The Role of the Professional Educator in Nutrition and Eating Disorders – AUSL Romagna Context
Dott.ssa Pieri Ilaria Professional Educator Department of Mental Health
Eating Disorders (EDs), such as anorexia nervosa, bulimia, and binge eating disorder, are complex pathologies that involve psychological, physical, and social aspects. In this context, the professional educator plays a fundamental role in treatment, global care of the person, support for the family unit, and daily patient management, working in synergy with a multidisciplinary team. The goal is to ensure an integrated therapeutic path that respects the individual’s needs, promoting psychophysical well-being. Collaboration with family
associations is also important, as they often represent an essential reference point for the care network.
Educational Intervention: An Integrated Approach
The professional educator in the field of EDs is a central figure in designing and managing
treatment. They operate in both adult services (Mental Health Centers) and child services. (Neuropsychiatric Units) in various settings: outpatient, inpatient, day hospital, home care, and community care. Their function is articulated in different phases, from initial care to long-term patient management. Their action is based on an integrated approach that combines educational, psychological, and therapeutic skills.
Observation and Educational Planning
The educator begins with observing the patient’s daily reality to identify specific educational needs and build a tailored path. In collaboration with the team, they draft an Individual Rehabilitation Therapeutic Plan, which guides educational and therapeutic intervention. From this, an Individualized Educational Project is developed, constantly monitored, verified, and modified based on the patient’s progress. This allows adapting the intervention to the treatment’s evolution, considering daily
difficulties, psychological changes, and progress
achieved.
Intervention in the Life Context
Thanks to the possibility of working in the person’s natural environment (family, school, community), the educator creates favorable conditions for change and facilitates the integration of the educational project into daily life.
Social and Personal Empowerment
A fundamental goal of educational intervention is social and personal empowerment. The educator works to strengthen the patient’s self- perception and management capacity, promoting self-awareness. This involves motivating the person to be an active protagonist in their change, through daily activities, support meetings, and practical exercises. The educator stimulates the person to make conscious choices to support recovery,
promoting the achievement of greater psychophysical balance.
Encouraging Autonomy and Time Management
Another crucial task of the educator is to encourage personal autonomy. The educator supports the patient in managing free time and creating a daily routine that allows contrasting obsessive thoughts related to food. Through educational and practical activities, the patient learns to manage their emotions and develop healthier and more functional communication with others, improving their social skills.
Reducing Hospitalizations and Facilitating Discharge
Educational work plays a fundamental role in reducing hospitalizations and preventing relapses. Educational support allows
maintaining treatment compliance, facilitating discharge from the ward, and ensuring a gradual return to daily life. The educator works to create
a strong and continuous bond with the patient, strengthening motivation and favoring treatment continuity also at home.
Facilitating Return to the Community
The educator plays a crucial role in accompanying the return to the community. Through designing social and practical activities, the patient is supported in the process of reintegration into daily life, favoring the return to work, school, and social activities. This process is fundamental in preventing isolation and improving quality of life.
Group Educational Projects
The professional educator develops and participates in group projects, where social and communication skills are developed and
enhanced. The group becomes a protected environment that facilitates comparison and growth, making treatment less lonely and more participatory.
Network Projects
In addition to individual activities, the educator participates in network projects, in collaboration with local authorities (municipality, libraries, youth information centers, etc.) and family associations. They act as a facilitator of relationships, a bridge between services, and an activator of educational and social resources. They facilitate the access to social, sports, cultural, and educational activities.
Collaboration with Family Associations
Family associations represent a key resource in managing eating disorders. They carry out psycho-educational support activities for families, awareness and information on the territory, promotion of patient rights, and creation of self-help groups. The educator collaborates with family associations to co- construct training moments, comparison groups, and educational activities; they promote
initiatives for prevention and awareness in
schools, youth centers, and social services; they contribute to creating a culture of mental health and well-being related to food.
Conclusion
In eating disorders, the professional educator assumes a central role in building an
educational and rehabilitative alliance with the person and the family. Synergy with family associations represents added value in the care process, allowing the creation of a supportive, informed, and active network. Only through an integrated and participatory approach is it possible to address the complexity of these disorders and promote real change.
NOTE: World Eating Disorders Action ™ is a global independent collective founded in 2014 by activists and people with lived experience across the globe to share correct information about eating disorders, promote evidence based treatment and offer a platform for like minded organizations to promote policy, research and program advances, ultimately to help those affected and their families. We bring together over 300 organizations from over 60 countries globally each year. Blog posts by individuals and agencies are the opinions and perspectives of those contributing and not necessarily the views of World Eating Disorders Action.