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Chapter 5


category, your educational goals may include grocery shop- ping, purchasing and learning to use needed kitchen tools and supplies, learning to follow a recipe and safely use appliances, food safety and storage, and food preparation techniques before you even advance to the stage of mak- ing an actual meal. This may seem painfully simplistic, especially if you


are an accomplished cook yourself, but keep in mind that a person with an eating disorder is not functioning at his or her full potential. Falling asleep after binge eating while a pot of water boils over on the stove or cross-contaminating utensils are potentially dangerous scenarios that can easily occur unless strategies are in place to prevent them. Education in situ is especially helpful if you have the


opportunity. Grocery shopping and cooking with patients, individually or in a group, can help decrease the anxi- ety threshold that makes these activities so intimidating. Meal management, recipe reading, and drawing up a list of needed supplies are tasks that may be completely new. Even if a patient does not wish to eat a food that has been pre- pared together, encounters with food (purchasing, smelling, touching, observing others eating) helps build the skills needed for recovery. Discuss with a patient in advance his or her (perceived) barriers to home food preparation, and you are likely to hear anything from “I don’t know what to buy” to “I don’t want anyone at the grocery store to know I eat.” Every barrier has an alternative, with the one excep- tion of “I just don’t want to.” If a patient is not willing to prepare his or her own food, then the timing simply is not right. There are other ways to stay nourished without hav- ing to learn to cook.


Restaurants and Other Social Settings While some individuals are unequipped to prepare their


own meals and prefer eating out or “ordering in,” others


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