Course Description
This nine-month Post-Graduate Certificate programme will expose the student to a wide range of theoretical models that address the types, causes and symptoms of eating disorders. This programme offers candidates an opportunity for CPD and specialization in this area.
It will discuss eating disorders and disordered eating. The students will learn how to recognize eating disorders and carry out differential diagnosis.
Areas covered:
- The Engagement Process
- Feeding and childhood eating issues.
- Adolescence and the role of the media in the development of eating disorders.
- Attachment theory, and substance abuse/misuse and eating disorders.
- It will also delve into body image and embodiment.
- This will also tie into gender and the development of eating disorders.
- The course will include lectures in the medical, psychiatric and the dietetic aspects of eating disorders.
- Hunger and Appetite
- Relapse Prevention
- Medication utilized for eating disorders and obesity
In 2025, the pass rate for the course was 100%.
The accreditation category of the Programme is Higher Education.
Learning Outcomes
By the end of the course programme the learner
Further more the learner will be able to:
|
Target Candidates
This MQF Level 7 course is suitable for those who are in possession of a warrant such as psychologists, counsellors, psychotherapists Psychiatrists, dieticians, nutritionists or mental health nurses who wish to specialize in or broaden their understanding of eating disorders.
| Course Code | Duration | Credit Value | Next Intake | FT/PT |
|---|---|---|---|---|
| LW/HSC/009 | 9 months | 30 ECTS | October 2026 | PT |
| Contact Hours | Placement Hours | Self Study Hours | Assessment Hours | Total Learning Hours |
|---|---|---|---|---|
| 150 | 45 | 395 | 160 | 750 |
Mode of Training
50% Online, 50% Face-to-Face
Modules are delivered in the evening, twice a week.
Language of instruction is English.
Assessment
Hybrid Assessment Method which includes both a continuous and a final assessment.
The following formats may be used:
Presentations (individual or in groups), case studies, weekly journaling, class debates, group work and written assignments.
Awarding Body
Learning Works
Course Structure
Module 1: What are Eating Disorders (Eds) (5 ECTS)
This module will give an in-depth look at each eating disorder and will explain who gets eating disorders. It will look at,
- Normal and Abnormal Eating
- Hunger and Appetite
- Who suffers from Eating Disorders? Who gets Eating disorders?
- Assessment and Diagnosis
- Engagement and Early Issues
- Nutritional Interventions – outpatient care
- Working with Food Records
- What may go wrong?
Carry out an assessment by warranted applicants. Non-warranted applicants are encouraged to do this during class work using case studies
Create a formulation and share it with the client
Critically assess each eating disorder and carry out differential diagnosis
Critically evaluate a food record and share it with the client and give feedback to the dietician
Construct motivational interviewing
Carry out an educational session with the patient about hunger and appetite
Constructively collaborate with a multidisciplinary team
Define and describe critically eating disorders and related issues
Critically assess a specific issue and reach an understanding of the presenting case
Create a formulation, updating as necessary and share it with client
Demonstrate competence to liaise with a dietician
Critically analyse food records and demonstrate competence in differentiating between hunger and appetite
Apply the criteria for EDs to diagnose, create a formulation and propose an initial treatment plan
Utilize the clinical criteria to write a short report to discuss with the multidisciplinary team
Create and implement an ED mental health awareness campaign
Feel confident with the understanding of eating disorders
Offer psychoeducation about eating disorders for public health matters
Present an accurate diagnosis and differential diagnosis to a person experiencing an eating disorder. This is requested by warranted applicants only
Propose a treatment plan
Recognize an at-risk client
- Total Contact Hours: 25
- Supervised Placement & Practice Hours: 5
- Self-Study Hours: 75
- Assessment Hours: 20
- Total Learning Hours of this Module: 125
Module 2:Childhood and Feeding Disorders (5 ECTS)
Following are the topics covered in Module 2:
- From normal eating to disordered eating and eating disorders
- Feeding/ Eating Issues in children
- Body Dissatisfaction and dieting, and how this can lead to Eds:
- Intervention planning
- Entering the world of children
- Use of drawing/art
- Use of toys – non-directive approach
- Family-based intervention
- Presentations of Case Studies: Child Focused and discussions.
