interfere with personal and family functioning. 3.2 eating disorders produce financial burden. 3.3 in adolescence, eating disorders may lead to functional impairment and delays in healthy development. 3.4 in adulthood, eating disorders may interfere with intimate relationships, reproductive health, parenting, and health-related quality of life.

Truth #3 is covered by statements in several other Truths. As discussed in Truth #1, an eating disorder represents a health crisis that affects every aspect of an individual’s life. In addition to myriad psychiatric and somatic complications and comorbidities enumerated in Truth #1, eating disorders also lead to considerable psychological distress, as well as isolation, stigmatization, and difficulties with family and other interpersonal relationships ( Ali et al., 2017 ; Caslini et al., 2016 ; Dimitropoulos, McCallum, Colasanto, Freeman, & Gadalla, 2016 ; van Langenberg, Sawyer, Le Grange, & Hughes, 2016 ). Further, eating disorders are associated with financial burden, delays in healthy development, functional impairment, and may interfere with social role functioning including intimate relationships, reproductive health, and parenting (see summaries in Supplementary Tables S2 – 4 ).

Truth #3: Summary and future research directions

Confidence ratings: Moderate (3.3; 3.4) to High (3.1; 3.2) (see Supplementary Table S2 )

• Eating disorders clearly represent a health crisis (see Truth #1); the effects of which disrupt functioning beyond immediate complications of the eating disorder.
• Financial burden of eating disorders are significant, and they affect all areas of social and economic well-being, along with delaying or preventing healthy childhood and adolescent development.
• Future investigations that examine the true cost of eating disorders over the long-term are warranted. Longitudinal studies of eating disorders, including intervention studies, are encouraged to include secondary outcomes related to healthy development in youth, education, finances, employment, reproductive health, and overall quality of life.
• An empirical review of the literature on relationship, role functioning, and quality of life in eating disorders would advance understanding of how eating disorders influence these vital, but understudied, outcomes.

Truth #4: Eating disorders are not choices, but serious biologically influenced illnesses

4.1 disordered eating behaviors can be guided by biological processes associated with automatic (unconscious) events.

In vulnerable individuals, biological drives towards automaticity can provoke rigid habits to the point where individuals struggle to regain control over their dysregulated eating and physical activity ( Steinglass & Walsh, 2016 ). For example, altered inhibitory control, the ability to refrain from engaging in prepotent automatic responses, has been shown across eating disorders subtypes ( Collantoni et al., 2016 ; Galimberti, Martoni, Cavallini, Erzegovesi, & Bellodi, 2012 ) with the greatest support for bulimic subtypes ( Lavagnino, Arnone, Cao, Soares, & Selvaraj, 2016 ; Wu, Hartmann, Skunde, Herzog, & Friederich, 2013 ) (see Supplementary Table S4 for a review of traits). Such findings are supported by a position paper that reviewed literature identifying alterations in neurobiological pathways related to reward and self-control associated with eating disorders ( Wierenga et al., 2014 ). Further, a recent theoretical model identifies eating behaviors in AN as habitual behaviors, similar to compulsions in obsessive compulsive disorder, supported by case-control studies on neuropsychological and neuroimaging tasks ( Godier et al., 2016 ; Steinglass & Walsh, 2016 ). Evidence from animal studies and human neuroimaging also supports some shared neurobiology in eating disorders and other habit-related disorders, including addiction ( Kaye et al., 2013b ; O’Hara, Campbell, & Schmidt, 2015 ) .

4.2 Biologically-influenced, fundamental personality traits and cognitive styles are associated with eating disorders

Eating disorders are consistently associated with fundamental personality traits and cognitive styles. These traits are influenced by genetic factors, exist premorbidly, become exacerbated during acute stages of illness, persist after recovery, and/or may affect the prognosis of eating disorders. Some implicated traits are shared across disorders (e.g., weak central coherence, altered reward sensitivity, anxiety, difficulty with set shifting, altered interoceptive awareness), whereas others are more differentially associated with specific eating disorder phenotypes (e.g., harm avoidance in AN, negative urgency in BN) (see Supplementary Table S4 for overview of associated traits). Overall, identification of genetically influenced personality traits and cognitive styles may reveal core biological risk factors for the development of eating disorders.

4.3 Individuals with eating disorders may experience non-typical responses to eating and activity

Individuals with eating disorders may have distinct responses to energy restriction and food consumption. For example, individuals with AN may have a paradoxical response to negative energy balance (i.e., taking in less energy than one expends, ( Bulik, 2016 ), such that caloric intake is associated with dysphoric mood ( Frank, 2012 ), whereas caloric restriction evokes a calming, anxiolytic, or euphorigenic effect ( Bulik, 2016 ; Kaye, 2008 ; Kaye, Wierenga, Bailer, Simmons, & Bischoff-Grethe, 2013a ). Non-typical responses to other behaviors such as physical activity and purging (as both positively and negatively reinforcing) are also reported in individuals with eating disorders ( Berg et al., 2013 ; Giel et al., 2013 ; Kaye, 2008 ; Klein et al., 2010 ). Such processes highlight alterations from typical experiences of reinforcement as relevant to development and maintenance of eating disorders, and such patterns may be driven by variations in neurobiology.

4.4 Eating disorders are associated with dysregulation in neurotransmitter availability and function

Although the precise underlying neurobiology is not fully understood, findings of positron emission tomography (PET) and single-photon emission computed tomography (SPECT) implicate dysregulation in both dopaminergic (DA) and serotonergic (5-HT) systems in eating disorders ( Culbert, Racine, & Klump, 2015 ; Kaye et al., 2013a ; Kaye et al., 2013b ; Kaye, 2008 ; Kessler, Hutson, Herman, & Potenza, 2016 ; Spies, Knudsen, Lanzenberger, & Kasper, 2015 ). These systems are central in rewarding aspects of food, motivation, executive functions, and the regulation of mood, satiety, and impulse control.

4.5 Brain structure and function differ between those with active eating disorders and unaffected individuals

Both human and animal studies have addressed the role of brain anatomy and function in eating disorder psychopathology through use of brain imaging techniques. Studies revealing deviations in structure, function, and activation in the brains of individuals with eating disorders are reviewed comprehensively in several publications ( Frank, 2013 ; Frank, 2015a ; Kaye, 2008 ; O’Hara et al., 2015 ; Seitz et al., 2014 ; Seitz, Herpertz-Dahlmann, & Konrad, 2016 ; Titova, Hjorth, Schiöth, & Brooks, 2013 ; Van den Eynde et al., 2012 ).

Structural neuroimaging studies in eating disorders have predominantly shown grey matter reductions in various brain regions that are most pronounced in patients with AN ( Seitz et al., 2016 ). Associations with nutritional abnormalities have been repeatedly demonstrated and in AN volume reductions tend to quickly normalize with weight gain ( Bernardoni et al., 2016 ; Seitz et al., 2016 ). Functional and structural neuroimaging studies in eating disorders provide evidence that aberrant frontostriatal neural circuitry may represent altered reward pathways, manifesting in impaired regulation of appetite, emotion, and self-control ( Frank, 2015b ; Friederich, Wu, Simon, & Herzog, 2013 ; Kaye, Wagner, Fudge, & Paulus, 2011 ; Kessler et al., 2016 ; Marsh et al., 2009 ; Marsh, Maia, & Peterson, 2009 ). Specifically, altered functioning of limbic regions together with either reduced or exaggerated ‘top-down’ cognitive control (via the prefrontal cortex) are seen as contributing to impulsive (e.g., BN, BED) or exaggerated self-control (e.g., AN) related symptoms/behaviors ( Ehrlich et al., 2015 ; Friederich et al., 2013 ; Hege et al., 2015 ; Kaye & Strober, 2009 ; Kessler et al., 2016 ; King et al., 2016 ; Marsh et al., 2009 ; Sanders et al., 2015 ). Neuroimaging and behavioral findings suggestive of alterations in reward pathways have been shown across eating disorders (see Frank, 2015a for review). Findings are mixed regarding the direction of change and the subregions of the brain reward system, likely due to research design issues such as failure to control for nutritional and medication status, exercise, comorbidity, and inadequate sample sizes ( Frank, 2015a ).

The persistence of core eating disorder psychopathology may reflect not only preexisting neurobiological vulnerabilities, but also neuroadaptation ( Treasure et al., 2015 ), whereby changes may occur in the brain as a consequence of prolonged eating disorder behaviors (e.g., binge eating or restriction). Adolescence, in particular, is associated with a host of neuronal changes, such as increased synaptogenesis, pruning, and myelination of frontal and limbic areas, which are involved in emotional processing and cognition ( Benes, 1998 ; Blakemore & Choudhury, 2006 ; Tau & Peterson, 2010 ). A maturing brain may be particularly vulnerable to the insults caused by extreme food restriction or excessive exercise resulting in negative energy balance or highly variable energy consumption (binge-fast cycles).

Evidence from brain structure and function, though preliminary, advances support for the assertion that eating disorders are biologically influenced. Brain structure and function appears to be altered in the active disease state, though the exact nature and stability of differences requires further investigation. Even if brain structure and function differences only occur after an initial shift in eating behavior, these changes may highlight biologically-driven maintenance patterns that impede recovery.

4.6 Feeding and activity behavior is biologically regulated in animals

Animal models shed light on highly specific brain pathways implicated in eating disorder features, including restriction and binge eating. Controlled experiments have led to the development of animal models of hunger ( Atasoy, Betley, Su, & Sternson, 2012 ) and binge eating ( Murray, Tulloch, Chen, & Avena, 2015 ), providing evidence of neurobiological origins of eating disorders. In addition, an activity-based anorexia (ABA) rodent model highlights increased physical activity and reduced body weight in response to restricted food access in animals ( Chowdhury, Chen, & Aoki, 2015 ). Using neural circuit-level approaches that enable activation or inhibition of anatomically and genetically defined brain pathways, like optogenetics and chemogenetics, multiple pathways have been identified that regulate different patterns of feeding behavior ( Hardaway, Crowley, Bulik, & Kash, 2015 ; Sternson & Roth, 2014 ) (see Supplementary Table S7 for specific regions and nuclei). This approach elevates understanding of how discrete neural circuits control feeding and metabolism, and provides additional evidence of how feeding behavior may be biologically influenced. Further study is needed to determine whether these are therapeutic entry points into pathological models of eating disorders.

4.7 Endocrine changes are associated with eating disorder risk

The risk for eating disorders increases during reproductive milestones (e.g., puberty, pregnancy) and sex hormones play a role in this risk ( Baker, Girdler, & Bulik, 2012 ; Klump, Keel, Sisk, & Burt, 2010 ). For example, AN in females typically develops around puberty and is rare before the pubertal transition. Earlier pubertal timing is also associated with increased eating disorder symptoms. Increases in estrogen at puberty are hypothesized to activate genes that influence eating disorder development ( Culbert et al., 2015 ; Culbert, Racine, & Klump, 2016 ; Klump et al., 2010 ). The increased risk for eating disorder symptoms at puberty is not surprising given that puberty in females involves considerable changes not only in sex hormones, but also in body composition and in neuropeptides that modulate metabolism ( Loomba-Albrecht & Styne, 2009 ; Siervogel et al., 2003 ).

Pregnancy has also been suggested as both a risk and protective period for eating disorder symptoms. Women with acute AN and BN often report symptom improvement or remission during pregnancy, whereas pregnancy increases risk for relapse for those in remission from AN ( Kimmel, Ferguson, Zerwas, Bulik, & Meltzer-Brody, 2016 ). Pregnancy may also mark a vulnerable time for BED onset ( Bulik et al., 2007 ). Eating disorder symptoms fluctuate across the menstrual cycle in a manner that mirrors changes in sex hormones ( Baker et al., 2012 ; Edler, Lipson, & Keel, 2007 ; Klump, Keel, Culbert, & Edler, 2008 ; Racine et al., 2012 ). Paralleling these findings, a direct association between diminishing estrogen and increasing progesterone levels and eating disorder symptoms has been observed ( Edler et al., 2007 ; Klump et al., 2008 ). The menopause transition, which involves prolonged and erratic changes in sex hormones, may represent an additional vulnerability period for the development or re-emergence of an eating disorder ( Baker & Runfola, 2016 ; Mangweth-Matzek et al., 2013 ).

Much less is known about the role of reproductive milestones and sex hormones in the risk for eating disorders in males. Some studies suggest that boys who experience either early or late puberty are at increased risk for eating disorder symptoms ( Ricciardelli & McCabe, 2004 ). Testosterone may be a protective factor against eating disorder development, but findings are inconclusive ( Baker et al., 2012 ).

In addition, aberrant blood and cerebrospinal fluid levels of various appetite-regulating peptides have been observed in individuals suffering from AN or BN ( Monteleone & Maj, 2013 ). Most of these studies, however, are limited both by small sample sizes and their sampling process because plasma levels of appetite-regulating peptides may not reflect the concentrations in the central nervous system. Serum leptin levels have also been tied with eating disturbances. Serum leptin levels correspond with fat mass in healthy, energy-balanced humans ( Hebebrand, Muller, Holtkamp, & Herpertz-Dahlmann, 2007 ). As would be expected due to their low BMI and fat mass, in acute stages of the illness, individuals with AN generally have low serum leptin levels ( Föcker et al., 2011 ). The observed levels in AN are typically lower than those in BMI-matched healthy lean individuals, most likely due to differences in fat mass ( Hebebrand et al., 2007 ). Intriguingly, hypoleptinemia in AN has also been associated with characteristic hyperactivity ( Ehrlich et al., 2009 ; Holtkamp et al., 2006 ). Hypoleptinemia is considered to be a state biomarker for AN and together with BMI may represent a useful diagnostic test to distinguish constitutional thinness from AN ( Föcker et al., 2011 ). Additional endocrine changes observed in eating disorders are presented in Supplementary Table S3 .

Truth #4: Summary and future research directions

Confidence ratings: Moderate (4.3; 4.4; 4.7); Moderate to High (4.1); High (4.2, 4.5; 4.6) (see Supplementary Table S2 )

• The precise nature of underlying biological signatures is an active area of investigation and evidence in support of Truth #4 is accumulating rapidly. In-depth work concentrating on personality traits, cognition, neurobiology, brain anatomy and function, endocrinology, genomics and other -omics (see Truths #7 and 8) contributes to improved understanding of the biological underpinnings of eating disorders.
• examining neuropsychologically-based treatment approaches and outcomes;
• treatment matching based on phenotypic psychobiological profiles;
• evaluation of childhood behavioral and neurobiological traits;
• systematic reviews on altered response to food and exercise in eating disorders and brain function;
• additional investigation of neurotransmitter availability and function in eating disorders using methods including postmortem brain analyses, measures of cerebrospinal fluid, PET imaging, and magnetic imaging spectroscopy;
• basic science and animal research to further probe neural circuitry associated with eating disorder risk;
• further examination of the role of longitudinal endocrine changes in eating disorders, including the menopause transition along with the role of hormonal changes in men’s eating disorder risk.

Truth #5: Eating disorders affect people of all genders, ages, races, ethnicities, body shapes and weights, sexual orientations, and socioeconomic statuses

5.1 eating disorders affect both males and females.

Since research on eating disorders has historically focused on women, the nosology of eating disorders has evolved based on female symptom profiles ( Anderson & Bulik, 2004 ) and normative data on males are lacking (see Supplementary Figure S1 for lifetime prevalence of eating disorders by sex). Evidence indicates that, when diagnosed with eating disorders, men and women often differ in clinical characteristics (Núñez-Navarro, et al., 2012; Welch, Gharedi, & Swenne, 2015), though psychiatric comorbidities appear common across gender (Ulfvebrand et al., 2015). Available evidence also suggests that males may also be less likely to seek treatment ( Striegel, Bedrosian, Wang, & Schwartz, 2012 ), less likely to be diagnosed with an eating disorder even when presenting with identical symptoms as females ( Currin et al., 2007a ), and less likely to access treatment even with similar clinical severity ( Austin et al., 2008 ). When they do access psychological treatment, men may be at higher risk for attrition than women (Agüera et al., 2017).

5.2 Eating disorders occur across the lifespan

The typical age of onset of both AN and BN is in adolescence or early adulthood ( Currin, Schmidt, Treasure, & Jick, 2005 ; Keski-Rahkonen et al., 2007 ; Keski-Rahkonen et al., 2009 ; Smink, van Hoeken, & Hoek, 2012 ; Zerwas et al., 2015 ). Childhood-onset AN is seen clinically from about age 7 years upwards, whereas BN before puberty is quite rare ( Nicholls & Bryant-Waugh, 2009 ). Likewise, BED often begins in late adolescence or early adulthood ( Hudson et al., 2007 ; Kessler et al., 2013 ; Mustelin, Raevuori, Hoek, Kaprio, & Keski-Rahkonen, 2015 ; Preti et al., 2009 ), though some people report that they began binge eating early childhood—even before going on their first diet ( Grilo & Masheb, 2000 ). Overall, however, BED commonly begins later than AN and BN, with new cases steadily arising up to age 40–60 years in the population ( Hudson et al., 2007 ; Preti et al., 2009 ).

