A piece of a puzzle-Patient and psychologist experiences of the Affect School as additional treatment in a Swedish eating disorder unit
Emotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were random...
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| Published in | PloS one Vol. 17; no. 7; p. e0271902 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
United States
Public Library of Science
28.07.2022
Public Library of Science (PLoS) |
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| Abstract | Emotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were randomised to participation in the Affect School as a supplement to treatment.
To explore Affect School participants' and leaders' experiences of the Affect school at an Eating Disorder outpatient unit in Sweden.
Nine patients with eating disorder diagnoses and three Affect School leaders at an eating disorder outpatient clinic in Sweden were interviewed for their experiences of the intervention. The interviews were analysed with Thematic Analysis.
Eight themes were revealed at the analysis, five from the participants: "Worries about group participation", "Not alone anymore and gaining new insights about oneself", "Shared stories can also be painful", "Relationships outside the Affect School as a foundation for affective work", and "A change is coming", and three from the leaders:"Affect awareness is important in eating disorders", "Group meetings create opportunities and challenges", and "The Affect School setup needs more customisation".
The results suggested that the Affect School provided an acceptance for experiencing all sorts of affects. Both leaders and participants considered working with affects necessary, although participants reported no changes in their life situation or condition after the intervention but considered the intervention as part of a process with gradual results. Being part of a group and sharing experiences was experienced as positive by participants and leaders, but the model could be further developed to better adapt to patients with an eating disorder. |
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| AbstractList | Emotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were randomised to participation in the Affect School as a supplement to treatment. To explore Affect School participants' and leaders' experiences of the Affect school at an Eating Disorder outpatient unit in Sweden. Nine patients with eating disorder diagnoses and three Affect School leaders at an eating disorder outpatient clinic in Sweden were interviewed for their experiences of the intervention. The interviews were analysed with Thematic Analysis. Eight themes were revealed at the analysis, five from the participants: "Worries about group participation", "Not alone anymore and gaining new insights about oneself", "Shared stories can also be painful", "Relationships outside the Affect School as a foundation for affective work", and "A change is coming", and three from the leaders:"Affect awareness is important in eating disorders", "Group meetings create opportunities and challenges", and "The Affect School setup needs more customisation". The results suggested that the Affect School provided an acceptance for experiencing all sorts of affects. Both leaders and participants considered working with affects necessary, although participants reported no changes in their life situation or condition after the intervention but considered the intervention as part of a process with gradual results. Being part of a group and sharing experiences was experienced as positive by participants and leaders, but the model could be further developed to better adapt to patients with an eating disorder. Background Emotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were randomised to participation in the Affect School as a supplement to treatment. Aim To explore Affect School participants' and leaders' experiences of the Affect school at an Eating Disorder outpatient unit in Sweden. Method Nine patients with eating disorder diagnoses and three Affect School leaders at an eating disorder outpatient clinic in Sweden were interviewed for their experiences of the intervention. The interviews were analysed with Thematic Analysis. Result Eight themes were revealed at the analysis, five from the participants: "Worries about group participation", "Not alone anymore and gaining new insights about oneself", "Shared stories can also be painful", "Relationships outside the Affect School as a foundation for affective work", and "A change is coming", and three from the leaders:"Affect awareness is important in eating disorders", "Group meetings create opportunities and challenges", and "The Affect School setup needs more customisation". Conclusion The results suggested that the Affect School provided an acceptance