Clinician perspective on parental empowerment in family‐based treatment for adolescent anorexia nervosa
Why this work is in the frame
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Bibliographic record
Abstract
This qualitative study explored which core principles of family‐based treatment (FBT) for adolescents with anorexia nervosa (AN) are perceived as most necessary for FBT to be effective in clinical practice. Paediatric interdisciplinary teams were recruited to discuss the delivery of FBT in eating disorder programmes in Ontario, Canada ( N = 6). Thematic analysis was used to analyze the data generated from focus groups. Three major themes emerged: (i) parental empowerment (PE) is the most salient principle of FBT; (ii) various adolescent, parental and family factors are viewed as interfering with or enhancing PE; (iii) a variety of clinical interventions are utilized by clinicians to cultivate and increase PE. PE is identified as essential for adolescents with AN to successfully recover. Greater focus on addressing barriers to empowering parents is needed throughout FBT. Future studies should include measurements of PE to ascertain effects on treatment outcomes. Training and supervision protocols focused on promoting PE are recommended. Practitioner points PE is the most salient principle of FBT. Strategies to enhance PE in phase 1 are imperative if there has been a long illness duration or parents experience mental health issues/burnout. Special clinical attention to individual factors is recommended: comorbid diagnoses, affect dysregulation and enduring eating disorder symptoms. Efforts to enhance parental involvement throughout the treatment is paramount to supporting adolescents to recover from AN.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it