Eating disorders in midlife are either recurring or persisting early-onset disorders or new late-onset disorders ( Baker & Runfola, 2016 ; Gagne et al., 2012 ; Peat, Peyerl, & Muehlenkamp, 2008 ). Research on eating disorders diagnosed outside of the typical age range is limited. Current evidence suggests that late-onset eating disorders (defined as after age 25) are associated with less severe eating disorder symptomatology and associated psychopathology, but an increased likelihood of premorbid obesity (Bueno et al., 2014). Bulimic symptoms in particular are relatively common in midlife women ( Baker et al., 2017 ; Gagne et al., 2012 ), with one study finding that, among 2,000 women above age 50, 13% endorsed an eating disorder symptom ( Gagne et al., 2012 ). Although the etiology of midlife eating disorders remains poorly understood, life events such as divorce, loss of family members, or somatic illness could serve as triggers ( Kally & Cumella, 2008 ; Peat et al., 2008 ), and pregnancy or menopause with accompanying biological changes may increase vulnerability for onset or recurrence of eating disorders ( Baker & Runfola, 2016 ; Baker et al., 2017 ; Bulik et al., 2007 ; Peat et al., 2008 ). Very little is known about eating disorders in men in midlife and beyond.

5.3 Eating disorders occur in all races and ethnicities

A review of community studies from 30 countries found no systematic association between ethnicity/race and eating disorder occurrence (see Supplementary Figure S2 ) ( Mitchison & Hay, 2014 ). Although eating disorders were initially considered to be limited to Western culture, accumulating evidence ties eating disorders more generally to economic development, urbanization, and industrialization across the globe ( Pike, Dunne, & Addai, 2013 ; Pike, Hoek, & Dunne, 2014 ). Rising incidences of eating disorders have been reported in numerous countries, particularly in Asia and the Middle East ( Pike & Dunne, 2015 ; Pike et al., 2014 ). In the United States, the prevalence of eating disorders in ethnic and racial minority groups is similar to non-Latino whites, while ethnic minority groups more frequently report binge-eating behavior compared with non-Latino whites ( Marques et al., 2011 ). AN has been found to be somewhat less common among Black than White Americans ( Pike et al., 2013 ; Striegel-Moore & Franko, 2003 ). Importantly, racial and ethnic minorities are underrepresented in specialist eating disorder services, possibly due to underdetection in primary care ( Striegel-Moore et al., 2003 ).

5.4 Eating disorders occur in individuals of all shapes and sizes

Weight and BMI can vary substantially across the different types of eating disorders. In a sample of over 3,000 adolescents, eating disorders were present in all BMI categories ( Flament et al., 2015 ). Restrictive eating disorders in normal- and overweight individuals are increasingly being acknowledged. The DSM-5 facilitates the diagnosis of atypical AN in individuals who meet all criteria for AN with the exception of low weight ( American Psychiatric Association, 2013 ). This diagnosis is appropriate, for example, in individuals who begin at high weights and lose weight precipitously. A substantial portion of treatment-seeking adolescents with restrictive eating disorders have a history of overweight or obesity ( Lebow, Sim, & Kransdorf, 2015 ), and there is a well-established relationship among dietary restriction, obesity, and eating disorders ( Field et al., 2003 ; Neumark-Sztainer et al., 2006 ). In a review of clinical trials of BN, baseline BMI was most commonly in the normal range ( Berkman et al., 2006 ), whereas community studies indicate that BN is prevalent in overweight and obese adolescents ( Flament et al., 2015 ) and predicts weight gain over time ( Fairburn, Cooper, Doll, Norman, & O’Connor, 2000 ; Micali et al., 2015 ). Individuals with BED are commonly overweight or obese ( Hudson et al., 2007 ; Kessler et al., 2013 ), yet a substantial minority of individuals with BED are normal-weight, particularly early in the course of illness ( Fairburn et al., 2000 ; Mustelin et al., 2015 ) (see Statement 1.2 for additional information on BMI and eating disorders).

5.5 Eating disorders are present across different sexual orientations and gender identities

Homosexual orientation is regarded as a risk factor for eating disorders in men: gay and bisexual men report more body dissatisfaction and disordered eating, and are more likely to be diagnosed with an eating disorder than heterosexual men ( Brown & Keel, 2012 ; French, Story, Remafedi, Resnick, & Blum, 1996 ; Russell & Keel, 2002 ). In women, the evidence on sexual orientation and disordered eating is mixed. Lower body dissatisfaction among homosexual women have been observed in some, but not all studies ( Alvy, 2013 ; French et al., 1996 ; Moore & Keel, 2003 ; Morrison, Morrison, & Sager, 2004 ). In a population-based cohort of adolescents, unhealthy weight control behaviors (e.g., laxative use, fasting, and vomiting) were significantly more prevalent among sexual minority males and females than in their heterosexual peers ( Hadland, Austin, Goodenow, & Calzo, 2014 ).

Most research on eating-related pathology has focused on cisgender individuals (i.e., those whose gender identity matches the sex they were assigned at birth). A study of over 280,000 American college students indicated that transgender individuals may have particularly high eating disorder risk: 16% of transgender youth reported being diagnosed with an eating disorder in the past year, compared with 2% and 4% of cisgender sexual minority men and women, respectively ( Diemer, Grant, Munn-Chernoff, Patterson, & Duncan, 2015 ). Similarly, a study of Canadian transgender youth found high rates of endorsement of disordered eating behaviors ( Watson, Veale, & Saewyc, 2016 ). Body dissatisfaction, in particular, appears to contribute to eating disorder risk in trans individuals as body dissatisfaction is elevated in transgender people compared to cisgender peers (Jones, Haycraft, Murjan, & Arcelus, 2016), with one study finding that trans males had levels of body dissatisfaction comparable to cisgender men with eating disorders ( Witcomb et al., 2015 ).

5.6 There is no consistent association between socioeconomic status and risk for eating disorders

Although higher parental education has been associated with increased risk of being diagnosed with an eating disorder in registry studies ( Ahrén et al., 2013 ; Goodman, Heshmati, & Koupil, 2014 ), evidence suggests that this association may be genetically rather than socially mediated ( Duncan et al., 2017 ). No consistent association has been observed between socioeconomic status and risk of eating disorders ( Mitchison & Hay, 2014 ). In Australian population surveys, both binge eating and purging increased more in low-income than high-income individuals during a 10-year time period, suggesting an ongoing shift in the demographics of disordered eating ( Mitchison, Hay, Slewa-Younan, & Mond, 2014 ).

Truth #5: Summary and future research directions

Confidence ratings: Moderate (5.5; 5.6); Moderate to High (5.2); High (5.1; 5.3; 5.4) (see Supplementary Table S2 )

• No dominant pattern of age, body size, sexual orientation or gender identity, race, ethnicity, or socioeconomic status is associated with eating disorder risk.
• Providers should remain vigilant to eating disorders in all individuals regardless of demographic characteristics.
• Studies on socioeconomic status and eating disorders that clarify inconsistent patters observed and proposed genetic associations.
• Longitudinal studies that consider weight trajectories as they relate to eating disorder symptom development, as it is clear that individuals may develop eating disorders from any premorbid weight.
• Research on eating disorders among sexual minorities that aid in the development of targeted prevention and intervention efforts, specifically longitudinal studies that examine how sexual and gender identity development in youth may impact eating disorder risk

Truth #6: Eating disorders carry an increased risk for both suicide and medical complications

6.1 eating disorders are associated with premature death.

The most significant medical complication of an eating disorder is premature death. The standardized mortality ratio (SMR) associated with AN ranges between 5.9 and 6.2, meaning the risk of death for individuals with AN is up to 6.2 times greater than the risk in the general population, and the weighted annual mortality rate of AN is reported as 5.1 per 1000 person years ( Chesney, Goodwin, & Fazel, 2014 ; Papadopoulos, Ekbom, Brandt, & Ekselius, 2009 ). Additionally, for females with AN between the ages of 15–24 years old, the mortality rate is 12 times higher than the death rate of all other causes of death ( Klump, Bulik, Kaye, Treasure, & Tyson, 2009 ). Notably, AN also has one of the highest mortality rates of any psychiatric illness ( Chesney et al., 2014 ), and one in five deaths in AN is attributable to suicide ( Arcelus, Mitchell, Wales, & Nielsen, 2011 ).

The mortality rate for BN is also significantly elevated relative to the general population, with meta-analyses estimating the SMR for BN to be 1.9 ( Chesney et al., 2014 ). For those with BN, mortality risk may increase with severity ( Huas et al., 2013 ). One clinical follow-up study in Finland found the all-cause mortality hazard ratio for BED to be 1.77 (0.60, 5.27) ( Suokas et al., 2013 ). Though similar in effect size to reported SMRs for BN, this hazard ratio for BED was not significant. With the inclusion of BED in the DSM-5, more studies on epidemiology, course, and outcome of BED are likely.

6.2 Risk of suicide is elevated in eating disorders

The risk of suicide attempts is also elevated in eating disorders. In the Swedish population born between 1979 and 2001, the odds ratio (OR) of suicide attempts was estimated to be 5.3 (95% CI: 5.0, 5.5) for any eating disorder, meaning that the risk of suicide attempts in people with eating disorders is 5.3 times the risk in individuals without an eating disorder. The ORs for suicide were 4.4 (95% CI: 4.1, 4.7) for AN and 6.3 (95% CI: 5.7, 6.9) for BN ( Yao et al., 2016 ). Similar relative risks have been reported in the Danish population for the period between 1989 and 2006 ( Zerwas et al., 2015 ). A large clinical study found that 35.6% of eating disorder patients had attempted suicide at least once, and patients with binge eating and/or purging behaviors were associated with an elevated risk for suicide attempts compared with patients without such behaviors ( Fedorowicz et al., 2007 ; Foulon et al., 2007 ). In Sweden, 13.6% of women with a lifetime history of BED had at least one lifetime suicide attempt ( Pisetsky, Thornton, Lichtenstein, Pedersen, & Bulik, 2013 ; Runfola, Thornton, Pisetsky, Bulik, & Birgegård, 2014 ).

Based on a meta-analysis, the suicide-specific SMR is 18.1 (95% CI: 11.5, 28.7) for AN ( Keshaviah et al., 2014 ). Among female AN patients in specialized care, this ratio could be as high as 31.0 (95% CI: 21.0, 44.0) ( Preti, Rocchi, Sisti, Camboni, & Miotto, 2011 ). The suicide-specific SMR is reported as 7.5 (95% CI: 1.6, 11.6) for BN ( Preti et al., 2011 ) and no deaths by suicide in individuals with BED were reported; however, more data for BED are expected to emerge as recognition and reporting of BED increases. Familial co-aggregation of eating disorders and suicide attempt has been observed in nationwide population data ( Yao et al., 2016 ). Two studies from Australia ( Wade, Fairweather-Schmidt, Zhu, & Martin, 2015 ) and Sweden ( Thornton, Welch, Munn-Chernoff, Lichtenstein, & Bulik, 2016 ) have reported that the co-occurrence of eating disorders and suicide may be in part due to shared genetic factors.

Whereas women with disordered eating in the community may be more likely to attempt suicide than males ( Davison, Marshall-Fabien, & Gondara, 2014 ), no sex differences have been found for the risk of suicide attempts or death by suicide in eating disorders ( Yao et al., 2016 ).

Truth #6: Summary and future research directions

Confidence ratings: High (6.1;6.2) (see Supplementary Table S2 )

• Increased risk of premature death, including suicide, among eating disorders is well established; however, little is known about the mechanism underlying this association.
• Future investigations should consider why eating disorders specifically display increased risk for suicide and examine how psychobiological models of suicide ( Anestis et al., 2016 ) may pertain to those with eating disorders, including how unique complications associated with eating disorders, such as nutritional status, may influence risk as proposed by these models.

Truth #7: Genes and environment play important roles in the development of eating disorders

7.1 eating disorders run in families.

Family, twin, and genetic research has established that eating disorders run in families and genes play a role in this familial pattern ( Yilmaz, Hardaway, & Bulik, 2015 ). Familial history of AN increases the risk of AN development fourfold compared with the general population ( Steinhausen, Jakobsen, Helenius, Munk-Jørgensen, & Strober, 2015 ). Furthermore, AN, BN, and eating disorder not otherwise specified (EDNOS) track together in families, suggesting a lack of specificity ( Lilenfeld et al., 1998 ; Strober, Freeman, Lampert, Diamond, & Kaye, 2000 ). BED also aggregates in families independent of obesity ( Fowler & Bulik, 1997 ; Hudson et al., 2006 ). Twin studies cannot identify which genes influence risk, but they have identified a strong genetic contribution in AN, BN, and BED. Specifically, 48–74% of the total variance in liability to AN, 55–62% to BN, and 39–45% to BED is attributable to genetic factors ( Yilmaz et al., 2015 ).

7.2 Genes play a role in eating disorder risk

Genome-wide association studies (GWAS), which scan the entire genome in a hypothesis-free manner, and related approaches such as exome sequencing and whole genome sequencing have rapidly accelerated the field. The Eating Disorders Working Group of the Psychiatric Genomics Consortium (PGC-ED) recently identified the first genome-wide significant locus for AN ( Duncan et al., 2017 ) in an area that harbors genes previously implicated in type 1 diabetes and other autoimmune disorders. We expect this will mark an inflection point in genomic discovery if AN follows the same progression of findings as other psychiatric disorders such as schizophrenia, where increased sample size has led to fruitful genomic discovery ( Schizophrenia Working Group of the Psychiatric Genomics Consortium, 2014 ). GWAS represent a starting point for genomic discovery, as post-GWAS science reveals causative biological pathways and the functional significance of implicated genes and epigenetic enhancer regions. No GWAS of BN or BED have been conducted to date. In addition to GWAS approaches, familial linkage analysis with whole-genome and exome sequencing has identified two potential missense mutations ( Cui et al., 2013 ), which evidence a connection with eating-disordered behaviors in a recent mouse model ( Lutter et al., 2017 ).

7.3 Environmental factors play a role in eating disorder risk

Genes do not act alone: environment plays an important role. Cross-sectional and longitudinal twin studies also indicate that nonshared environmental factors account for variance in eating disorder symptoms. Cultural pressure for thinness has been identified as a specific risk factor for eating disorders, and clinical trials of interventions that reduce thin-ideal internalization have led to reductions in eating disorder symptoms ( Culbert et al., 2015 ). While thin-ideal internalization may have some genetic influence, one longitudinal twin study indicates that nonshared environmental influences were most important in the etiology of thin-ideal internalization ( Suisman et al., 2014 ).

7.4 Only a small portion of individuals exposed to environmental risk develop eating disorders

Dieting, drive for thinness, and portion size escalation are widespread in industrialized countries and may represent risk scenarios for the development of eating disorders ( Jacobi, Hayward, de Zwaan, Kraemer, & Agras, 2004 ; Steenhuis & Vermeer, 2009 ; Striegel-Moore & Bulik, 2007 ); however, despite nearly ubiquitous exposure, threshold illnesses are disproportionately rare. A current hypothesis is that individuals genetically predisposed to eating disorders are most vulnerable to societal pressures and environmental insults. Eating disorders are “complex traits,” meaning that multiple genetic and environmental factors—each of small to moderate effect— act together to increase risk. Genetic and environmental factors may not only act in an additive manner, but may co-act in other ways (see Truth #8).

Truth #7: Summary and future research directions

Confidence rating: Moderate (7.4); Moderate to High (7.1); High (7.2; 7.3) (see Supplementary Table S2 )

• Genomic discovery in AN is accelerating rapidly, but work on BN and BED is woefully behind. Very large sample sizes (in the tens of thousands) are key to discovering genetic variants associated with risk, and global cooperation is underway to achieve such sample sizes.
• Advances in genetic methodology, coupled with increasing knowledge about environmental risk factors, will provide a more complete and accurate picture of eating disorder etiology.

Truth #8: Genes alone do not predict who will develop eating disorders

8.1 eating disorders do not follow mendelian transmission patterns.

Inheritance patterns for eating disorders do not follow the traditional Mendelian patterns where variation in one gene results in one disorder (e.g., Huntington’s chorea). Rather, hundreds (or perhaps thousands) of genes act in concert and are influenced by environmental factors. An individual’s risk is a composite of the cumulative number of genetic and environmental risk and protective factors to which they are exposed. This pattern is supported by several case-control studies examining candidate genes that show inconsistent effects (see Yilmaz et al., 2015 for a review).

8.2 Many cases of eating disorders are sporadic, meaning there is no known family member who suffers from an eating disorder

Family studies indicate that the relative risk for eating disorders is higher in family members of affected individuals; however, the majority of affected individuals have no known affected family members ( Bould et al., 2015 ; Steinhausen et al., 2015 ; Strober et al., 2000 ). This literature is limited in that eating disorder history among relatives may not be fully known or accurately captured.

8.3 Genes and environment may co-act to influence risk for eating disorders

Genes represent probabilities in all complex traits, such as eating disorders. Individuals with a high genetic susceptibility for disordered eating may be protected by other factors, whereas individuals at relatively low genetic risk may be burdened with cumulative or extreme environmental insults leading to possible eating disorder development despite their favorable genetic profile. Understanding the role that genes and environment play in eating disorders requires a deep acceptance of probability and of uncertainty.