for experiencing all sorts of affects. Both leaders and participants considered working with affects necessary, although participants reported no changes in their life situation or condition after the intervention but considered the intervention as part of a process with gradual results. Being part of a group and sharing experiences was experienced as positive by participants and leaders, but the model could be further developed to better adapt to patients with an eating disorder. Emotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were randomised to participation in the Affect School as a supplement to treatment. To explore Affect School participants' and leaders' experiences of the Affect school at an Eating Disorder outpatient unit in Sweden. Nine patients with eating disorder diagnoses and three Affect School leaders at an eating disorder outpatient clinic in Sweden were interviewed for their experiences of the intervention. The interviews were analysed with Thematic Analysis. Eight themes were revealed at the analysis, five from the participants: "Worries about group participation", "Not alone anymore and gaining new insights about oneself", "Shared stories can also be painful", "Relationships outside the Affect School as a foundation for affective work", and "A change is coming", and three from the leaders:"Affect awareness is important in eating disorders", "Group meetings create opportunities and challenges", and "The Affect School setup needs more customisation". The results suggested that the Affect School provided an acceptance for experiencing all sorts of affects. Both leaders and participants considered working with affects necessary, although participants reported no changes in their life situation or condition after the intervention but considered the intervention as part of a process with gradual results. Being part of a group and sharing experiences was experienced as positive by participants and leaders, but the model could be further developed to better adapt to patients with an eating disorder. Background Emotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were randomised to participation in the Affect School as a supplement to treatment. Aim To explore Affect School participants’ and leaders’ experiences of the Affect school at an Eating Disorder outpatient unit in Sweden. Method Nine patients with eating disorder diagnoses and three Affect School leaders at an eating disorder outpatient clinic in Sweden were interviewed for their experiences of the intervention. The interviews were analysed with Thematic Analysis. Result Eight themes were revealed at the analysis, five from the participants: "Worries about group participation", "Not alone anymore and gaining new insights about oneself", "Shared stories can also be painful", "Relationships outside the Affect School as a foundation for affective work", and "A change is coming", and three from the leaders:"Affect awareness is important in eating disorders", "Group meetings create opportunities and challenges", and "The Affect School setup needs more customisation". Conclusion The results suggested that the Affect School provided an acceptance for experiencing all sorts of affects. Both leaders and participants considered working with affects necessary, although participants reported no changes in their life situation or condition after the intervention but considered the intervention as part of a process with gradual results. Being part of a group and sharing experiences was experienced as positive by participants and leaders, but the model could be further developed to better adapt to patients with an eating disorder. © 2022 Petersson,WÃ¥hlin. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Background Emotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were randomised to participation in the Affect School as a supplement to treatment. Aim To explore Affect School participants’ and leaders’ experiences of the Affect school at an Eating Disorder outpatient unit in Sweden. Method Nine patients with eating disorder diagnoses and three Affect School leaders at an eating disorder outpatient clinic in Sweden were interviewed for their experiences of the intervention. The interviews were analysed with Thematic Analysis. Result Eight themes were revealed at the analysis, five from the participants: “Worries about group participation”, “Not alone anymore and gaining new insights about oneself”, “Shared stories can also be painful”, “Relationships outside the Affect School as a foundation for affective work”, and “A change is coming”, and three from the leaders:”Affect awareness is important in eating disorders”, “Group meetings create opportunities and challenges”, and “The Affect School setup needs more customisation”. Conclusion The results suggested that the Affect School provided