Department of Psychology, St. John's University-Queens Campus, New York, New York, USA.
College of Health and Behavioral Studies, James Madison University, Harrisonburg, Virginia, USA.
Int J Eat Disord. 2021 Aug;54(8):1486-1492. doi: 10.1002/eat.23532. Epub 2021 May 17.
The present study assesses stigma, attitudes, and strategies of college students in intervening with peers demonstrating disordered eating behaviors.
Four hundred and eighty nine college students (384 women) completed questionnaires that assessed eating disorder symptoms and bystander attitudes adapted for disordered eating. Participants read one of three vignettes of a 20-year-old hypothetical peer displaying symptoms of disordered eating aligned with bulimia nervosa, anorexia nervosa, or binge-eating disorder; participants then described whether the vignette subject had a problem, what the problem was, and strategies for intervention. Relationships among eating disorder history, bystander attitudes, demographics, and intention to intervene in disordered eating were assessed using descriptive and regressive analyses; peer intervention strategies were organized and evaluated for frequencies of responses.
Demographics (female-identification) and familiarity with disordered eating were associated with likelihood to intervene in disordered eating. Most students recognized that the peer had a problem, but fewer than half believed the problem was disordered eating; nearly a quarter (22%) of the students stated that they would be uncomfortable talking to a peer about disordered eating. The majority of students cited vague or nonproblem-related intervention strategies (62%), followed by emotion-focused strategies (22.5%), or body and behavior-focused strategies (15%).
College students, particularly women and those with previous exposure to eating disorders, are likely to intervene peers disordered eating. However, students tend to use vague or body-focused intervention strategies. Bystander intervention training that provides rationale and rehearsal for supportive communication strategies is needed to address students' lack of intervention skills, particularly among men.
本研究评估了大学生在干预有饮食障碍行为的同龄人时的污名化、态度和策略。
489 名大学生（384 名女性）完成了评估饮食障碍症状和旁观者态度的问卷，这些问卷是根据饮食障碍改编的。参与者阅读了三个假设的 20 岁同龄人案例中的一个，这些案例展示了与神经性贪食症、神经性厌食症或暴食症相符的饮食障碍症状；然后，参与者描述案例中的主题是否有问题，问题是什么，以及干预的策略。使用描述性和回归分析评估了饮食障碍史、旁观者态度、人口统计学和干预饮食障碍的意图之间的关系；组织和评估了同伴干预策略的频率。
人口统计学（女性认同）和对饮食障碍的熟悉程度与干预饮食障碍的可能性有关。大多数学生认为同伴存在问题，但不到一半的学生认为问题是饮食障碍；近四分之一（22%）的学生表示，他们会对与同伴谈论饮食障碍感到不舒服。大多数学生提到了模糊或与问题无关的干预策略（62%），其次是情绪焦点策略（22.5%）或身体和行为焦点策略（15%）。
大学生，尤其是女性和以前接触过饮食障碍的学生，可能会干预有饮食障碍的同龄人。然而，学生倾向于使用模糊或身体焦点的干预策略。需要提供支持性沟通策略的基本原理和排练的旁观者干预培训，以解决学生缺乏干预技能的问题，特别是在男性中。