Genes and environment may co-act to influence risk for eating disorders ( Trace, Baker, Peñas-Lledó, & Bulik, 2013 ). First, in most families, parents and extended family provide both genes and shared environment, meaning that these two factors are confounded. Second, individuals with a stronger genetic susceptibility for eating disorders might be more sensitive to environmental factors (dieting, bullying, teasing, or overeating). Whereas many adolescents may try dieting, only for a few does it serve as an environmental trigger for an underlying genetic predisposition. Third, an individual who is genetically predisposed to traits associated with eating disorders (e.g., perfectionism, persistence, high physical activity) can seek out environments that may serve as triggers (e.g., sports that have a lean body type ideal, certain social media content) ( Carrotte, Vella, & Lim, 2015 ; Giel et al., 2016 ; Rousselet et al., 2017 ). This phenomenon is known as an active gene-environment correlation ( Plomin, DeFries, & Loehlin, 1977 ). Genetic research combined with ambulatory assessment may help understand how environmental influences affect risk for eating disorders by pinpointing specificity of risk factors.

Rigorous studies of gene-environment interaction in eating disorders are sparse. Some developmental twin studies have examined gene-environment interaction ( Culbert et al., 2015 ). For example, contribution of genetic risk to the emergence of dysfunctional eating attitudes and disordered eating varies with developmental stage, with higher genetic effects observed in mid-to-late adolescence and mid-to-late puberty ( Culbert et al., 2015 ; Culbert, Burt, McGue, Iacono, & Klump, 2009 ; Klump, Burt, McGue, & Iacono, 2007 ). More sophisticated analytic techniques that examine the interplay between genetic risk and family environment indicate that the fit between an individual’s genotype and his or her family environment may be relevant for eating disorder risk ( Culbert et al., 2015 ). For example, following a report of a rare missense mutation being associated with the development of eating disorders, Lutter et al. (2017) found that group (vs. individually) housed transgenic female mice displayed irregular feeding and anxiety behaviors, preliminarily revealing both sex-specific and gene by environment effects. In human studies, large samples using genome-wide and phenome-wide data are required for credible conclusions.

Additional ways in which genes and environment interact are via mechanisms collectively called epigenetics—the modification of DNA, RNA, or proteins by biological or environmental factors. These mechanisms alter gene expression without changing the DNA sequence. Importantly, epigenetic changes such as DNA methylation are tissue specific and can rarely be directly studied in the brain. Therefore, it is important to determine whether epigenetic changes seen in blood are good proxies for epigenetic changes in brain ( Walton et al., 2016 ). While additional research is needed, prevention efforts represent a promising area for the application of epigenetic findings. For example, prevention efforts may be most effective for certain non-genetic risk factors or during particularly vulnerable time periods.

Preliminary epigenetic studies have reported changes in dopaminergic genes and genes for proopiomelancortin ( POMC ), cannabinoid receptor 1 ( CNR1 , also referred to as CB1 ), atrial natriuretic peptide ( NPPA , also referred to as ANP ), alpha synuclein ( SNCA ), and oxytocin receptor ( OXTR ) ( Ehrlich et al., 2010 ; Ehrlich et al., 2012 ; Frieling et al., 2007 ; Frieling et al., 2008 ; Frieling et al., 2010 ; Kim, Kim, Kim, & Treasure, 2014 ; Schroeder et al., 2012 ). If replicated, epigenetic findings could make important contributions to understanding the role of of non-DNA elements in eating disorder susceptibility.

Truth #8: Conclusions and future research directions

Confidence ratings: Low (8.2;8.3); Moderate (8.1) (see Supplementary Table S2 )

• A complex interplay between genetic and environmental factors underlies the development of eating disorders.
• Future research on genetic pathways and their interplay with environmental factors has the potential to provide key understanding of the multiple and nuanced facets by which individuals may develop eating pathology.
• In the short-term, large population-based studies with both genotypic and phenotypic information to probe gene-environment interactions, along with case-control studies to examine potential epigenetic effects represent key areas for advancing knowledge regarding complex risk patterns.

9. Truth #9: Full recovery from an eating disorder is possible. Early detection and intervention are important

9.1 a substantial portion of individuals with eating disorders achieve recovery.

Full recovery from an eating disorder is not only possible, but indeed probable. A substantial portion of individuals with eating disorders achieve recovery, some without seeking treatment (Eddy et al., 2016; Keel & Brown, 2010 ; Steinhausen & Weber, 2009 ; Steinhausen, 2009 ). Five-year clinical recovery rates have been estimated at 67% for AN ( Keski-Rahkonen et al., 2007 ) and 55% for BN ( Keski-Rahkonen et al., 2009 ) in community samples, and by 10 years after eating disorder onset 70% of individuals are recovered ( Berkman, Lohr, & Bulik, 2007 ). Although recovery is attainable, there is a lack of consensus on the exact definition of recovery, making it difficult to compare recovery rates across studies ( Bardone-Cone et al., 2010 ; Emanuelli, Waller, Jones-Chester, & Ostuzzi, 2012 ). Traditionally, these definitions focus on physical and behavioral recovery. Physical recovery refers to the resumption and maintenance of a healthy body weight and a normalization of all physical parameters affected by the eating disorder, whereas behavioral recovery means the absence of eating-disorder related behaviors such as food restriction, binge eating, and purging. Psychological recovery, including the attainment of normal attitudes toward food and the body, is important yet often overlooked. It has been proposed that full recovery is achieved only when patients are indistinguishable from healthy controls on all eating disorder related measures, including psychological aspects ( Bardone-Cone et al., 2010 ). Although this definition may seem stringent, it is attainable. Full recovery from an eating disorder is possible, and given that lingering eating disorder attitudes predict relapse ( Helverskov et al., 2010 ), the psychological component of recovery is clinically relevant.

9.2 Early detection and intervention may improve prognosis

For some, recovery from an eating disorder is possible without treatment; however, early detection and intervention are preferred for all eating disorders ( Treasure et al., 2015 ). For AN, a longer duration of illness before presentation for treatment is associated with poor outcome ( Keel & Brown, 2010 ; Pike, 1998 ; Richard, Bauer, & Kordy, 2005 ), and the probability of recovering decreases as a function of duration of illness, irrespective of treatment ( Pike, 1998 ). For BN, some studies find that a longer duration of illness is associated with poor outcome, whereas others observe that severity of illness and additional psychiatric comorbidities are more significant predictors of outcome ( Steinhausen & Weber, 2009 ). However, in general, the sooner an eating disorder is identified and treatment can begin, the better prognosis there is for full recovery.

9.3 Effective psychological interventions for eating disorders exist. Many, but not all, patients benefit. & 9.4 Medication can be an effective treatment component for eating disorders

Treatment for an eating disorder typically includes psychological treatment and may include medication ( Zipfel, Giel, Bulik, Hay, & Schmidt, 2015 ). For AN, weight restoration is an essential first step in treatment. Inpatient renourishment for AN is typically directed by clinical guidelines that advocate for a “low and slow” approach, due to concerns about refeeding syndrome ( Solomon & Kirby, 1990 ). However, this approach is being challenged in favor of more aggressive renourishment techniques, leading to shorter hospital stays and a favorable safety profile ( Garber et al., 2013 ; Madden et al., 2015 ; Redgrave et al., 2015 ). Once medical stabilization of an eating disorder is established, patients may step down to other levels of care.

The evidence base has been thoroughly reviewed for psychotherapeutic and medication interventions for eating disorders. Supplementary Tables S5 & S6 provide an overview of psychotherapeutic and medication treatments. Well-established psychological treatments include family-based treatment for adolescents with AN along with cognitive behavioral therapy and interpersonal psychotherapy for adults with BED or BN; several more recently developed psychotherapeutic approaches have some support. Emerging, sophisticated methodologies that are responsive to treatment progress [e.g. Sequential Multi-Phase Randomized Trials (SMART) designs], and more effective at probing specific treatment components [e.g. Multiphase Optimization Strategies (MOST) designs] may assist in moving interventions forward (Collins, Murphy, Nair & Strecher, 2005; Lei et al., 2012). Harnessing large volumes of available data from behavioral monitoring devices is also a major task that, as it is undertaken, has great potential to improve treatment outcomes. Advances in eating disorder treatment will likely include not simply increasing the number of available treatment approaches with empirical support, but will instead focus on identifying and targeting specific processes with large amounts of biological, cognitive, and behavioral data to enhance individual-level outcomes. In addition to treatment of active eating disorders, several prevention programs have been well-established and widely disseminated in recent years ( Watson et al., 2016 ), and approaches such as train-the-trainer and web-based dissemination methods may offer ways to further increase the reach of effective eating disorder prevention.

Truth #9: Summary and future research directions

Confidence Ratings: Low (9.4 for AN); Moderate (9.2); High (9.1; 9.3; 9.4 for BN/BED) (see Supplementary Table S2 )

• Some evidence-based treatments have proven efficacy.
• Increasing understanding of the mechanisms underlying eating disorders will facilitate the development of more effective and personalized prevention and treatment options, eventually leading to increased recovery rates and shorter recovery times.
• Recovery from eating disorders can and does occur at any age and for those who do not achieve complete remission, quality of life and somatic status may be improved, monitored, and stabilized ( Treasure, Stein, & Maguire, 2015 ).
• development of strategies for early detection and intervention
• development of a provider’s toolbox that includes psychological and pharmacological interventions that are effective for a range of eating disorders in diverse populations
• drug development or repurposing investigations to target core biological pathology of AN
• studies of long-term efficacy of medication interventions for all eating disorders
• studies of the effectiveness of medications for eating disorders in community settings.

General conclusion

We summarize the available literature that led to the development of the “ Nine Truths About Eating Disorders.” Eating disorders are not choices and do affect individuals from all walks of life. They result from a combination of biological (including genetic) and environmental factors. Eating disorders increase the risk for suicide and medical complications, and interrupt personal and family functioning. Families are not to blame and can be critical sources of support in recovery.

Clearly, additional work is needed to better understand risk factors, course of illness, and treatment of eating disorders. Important for advancing science in this area is the ability to remain flexible in thinking about causal factors and acknowledge accumulating evidence underlying these truths to eliminate misconceptions that have plagued the field for decades. In addition, providers should be mindful of the multitude of ways eating disorders can arise and be especially vigilant to signs of somatic and psychiatric complications resulting from AN, BN, and BED. As scientists, providers, patients, family, and friends, we need to continue educating others in the community about these truths in order to detect and treat eating disorders as soon as possible.

Yet, the science of this field cannot be advanced in the absence of appropriate investment and financial support from organizations worldwide that fund research. A 2015 blog post by the former director of the US National Institute of Mental Health, Thomas Insel, MD, revealed how woefully underfunded research on eating disorders was relative to the disability-adjusted life years associated with the illnesses ( http://www.nimh.nih.gov/funding/funding-strategy-for-research-grants/white-paper_149362.pdf ). Despite the dire morbidity and mortality statistics, eating disorders continue to be low-priority illnesses, we contend, in part due to long-standing misconceptions about their causes and consequences. Funding is required for larger more definitive collaborative studies to avoid the confusion that arises from conflicting results from small, underfunded, underpowered, and nonreplicated investigations. Far too often, such small-budget studies are all that investigators can afford to conduct. Further, as discussed in a recent commentary focused on European initiatives and needs, few formal training structures are currently in place that allow new investigators to develop expertise in emerging technologies and transdisciplinary approaches that hold the greatest promise for advancing scientific understanding of eating disorders (Schmidt et al., 2016).

Science is constantly evolving, and novel methods will enhance our ability to clarify the etiology of eating disorders and to develop scientifically informed and effective treatments for these debilitating illnesses. With adequate support for science, emerging information will facilitate the refinement of the Nine Truths and may in fact uncover new truths. Ultimately, it is our hope that dissemination of the Nine Truths will serve to reduce stigma and misunderstanding, and, via their impact on science and practice, reduce illness burden, improve quality of life, and eliminate mortality from eating disorders.

Supplementary Material

Acknowledgments.

Funding acknowledgements: National Institute of Mental Health [5T32MH076694 (Bulik); K01MH109782 (Yilmaz); K01MH106675 (Baker); Swedish Research Council/Vetenskapsrådet; DNR: 538-2013-8864 (Bulik); National Science Foundation/Vetenskapsrådet GROW Fellowship (Breithaupt).

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10 Personal Statement Essay Examples That Worked

What’s covered:, what is a personal statement.

• Essay 1: Summer Program
• Essay 2: Being Bangladeshi-American
• Essay 3: Why Medicine
• Essay 4: Love of Writing
• Essay 5: Starting a Fire
• Essay 6: Dedicating a Track
• Essay 7: Body Image and Eating Disorders
• Essay 8: Becoming a Coach
• Essay 9: Eritrea
• Essay 10: Journaling
• Is Your Personal Statement Strong Enough?

Your personal statement is any essay that you must write for your main application, such as the Common App Essay , University of California Essays , or Coalition Application Essay . This type of essay focuses on your unique experiences, ideas, or beliefs that may not be discussed throughout the rest of your application. This essay should be an opportunity for the admissions officers to get to know you better and give them a glimpse into who you really are.

In this post, we will share 10 different personal statements that were all written by real students. We will also provide commentary on what each essay did well and where there is room for improvement, so you can make your personal statement as strong as possible!

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Personal Statement Examples

Essay example #1: exchange program.

The twisting roads, ornate mosaics, and fragrant scent of freshly ground spices had been so foreign at first. Now in my fifth week of the SNYI-L summer exchange program in Morocco, I felt more comfortable in the city. With a bag full of pastries from the market, I navigated to a bus stop, paid the fare, and began the trip back to my host family’s house. It was hard to believe that only a few years earlier my mom was worried about letting me travel around my home city on my own, let alone a place that I had only lived in for a few weeks. While I had been on a journey towards self-sufficiency and independence for a few years now, it was Morocco that pushed me to become the confident, self-reflective person that I am today.

As a child, my parents pressured me to achieve perfect grades, master my swim strokes, and discover interesting hobbies like playing the oboe and learning to pick locks. I felt compelled to live my life according to their wishes. Of course, this pressure was not a wholly negative factor in my life –– you might even call it support. However, the constant presence of my parents’ hopes for me overcame my own sense of desire and led me to become quite dependent on them. I pushed myself to get straight A’s, complied with years of oboe lessons, and dutifully attended hours of swim practice after school. Despite all these achievements, I felt like I had no sense of self beyond my drive for success. I had always been expected to succeed on the path they had defined. However, this path was interrupted seven years after my parents’ divorce when my dad moved across the country to Oregon.

I missed my dad’s close presence, but I loved my new sense of freedom. My parents’ separation allowed me the space to explore my own strengths and interests as each of them became individually busier. As early as middle school, I was riding the light rail train by myself, reading maps to get myself home, and applying to special academic programs without urging from my parents. Even as I took more initiatives on my own, my parents both continued to see me as somewhat immature. All of that changed three years ago, when I applied and was accepted to the SNYI-L summer exchange program in Morocco. I would be studying Arabic and learning my way around the city of Marrakesh. Although I think my parents were a little surprised when I told them my news, the addition of a fully-funded scholarship convinced them to let me go.

I lived with a host family in Marrakesh and learned that they, too, had high expectations for me. I didn’t know a word of Arabic, and although my host parents and one brother spoke good English, they knew I was there to learn. If I messed up, they patiently corrected me but refused to let me fall into the easy pattern of speaking English just as I did at home. Just as I had when I was younger, I felt pressured and stressed about meeting their expectations. However, one day, as I strolled through the bustling market square after successfully bargaining with one of the street vendors, I realized my mistake. My host family wasn’t being unfair by making me fumble through Arabic. I had applied for this trip, and I had committed to the intensive language study. My host family’s rules about speaking Arabic at home had not been to fulfill their expectations for me, but to help me fulfill my expectations for myself. Similarly, the pressure my parents had put on me as a child had come out of love and their hopes for me, not out of a desire to crush my individuality.

As my bus drove through the still-bustling market square and past the medieval Ben-Youssef madrasa, I realized that becoming independent was a process, not an event. I thought that my parents’ separation when I was ten had been the one experience that would transform me into a self-motivated and autonomous person. It did, but that didn’t mean that I didn’t still have room to grow. Now, although I am even more self-sufficient than I was three years ago, I try to approach every experience with the expectation that it will change me. It’s still difficult, but I understand that just because growth can be uncomfortable doesn’t mean it’s not important.

What the Essay Did Well

This is a nice essay because it delves into particular character trait of the student and how it has been shaped and matured over time. Although it doesn’t focus the essay around a specific anecdote, the essay is still successful because it is centered around this student’s independence. This is a nice approach for a personal statement: highlight a particular trait of yours and explore how it has grown with you.

The ideas in this essay are universal to growing up—living up to parents’ expectations, yearning for freedom, and coming to terms with reality—but it feels unique to the student because of the inclusion of details specific to them. Including their oboe lessons, the experience of riding the light rail by themselves, and the negotiations with a street vendor helps show the reader what these common tropes of growing up looked like for them personally. 

Another strength of the essay is the level of self-reflection included throughout the piece. Since there is no central anecdote tying everything together, an essay about a character trait is only successful when you deeply reflect on how you felt, where you made mistakes, and how that trait impacts your life. The author includes reflection in sentences like “ I felt like I had no sense of self beyond my drive for success, ” and “ I understand that just because growth can be uncomfortable doesn’t mean it’s not important. ” These sentences help us see how the student was impacted and what their point of view is.

What Could Be Improved

The largest change this essay would benefit from is to show not tell. The platitude you have heard a million times no doubt, but for good reason. This essay heavily relies on telling the reader what occurred, making us less engaged as the entire reading experience feels more passive. If the student had shown us what happens though, it keeps the reader tied to the action and makes them feel like they are there with the student, making it much more enjoyable to read. 