an acceptance for experiencing all sorts of affects. Both leaders and participants considered working with affects necessary, although participants reported no changes in their life situation or condition after the intervention but considered the intervention as part of a process with gradual results. Being part of a group and sharing experiences was experienced as positive by participants and leaders, but the model could be further developed to better adapt to patients with an eating disorder. BackgroundEmotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were randomised to participation in the Affect School as a supplement to treatment.AimTo explore Affect School participants' and leaders' experiences of the Affect school at an Eating Disorder outpatient unit in Sweden.MethodNine patients with eating disorder diagnoses and three Affect School leaders at an eating disorder outpatient clinic in Sweden were interviewed for their experiences of the intervention. The interviews were analysed with Thematic Analysis.ResultEight themes were revealed at the analysis, five from the participants: "Worries about group participation", "Not alone anymore and gaining new insights about oneself", "Shared stories can also be painful", "Relationships outside the Affect School as a foundation for affective work", and "A change is coming", and three from the leaders:"Affect awareness is important in eating disorders", "Group meetings create opportunities and challenges", and "The Affect School setup needs more customisation".ConclusionThe results suggested that the Affect School provided an acceptance for experiencing all sorts of affects. Both leaders and participants considered working with affects necessary, although participants reported no changes in their life situation or condition after the intervention but considered the intervention as part of a process with gradual results. Being part of a group and sharing experiences was experienced as positive by participants and leaders, but the model could be further developed to better adapt to patients with an eating disorder. Emotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were randomised to participation in the Affect School as a supplement to treatment.BACKGROUNDEmotion dysregulation has been shown to be a transdiagnostic characteristic of eating disorders. The Affect School aims to enhance emotional awareness and the ability to perceive and express emotions. This study was conducted as part of an RCT where patients with various eating disorders were randomised to participation in the Affect School as a supplement to treatment.To explore Affect School participants' and leaders' experiences of the Affect school at an Eating Disorder outpatient unit in Sweden.AIMTo explore Affect School participants' and leaders' experiences of the Affect school at an Eating Disorder outpatient unit in Sweden.Nine patients with eating disorder diagnoses and three Affect School leaders at an eating disorder outpatient clinic in Sweden were interviewed for their experiences of the intervention. The interviews were analysed with Thematic Analysis.METHODNine patients with eating disorder diagnoses and three Affect School leaders at an eating disorder outpatient clinic in Sweden were interviewed for their experiences of the intervention. The interviews were analysed with Thematic Analysis.Eight themes were revealed at the analysis, five from the participants: "Worries about group participation", "Not alone anymore and gaining new insights about oneself", "Shared stories can also be painful", "Relationships outside the Affect School as a foundation for affective work", and "A change is coming", and three from the leaders:"Affect awareness is important in eating disorders", "Group meetings create opportunities and challenges", and "The Affect School setup needs more customisation".RESULTEight themes were revealed at the analysis, five from the participants: "Worries about group participation", "Not alone anymore and gaining new insights about oneself", "Shared stories can also be painful", "Relationships outside the Affect School as a foundation for affective work", and "A change is coming", and three from the leaders:"Affect awareness is important in eating disorders", "Group meetings create opportunities and challenges", and "The Affect School setup needs more customisation".The results suggested that the Affect School provided an acceptance for experiencing all sorts of affects. Both leaders and participants considered working with affects necessary, although participants reported no changes in their life situation or condition after the intervention but considered the intervention as part of a process with gradual results. Being part of a group and sharing experiences was experienced as positive by participants and leaders, but the model could be further developed to better adapt to patients with an eating disorder.CONCLUSIONThe results suggested that the Affect School provided an acceptance for experiencing all sorts of affects. Both leaders and participants considered working with affects necessary, although participants reported no changes in their life situation or condition after the intervention but considered the intervention as part of a process with gradual results. Being part of a group and sharing experiences was experienced as positive by participants and leaders, but the model could be further developed to better adapt to patients with an eating disorder. |
