The Professional Counselor | Volume 14, Issue 2 225 Appendix B Educator Checklist for Integrating the 3 Cs of Eating Disorder (ED) Education and Training Into Counselor Education Curricula Cultivating Trainee Self-Awareness Increase trainee awareness by incorporating ED warning signs, risk factors, and conceptualization strategies into assessment and treatment approaches. Routinely assess student competency on ED-related knowledge and skills, evaluating for any incongruence between the students’ and educators’ scores. Additionally, assess multicultural counseling competencies related to EDs during student evaluations. Provide feedback for growth. Encourage student attendance at ED-focused workshops, webinars, and conferences to enhance deliberate practice efforts, promoting professional growth and development. Promote student exploration of their own cultural identities, values, and biases related to appearance, health, and eating behaviors. Capturing Contextual and Sociocultural Factors Incorporate diverse ED case examples and vignettes that reflect a range of intersecting cultural identities and experiences. Provide training on culturally responsive ED treatment approaches like RCT and intersectionality. Be sure to cover strategies for adapting evidence-based ED treatment approaches to be culturally relevant for diverse clients. Emphasize the importance of cultivating cultural humility and client empowerment, particularly when working with ED clients from diverse or marginalized backgrounds. Collaborating With Interdisciplinary Professionals Critically examine course syllabi to identify where ED content and scholarship could be incorporated or expanded (e.g., textbooks, media, articles). Include resources from interdisciplinary helping professionals. Compile a list of interdisciplinary community referrals and resources to support students working with ED clients. Provide opportunities (e.g., guest lecture, course assignment) for students to learn from ED experts in various helping disciplines. Encourage students to reflect on ways to utilize their counseling values and training within interdisciplinary treatment collaborations. Note: This checklist is a framework for integrating ED education into CE graduate training. Consider modifying components to align with your specific curriculum, resources, and student population. The goal is to integrate ED education in a way that provides students with foundational knowledge, skills, and practical experience to effectively support clients struggling with EDs and body image issues in their future counseling practice.
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