For example, they tell us about the pressure to succeed their parents placed on them: “ I pushed myself to get straight A’s, complied with years of oboe lessons, and dutifully attended hours of swim practice after school.”  They could have shown us what that pressure looked like with a sentence like this: “ My stomach turned somersaults as my rattling knee thumped against the desk before every test, scared to get anything less than a 95. For five years the painful squawk of the oboe only reminded me of my parents’ claps and whistles at my concerts. I mastered the butterfly, backstroke, and freestyle, fighting against the anchor of their expectations threatening to pull me down.”

If the student had gone through their essay and applied this exercise of bringing more detail and colorful language to sentences that tell the reader what happened, the essay would be really great. 

Table of Contents

Essay Example #2: Being Bangladeshi-American

Life before was good: verdant forests, sumptuous curries, and a devoted family.

Then, my family abandoned our comfortable life in Bangladesh for a chance at the American dream in Los Angeles. Within our first year, my father was diagnosed with thyroid cancer. He lost his battle three weeks before my sixth birthday. Facing a new country without the steady presence of my father, we were vulnerable — prisoners of hardship in the land of the free. We resettled in the Bronx, in my uncle’s renovated basement. It was meant to be our refuge, but I felt more displaced than ever. Gone were the high-rise condos of West L.A.; instead, government projects towered over the neighborhood. Pedestrians no longer smiled and greeted me; the atmosphere was hostile, even toxic. Schoolkids were quick to pick on those they saw as weak or foreign, hurling harsh words I’d never heard before.

Meanwhile, my family began integrating into the local Bangladeshi community. I struggled to understand those who shared my heritage. Bangladeshi mothers stayed home while fathers drove cabs and sold fruit by the roadside — painful societal positions. Riding on crosstown buses or walking home from school, I began to internalize these disparities. During my fleeting encounters with affluent Upper East Siders, I saw kids my age with nannies, parents who wore suits to work, and luxurious apartments with spectacular views. Most took cabs to their destinations: cabs that Bangladeshis drove. I watched the mundane moments of their lives with longing, aching to plant myself in their shoes. Shame prickled down my spine. I distanced myself from my heritage, rejecting the traditional panjabis worn on Eid and refusing the torkari we ate for dinner every day. 

As I grappled with my relationship with the Bangladeshi community, I turned my attention to helping my Bronx community by pursuing an internship with Assemblyman Luis Sepulveda. I handled desk work and took calls, spending the bulk of my time actively listening to the hardships constituents faced — everything from a veteran stripped of his benefits to a grandmother unable to support her bedridden grandchild.

I’d never exposed myself to stories like these, and now I was the first to hear them. As an intern, I could only assist in what felt like the small ways — pointing out local job offerings, printing information on free ESL classes, reaching out to non-profits. But to a community facing an onslaught of intense struggles, I realized that something as small as these actions could have vast impacts. Seeing the immediate consequences of my actions inspired me. Throughout that summer, I internalized my community’s daily challenges in a new light. I began to stop seeing the prevalent underemployment and cramped living quarters less as sources of shame. Instead, I saw them as realities that had to be acknowledged, but could ultimately be remedied. I also realized the benefits of the Bangladeshi culture I had been so ashamed of. My Bangla language skills were an asset to the office, and my understanding of Bangladeshi etiquette allowed for smooth communication between office staff and its constituents. As I helped my neighbors navigate city services, I saw my heritage with pride — a perspective I never expected to have.

I can now appreciate the value of my unique culture and background, and of living with less. This perspective offers room for progress, community integration, and a future worth fighting for. My time with Assemblyman Sepulveda’s office taught me that I can be a change agent in enabling this progression. Far from being ashamed of my community, I want to someday return to local politics in the Bronx to continue helping others access the American Dream. I hope to help my community appreciate the opportunity to make progress together. By embracing reality, I learned to live it. Along the way, I discovered one thing: life is good, but we can make it better.

This student’s passion for social justice and civic duty shines through in this essay because of how honest it is. Sharing their personal experience with immigrating, moving around, being an outsider, and finding a community allows us to see the hardships this student has faced and builds empathy towards their situation. However, what really makes it strong is that they go beyond describing the difficulties they faced and explain the mental impact it had on them as a child: Shame prickled down my spine. I distanced myself from my heritage, rejecting the traditional panjabis worn on Eid and refusing the torkari we ate for dinner every day. 

The rejection of their culture presented at the beginning of the essay creates a nice juxtaposition with the student’s view in the latter half of the essay and helps demonstrate how they have matured. They use their experience interning as a way to delve into a change in their thought process about their culture and show how their passion for social justice began. Using this experience as a mechanism to explore their thoughts and feelings is an excellent example of how items that are included elsewhere on your application should be incorporated into your essay.

This essay prioritizes emotions and personal views over specific anecdotes. Although there are details and certain moments incorporated throughout to emphasize the author’s points, the main focus remains on the student and how they grapple with their culture and identity.  

One area for improvement is the conclusion. Although the forward-looking approach is a nice way to end an essay focused on social justice, it would be nice to include more details and imagery in the conclusion. How does the student want to help their community? What government position do they see themselves holding one day? 

A more impactful ending might look like the student walking into their office at the New York City Housing Authority in 15 years and looking at the plans to build a new development in the Bronx just blocks away from where the grew up that would provide quality housing to people in their Bangladeshi community. They would smile while thinking about how far they have come from that young kid who used to be ashamed of their culture. 

Essay Example #3: Why Medicine

I took my first trip to China to visit my cousin Anna in July of 2014. Distance had kept us apart, but when we were together, we fell into all of our old inside jokes and caught up on each other’s lives. Her sparkling personality and optimistic attitude always brought a smile to my face. This time, however, my heart broke when I saw the effects of her brain cancer; she had suffered from a stroke that paralyzed her left side. She was still herself in many ways, but I could see that the damage to her brain made things difficult for her. I stayed by her every day, providing the support she needed, whether assisting her with eating and drinking, reading to her, or just watching “Friends.” During my flight back home, sorrow and helplessness overwhelmed me. Would I ever see Anna again? Could I have done more to make Anna comfortable? I wished I could stay in China longer to care for her. As I deplaned, I wondered if I could transform my grief to help other children and teenagers in the US who suffered as Anna did.

The day after I got home, as jet lag dragged me awake a few minutes after midnight, I remembered hearing about the Family Reach Foundation (FRF) and its work with children going through treatments at the local hospital and their families. I began volunteering in the FRF’s Children’s Activity Room, where I play with children battling cancer. Volunteering has both made me appreciate my own health and also cherish the new relationships I build with the children and families. We play sports, make figures out of playdoh, and dress up. When they take on the roles of firefighters or fairies, we all get caught up in the game; for that time, they forget the sanitized, stark, impersonal walls of the pediatric oncology ward. Building close relationships with them and seeing them giggle and laugh is so rewarding — I love watching them grow and get better throughout their course of treatment.

Hearing from the parents about their children’s condition and seeing the children recover inspired me to consider medical research. To get started, I enrolled in a summer collegelevel course in Abnormal Psychology. There I worked with Catelyn, a rising college senior, on a data analysis project regarding Dissociative Identity Disorder (DID). Together, we examined the neurological etiology of DID by studying four fMRI and PET cases. I fell in love with gathering data and analyzing the results and was amazed by our final product: several stunning brain images showcasing the areas of hyper and hypoactivity in brains affected by DID. Desire quickly followed my amazement — I want to continue this project and study more brains. Their complexity, delicacy, and importance to every aspect of life fascinate me. Successfully completing this research project gave me a sense of hope; I know I am capable of participating in a large scale research project and potentially making a difference in someone else’s life through my research.

Anna’s diagnosis inspired me to begin volunteering at FRF; from there, I discovered my desire to help people further by contributing to medical research. As my research interest blossomed, I realized that it’s no coincidence that I want to study brains—after all, Anna suffered from brain cancer. Reflecting on these experiences this past year and a half, I see that everything I’ve done is connected. Sadly, a few months after I returned from China, Anna passed away. I am still sad, but as I run a toy truck across the floor and watch one of the little patients’ eyes light up, I imagine that she would be proud of my commitment to pursue medicine and study the brain.

This essay has a very strong emotional core that tugs at the heart strings and makes the reader feel invested. Writing about sickness can be difficult and doesn’t always belong in a personal statement, but in this case it works well because the focus is on how this student cared for her cousin and dealt with the grief and emotions surrounding her condition. Writing about the compassion she showed and the doubts and concerns that filled her mind keeps the focus on the author and her personality. 

This continues when she again discusses the activities she did with the kids at FRF and the personal reflection this experience allowed her to have. For example, she writes: Volunteering has both made me appreciate my own health and also cherish the new relationships I build with the children and families. We play sports, make figures out of playdoh, and dress up.

Concluding the essay with the sad story of her cousin’s passing brings the essay full circle and returns to the emotional heart of the piece to once again build a connection with the reader. However, it finishes on a hopeful note and demonstrates how this student has been able to turn a tragic experience into a source of lifelong inspiration. 

One thing this essay should be cognizant of is that personal statements should not read as summaries of your extracurricular resume. Although this essay doesn’t fully fall into that trap, it does describe two key extracurriculars the student participated in. However, the inclusion of such a strong emotional core running throughout the essay helps keep the focus on the student and her thoughts and feelings during these activities.

To avoid making this mistake, make sure you have a common thread running through your essay and the extracurriculars provide support to the story you are trying to tell, rather than crafting a story around your activities. And, as this essay does, make sure there is lots of personal reflection and feelings weaved throughout to focus attention to you rather than your extracurriculars. 

Essay Example #4: Love of Writing

“I want to be a writer.” This had been my answer to every youthful discussion with the adults in my life about what I would do when I grew up. As early as elementary school, I remember reading my writing pieces aloud to an audience at “Author of the Month” ceremonies. Bearing this goal in mind, and hoping to gain some valuable experience, I signed up for a journalism class during my freshman year. Despite my love for writing, I initially found myself uninterested in the subject and I struggled to enjoy the class. When I thought of writing, I imagined lyrical prose, profound poetry, and thrilling plot lines. Journalism required a laconic style and orderly structure, and I found my teacher’s assignments formulaic and dull. That class shook my confidence as a writer. I was uncertain if I should continue in it for the rest of my high school career.

Despite my misgivings, I decided that I couldn’t make a final decision on whether to quit journalism until I had some experience working for a paper outside of the classroom. The following year, I applied to be a staff reporter on our school newspaper. I hoped this would help me become more self-driven and creative, rather than merely writing articles that my teacher assigned. To my surprise, my time on staff was worlds away from what I experienced in the journalism class. Although I was unaccustomed to working in a fast-paced environment and initially found it burdensome to research and complete high-quality stories in a relatively short amount of time, I also found it exciting. I enjoyed learning more about topics and events on campus that I did not know much about; some of my stories that I covered in my first semester concerned a chess tournament, a food drive, and a Spanish immersion party. I relished in the freedom I had to explore and learn, and to write more independently than I could in a classroom.

Although I enjoyed many aspects of working for the paper immediately, reporting also pushed me outside of my comfort zone. I am a shy person, and speaking with people I did not know intimidated me. During my first interview, I met with the basketball coach to prepare for a story about the team’s winning streak. As I approached his office, I felt everything from my toes to my tongue freeze into a solid block, and I could hardly get out my opening questions. Fortunately, the coach was very kind and helped me through the conversation. Encouraged, I prepared for my next interview with more confidence. After a few weeks of practice, I even started to look forward to interviewing people on campus. That first journalism class may have bored me, but even if journalism in practice was challenging, it was anything but tedious.

Over the course of that year, I grew to love writing for our school newspaper. Reporting made me aware of my surroundings, and made me want to know more about current events on campus and in the town where I grew up. By interacting with people all over campus, I came to understand the breadth of individuals and communities that make up my high school. I felt far more connected to diverse parts of my school through my work as a journalist, and I realized that journalism gave me a window into seeing beyond my own experiences. The style of news writing may be different from what I used to think “writing” meant, but I learned that I can still derive exciting plots from events that may have gone unnoticed if not for my stories. I no longer struggle to approach others, and truly enjoy getting to know people and recognizing their accomplishments through my writing. Becoming a writer may be a difficult path, but it is as rewarding as I hoped when I was young.

This essay is clearly structured in a manner that makes it flow very nicely and contributes to its success. It starts with a quote to draw in the reader and show this student’s life-long passion for writing. Then it addresses the challenges of facing new, unfamiliar territory and how this student overcame it. Finally, it concludes by reflecting on this eye-opening experience and a nod to their younger self from the introduction. Having a well-thought out and sequential structure with clear transitions makes it extremely easy for the reader to follow along and take away the main idea.

Another positive aspect of the essay is the use of strong and expressive language. Sentences like “ When I thought of writing, I imagined lyrical prose, profound poetry, and thrilling plot lines ” stand out because of the intentional use of words like “lyrical”, “profound”, and “thrilling” to convey the student’s love of writing. The author also uses an active voice to capture the readers’ attention and keep us engaged. They rely on their language and diction to reveal details to the reader, for instance saying “ I felt everything from my toes to my tongue freeze into a solid block ” to describe feeling nervous.

This essay is already very strong, so there isn’t much that needs to be changed. One thing that could take the essay from great to outstanding would be to throw in more quotes, internal dialogue, and sensory descriptors.

It would be nice to see the nerves they felt interviewing the coach by including dialogue like “ Um…I want to interview you about…uh…”.  They could have shown their original distaste for journalism by narrating the thoughts running through their head. The fast-paced environment of their newspaper could have come to life with descriptions about the clacking of keyboards and the whirl of people running around laying out articles.

Essay Example #5: Starting a Fire

Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the garb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire. 

Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family. 

Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt. 

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him. 

Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses. 

That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.

This student is an excellent writer, which allows a simple story to be outstandingly compelling. The author articulates her points beautifully and creatively through her immense use of details and figurative language. Lines like “a rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees,” and “rubbed and rubbed until shreds of skin flaked from my fingers,” create vivid images that draw the reader in. 

The flowery and descriptive prose also contributes to the nice juxtaposition between the old Clara and the new Clara. The latter half of the essay contrasts elements of nature with music and writing to demonstrate how natural these interests are for her now. This sentence perfectly encapsulates the contrast she is trying to build: “It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive.”

In addition to being well-written, this essay is thematically cohesive. It begins with the simple introduction “Fire!” and ends with the following image: “When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.” This full-circle approach leaves readers satisfied and impressed.

There is very little this essay should change, however one thing to be cautious about is having an essay that is overly-descriptive. We know from the essay that this student likes to read and write, and depending on other elements of her application, it might make total sense to have such a flowery and ornate writing style. However, your personal statement needs to reflect your voice as well as your personality. If you would never use language like this in conversation or your writing, don’t put it in your personal statement. Make sure there is a balance between eloquence and your personal voice.

Essay Example #6: Dedicating a Track

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

This essay effectively conveys this student’s compassion for others, initiative, and determination—all great qualities to exemplify in a personal statement!

Although they rely on telling us a lot of what happened up until the board meeting, the use of running a race (their passion) as a metaphor for public speaking provides a lot of insight into the fear that this student overcame to work towards something bigger than themself. Comparing a podium to the starting line, the audience to the track, and silence to the gunshot is a nice way of demonstrating this student’s passion for cross country running without making that the focus of the story.

The essay does a nice job of coming full circle at the end by explaining what the quote from the beginning meant to them after this experience. Without explicitly saying “ I now know that what Stark actually meant is…” they rely on the strength of their argument above to make it obvious to the reader what it means to get beat but not lose. 

One of the biggest areas of improvement in the intro, however, is how the essay tells us Stark’s impact rather than showing us: His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running.

The writer could’ve helped us feel a stronger emotional connection to Stark if they had included examples of Stark’s qualities, rather than explicitly stating them. For example, they could’ve written something like: Stark was the kind of person who would give you gas money if you told him your parents couldn’t afford to pick you up from practice. And he actually did that—several times. At track meets, alumni regularly would come talk to him and tell him how he’d changed their lives. Before Stark, I was ambivalent about running and was on the JV team, but his encouragement motivated me to run longer and harder and eventually make varsity. Because of him, I approach every endeavor with the passion and intensity that I bring to running.

Essay Example #7: Body Image and Eating Disorders

I press the “discover” button on my Instagram app, hoping to find enticing pictures to satisfy my boredom. Scrolling through, I see funny videos and mouth-watering pictures of food. However, one image stops me immediately. A fit teenage girl with a “perfect body” relaxes in a bikini on a beach. Beneath it, I see a slew of flattering comments. I shake with disapproval over the image’s unrealistic quality. However, part of me still wants to have a body like hers so that others will make similar comments to me.

I would like to resolve a silent issue that harms many teenagers and adults: negative self image and low self-esteem in a world where social media shapes how people view each other. When people see the façades others wear to create an “ideal” image, they can develop poor thought patterns rooted in negative self-talk. The constant comparisons to “perfect” others make people feel small. In this new digital age, it is hard to distinguish authentic from artificial representations.

When I was 11, I developed anorexia nervosa. Though I was already thin, I wanted to be skinny like the models that I saw on the magazine covers on the grocery store stands. Little did I know that those models probably also suffered from disorders, and that photoshop erased their flaws. I preferred being underweight to being healthy. No matter how little I ate or how thin I was, I always thought that I was too fat. I became obsessed with the number on the scale and would try to eat the least that I could without my parents urging me to take more. Fortunately, I stopped engaging in anorexic behaviors before middle school. However, my underlying mental habits did not change. The images that had provoked my disorder in the first place were still a constant presence in my life.