| Audience | Academic |
| Author | Petersson, Suzanne Wåhlin, Ingrid |
| AuthorAffiliation | 4 The Research Section, Region Kalmar County, Kalmar, Sweden 1 Department of Medicine and Optometry, Linnaeus University, Kalmar, Sweden 2 Division of Rehabilitation, Region Kalmar County, Kalmar, Sweden 3 Department of Health and Caring Science, Linnaeus University, Kalmar, Sweden Public Library of Science, UNITED KINGDOM |
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| Author_xml | – sequence: 1 givenname: Suzanne orcidid: 0000-0002-4811-2090 surname: Petersson fullname: Petersson, Suzanne organization: Division of Rehabilitation, Region Kalmar County, Kalmar, Sweden – sequence: 2 givenname: Ingrid surname: Wåhlin fullname: Wåhlin, Ingrid organization: The Research Section, Region Kalmar County, Kalmar, Sweden |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/35901040$$D View this record in MEDLINE/PubMed https://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-122540$$DView record from Swedish Publication Index |
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| Cites_doi | 10.1002/cpp.626 10.1037/0022-006X.64.6.1306 10.1002/erv.2289 10.1080/10640260701773496 10.1037/a0036916 10.1007/s40519-016-0257-9 10.1002/capr.12012 10.1002/cpp.2047 10.3390/nu9111274 10.1002/eat.22145 10.1002/erv.1087 10.1177/1359105309340977 10.1002/cpp.1765 10.1037/0022-0167.52.2.146 10.1080/01933920590908697 10.1017/S0033291710000036 10.1002/cpp.794 10.1080/00207284.2016.1156406 10.1191/1478088706qp063oa 10.1080/10503307.2017.1395922 10.1016/j.appet.2019.104438 10.1080/10640266.2014.964612 10.1002/eat.22010 10.1111/j.1467-9450.2005.00470.x 10.1037/0022-0167.52.2.250 |
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| Copyright | COPYRIGHT 2022 Public Library of Science 2022 Petersson, Wåhlin. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 2022 Petersson, Wåhlin 2022 Petersson, Wåhlin |
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| References | S. Petersson (pone.0271902.ref020) 2021; 9 K Pemberton (pone.0271902.ref018) 2013; 20 SL Morrow (pone.0271902.ref031) 2005; 52 JRE Fox (pone.0271902.ref004) 2009; 16 EO Melin (pone.0271902.ref014) 2018 SE Racine (pone.0271902.ref002) 2013; 46 I.D. Yalom (pone.0271902.ref023) 1995 E. Mergenthaler (pone.0271902.ref025) 1996; 64 A Dingemans (pone.0271902.ref033) 2017; 9 H. Bruch (pone.0271902.ref019) 1973 M. Linden (pone.0271902.ref027) 2013; 20 P Cuijpers (pone.0271902.ref007) 2019; 29 C Munro (pone.0271902.ref003) 2017; 24 AB Prefit (pone.0271902.ref001) 2019; 143 M Sala (pone.0271902.ref008) 2016; 21 SM Wnuk (pone.0271902.ref009) 2015; 22 W. Vandereycken (pone.0271902.ref028) 2011; 19 LE Persson (pone.0271902.ref010) 2003 J Bergdahl (pone.0271902.ref012) 2005; 46 A Birgegård (pone.0271902.ref015) 2014; 22 B.E. Haverkamp (pone.0271902.ref030) 2005; 52 O Kyriacou (pone.0271902.ref005) 2009; 14 DF Polit (pone.0271902.ref016) 2017 A Harrison (pone.0271902.ref034) 2010; 40 V. Braun (pone.0271902.ref017) 2006; 3 L Brownstone (pone.0271902.ref032) 2012; 45 KA Sparrow (pone.0271902.ref022) 2016; 66 J Bergdahl (pone.0271902.ref011) SH Shmurak (pone.0271902.ref006) 2006; 8 D. Silverman (pone.0271902.ref035) 2010 MA Brennan (pone.0271902.ref021) 2015; 15 K. Proulx (pone.0271902.ref024) 2007; 16 J Wanlass (pone.0271902.ref029) 2005; 30 ST Meier (pone.0271902.ref026) 2014; 45 EO Melin (pone.0271902.ref013) 2010; 4 |
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| SubjectTerms | Ambulatory Care Facilities Biology and Life Sciences Care and treatment Eating disorders Emotion regulation Emotional regulation Emotions Emotions - physiology Feeding and Eating Disorders - therapy Health aspects Humans Intervention Interviews Medical diagnosis Medicine and Health Sciences Methods Nursing Omvårdnad Pain Participation Patients People and Places Psychologists Psychology Psychophysiologic disorders Psychotherapy Psykologi Schools Social Sciences Sweden |
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| Title | A piece of a puzzle-Patient and psychologist experiences of the Affect School as additional treatment in a Swedish eating disorder unit |
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