The psychosocial perspectives of the development and perpetuation of EDs throughout the lifespan
| Module title | The psychosocial perspectives of the development and perpetuation of EDs throughout the lifespan |
|---|---|
| Module code | PSY3049 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Professor Hazel Mycroft (Convenor) Dr Fidan Turk (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 35 |
|---|
Module description
Body image and eating disorders are shaped by a complex interplay of psychological, sociocultural, genetic, and neurobiological factors, influencing how individuals perceive and relate to their bodies. While a positive body image can promote well-being, body dissatisfaction and eating disorders can lead to significant psychological distress and physical health complications. In this seminar you will examine the causes, consequences, and treatment of body image concerns and eating disorders across the lifespan, exploring their connections to psychological processes, biological influences, societal norms, media representations, cultural contexts, and intersecting identities. You will review evidence-based interventions, including psychological therapies and advocacy efforts, while critically engaging with current debates on prevention, treatment, recovery, and long-term support.
Module aims - intentions of the module
In this module, you will examine the causes, consequences, and experiential aspects of body image concerns and eating disorders, taking an interdisciplinary approach that includes psychological, sociocultural, and neurobiological perspectives. You will explore how and why these issues develop, as well as the factors that contribute to maladaptive body image experiences and eating behaviors in different contexts and for different individuals. This module is interactive and involves class discussions, group projects, peer critique, and reflective exercises to deepen understanding. You will critically examine scientific evidence and other scholarly work, evaluate the contributions of different methodologies to understanding body image and eating disorders.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Evaluate traditional and contemporary approaches to the study of body image and eating disorders.
- 2. Describe and systematically assess the effectiveness of different research methodologies used in the study of body image and eating disorders, with the ability to critically appraise the research.
- 3. Communicate your own thoughts and ideas in response to the perspectives of others in a clear, concise, and engaging manner.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Critically evaluate research and methodological approaches used in eating disorder research, analyse empirical findings, and assess the reliability of evidence that informs theoretical frameworks and practical applications.
- 5. Review and critically evaluate published work at an advanced level, identifying the strengths and weaknesses of this research.
- 6. Systematically address complex problems in eating disorder research at an advanced level, demonstrating critical, creative, and independent thinking, alongside a thorough understanding of the complexities involved.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Collaborate efficiently and supportively within a learning group.
- 8. Articulate your self-evaluation criteria, critically challenge established opinions, reflect on your actions, and actively seek and utilise feedback.
- 9. Select and manage information, and to undertake competently study tasks with minimum guidance.
- 10. Use time effectively to meet deadlines.
Syllabus plan
Indicative Syllabus plan
Introduction to BI & EDs Body Image
Aetiology of EDs – Psychological Models
Aetiology of EDs – Sociocultural Models
Epidemiology of EDs
Prevention
Identification, management of EDs
Help-seeking & Stigma
Treatments of EDs
Future of EDs
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 33 | 117 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 33 | Seminars, Q&A sessions, Presentations |
| Guided Independent Study | 57 | Reading in preparation for weekly seminars and Q&A sessions. Additional reading of recommended material. Preparing small group presentations. |
| Guided Independent Study | 30 | Further exploratory research and subsequent reading in preparation for writing CA component |
| Guided Independent Study | 30 | Further exploratory research and subsequent reading in preparation for final exam |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Small-group discussions within seminars | 1 hour weekly (Debates in all) | 1-8 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 40 | 60 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Examination | 60 | 2 hours | All | Generic |
| Essay or Develop school intervention for EDs | 40 | 2000 words | All | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Examination | Examination (60%) | All | August Ref/Def |
| Essay or Book review or Talk transcript with slides | Essay (40%) | All | August Ref/Def |
Re-assessment notes
Two assessments are required for this module. Where you have been referred/deferred in the examination you will have the opportunity to take a second examination in the re-assessment period (July/August). Where you have been deferred in the essay you will be required to resubmit the essay. Deferred marks are not capped. If you are successful on your referral, your overall module mark will be capped at 40%
If being reassessd for the essay, students will choose one option they did not complete
Indicative learning resources - Basic reading
Most of the research discussed will be drawn from journal articles. The following articles will be good background reading:
Culbert, K. M., Racine, S. E., & Klump, K. L. (2015). Research Review: What we have learned about the causes of eating disorders–a synthesis of sociocultural, psychological, and biological research. Journal of Child Psychology and Psychiatry, 56(11), 1141-1164.
Schaumberg, K., Welch, E., Breithaupt, L., Hübel, C., Baker, J. H., Munn?Chernoff, M. A., ... & Bulik, C. M. (2017). The science behind the academy for eating disorders' nine truths about eating disorders. European Eating Disorders Review, 25(6), 432-450.
Murray, S. B., Nagata, J. M., Griffiths, S., Calzo, J. P., Brown, T. A., Mitchison, D., ... & Mond, J. M. (2017). The enigma of male eating disorders: A critical review and synthesis. Clinical Psychology Review, 57, 1-11.
Stice, E., Onipede, Z. A., & Marti, C. N. (2021). A meta-analytic review of trials that tested whether eating disorder prevention programs prevent eating disorder onset. Clinical Psychology Review, 87, 102046.
Tylka, T. L., & Wood-Barcalow, N. L. (2015). What is and what is not positive body image? Conceptual foundations and construct definition. Body Image, 14, 118-129.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 31/01/2025 |
| Last revision date | 31/01/2025 |