By age 15, I was in recovery from anorexia, but suffered from depression. While I used to only compare myself to models, the growth of social media meant I also compared myself to my friends and acquaintances. I felt left out when I saw my friends’ excitement about lake trips they had taken without me. As I scrolled past endless photos of my flawless, thin classmates with hundreds of likes and affirming comments, I felt my jealousy spiral. I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.” When that didn’t work, I started to feel too anxious to post anything at all.  

Body image insecurities and social media comparisons affect thousands of people – men, women, children, and adults – every day. I am lucky – after a few months of my destructive social media habits, I came across a video that pointed out the illusory nature of social media; many Instagram posts only show off good things while people hide their flaws. I began going to therapy, and recovered from my depression. To address the problem of self-image and social media, we can all focus on what matters on the inside and not what is on the surface. As an effort to become healthy internally, I started a club at my school to promote clean eating and radiating beauty from within. It has helped me grow in my confidence, and today I’m not afraid to show others my struggles by sharing my experience with eating disorders. Someday, I hope to make this club a national organization to help teenagers and adults across the country. I support the idea of body positivity and embracing difference, not “perfection.” After all, how can we be ourselves if we all look the same?

This essay covers the difficult topics of eating disorders and mental health. If you’re thinking about covering similar topics in your essay, we recommend reading our post Should You Talk About Mental Health in College Essays?

The short answer is that, yes, you can talk about mental health, but it can be risky. If you do go that route, it’s important to focus on what you learned from the experience.

The strength of this essay is the student’s vulnerability, in excerpts such as this: I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.”

The student goes on to share how they recovered from their depression through an eye-opening video and therapy sessions, and they’re now helping others find their self-worth as well. It’s great that this essay looks towards the future and shares the writer’s goals of making their club a national organization; we can see their ambition and compassion.

The main weakness of this essay is that it doesn’t focus enough on their recovery process, which is arguably the most important part. They could’ve told us more about the video they watched or the process of starting their club and the interactions they’ve had with other members. Especially when sharing such a vulnerable topic, there should be vulnerability in the recovery process too. That way, the reader can fully appreciate all that this student has overcome.

Essay Example #8: Becoming a Coach

”Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one.

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we competed with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

This essay begins with an in-the-moment narrative that really illustrates the chaos of looking for a coach last-minute. We feel the writer’s emotions, particularly her dejectedness, at not being able to compete. Starting an essay in media res  is a great way to capture the attention of your readers and build anticipation for what comes next.

Through this essay, we can see how gutsy and determined the student is in deciding to become a coach themselves. She shows us these characteristics through their actions, rather than explicitly telling us: To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side.  Also, by discussing the opposition she faced and how it affected her, the student is open and vulnerable about the reality of the situation.

The essay comes full circle as the author recalls the frantic situations in seeking out a coach, but this is no longer a concern for them and their team. Overall, this essay is extremely effective in painting this student as mature, bold, and compassionate.

The biggest thing this essay needs to work on is showing not telling. Throughout the essay, the student tells us that she “emerged with new knowledge and confidence,” she “grew unsure of her own abilities,” and she “refused to give up”. What we really want to know is what this looks like.

Instead of saying she “emerged with new knowledge and confidence” she should have shared how she taught a new move to a fellow team-member without hesitation. Rather than telling us she “grew unsure of her own abilities” she should have shown what that looked like by including her internal dialogue and rhetorical questions that ran through her mind. She could have demonstrated what “refusing to give up” looks like by explaining how she kept learning coaching techniques on her own, turned to a mentor for advice, or devised a plan to win over the trust of parents. 

Essay Example #9: Eritrea

No one knows where Eritrea is.

On the first day of school, for the past nine years, I would pensively stand in front of a class, a teacher, a stranger  waiting for the inevitable question: Where are you from?

I smile politely, my dimples accentuating my ambiguous features. “Eritrea,” I answer promptly and proudly. But I  am always prepared. Before their expression can deepen into confusion, ready to ask “where is that,” I elaborate,  perhaps with a fleeting hint of exasperation, “East Africa, near Ethiopia.”

Sometimes, I single out the key-shaped hermit nation on a map, stunning teachers who have “never had a student  from there!” Grinning, I resist the urge to remark, “You didn’t even know it existed until two minutes ago!”

Eritrea is to the East of Ethiopia, its arid coastline clutches the lucrative Red Sea. Battle scars litter the ancient  streets – the colonial Italian architecture lathered with bullet holes, the mosques mangled with mortar shells.  Originally part of the world’s first Christian kingdom, Eritrea passed through the hands of colonial Italy, Britain, and  Ethiopia for over a century, until a bloody thirty year war of Independence liberated us.

But these are facts that anyone can know with a quick Google search. These are facts that I have memorised and compounded, first from my Grandmother and now from pristine books  borrowed from the library.

No historical narrative, however, can adequately capture what Eritrea is.  No one knows the aroma of bushels of potatoes, tomatoes, and garlic – still covered in dirt – that leads you to the open-air market. No one knows the poignant scent of spices, arranged in orange piles reminiscent of compacted  dunes.  No one knows how to haggle stubborn herders for sheep and roosters for Christmas celebrations as deliberately as my mother. No one can replicate the perfect balance of spices in dorho and tsebhi as well as my grandmother,  her gnarly hands stirring the pot with ancient precision (chastising my clumsy knife work with the potatoes).  It’s impossible to learn when the injera is ready – the exact moment you have to lift the lid of the mogogo. Do it too  early (or too late) and the flatbread becomes mangled and gross. It is a sixth sense passed through matriarchal  lineages.

There are no sources that catalogue the scent of incense that wafts through the sunlit porch on St. Michael’s; no  films that can capture the luminescence of hundreds of flaming bonfires that fluoresce the sidewalks on Kudus  Yohannes, as excited children chant Ge’ez proverbs whose origin has been lost to time.  You cannot learn the familiarity of walking beneath the towering Gothic figure of the Enda Mariam Cathedral, the  crowds undulating to the ringing of the archaic bells.  I have memorized the sound of the rains hounding the metal roof during kiremti , the heat of the sun pounding  against the Toyota’s window as we sped down towards Ghinda , the opulent brilliance of the stars twinkling in a  sky untainted by light pollution, the scent of warm rolls of bani wafting through the streets at precisely 6 o’clock each day…

I fill my flimsy sketchbook with pictures from my memory. My hand remembers the shapes of the hibiscus drifting  in the wind, the outline of my grandmother (affectionately nicknamed a’abaye ) leaning over the garden, the bizarre architecture of the Fiat Tagliero .  I dice the vegetables with movements handed down from generations. My nose remembers the scent of frying garlic, the sourness of the warm tayta , the sharpness of the mit’mt’a …

This knowledge is intrinsic.  “I am Eritrean,” I repeat. “I am proud.”  Within me is an encyclopedia of history, culture, and idealism.

Eritrea is the coffee made from scratch, the spices drying in the sun, the priests and nuns. Eritrea is wise, filled with ambition, and unseen potential.  Eritrea isn’t a place, it’s an identity.

This is an exceptional essay that provides a window into this student’s culture that really makes their love for their country and heritage leap off the page. The sheer level of details and sensory descriptors this student is able to fit in this space makes the essay stand out. From the smells, to the traditions, sounds, and sights, the author encapsulates all the glory of Eritrea for the reader. 

The vivid images this student is able to create for the reader, whether it is having the tedious conversation with every teacher or cooking in their grandmother’s kitchen, transports us into the story and makes us feel like we are there in the moment with the student. This is a prime example of an essay that shows , not tells.

Besides the amazing imagery, the use of shorter paragraphs also contributes to how engaging this essay is. Employing this tactic helps break up the text to make it more readable and it isolates ideas so they stick out more than if they were enveloped in a large paragraph.

Overall, this is a really strong essay that brings to life this student’s heritage through its use of vivid imagery. This essay exemplifies what it means to show not tell in your writing, and it is a great example of how you can write an intimate personal statement without making yourself the primary focus of your essay. 

There is very little this essay should improve upon, but one thing the student might consider would be to inject more personal reflection into their response. Although we can clearly take away their deep love and passion for their homeland and culture, the essay would be a bit more personal if they included the emotions and feelings they associate with the various aspects of Eritrea. For example, the way their heart swells with pride when their grandmother praises their ability to cook a flatbread or the feeling of serenity when they hear the bells ring out from the cathedral. Including personal details as well as sensory ones would create a wonderful balance of imagery and reflection.

Essay Example #10: Journaling

Flipping past dozens of colorful entries in my journal, I arrive at the final blank sheet. I press my pen lightly to the page, barely scratching its surface to create a series of loops stringing together into sentences. Emotions spill out, and with their release, I feel lightness in my chest. The stream of thoughts slows as I reach the bottom of the page, and I gently close the cover of the worn book: another journal finished.

I add the journal to the stack of eleven books on my nightstand. Struck by the bittersweet sensation of closing a chapter of my life, I grab the notebook at the bottom of the pile to reminisce.

“I want to make a flying mushen to fly in space and your in it” – October 2008

Pulling back the cover of my first Tinkerbell-themed diary, the prompt “My Hopes and Dreams” captures my attention. Though “machine” is misspelled in my scribbled response, I see the beginnings of my past obsession with outer space. At the age of five, I tore through novels about the solar system, experimented with rockets built from plastic straws, and rented Space Shuttle films from Blockbuster to satisfy my curiosities. While I chased down answers to questions as limitless as the universe, I fell in love with learning. Eight journals later, the same relentless curiosity brought me to an airplane descending on San Francisco Bay.

“I wish I had infinite sunsets” – July 2019

I reach for the charcoal notepad near the top of the pile and open to the first page: my flight to the Stanford Pre-Collegiate Summer Institutes. While I was excited to explore bioengineering, anxiety twisted in my stomach as I imagined my destination, unsure of whether I could overcome my shyness and connect with others.

With each new conversation, the sweat on my palms became less noticeable, and I met students from 23 different countries. Many of the moments where I challenged myself socially revolved around the third story deck of the Jerry house. A strange medley of English, Arabic, and Mandarin filled the summer air as my friends and I gathered there every evening, and dialogues at sunset soon became moments of bliss. In our conversations about cultural differences, the possibility of an afterlife, and the plausibility of far-fetched conspiracy theories, I learned to voice my opinion. As I was introduced to different viewpoints, these moments challenged my understanding of the world around me. In my final entries from California, I find excitement to learn from others and increased confidence, a tool that would later allow me to impact my community.

“The beauty in a tower of cans” – June 2020

Returning my gaze to the stack of journals, I stretch to take the floral-patterned book sitting on top. I flip through, eventually finding the beginnings of the organization I created during the outbreak of COVID-19. Since then, Door-to-Door Deliveries has woven its way through my entries and into reality, allowing me to aid high-risk populations through free grocery delivery.

With the confidence I gained the summer before, I took action when seeing others in need rather than letting my shyness hold me back. I reached out to local churches and senior centers to spread word of our services and interacted with customers through our website and social media pages. To further expand our impact, we held two food drives, and I mustered the courage to ask for donations door-to-door. In a tower of canned donations, I saw the value of reaching out to help others and realized my own potential to impact the world around me.

I delicately close the journal in my hands, smiling softly as the memories reappear, one after another. Reaching under my bed, I pull out a fresh notebook and open to its first sheet. I lightly press my pen to the page, “And so begins the next chapter…”

The structuring of this essay makes it easy and enjoyable to read. The student effectively organizes their various life experiences around their tower of journals, which centers the reader and makes the different stories easy to follow. Additionally, the student engages quotes from their journals—and unique formatting of the quotes—to signal that they are moving in time and show us which memory we should follow them to.

Thematically, the student uses the idea of shyness to connect the different memories they draw out of their journals. As the student describes their experiences overcoming shyness at the Stanford Pre-Collegiate Summer Institutes and Door-to-Door Deliveries, this essay can be read as an Overcoming Obstacles essay.

At the end of this essay, readers are fully convinced that this student is dedicated (they have committed to journaling every day), thoughtful (journaling is a thoughtful process and, in the essay, the student reflects thoughtfully on the past), and motivated (they flew across the country for a summer program and started a business). These are definitely qualities admissions officers are looking for in applicants!

Although this essay is already exceptionally strong as it’s written, the first journal entry feels out of place compared to the other two entries that discuss the author’s shyness and determination. It works well for the essay to have an entry from when the student was younger to add some humor (with misspelled words) and nostalgia, but if the student had either connected the quote they chose to the idea of overcoming a fear present in the other two anecdotes or if they had picked a different quote all together related to their shyness, it would have made the entire essay feel more cohesive.

Where to Get Your Personal Statement Edited

Do you want feedback on your personal statement? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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Personal statement (for residency) and overcoming eating disorder

• Thread starter Pedi826
• Start date Aug 16, 2013

• Aug 16, 2013

Anastomoses

Secretly an end artery.

i don't trust people with only one post. i think you just have a fetish for eating disorders.  

Full Member

Pedi826 said: Anyway, if anyone has written about very personal challenges, especially eating disorders, in their residency PS I would love to know how it was regarded by interviewers and if you feel if affected your matching. Click to expand...

I would agree with avoiding discussing your mental health or other health issues (as admirable as your story is). You must have some strong motivation to be a physician that was your driving force to overcome so many obstacles. Write about that, not about the obstacles. Your personal statement is not going to get you a residency spot either way, so why take risks with it?  

Cali2 said: Your personal statement is not going to get you a residency spot either way, so why take risks with it? Click to expand...

SouthernSurgeon

I tell people this at each level - AMCAS, ERAS, etc. The personal statement is not a confessional. It should highlight your absolute strengths as an applicant. It should not bring to light ANY potential failings unless absolutely necessary (e.g. if you failed coursework in med school or had to remediate, you probably need to address that in the PS). I think bringing up having to have surgery during your third year, then coming back to honor a clerkship while on crutches, would be a fine thing to include. The stuff about the eating disorder, especially in the context of your statement that med school is the first time you've been happy, is risky and does not offer any real benefit to your application. The natural question for someone reading that application is...well what happens if he/she is ever unhappy in residency?  

Winged Scapula

Cougariffic.

Perhaps it's because southernIM and I are surgeons, but if I received a personal statement such as the one you're contemplating writing, I would worry about how you would handle the significant stress of residency. This doesn't mean that I don't applaud you for overcoming all that life has thrown your way but mental illnesses tend to be highlighted during periods of stress, such as residency. As noted above, the residency personal statement is a totally different beast than that for medical school. I want to know why you're interested in my specialty and why you think you would be the best damn resident I've ever seen. You should be highlighting your leadership skills your ability to work well as a team your critical thinking skills and anything else which would be specific to your chosen specialty. I'll find out about your history, weakness and foibles once you show up for residency; don't highlight them before then and make me doubt you'd be a good fit in my program.  

Instatewaiter

But... there's a troponin.

Personal statements rarely help you. If anything they can hurt you. If you highlight mental illness in your ps, unless you are going into psych it is going to hurt you. Red flags kill an application. No reason to present the program director a reason to can your app.  

Gut Shot said: Residency program directors want people who are intelligent, hard working, personable (read team players), and reliable. Writing about all the terrible things you have overcome may sound like a noble proposition, but it also makes you sound like you've got a ton of baggage. And baggage tends to resurface when people are put under a lot of stress (like, say, intern year). Use the space to expound on your good qualities without framing them against the negative aspects of your past. It doesn't have to be literature, just don't red flag yourself. Click to expand...

I remember listening to Dr. Goljan's audio lectures and he would casually joke about how his family was nuts, then he dropped a bombshell saying how his wife had anorexia and almost died. Maybe I come from a world where people keep their problems private, but it was uncomfortable to listen to somebody casually volunteering very personal information to strangers.  

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Personal Statement - overcoming an eating disorder Forum

Personal Statement - overcoming an eating disorder

Post by leggy1T1 » Mon Aug 16, 2010 9:16 am

Re: Personal Statement - overcoming an eating disorder

Post by ShuckingNotJiving » Mon Aug 16, 2010 9:40 am

Post by ShuckingNotJiving » Mon Aug 16, 2010 9:49 am

leggy1T1 wrote: it is a tragedy that these highly intelligent individuals should effect so little change in the world.

leggy1T1 wrote: I think the barriers we build are often more potent than those imposed upon us, for what do we rebel against but our very souls? And who is there to guide us along the way but the only person we resent?

Post by CanadianWolf » Mon Aug 16, 2010 9:50 am

Post by jayn3 » Mon Aug 16, 2010 9:59 am

I am always hungry. Sometimes physically, most often intellectually, hunger organizes my world. It is both my greatest strength and my most perilous weakness. It makes me impatient to learn new languages, to understand the world, to explore places I have never been. It makes me hungry to help others, to protect the environment, to evoke the most beautiful melodies. But it is also an importune human necessity, a bodily desire that I enjoyed conquering. The same hunger that feeds my ambition gnaws at my empty stomach, daring me to eat when eating seems like an impossible chore.