- Picky Eaters vs. Problem feeders
- The Sensory Oral Sequential (SOS) approach to feeding
- From normal eating to disordered eating and eating disorders:
- Food intake guidelines
- Defining normal eating
- Childhood ED/ Obesity- differences in developing/developed countries
- Childhood obesity: food insecurity, attachment processes, maternal poor nutrition
- Early Feeding, Child Behaviour and Parenting as Correlates of Problem Eating
Collaborate with the clinical case manager
Prepare a short report about a childhood eating issue
Distinguish between picky and problematic feeding issues
Create an analysis of a case and discuss it
Describe critically the different childhood eating and feeding issues, including obesity
Evaluate picky eating behaviours and sensory processing difficulties as young as infancy
Analyse critically between healthy eating, disordered eating and eating disorders in children
Investigate the prevalence rates of the different childhood eating and feeding difficulties and of obesity
Identify and critically assess for childhood eating and feeding issues, with reference to the DSM-V
Critically weigh up the role of the family when assessing and treating childhood issues – the importance of family-based interventions
Demonstrate a critical evaluation of the importance of the professional-child/family relationship, (in the helping profession this is referred to as the therapeutic alliance) when engaging children and their families presenting with eating/feeding difficulties
Demonstrate competence in evaluating the importance of working within a multi-disciplinary team when supporting children and their families presenting with eating/feeding difficulties
Demonstrate an understanding of the different feeding/eating difficulties in children, namely PICA, Rumination Disorder, ARFID, AN, BN, BED
Apply the knowledge related to childhood eating and feeding issues to case study discussions
Demonstrate an understanding on how to engage children and their families presenting with eating and feeding difficulties
Demonstrate an understanding of the importance of having a safe, child-friendly clinic environment to support the child
Show understanding of the different professionals that may need to be involved in the care of a child presenting with eating/feeding difficulties
Propose different professionals that may need to be engaged to support a child in case study work
Differentiate between picky and problematic eating whilst understanding the meaning of SOS therapy
Demonstrate an ability to differentiate between the different eating/feeding difficulties that are most common in childhood by delivering presentations in class about specific conditions
Discuss important aspects of intervention planning for a referral of a child presenting with feeding/eating difficulties
Understand and recognise the different eating/feeding difficulties most common in childhood
Know the different prevalence rates of each condition
Know how to plan intervention for a referral of a child presenting with eating/feeding difficulties
Understand child eating/feeding difficulties as a systemic issue that is also somewhat related to parenting strategies, the relational environment of the family, and family beliefs on body and food
Become competent in recognizing different eating/feeding difficulties in children
Know the importance of having a multi-disciplinary approach in supporting children and their families in intervention planning when working with a child presenting with eating/feeding issues and the family
Utilize different tools that could help engage a child in intervention
- Total Contact Hours: 25
- Supervised Placement & Practice Hours: 10
- Self-Study Hours: 45
- Assessment Hours: 45
- Total Learning Hours of this Module: 125
Module 3: Adolescents and the Impact of Social Media in the Development of Eating Disorders (5 ECTS)
This module covers:
- Definition of Adolescence
- Challenges faced in adolescence which might trigger Eds
- The difference between ED and Disordered Eating
- The different types of Eating Disorders
- The impact of social media on youths and how they may contribute to EDs
- Websites that promote Eds
- Attachment and Eds
- The importance of Education where adolescents suffering from Eds are concerned.
- Parent involvement
- Signs and symptoms of eating disorders and what to look out for when assessing a potential client.
- A potential assessment procedure with an adolescent
- Interventions used with clients presenting with Eds
- Introducing the correct jargon when working with clients with Eds
- Working with other professionals and reasons behind it
Carry out assessments where eating disorders in adolescence are concerned
Compile reports and record findings appropriately
Liaise effectively with other professionals regarding the case they are following
Identify eating issues during an intake session
Judge whether the patient needs to be referred to other professionals and at what stage this is carried out
Carry out a risk assessment during a session
Involve the parents during the therapeutic process when necessary
Draw an assessment using the correct tools
Can study new material from different sources
Use network facilities to share experiences from others working in the same discipline
Keep updated from different literature sources available
Apply eating disorder assessment methods
Prepare a client for a diagnosis, including family
Process common eating disorder issues in the here and now with the client in question
Apply collaborative methods with a team of professionals and become case manager with specific clients
Design and communicate feedback effectively to parents and other stakeholders
Critically evaluate the difference between Eating Disorders and Disordered Eating
Investigate critically the different types of Eating Disorders
Develop psychoeducation
Analyse and apply critically theories of Attachment and Eating Disorders to treatment
Demonstrate competence in identifying and working with the signs and symptoms of the development of Eating Disorders in adolescence
Demonstrate a critical analysis of the interventions that can be used at home and at school in Eating Disorders
Demonstrate a critical evaluation of how to create awareness about social media effects on the development of Eating Disorders
Plan an information campaign for schools and families about ProAna and Thinspiration websites
Critically weigh out the involvement of parents in the treatment of Eating Disorders
Apply proper intake tools when working with adolescents presenting eating problems
Use proper interventions when working with adolescents presenting eating problems
Demonstrate awareness of the proper way to involve parents in the process
Demonstrate proficiency in the use of a proper referral system in eating problems
Perform timely interventions when working with adolescents
Ensure appropriate involvement of parents
Understand the importance of the role of the eating disorder counsellor within a school setting
- Total Contact Hours: 25
- Supervised Placement & Practice Hours: 5
- Self-Study Hours: 50
- Assessment Hours: 45
- Total Learning Hours of this Module: 125
Module 4: Body Image, Embodiment and Expressive Art Therapy (5 ECTS)
This module will focus on body-image and the way in which it impacts the development and maintenance of an eating disorder, and therefore the relevance in supporting healthy body-image in the prevention and treatment of eating disorders.