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Post by CanadianWolf » Mon Aug 16, 2010 10:07 am

Post by superjohnnnn » Mon Aug 16, 2010 10:09 am

Post by JazzOne » Mon Aug 16, 2010 10:11 am

ShuckingNotJiving wrote: Awesome. I really, really liked this essay in it's entirety. I don't think I've ever said that on this board. One suggestion, take out this sentence: leggy1T1 wrote: it is a tragedy that these highly intelligent individuals should effect so little change in the world.

Post by CanadianWolf » Mon Aug 16, 2010 10:14 am

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Post by Dany » Mon Aug 16, 2010 10:14 am

Post by merichard87 » Mon Aug 16, 2010 10:20 am

Post by midwestls » Mon Aug 16, 2010 10:25 am

Post by ShuckingNotJiving » Mon Aug 16, 2010 10:25 am

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Post by jayn3 » Mon Aug 16, 2010 10:27 am

My hunger to study law was born from the realization that I want to be active in the historical narrative I have studied as an undergraduate. My twin interests in history and biology ironically convinced me that academia was not the route I wanted to take. To my mind it is self-rewarding but ultimately not self-fulfilling. I watch my father (a biologist) struggle to bring his research into the realm of conservation policy, while my mentors (historians) painstakingly construct elements of the past only to retreat from the present. it is a tragedy that these highly intelligent individuals should effect so little change in the world.

My hunger for history has led me to forgotten fashion journals from the French Revolution, material culture in 1920s England, and current research on U.S. environmental policy. But lately I have become hungry for more: instead of merely studying history, I want to engage with the past for the benefit of the future. This is why I volunteer at The Arboretum, a conservation area adjacent to the University of Guelph, and why I use my musical knowledge to teach piano. Nothing satisfies my hunger for life as much as witnessing the revelation on a student’s face when he or she finally learns a new technical skill.

Post by JazzOne » Mon Aug 16, 2010 10:29 am

ShuckingNotJiving wrote: I am always hungry. Sometimes physically, most often intellectually, hunger organizes my world. It is both my greatest strength and my most perilous weakness. It makes me impatient to learn new languages, to understand the world, to explore places I have never been. It makes me hungry to help others, to protect the environment, to evoke the most beautiful melodies. But it is also an importune human necessity, a bodily desire that I enjoyed conquering. The same hunger that feeds my ambition gnaws at my empty stomach, daring me to eat when eating seems like an impossible chore.

Post by ShuckingNotJiving » Mon Aug 16, 2010 10:33 am

midwestls wrote: There are probably admissions committees it will turn off, but others will like it.

Post by CanadianWolf » Mon Aug 16, 2010 10:46 am

Get unlimited access to all forums and topics

I'm pretty sure I told you it's FREE ...

Post by ShuckingNotJiving » Mon Aug 16, 2010 11:01 am

CanadianWolf wrote: I think that you should consider writing on a new topic. As it is, your best hope is that admissions officers read your first line, realize where it's going & move on to the next essay. In my opinion, if your entire essay consisted of only the introductory sentence "I am always hungry." it would be much more effective even though risky.

Post by leggy1T1 » Mon Aug 16, 2010 5:24 pm

Post by leggy1T1 » Tue Aug 17, 2010 12:46 pm

Post by Marionberry » Tue Aug 17, 2010 12:58 pm

Communicate now with those who not only know what a legal education is, but can offer you worthy advice and commentary as you complete the three most educational, yet challenging years of your law related post graduate life.

Register now, it's still FREE !

Post by 094320 » Tue Aug 17, 2010 1:11 pm

Post by Dany » Tue Aug 17, 2010 1:20 pm

acrossthelake wrote: I would scrap mention of your eating disorder entirely. What does it add, exactly? What is it supposed to show that you couldn't demonstrate separately? Your interest/"hunger" for these other things can be discussed without mentioning your eating disorder. If you're trying to say "I overcame something difficult", I just don't think it's worth it. You're writing is good--but this is more material for a personal essay that you would submit to the Arts section of a magazine, not to law school. If you were on the admissions committee, what would you think? "Okay. She overcame an eating disorder. What else?" You might cast doubt in their minds that you can handle law school--plenty of people relapse under extreme stress--especially if it's still a large enough part of your identity that you feel compelled to write about it for your personal statement. Your personal statement is your one shot to show them who you are--and you're defining yourself by a disorder, when there are probably other traits/characteristics that are more positive and compelling that you could dedicate that space to.

Post by Marionberry » Tue Aug 17, 2010 1:27 pm

eskimo wrote: acrossthelake wrote: I would scrap mention of your eating disorder entirely. What does it add, exactly? What is it supposed to show that you couldn't demonstrate separately? Your interest/"hunger" for these other things can be discussed without mentioning your eating disorder. If you're trying to say "I overcame something difficult", I just don't think it's worth it. You're writing is good--but this is more material for a personal essay that you would submit to the Arts section of a magazine, not to law school. If you were on the admissions committee, what would you think? "Okay. She overcame an eating disorder. What else?" You might cast doubt in their minds that you can handle law school--plenty of people relapse under extreme stress--especially if it's still a large enough part of your identity that you feel compelled to write about it for your personal statement. Your personal statement is your one shot to show them who you are--and you're defining yourself by a disorder, when there are probably other traits/characteristics that are more positive and compelling that you could dedicate that space to.

Post by paratactical » Tue Aug 17, 2010 1:29 pm

Seriously? What are you waiting for?

Now there's a charge. Just kidding ... it's still FREE !

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Helping Someone with an Eating Disorder

• Anorexia Nervosa: Symptoms, Causes, and Treatment
• Bulimia Nervosa: Signs, Symptoms, and Treatment
• Orthorexia Nervosa: Signs, Symptoms, and Treatment

Binge Eating Disorder

• Body Shaming: The Effects and How to Overcome it
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How do I begin recovery from an eating disorder?

Reach out for support, getting treatment for an eating disorder, self-help tip 1: learn healthier ways to cope with emotional pain, tip 2: develop a balanced relationship with food, tip 3: learn to accept and love yourself as you are, tip 4: avoid relapse, eating disorder treatment and recovery.

Ready to begin recovery from anorexia, bulimia, or another eating disorder? These tips can help you start recovery and develop true self-confidence.

The inner voices of anorexia and bulimia whisper that you’ll never be happy until you lose weight, that your worth is measured by how you look. But the truth is that happiness and self-esteem come from loving yourself for who you truly are—and that’s only possible with recovery.

The road to recovery from an eating disorder starts with admitting you have a problem. This admission can be tough, especially if you’re still clinging to the belief—even in the back of your mind—that weight loss is the key to your happiness, confidence, and success. Even when you finally understand this isn’t true, old habits are still hard to break.

The good news is that the behaviors you’ve learned can also be unlearned. Just as anyone can develop an eating disorder, so too, anyone can get better. However, overcoming an eating disorder is about more than giving up unhealthy eating behaviors. It’s also about learning new ways to cope with emotional pain and rediscovering who you are beyond your eating habits, weight, and body image.

True recovery from an eating disorder involves learning to:

• Listen to your feelings.
• Listen to your body.
• Accept yourself.
• Love yourself.

This may seem like a lot to tackle, but just remember that you’re not alone. Help is out there and recovery is within your reach. With the right support and guidance, you can break free from your eating disorder’s destructive pattern, regain your health, and find the joy in life again.

Speak to a Licensed Therapist

BetterHelp is an online therapy service that matches you to licensed, accredited therapists who can help with depression, anxiety, relationships, and more. Take the assessment and get matched with a therapist in as little as 48 hours.

Once you’ve decided to make a change, opening up about the problem is an important step on the road to recovery. It can feel scary or embarrassing to seek help for an eating disorder, so it’s important to choose someone who will be supportive and truly listen without judging you or rejecting you. This could be a close friend or family member or a youth leader, teacher, or school counselor you trust. Or you may be more comfortable confiding in a therapist or doctor.

Choose the right time and place. There are no hard and fast rules for telling someone about your eating disorder. But be mindful about choosing the right time and place—ideally somewhere private where you won’t be rushed or interrupted.

Starting the conversation. This can be the hardest part. One way to start is by simply saying, “I’ve got something important to tell you. It’s difficult for me to talk about this, so it would mean a lot if you’d be patient and hear me out.” From there, you may want to talk about when your eating disorder started, the feelings, thoughts, and behaviors involved, and how the disorder has impacted you.

Be patient. Your friend or family member will have their own emotional reaction to learning about your eating disorder. They may feel shocked, helpless, confused, sad, or even angry. They may not know how to respond or help you. Give them time to digest what you’re telling them. It’s also important to educate them about your specific eating disorder.

Be specific about how the person can best support you. For example, you may want them to help you find treatment, accompany you to see a doctor, check in with you regularly about how you’re feeling, or find some other way of supporting your recovery (without turning into the food police).

Eating disorder support groups

While family and friends can be a huge help in providing support, you may also want to join an eating disorder support group. They provide a safe environment where you can talk freely about your eating disorder and get advice and support from people who know what you’re going through.

There are many types of eating disorder support groups. Some are led by professional therapists, while others are moderated by trained volunteers or people who have recovered from an eating disorder. You can find online anorexia and bulimia support groups, chat rooms, and forums. These can be particularly helpful if you’re not ready to seek face-to-face help or you don’t have a support group in your area.

For help finding an eating disorder support group:

• Ask your doctor or therapist for a referral.
• Call local hospitals and universities.
• Call local eating disorder centers and clinics.
• Visit your school’s counseling center.
• Call a helpline listed below.

While there are a variety of different treatment options available for those struggling with eating disorders, it is important to find the treatment, or combination of treatments, that works best for you.

Effective treatment should address more than just your symptoms and destructive eating habits. It should also address the root causes of the problem—the emotional triggers that lead to disordered eating and your difficulty coping with stress, anxiety, fear, sadness, or other uncomfortable emotions.

Step 1: Assemble your treatment team

Because eating disorders have serious emotional, medical, and nutritional consequences, it’s important to have a team of professionals that can address every aspect of your problem. As you search, focus on finding the right fit—professionals who make you feel comfortable, accepted, and safe.

To find an eating disorder treatment specialist in your area:

• Ask your primary care doctor for a referral.
• Check with your local hospitals or medical centers.
• Ask your school counselor or nurse.
• Call a helpline listed in the Get more help section below.

Step 2: Address health problems

Eating disorders can be deadly—and not just if you’re drastically underweight. Your health may be in danger, even if you only occasionally fast, binge, or purge, so it’s important to get a full medical evaluation. If the evaluation reveals health problems, they should take priority. Nothing is more important than your well-being. If you’re suffering from any life-threatening problem, you may need to be hospitalized in order to keep you safe.

Step 3: Make a long-term treatment plan

Once your health problems are under control, you and your treatment team can work on a long-term recovery plan. Your treatment plan may include:

Individual or group therapy. Therapy can help you explore the issues underlying your eating disorder, improve your self-esteem, and learn healthy ways of responding to stress and emotional pain. Different therapists have different methods, so it is important to discuss with them your goals in working towards recovery.

Family therapy. Family therapy can help you and your family members explore how the eating disorder is affecting your relationships—and how various family dynamics may be contributing to the problem or impeding recovery. Together, you’ll work to improve communication, respect, and support.

Nutritional counseling. The goal of a nutritionist or dietician is to help you incorporate healthy eating behaviors into your everyday life. A nutritionist can’t change your habits overnight, but over a period of time you can learn to develop a healthier relationship with food.

Medical monitoring. Often, treatment will include regular monitoring by a medical doctor to make sure your health is not in danger. This may include regular weigh-ins, blood tests, and other health screenings.

Residential treatment. In rare cases, you may need more support than can be provided on an outpatient basis. Residential treatment programs offer around-the-clock care and monitoring to get you back on track. The goal is to get you stable enough to continue treatment at home.

Step 4: Learn self-help strategies

While seeking professional help is important, don’t underestimate your own role in recovery. The more motivated you are to understand why you developed an eating disorder, and to learn healthier coping skills, the quicker you will see change and healing. The following tips can help:

It may seem like eating disorders are all about food—after all, your rules and fears about dieting and weight have taken over your life. But food itself isn’t the real problem. Disordered eating is a coping mechanism for stress or other unpleasant emotions. You may refuse food to feel in control, binge for comfort, or purge to punish yourself, for example. But whatever need your eating disorder fulfills in your life, you can learn  healthier ways to cope with negative emotions and deal with life’s challenges.

The first step is figuring out what’s really going on inside. Are you upset about something? Depressed? Stressed out? Lonely? Is there an intense feeling you’re trying to avoid? Are you eating to calm down, comfort yourself, or to relieve boredom? Once you identify the emotion you’re experiencing, you can choose a positive alternative to starving or stuffing yourself.

Here are a few suggestions to get you started:

• Call a friend
• Listen to music
• Play with a pet
• Read a good book
• Take a walk
• Write in a journal
• Go to the movies
• Get out into nature
• Play a favorite game
• Do something helpful for someone else

Even though food itself is not the problem, developing a healthier relationship with it is essential to your recovery. Most people with eating disorders struggle with issues of control when it comes to food—often fluctuating between strict rules and chaos. The goal is to find a balance.

Let go of rigid eating rules. Strict rules about food and eating fuel eating disorders, so it’s important to replace them with healthier ones. For example, if you have a rule forbidding all desserts, change it into a less rigid guideline such as, “I won’t eat dessert every day.” You won’t gain weight by enjoying an occasional ice cream or cookie.

Don’t diet.  The more you restrict food, the more likely it is that you’ll become preoccupied, and even obsessed, with it. So instead of focusing on what you “shouldn’t” eat, focus on nutritious foods that will energize you and make your body strong. Think of food as fuel for your body. Your body knows when the tank is low, so listen to it. Eat when you’re truly hungry, then stop when you’re full.

Stick to a regular eating schedule. You may be used to skipping meals or fasting for long stretches. But when you starve yourself, food becomes all you think about. To avoid this preoccupation, try to eat every three hours. Plan ahead for meals and snacks, and don’t skip!

When you base your self-worth on physical appearance alone, you’re ignoring all the other qualities, accomplishments, and abilities that make you beautiful. Think about your friends and family members. Do they love you for the way you look or who you are? Chances are, your appearance ranks low on the list of what they love about you—and you probably feel the same about them. So why does it top your own list?

Placing too much importance on how you look leads to low self-esteem and insecurity. But you can learn to see yourself in a positive, balanced way:

Make a list of your positive qualities.  Think of all the things you like about yourself. Are you smart? Kind? Creative? Loyal? Funny? What would others say are your good qualities? Include your talents, skills, and achievements. Also, think about negative qualities you don’t   have.

Stop body checking. Pinching for fatness, continually weighing yourself, or trying on too-small clothes only magnifies a negative self-view and gives you a distorted image of what you really look like. We are all very bad at detecting visual changes in ourselves. Your goal right now is to learn to accept yourself—and that shouldn’t depend on a number on the scale or a perceived flaw you think you see in the mirror.

Avoid “fat talk.” It’s something many of us take part in without even noticing. Perhaps we make self-deprecating jokes about our appearance, criticize a celebrity for gaining a few pounds, or when we greet friends, we focus on how they look—their new outfit or newly toned physique, for example. But focusing on appearance—our own or others—only leads to feelings of body dissatisfaction. Instead of telling others, “You look great!” try focusing on something other than appearance, such as “You seem really happy!” And avoid spending time with people intent on judging others by their looks.

Challenge negative self-talk. We all have negative thoughts about our appearance from time to time. The important thing is not to base your self-worth on these thoughts. Instead, when you catch yourself being self-critical or pessimistic, stop and challenge the negative thought. Ask yourself what evidence you have to support the idea. What is the evidence against it? Just because you believe something, doesn’t mean it’s true.

Tips to improve your body image

Dress for yourself, not others. You should feel good in what you wear. Pick clothes that express your personality and make you feel comfortable and confident.

Stop comparing yourself to others. Even people without an eating disorder experience feelings of anxiety and inferiority when they compare themselves to others on social media. People exaggerate the positive aspects of their lives on Facebook, Instagram and the like, brushing over their flaws and the doubts and disappointments that we all experience. If necessary, take a break from social media —and toss the fashion magazines. Even when you realize that the images are pure Photoshopped fantasy, they can still trigger feelings of insecurity. Stay away until you’re confident they won’t undermine your self-acceptance.

Pamper your body. Instead of treating your body like the enemy, look at it as something precious. Pamper yourself with a massage, manicure, facial, a candlelight bath, or a scented lotion or perfume that makes you happy.

Stay active. While it’s important not to overdo it with exercise, staying active is good for both your mental and physical well-being. The key is to differentiate between compulsive exercise—which is rule-driven, weight-focused, and rigid—and healthy exercise that is rule-free, fun, and flexible. Focus on activities you enjoy and do them because they improve your mood, not because they might change how you look. Outdoor activities can be especially good at boosting your sense of well-being.

The work of eating disorder recovery doesn’t end once you’ve adopted healthier habits. It’s important to take steps to maintain your progress and prevent relapse.

Develop a solid support system. Surround yourself with people who support you and want to see you healthy and happy. Avoid people who drain your energy, encourage disordered eating behaviors, or make you feel bad about yourself.

Identify your “triggers.” Are you more likely to revert to your old, destructive behaviors during the holidays, exam week, or swimsuit season? Or are difficulties at work or in your relationship likely to trigger your disordered eating habits? Know what your early warning signs are, and have a plan for dealing with them, such as going to therapy more often or asking for extra support from family and friends.