It will outline the aspects of body-image and the way that body-image is developed through different stages and experiences of life. It will open awareness to gender and ethnic distinctions in the development of body-image. Critical influences on body-image will also be discussed.
The module will then go on to highlight the connection between body-image and self-worth and the way this manifests in eating disorders. Body image cognitions and thought shape fusion will be addressed. The module will point to therapies that support the movement towards positive body-image in ED recovery including behavioural interventions and body-image therapy.
The module will explore the way that body-image develops through lived experience of the body in contact with people and feedback. It will give an understanding of the way that working through movement, directly through the body, can support the recovery of positive body-image and self-worth. There will be an experiential component to this module to support this understanding.
The connection between body-image and self-worth will be given due attention and explored also experientially, as well as the impact of working through movement.
Produce an initial analysis of an emerging or presenting body image issue
Understand it from the 4-tier level method of assessment of eating disorders and tie it with the knowledge obtained from the previous 3 modules
Create a mapping of the presenting issue that will incorporate assessment, diagnosis, and recommendations at the level of learning presented to the student thus far; this is only carried out on case studies, diagnosis can only be carried out by warranted therapists
Critically analyse the aspects that contribute towards body image and the development of body-image through stages of life
Evaluate critically the impact of lived experience and the way people move through it in the development of body-image and of positive body image as a protective factor in the context of eating disorders
Critically analyse the impact of body-dissatisfaction in the context of eating disorders
Critically evaluate how the body is a vehicle of lived experience and emotion that may or may not be integrated into consciousness, and the consequences of this on eating disorders
Apply the potential of movement and spatial awareness in the development of healthy body-image and the treatment of eating disorders
Apply the language appropriate to supporting healthy body-image
Convey the impact that experiences and/or socio-cultural messages have on the development of body-image
Analyze socio-cultural factors and their impact on body-image
Identify factors contributing to the development or maintenance of body dissatisfaction
Be equipped with knowledge and motivation for further exploration and learning about body-image and its relationship to the development and treatment of eating disorders
Understand the important role of overconcern with weight and shape in the development of eating disorders and how this is often symbolic of further underlying issues
- Total Contact Hours: 25
- Supervised Placement & Practice Hours: 5
- Self-Study Hours: 75
- Assessment Hours: 20
- Total Learning Hours of this Module: 125
Module 5: Attachment Theory, Substance Abuse, Gender and Eating Issues (5 ECTS)
This module will explore attachment theory in relation to the root causes of eating disorders and the subsequent development of substance abuse. It will specifically aim at exploring the following areas: · Attachment processes and eating disorders · Anorexia nervosa and the deficiencies in the self. · Anorexia nervosa treatment and recovery. · Introduction to substance abuse. · Patterns of co-morbidity between eating disorders and substance use. Further on, this module will eventually shed light on the link between eating disorders and LGBTIQ+. The module will help the student reflect and understand the differences between gender and sexuality. With this understanding the prevalence and risk factors of this sexual minority with eating disorders (EDs) will be reflected. Therefore, the aim of this part of the module is to gain an awareness of Gender and Sexuality and what happens when there is the development of an eating disorder. This part of the Module will specifically cover the following topics: · Difference between Gender and Sexuality · Definition of ‘LGBT+’ Acronym · Coming out · Intersectionality and minority stress; self-harm, adolescents, addiction and eating disorders · Case studies with such intersectionality · Gender dysphoria and body dysphoria |
Create a presentation on the origin of attachment formation, its role in shaping our life scripts, and its importance in the development of an eating disorder
Carry out a talk about the overlap between eating disorders and substance abuse/misuse and quote the high prevalence rate of this comorbidity
Build awareness and action related to eating disorders prevention among the most marginalized LGBTQ communities, including transgender and gender-diverse people
Critically evaluate biological and family factors which shape personality and future human relationships, and which may subsequently confer a vulnerability to eating disorders
Critically assess parent-child relationships and how these play a central role in the individual’s psychological development
Demonstrate competence in utilizing the model of patterns of the dynamic maturation model of attachment and eating disorders
Critically evaluate recovery from the lived experience of individuals with a former diagnosis of anorexia nervosa
Demonstrate a critical awareness of issues of control and the way people move through it in the development of body-image
Operate through a model of the impact of anorexia nervosa on the self