Avoid pro-ana and pro-mia websites. Don’t visit websites that promote or glorify anorexia and bulimia. These sites are run by people who want excuses to continue down their destructive path. The “support” they offer is dangerous and will only get in the way of your recovery.

Keep a journal. Writing in a daily journal can help you keep tabs on your thoughts, emotions, and behaviors. If you notice that you’re slipping back into negative patterns, take action immediately.

Stick with your eating disorder treatment plan. Don’t neglect therapy or other components of your treatment, even if you’re doing better. Follow the recommendations of your treatment team.

Fill your life with positive activities. Make time for activities that bring you joy and fulfillment. Try something you’ve always wanted to do, develop a new skill, pick up a fun hobby, or volunteer in your community . The more rewarding your life, the less desire you’ll have to focus on food and weight.

If you do lapse, don’t beat yourself up. Recovery is a process—and that often involves setbacks. Don’t let feelings of guilt or shame derail your recovery, but think about how you’ll handle the same situation next time. Remember: One brief lapse doesn’t have to turn into a full-blown relapse.

Helplines and support

National Eating Disorders Association  or call 1-800-931-2237 (National Eating Disorders Association)

Beat Eating Disorders  or call 0345 643 1414 (Helpfinder)

Butterfly Foundation for Eating Disorders  or call 1800 33 4673 (National Eating Disorders Collaboration)

Service Provider Directory  or call 1-866-633-4220 (NEDIC)

More in Eating Disorders

Advice for parents, family members and friends offering support

Anorexia Nervosa

Signs, symptoms, causes, and treatment options for anorexia

Bulimia Nervosa

Signs, symptoms, treatment and self-help tips

Orthorexia Nervosa

How to recognize if your healthy eating has gone too far

Symptoms, treatment and help for compulsive overeating

Body Shaming

Improving your body image and achieving body acceptance

Cognitive Behavioral Therapy (CBT)

How it can help with anxiety, depression, PTSD, substance abuse, and more

Always focusing on your physical flaws? You may have BDD.

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Home — Essay Samples — Nursing & Health — Public Health Issues — Eating Disorders

Essay Examples on Eating Disorders

What makes a good eating disorders essay topic.

When it comes to selecting a topic for your eating disorders essay, it's crucial to consider a multitude of factors that can elevate your writing to new heights. Below are some innovative suggestions on how to brainstorm and choose an essay topic that will captivate your readers:

• Brainstorm : Begin by unleashing a storm of ideas related to eating disorders. Delve into the various facets, such as causes, effects, treatment options, societal influences, and personal narratives. Ponder upon what intrigues you and what will engage your audience.
• Research : Embark on a comprehensive research journey to accumulate information and gain a profound understanding of the subject matter. This exploration will enable you to identify distinctive angles and perspectives to explore in your essay. Seek out scholarly sources such as academic journals, books, and reputable websites.
• Cater to your audience : Reflect upon your readers and their interests to tailor your topic accordingly. Adapting your subject matter to captivate your audience will undoubtedly make your essay more engaging. Consider the age, background, and knowledge level of your readers.
• Unveil controversies : Unearth the controversies and debates within the realm of eating disorders. Opting for a topic that ignites discussion will infuse your essay with thought-provoking and impactful qualities. Delve into various viewpoints and critically analyze arguments for and against different ideas.
• Personal connection : If you possess a personal connection or experience with eating disorders, contemplate sharing your story or delving into it within your essay. This will add a unique and personal touch to your writing. However, ensure that your personal anecdotes remain relevant to the topic and effectively support your main points.

Overall, a remarkable eating disorders essay topic should be meticulously researched, thought-provoking, and relevant to your audience's interests and needs.

Popular Eating Disorders Essay Topics

Below, you will find a compilation of the finest eating disorders essay topics to consider:

• The Impact of Social Media on Eating Disorders
• The Role of Family Dynamics in the Development of Eating Disorders
• Eating Disorders in Athletes: Causes and Consequences
• The Effectiveness of Different Treatments for Eating Disorders
• Understanding the Psychological Underpinnings of Anorexia Nervosa
• Binge Eating Disorder: Symptoms, Causes, and Treatment
• The Relationship Between Body Dysmorphic Disorder and Eating Disorders
• Eating Disorders in Adolescents: Early Signs and Prevention
• The Influence of Culture and Society on Eating Disorder Prevalence
• The Connection Between Eating Disorders and Substance Abuse
• The Role of Genetics in Eating Disorders
• Men and Eating Disorders: Breaking the Stigma
• The Long-Term Health Consequences of Eating Disorders
• Orthorexia: When Healthy Eating Becomes a Disorder
• The Impact of Trauma and Abuse on Eating Disorder Development

Best Eating Disorders Essay Questions

Below, you will find an array of stellar eating disorders essay questions to explore:

• How does social media contribute to the development and perpetuation of eating disorders?
• What challenges do males with eating disorders face, and how can these challenges be addressed?
• To what extent does the family environment contribute to the development of eating disorders?
• What role does diet culture play in fostering unhealthy relationships with food?
• How can different treatment approaches be tailored to address the unique needs of individuals grappling with eating disorders?

Eating Disorders Essay Prompts

Below, you will find a collection of eating disorders essay prompts that will kindle your creative fire:

• Craft a personal essay that intricately details your voyage towards recovery from an eating disorder, elucidating the lessons you learned along the way.
• Picture yourself as a parent of a teenager burdened with an eating disorder. Pen a heartfelt letter to other parents, sharing your experiences and providing valuable advice.
• Fabricate a fictional character entangled in the clutches of binge-eating disorder. Concoct a short story that explores their odyssey towards self-acceptance and recovery.
• Construct a persuasive essay that fervently argues for the integration of comprehensive education on eating disorders into school curricula.
• Immerse yourself in the role of a therapist specializing in eating disorders. Compose a reflective essay that delves into the challenges and rewards of working with individuals grappling with eating disorders.

Writing Eating Disorders Essays: FAQ

• Q : How can I effectively commence my eating disorders essay?

A : Commence your essay with a captivating introduction that ensnares the reader's attention and provides an overview of the topic. Consider starting with an intriguing statistic, a powerful quote, or a personal anecdote.

• Q : Can I incorporate personal experiences into my eating disorders essay?

A : Absolutely! Infusing your essay with personal experiences adds depth and authenticity. However, ensure that your personal anecdotes remain relevant to the topic and effectively support your main points.

• Q : How can I make my eating disorders essay engaging?

A : Utilize a variety of rhetorical devices such as metaphors, similes, and vivid descriptions to transform your essay into an engaging masterpiece. Additionally, consider incorporating real-life examples, case studies, or interviews to provide concrete evidence and make your essay relatable.

• Q : Should my essay focus solely on one specific type of eating disorder?

A : While focusing on a specific type of eating disorder can provide a narrower scope for your essay, exploring the broader theme of eating disorders as a whole can also be valuable. Strive to strike a balance between depth and breadth in your writing.

• Q : How can I conclude my eating disorders essay effectively?

A : In your conclusion, summarize the main points of your essay and restate your thesis statement. Additionally, consider leaving the reader with a thought-provoking question or a call to action, encouraging further reflection or research on the topic.

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Eating disorders are complex mental health conditions characterized by abnormal or disturbed eating habits that negatively affect a person's physical and mental health.

• Anorexia Nervosa: Characterized by an intense fear of gaining weight, a distorted body image, and severe restriction of food intake leading to extreme weight loss and malnutrition.
• Bulimia Nervosa: Involves cycles of binge eating followed by compensatory behaviors such as vomiting, excessive exercise, or laxative use to prevent weight gain. Sufferers often maintain a normal weight.
• Binge Eating Disorder: Marked by recurrent episodes of eating large quantities of food in a short period, often accompanied by feelings of loss of control and distress, but without regular use of compensatory behaviors.
• Orthorexia: An obsession with eating foods that one considers healthy, often leading to severe dietary restrictions and malnutrition. Unlike other eating disorders, the focus is on food quality rather than quantity.
• Avoidant/Restrictive Food Intake Disorder (ARFID): Involves limited food intake due to a lack of interest in eating, avoidance based on sensory characteristics of food, or concern about aversive consequences of eating, leading to nutritional deficiencies and weight loss.
• Pica: The persistent eating of non-nutritive substances, such as dirt, clay, or paper, inappropriate to the developmental level of the individual and not part of a culturally supported or socially normative practice.
• Rumination Disorder: Involves the repeated regurgitation of food, which may be re-chewed, re-swallowed, or spit out. This behavior is not due to a medical condition and can lead to nutritional deficiencies and social difficulties.
• Distorted Body Image: Individuals often see themselves as overweight or unattractive, even when underweight or at a healthy weight.
• Obsession with Food and Weight: Constant thoughts about food, calories, and weight, leading to strict eating rules and excessive exercise.
• Emotional and Psychological Factors: Associated with low self-esteem, perfectionism, anxiety, depression, or a need for control.
• Physical Health: Can cause severe health issues like malnutrition, electrolyte imbalances, hormonal disruptions, and organ damage.
• Social Isolation: Withdrawal from social activities due to shame, guilt, and embarrassment, leading to loneliness and distress.
• Co-occurring Disorders: Often coexists with anxiety, depression, substance abuse, or self-harming behaviors, requiring comprehensive treatment.
• Genetic and Biological Factors: Genetic predisposition and biological factors, like brain chemical or hormonal imbalances, can contribute to eating disorders.
• Psychological Factors: Low self-worth, perfectionism, body dissatisfaction, and distorted body image perceptions play significant roles.
• Sociocultural Influences: Societal pressures, cultural norms, media portrayal of unrealistic body ideals, and peer influence increase the risk.
• Traumatic Experiences: Physical, emotional, or sexual abuse can heighten vulnerability, leading to feelings of low self-worth and body shame.
• Dieting and Weight-related Practices: Restrictive dieting, excessive exercise, and weight-focused behaviors can trigger disordered eating patterns.

Treatment for eating disorders includes psychotherapy, such as cognitive-behavioral therapy (CBT), dialectical behavior therapy (DBT), and family-based therapy (FBT), to address psychological factors and improve self-esteem. Nutritional counseling with dietitians helps develop healthy eating patterns and debunks dietary myths. Medical monitoring involves regular check-ups to manage physical health. Medication may be prescribed for symptoms like depression and anxiety. Support groups and peer support offer community and empathy, providing valuable insights and encouragement from others facing similar challenges.

• As per the data provided by the National Eating Disorders Association (NEDA), it is estimated that around 30 million individuals residing in the United States will experience an eating disorder during their lifetime.
• Research suggests that eating disorders have the highest mortality rate of any mental illness. Anorexia nervosa, in particular, has a mortality rate of around 10%, emphasizing the seriousness and potential life-threatening nature of these disorders.
• Eating disorders can affect individuals of all genders and ages, contrary to the common misconception that they only affect young women. While young women are more commonly affected, studies indicate that eating disorders are increasingly prevalent among men and can also occur in older adults and children.

Eating disorders are a critical topic because they affect millions of people worldwide, leading to severe physical and psychological consequences. Addressing eating disorders helps in understanding their complex causes and improving treatment options. Exploring eating disorders essay topics raises awareness, promotes early intervention, and encourages support for those affected, ultimately contributing to better mental health and well-being.

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. 2. Arcelus, J., Mitchell, A. J., Wales, J., & Nielsen, S. (2011). Mortality rates in patients with anorexia nervosa and other eating disorders: A meta-analysis of 36 studies. Archives of General Psychiatry, 68(7), 724-731. 3. Brown, T. A., Keel, P. K., & Curren, A. M. (2020). Eating disorders. In D. H. Barlow (Ed.), Clinical handbook of psychological disorders: A step-by-step treatment manual (6th ed., pp. 305-357). Guilford Press. 4. Fairburn, C. G., & Harrison, P. J. (2003). Eating disorders. The Lancet, 361(9355), 407-416. 5. Herpertz-Dahlmann, B., & Zeeck, A. (2020). Eating disorders in childhood and adolescence: Epidemiology, course, comorbidity, and outcome. In M. Maj, W. Gaebel, J. J. López-Ibor, & N. Sartorius (Eds.), Eating Disorders (Vol. 11, pp. 68-82). Wiley-Blackwell. 6. Hudson, J. I., Hiripi, E., Pope, H. G., & Kessler, R. C. (2007). The prevalence and correlates of eating disorders in the National Comorbidity Survey Replication. Biological Psychiatry, 61(3), 348-358. 7. Jacobi, C., Hayward, C., de Zwaan, M., Kraemer, H. C., & Agras, W. S. (2004). Coming to terms with risk factors for eating disorders: Application of risk terminology and suggestions for a general taxonomy. Psychological Bulletin, 130(1), 19-65. 8. Keski-Rahkonen, A., & Mustelin, L. (2016). Epidemiology of eating disorders in Europe: Prevalence, incidence, comorbidity, course, consequences, and risk factors. Current Opinion in Psychiatry, 29(6), 340-345. 9. Smink, F. R. E., van Hoeken, D., & Hoek, H. W. (2012). Epidemiology of eating disorders: Incidence, prevalence and mortality rates. Current Psychiatry Reports, 14(4), 406-414. 10. Stice, E., Marti, C. N., & Rohde, P. (2013). Prevalence, incidence, impairment, and course of the proposed DSM-5 eating disorder diagnoses in an 8-year prospective community study of young women. Journal of Abnormal Psychology, 122(2), 445-457.

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161 Eating Disorders Essay Topic Ideas & Examples

🏆 best eating disorders topic ideas & essay examples, 👍 good essay topics on eating disorders, 💡 most interesting eating disorders topics to write about, 📃 simple & easy eating disorders essay titles, ⭐ good research topics about eating disorders, ❓ research questions about eating disorders.

• Minuchin Family Therapy of Eating Disorders It is for this reason that the family-based treatment was conceived and implemented to involve the family in the recovery of adolescents.
• Influence of Modelling in Teenager’s Eating Disorders The body types required for the models to have demand of them to maintain their body shape and sizes. The models influence on the teenagers is considered too great to cause eating disorders in them.
• Anorexia as Eating Disorder However, due to limitation in scope, the rest of the chapter will explore anorexia nervosa by tracing the historical background of the condition, reviewing prevalence of the disorder in terms of gender, culture and geographical […]
• Bulimia Nervosa: Treatment and Safety Measures It is important to know about related safety measures, considerations and medications and therefore outcomes of bulimic patients are more likely to be optimistic.
• Bulimia: A Severe Eating Disorder The main symptoms of bulimia include intermittent eating of enormous amounts of food to the point of stomach discomfort, abdominal pain, flatulence, constipation, and blood in the vomit due to irritation of the esophagus.
• Binge-Eating Disorder: Diagnosis and Treatment The second part of the case focuses on the empirically tested treatments for the diagnosed problem, justifying the choice of treatment for Alice with available clinical data.
• Diagnosis and Reasons of the Bulimia Nervosa Bulimia is also evident in African countries even with the general notion that African women ought to be fat as a sign of beauty and fertility.
• Eating Disorders in the Military Exposure to trauma is frequently linked to the emergence of eating disorders. As a result, soldiers develop an eating disorder due to external factors, which affect their mental and physical health, but it remains one […]
• Cognitive Behavioural Therapy for Eating Disorders Thus, first of all, to assess John’s current condition, several questions were asked to form an appropriate image of the problem, such as: When and why did you first start thinking about your weight and […]
• Bulimia Nervosa: The Cognitive Behavioral Therapy Subsequently, the research hypothesis is the following: CBT is a more effective treatment intervention in terms of patient outcomes than psychoanalysis, DBT, and integrative therapy.
• Treatment Interventions for Bulimia Nervosa: Case Analysis The essence of the approach is to combat the lack of self-care of the patient, where the responsibility for progress lies with Rita.
• Anorexia as Social and Psychological Disease Many who were used to his weight knew, though Bob is not the most handsome, but a charming person, kind and friendly.
• Eating Disorders Among Medical Students Ehab and Walaa point out that for one-third of medical students, there is a risk of developing ED. Consequently, the problem of ED among medical students is urgent and requires attention.
• Adherence to Medical Advice in Patients With Bulimia Patients’ non-adherence to medical advice presents a common problem in the health care system. The use of health apps allows patients to overcome shame or guilt in eating disorder treatment, increasing adherence.
• Eating Disorders: Diagnosis and Treatment The idealization of an extremely skinny body in the fashion world, television, press, and social media resulted in the rise in the number of individuals with eating disorders.
• Bulimia in Teenagers: How to Make a Change This paper hypothesizes that to make a change a complex of psychological measures should be taken that includes the use of cognitive-behavioral psychotherapy, formation of the right attitude to food and body weight, and building […]
• Eating Disorder Among Youth and Its Aspects It is due to the fact that often the above sociological factors cause the development of psychological issues, especially among young people.
• Anorexia Nervosa and Its Treatment Anorexia nervosa is a treatable eating disorder when people significantly limit the number of calories and types of foods they eat, which leads to excessive weight loss. The objectives of anorexia treatment include weight recovery, […]
• Predictors and Long-Term Health Outcomes of Eating Disorders The authors of the article Predictors and long-term health outcomes of eating disorders aimed to study this topic and bring new information into existing research.
• Emotional Eating in Eating Disorders: A Comprehensive Study Eating concerning adverse emotions and ED psychopathology. Analysis of emotional eating concerning under- and overeating is important.
• Mental Health Project: Binge-Eating Disorder The result was the start of the Binge-Eating Disorder Association, a non-profit organization. The main role of the organization was to advocate, support, and help the binge-eating disorder society.
• Bulimia Nervosa: A Literature Review With binging episodes being characterized by loss of control, some of the bulimic patients consume food they are not entitled to, worsening their relationship both with food and with their social circle. Purging behaviors lead […]
• Genetic Disorder: “A Genetic Link to Anorexia” The author effectively proves that the development of anorexia nervosa may occur not only due to the exposure to the social pressure of beauty standards, but also the presence of a genetic predisposition.
• Eating Disorders in Adolescents Thus, the purpose of the present paper is to dwell on the specifics of external factors causing the disorder as well as the ways to deal with this issue.
• Eating Disorders: Types, Signs and Treatments Eating disorders encompass a wide variety of illnesses that are characterized by abnormal eating habits, obsession with body image, and sudden weight fluctuations.
• Lifestyle Impact on Eating Disorders In contemporary societies men have been socialized to believe they should have certain physical body structures that describe their masculinity; the fact is reinforced in the television and video programs, music, and the general societal.men […]
• Acculturation and Eating Disorders in Western Countries In one of the studies, the relationship between acculturation and eating disorders was found to be non-existent. As evident in the table, most of the researchers have noted that acculturation and eating disorders are strongly […]
• Eating Disorders in Male Adolescents: Understanding and Intervention The research indicates that the prevalence of eating disorders in the male population has increased in the recent years. This paper aims at reviewing available scientific literature on eating disorders in the male adolescent population […]
• Bulimia: Causes and Treatment Bulimia is an eating disorder which is portrayed by binging on food and subsequently vomiting in several attempts of purging.”removal of nutrients in form of purging entails forced vomiting, excessive exercise, laxative use, or fasting […]
• Controlling the Problem and the Treatment Anorexia Nervosa Finally, the paper will be looking at the possible measures of controlling the problem and the treatment of the victims. When female are in their teenage, most of them are affected by the problem of […]
• Regulation of Metabolism and Eating Disorders When a person feels full, hormones, such as cholecystokinin and peptide YY3 36, are released to promote the feeling of satiety and suppress the appetite.
• American Girls’ Eating Disorders and Change Action They will be also offered encouraging interviews with those who managed to overcome the problem of eating disorders including my sister.
• Daily Patterns of Anxiety in Anorexia Nervosa The researchers failed to indicate the distinct and important sections such as the study objectives and the significance of the study.
• Anorexia Nervosa and Life-Sustaining Treatment Therefore, the primary care for patients with anorexia nervosa requires administration of various dietary and mental medical interventions and a clear understanding of different concepts and ethical issues related to the treatment of the disorder.
• Media’s Role in Influencing Eating Disorders The media has distorted the issue of beauty to a point where beauty is no longer “in the eyes of the beholder” but on people’s body size.
• Anorexia Studies. “Thin” Documentary The nutrition of a single person has a strong cultural aspect, being influenced by traditions of a family circle and the whole nation.
• Concepts of Eating Disorders On the other hand, the quantity of food consumed does not determine satiety; rather, it is the quantities of nutrient consumed. In addition, the moving of lipid components into the duodenum helps individuals to reduce […]
• Eating Disorders: Anorexia and Bulimia Anorexia Nervosa is the disease in which the patient avoids eating because of the fear of getting fat. Bulimia Nervosa refers to the pattern of binge eating.
• The Anorexia Nervosa as a Mental Illness While tracing the history of the disease, many authors have come to the conclusion that the disease is to some extent due to the living styles that people have adopted over the years and also […]
• Anorexia Nervosa: Medical Issues In response to this, the writer wishes to state that the purpose of this paper is to present a brief outline of anorexia and its causes to the millions of Americans out there without knowledge […]
• The Portrayal of Women With Anorexia Body image distortion, wherein the individual has an inaccurate perception of body shape and size is considered to be the cause of the intense fear of gaining weight or becoming fat witnessed in individuals with […]
• Anorexia Nervosa in Psychological Point of View Anorexia nervosa is more common in the industrialized countries, where being thin is considered to be more attractive, and is more frequent in Whites than the nonwhite populations. In the age group of 10-14 years, […]
• Binge Eating Disorder Treatment: A Grounded Theory This disorder can be a chronic problem and is associated with negative consequences that may reduce the quality of life for the individuals who struggle with it.
• The Role of Family in Developing and Treating Anorexia The rest of the poem confused and inspired me as a reader because Smith, as well as millions of people around the globe, proved the impossibility to have one particular definition of anorexia in modern […]
• The Problem of Anorexia: “There Was a Girl” by Katy Waldman In her essay, the writer strives to embrace the concept of anorexia and explore the mindset that encourages the development of the specified disorder.
• Eating Disorders: Public Service Announcement Thus, seeking help and battling the disorder is a way to accept that all people were created by God and loved by Him regardless of how thin they are.
• “Skinny Boy: A Young Man’s Battle and Triumph Over Anorexia” by Gary A. Grahl Grahl suffered from anorexia in his youth, and the book is a memoir-like account of the event, serving to open the door to the psychology of the disease in the male populace a vulnerable population […]
• Anorexia Nervosa and Its Perception by Patients In the control group, 80 laymen and women were selected randomly to participate in the study and they completed a modified IPQ-R questionnaire to elicit their perceptions towards AN.
• Eating Disorder Patient’s Assessment and Treatment I should explain to the patient the severity of eating disorders and their possible adverse influence on the patient’s health and life.
• Bulimia Nervosa and Antisocial Personality Disorder The patient said that his head is constantly aching, but the man avoids going to his doctor because he does not want to hear bad news about his health and does not want to cope […]
• Social Media Impact on Depression and Eating Disorder When they turn to the social media, they are bombarded with a lot of information that they cannot properly comprehend. In the social media, they get to understand that beauty is associated with one’s body […]
• Eating Disorder Screening and Treatment Plan The strong point of this article is the combination of the eating disorders and behavioral aspects of the problem as the mixture of the possible reasons for the psychological problem.
• Understanding Eating Disorders: Impact of Social and Cultural Factors Assessing the role of social and cultural factors in the diagnosis and treatment of eating disorders involves the same processes as those used with other population disorders.
• Differential Diagnosis in a Patient: Anorexia Nervosa The first step is to avoid malingering and make sure that a patient is not pretending to be sick. Julia’s and the roommate’s stories are not contradictory; hence, it is safe to say that Julia […]
• Humanistic Therapy: Mental Disorder in Patient With Anorexia As the narration unravels, it becomes clear that the girl also shows signs of anorexia nervosa – a mental disorder distinguished by an unhealthy low weight and destructive dietary patterns. DSM-5 serves as the principal […]
• Eating Disorders in Traditional and Social Media One can argue that traditional media, through the depiction of ED stories, started the discussion about mental health, introducing concepts of anorexia, bulimia, and other conditions, often described in a negative light due to the […]
• Addressing Eating Disorders: Urgent Measures Needed for Public Health The initiators made a petition to the representatives of the Senate and also appealed to the former head of the Center for Disease Control and Prevention.
• Anthropology: Anorexia and Idiopathic Seizures Considering the relation between this disease and cultural issues, it is possible to refer to life of people in society. It is essential to consider anorexia and idiopathic epilepsy from the point of view of […]
• Eating Disorders, Insomnia, and Schizophrenia Of course, this readiness does not exclude the necessity to identify such people and provide the necessary treatment to them, which is proved to be effective.
• Anorexia Nervosa: Diagnosis and Treatment in Psychotherapy In the meantime, it is, likewise, vital to determine the cause of the condition’s appearance and point out the necessary alterations.
• Controlling Eating Disorders It is important to manage these problems as they compromise the physical health of the individual. The individuals are usually disturbed by the size and shape of their body.
• Eating Disorders in Adolescent Girls This will involve making them appreciate their body the way they are and dispelling the idea that only thinness is a sign of beauty.
• Influence of Media on Anorexia As the children grow, they disregard big-bodied people, and try as much as possible to maintain a slim figure, as they see from the magazines and televisions.
• Psychological Factors Underlying Anorexia Nervosa The condition also occurs where individuals deny hunger as well as restrict energy and nutrients to levels that are minimal and inadequate to maintain the functioning of the normal body health and mass. In addition, […]
• The Problem of Anorexia in Modern American Society However, in spite of frightening statistics, nowadays many sufferers have a good chance to recover due to increasing number of programs and campaigns aimed at overcoming this disease. 7% – Hispanic people, and the rest […]
• Eating Disorder Prevention Programs Through the article, Stice and Shaw evaluated the current information on eating disorders based on risks and maintenance aspects rather than on a particular analysis.
• Gender and Demographic Aspects of Eating Disorders In the situation involving African American women, body image is much more of several factors that include how others react to them, comparisons of their bodies with those of the others in the same environment, […]
• Eating Disorders Among Teenage Girls According to recent research conducted, mass media has affected most teens negatively in the following ways: Media Version of physical beauty The teens are not mindful of the fact that the messages that they are […]
• The Eating Disorder – Anorexia Nervosa It is noted that majority of the people that suffer from anorexia disorder are those that suffer from low-self esteem. The eating disorder makes bodies of people suffering from Anorexia nervosa struggle to manage insufficient […]
• The Concept of Normality In Relation To Eating Disorders Among the dominant sociological understanding of normality that will be used to argue through the concept of eating disorders in this paper are the views such as; what is considered normal can be differentiated from […]
• Healthy Lifestyles in the Context of Anorexia and Obesity In addition, a thorough evaluation of one’s lifestyle is imperative so as to rectify that which is causing the anorexia. As discussed in this paper, it is clear that physical activity and a healthy balanced […]
• Mental Health & Culture on Weight and Eating Disorders The depressed and anxious mind sabotages one’s efforts to loosing weight thus leading to the weird feeling of hopelessness and the good efforts or intentions capsizes leaving one to the option of the detrimental food […]
• Anorexia Nervosa: Signs, Effects and Therapies Nurses in the labor and delivery units need to be trained on the proper way of diagnosing and handling anorexia patients to reduce cases of infant mortality. A combination of medical attention and accommodating psychotherapy […]
• Treatments of Anorexia Nervosa Because the mortality rates and co-morbidity incidence of aneroxia nervosa remains critically high despite the array of various intervention strategies that are currently available to health professionals, it is justifiable to have a reassessment of […]
• Eating Disorders: Assessment & Misconceptions The DSM-IV-TR criteria for Bulimia nervosa, according to Berg et al, “…include binge eating, defined as the consumption of an unusually large amount of food coupled with a subjective sense of loss of control, and […]
• Body Fat and Eating Disorders Paper The only way of making this meat safe for consumption would be to cook it all the way through to kill the bacteria on the surface and inside the meat.
• Anorexia in Teens: Media Impact This research focuses on the impact of the media as the ultimate key player for the development of the dangerous disorder among the contemporary young girls in the society.
• The Prevalence of Eating Disorders According to the National Institute of Mental Health, anorexia nervosa and bulimia nervosa are the main types of eating disorders. The trend of anorexia nervosa reached its peak in the 1980s and that is why […]
• The Media’s Influence on Eating Disorders This gives people the impression that by eating the food they will be as beautiful as the model in the advert is. This shows that the media is capable of influencing our eating habits.
• Body Image Issues and Eating Disorders in Sport and Exercise This is very crucial to the sports people as effects in their functionality leads to an automatic decline in performance of the sport.
• Eating Disorders: Anorexia, Bulimia and Compulsive Overeating Anorexia is a both eating and psychological disorder that is initiated as a person begins to diet in order to lose weight.
• Psychological Disorders: Bulimia Nervosa vs. Anorexia Nervosa Although people with the condition are able to recover if the disorder is properly managed, Eysenck states that the near starvation state that most anorexics live with during the period of the disorder can be […]
• Eating Disorders: A Session With Sufferers of Obesity and Anorexia One of the myths that surrounds anorexia is that the only cause of this disorder is the wish to lose weight; some people even refer to the condition as the ‘slimmer’s disease’.
• Eating Disorders: How the Media Have Influenced Their Development in Adolescent Girls
• Eating Disorders and Mental Disorders
• Addiction and Recovery Eating Disorders
• Eating Disorders and the Influences of Culture
• Anorexia Nervosa and Bulimia: Common Eating Disorders in American Women
• The Physical and Emotional Effects of Eating Disorders
• Stress and Eating Disorders in Teenagers
• Eating Disorders and Personality Disorders
• Eating Disorders and Beauty Ideals in American Society
• Eating Disorders and Ballet – Anorexia Nervosa Is Eating the Soul of Young Dancers
• Cognitive Behavior Therapy for Eating Disorders; A Transdignostic Theory and Treatment
• Association Between Depression and Eating Disorders
• The Rising and Dangerous Trend of Eating Disorders: The Types and Causes
• Eating Disorders and Reproduction
• Behavioral Feeding and Eating Disorders
• Eating Disorders: Genetics and Environmental Influences
• Childhood Factors and Eating Disorders Symptoms
• Various Eating Disorders – Compulsive Overeating
• Hunger, Obesity, and Eating Disorders
• Adolescent and Parent Experience of Care at a Family-Based Treatment Service for Eating Disorders
• Childhood Sexual Abuse and Eating Disorders
• Eating Disorders and Its Impact on Society
• Anorexia, Bulimia, and Related Eating Disorders Treatment
• Differences Between Anorexia, Bulimia, and Eating Disorders
• Anxiety and Depression Profile and Eating Disorders in Patients With Irritable Bowel Syndrome
• Psychological Treatment for Eating Disorders
• Quantifying the Psychopathology of Eating Disorders From the Autonomic Nervous System Perspective: A Methodological Approach
• Children With Eating Disorders – Therapy Issues
• Eating Disorders Among Different Cultures
• Causes, Treatment, and the Role of Media on the Battle Against Eating Disorders in the United States
• Eating Disorders and Emotional Eating
• Cognitive and Affective Empathy in Eating Disorders: A Systematic Review and Meta-Analysis
• When Parenting Fails: Alexithymia and Attachment States of Mind in Mothers of Female Patients With Eating Disorders
• Parental Mental Illness and Eating Disorders
• Structural and Functional Brain Connectivity Changes Between People With Abdominal and Non-abdominal Obesity and Their Association With Behaviors of Eating Disorders
• Body Dissatisfaction and Eating Disorders
• The Three Major Eating Disorders in the United States
• Eating Disorders Among Children and Teens
• Women, Weight and Eating Disorders a Socio-Cultural and Political-Economic Analysis
• Eating Disorders and the Fashion Industry
• Why Are Eating Disorders So Common?
• Why Are Teens Plagued With Eating Disorders?
• Why Do Binge Eating Disorders Affect More?
• Whether the Fashion World Causes Eating Disorders?
• Which Symptoms of the Gastrointestinal Tract Occur in Patients With Eating Disorders?
• What Are Eating Disorders?
• What Are the Challenges That Face a Psychotherapist Working With Self-Harm or Eating Disorders?
• What Are the Major Causes of Eating Disorders in Young Women?
• What Causes Eating Disorders?
• What Role Does the Family Play in Developing, Maintaining, and Treating Eating Disorders?
• How do American Society and Culture Influence Eating Disorders?
• How Are Eating Disorders Affecting Our Health?
• How Does Food Taste in Eating Disorders: Anorexia and Bulimia Nervosa?
• How Does the Perception of Beauty Impact the Development of Eating Disorders?
• How do Eating Disorders Begin and What They Leave Behind?
• How Can Eating Disorders Be Viewed as Multi-Determined Disorders?
• How Do People Deal With Eating Disorders?
• How Does Society Affect the Development of Eating Disorders?
• How Has the Advertising Industry Caused an Increase in Eating Disorders?
• How Does the Media Influence Eating Disorders?
• How Can Widely Available Social Media Cause the Development of Eating Disorders?
• Does Adolescent Media Use Cause Obesity and Eating Disorders?
• Does Our Country Support Eating Disorders?
• Does Social Media Contribute to the Development of Eating Disorders in Young Adults?
• Does Social Pressure Influence Eating Disorders Among Adolescents?
• Does the Media Influence the Development of Eating Disorders in Adolescents?
• Does Depression Assist Eating Disorders?
• Are Eating Disorders More Common Among Women Than Men?
• Are Eating Disorders Psychological or Cultural Problems?
• Are Eating Disorders Really about Food?
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should i put my eating disorder on my personal statement?

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Multimodal 3D Image Registration for Mapping Brain Disorders

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We introduce an AI-driven approach for robust 3D brain image registration, addressing challenges posed by diverse hardware scanners and imaging sites. Our model trained using an SSIM-driven loss function, prioritizes structural coherence over voxel-wise intensity matching, making it uniquely robust to inter-scanner and intra-modality variations. This innovative end-to-end framework combines global alignment and non-rigid registration modules, specifically designed to handle structural, intensity, and domain variances in 3D brain imaging data. Our approach outperforms the baseline model in handling these shifts, achieving results that align closely with clinical ground-truth measurements. We demonstrate its efficacy on 3D brain data from healthy individuals and dementia patients, with particular success in quantifying brain atrophy, a key biomarker for Alzheimer's disease and other brain disorders. By effectively managing variability in multi-site, multi-scanner neuroimaging studies, our approach enhances the precision of atrophy measurements for clinical trials and longitudinal studies. This advancement promises to improve diagnostic and prognostic capabilities for neurodegenerative disorders.

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