Critically evaluate the link between eating disorders and substance abuse, and what function problematic substance abuse can have on the eating disorder
Critically analyse the knowledge of prevalence rates of eating disorders within a transgender population and apply this knowledge for advocacy in transgender populations
Create awareness on what is often unknown about eating disorders, body dissatisfaction, and disordered eating in trans people
Utilize the appropriate terms relating to attachment patterns, substance abuse, gender, and sexuality
Work through the definition of ‘LGBT+’ acronym
Understand the meaning of coming out and talk about it, along with the meaning of intersectionality, minority stress, self-harm, adolescents, addiction, and eating disorders
Convey the impact that early relational experiences and/or familial messages may have on the development of eating difficulties
Recognize early relational factors and their impact on the concept of self
Identify factors contributing to the development or maintenance of eating difficulties
Distinguish between substance recreational use and problematic substance abuse and the function that these behaviours may have on eating disorders
Guide a person towards finding the right support during a coming out phase
Be equipped with knowledge and motivation for further learning about attachment and its relationship to the development of eating disorders, and the function of substance abuse in the context of eating disorders
Build awareness and action related to eating disorders prevention among the most marginalized LGBTQ communities, including transgender and gender-diverse people
Develop the necessary confidence to work with the understanding of early attachment development in the development and recovery from an eating disorder and substance abuse
Advocate for eating disorders and LGBT+ psychology
- Total Contact Hours: 25
- Supervised Placement & Practice Hours: 10
- Self-Study Hours: 75
- Assessment Hours: 15
- Total Learning Hours of this Module: 125
Module 6: The Medical, Psychiatric and Dietetic Aspect of Eating Disorders (5 ECTS)
This module aims to explore the important relationship of the medical, psychiatric, and dietetic aspect of EDs. This will be referred to as a tri-factor model. Medical care of these clients ideally includes the medical, psychiatric, and nursing aspects.
This Module will look at:
- The figure of the nurse in residential care settings and within the community. A strong and well-trained nurse can pick up subtle changes to the client’s medical and underlying psychological status which can serve as a guide to the multidisciplinary team.
- The second aspect of the tri-factor medical model is the role of psychiatrist. Eating disorders are primary psychiatric conditions that present with a host of psychiatric comorbidities such as mood disorders, personality disorders, and sleep disorders. It is crucial for the psychiatrist to recognize and treat the underlying psychiatric co-morbidities for the client to receive the most benefit from eating disorder treatment.
- Assessing the important role of sleep or sleep deprivation.
- Looking at the medical care guidelines provided by the Academy of Eating Disorders. The medical provider must be trained in the recognition and management of the medical complications of eating disorders — from the complications of extreme restricting to those of extreme bingeing — to support treatment.
- The multidisciplinary team.
- Dietetic intervention in in-patient care including,
- Medical files
- Clinical interventions
- Assessment of DH
- Intervention plan
- Communication with the medical team
- Presentations of Case Studies: Child Focused and discussions.
- Putting it all together.
Collaborate with a multidisciplinary team
Refer to a psychiatrist or internist where necessary
Become more comfortable with becoming a clinical case manager
Recognize the difference between inpatient and outpatient dietetic interventions
Manage important data collected from the medical file and staff
Recognize when a client needs to be referred to a psychiatrist
Understand why the psychiatrist has prescribed medication, possible side effects, and benefits
Define and explain how eating disorders present with several medical complications
Communicate effectively with medical staff for optimum treatment
Apply the knowledge learnt in the module to give the client a comprehensive explanation of the current diagnosis and course of treatment
Design an initial treatment plan to discuss with a clinical supervisor where necessary
Show the patient and the family the importance of not overlooking the medical aspect of eating disorders
Understand that eating disorders are multifactorial in origin and that successful treatment depends on viewing the case from all relevant facets
- Total Contact Hours: 25
- Supervised Placement & Practice Hours: 10
- Self-Study Hours: 75
- Assessment Hours: 15
- Total Learning Hours of this Module: 125
Entry Requirements
- Be working within a helping profession where a better understanding of eating disorders and how to support people would be useful. E.g., counsellor, psychotherapist, counselling/ clinical psychologist, mental health nurse, psychiatrist or general practitioner, nutritionist or dietician.
- Be able to demonstrate successful completion of relevant training, or substantial experience, in your stated professional capacity (as above).
- In addition, candidates should satisfy the following entry requirements:
- Be in possession of a MQF Level 7 certification from a recognised local or foreign awarding body, or equivalent
- Have a good command of oral and written communication in English with a level of proficiency in English equivalent to at least IELTS Level 6.