The Battle Within: A Qualitative Meta-Synthesis of the Experience of the Eating Disorder Voice
Abstract
:1. Introduction
2. Materials and Methods
2.1. Search Strategy
2.2. Study Selection
2.3. Quality Assessment
2.4. Data Extraction and Synthesis Procedure
3. Results
3.1. Features of the EDV
3.1.1. Protective and Comforting
“Despite all that you’ve taken from me, I’ve also come to realize that at other points in my life, you probably saved me. You gave me a voice when I lost mine and allowed me to cope, albeit in a destructive way, with extremely difficult situations”[35].
“You get into this mind frame of, I don’t even think its yourself anymore, it’s just this other kind of thing or this other person that, erm, praises you when you encourage those harmful behaviors, so there are moments when your emotions, erm, are quite elated”[37].
3.1.2. Controlling and Intrusive
“The voice of anorexia constantly tells me, ‘You can’t do that, you shouldn’t do this, you’re not good enough, you’re not thin enough, no one will ever want you, you have no friends, you’re boring, you’re ‘damaged goods’, you have to exercise or you’re a failure”[13].
“It makes me depressed and suicidal because I am never good enough to meet my expectations, or rather the expectations of the voice in my head. (...) I wouldn’t be able to make any decisions because I forgot a long time ago what I wanted... now all my decisions are made to satisfy the voice in my head”[42].
3.2. Path to Healing and Restoration
3.2.1. Managing the Internal Criticism
“I need to acknowledge a very important part of my learning through the ED group: the very fact of addressing a letter to you means that I am acknowledging your existence. Yes, you exist as a distinct entity with your own unique voice—inside my head. You are part of my consciousness and mind—and yet you are separate. At least, I have been learning to separate your voice from my other voices and layers of my identity”[35].
“I wasn’t talking from a weaker point of view. I was talking at an equal’s kind of point of view and getting my point across, but also showing appreciation in a genuine way […] I feel like an equal status to it, rather than like a lower who’s being bullied. It’s like, ‘Okay, I’m here now, and we’re on the same level’”[34].
“Telling me I shouldn’t eat that chocolate bar because it has no nutritional value and is only harmful to my health is great. Telling me to eat it because I’m useless and have no hope anyway, and then telling me I’m useless and have no hope because I ate it... well to that I can now say, ‘fuck off.’ Your criticisms have created the conditions under which I have struggled, the constant questioning and hesitating, and then you have turned the blame back on me by convincing me it is only evidence of my lack. In this way, you have been entirely counterproductive. And again, to that I can now say, ‘FUCK OFF!’”[35].
3.2.2. Fear of Separation
“I just think [sniffles] as much as I don’t want it, it is my friend. Like I’m scared to let it go […] It’s made me feel like I don’t actually know how people cope with day-to-day life without having something like this to like rely on”.
“I just have no idea what, what would happen, it feels like if someone said to you, well, what would you do if someone just came along and chopped your legs off, well you, I don’t know, I’d just flail around and it would just, I think it would just be very, it would be so much more distressing”[41].
“I have a new identity, I am a student, a friend, I have social life, and I know that people I know now don’t see me as anorexic, I might have a history of that, but they see me as other things first”[14].
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Item | Guide and Description | Reported on Page No. |
---|---|---|
Aim | State the research question the synthesis addresses | 3 |
Synthesis methodology | Identify the synthesis methodology or theoretical framework that underpins the synthesis and describe the rationale for choice of methodology (e.g., meta-ethnography, thematic synthesis, critical interpretive synthesis, grounded theory synthesis, realist synthesis, meta-aggregation, meta-study, and framework synthesis). | 3 |
Approach to searching | Indicate whether the search was pre-planned (comprehensive search strategies to seek all available studies) or iterative (to seek all available concepts until theoretical saturation is achieved). | 3 |
Inclusion criteria | Specify the inclusion/exclusion criteria (e.g., in terms of population, language, year limits, type of publication, and study type). | 3 |
Data sources | Describe the information sources used (e.g., electronic databases (Medline, Embase, CINAHL, PsycINFO, and Econlit), grey literature databases (digital thesis and policy reports), relevant organizational websites, experts, information specialists, generic web searches (Google Scholar), hand searching, and reference lists) and when the searches were conducted. Provide the rationale for using the data sources. | 3 |
Electronic search strategy | Describe the literature search (e.g., provide electronic search strategies with population terms, clinical or health topic terms, experiential or social phenomena-related terms, filters for qualitative research, and search limits). | 3–4 |
Study screening methods | Describe the process of study screening and sifting (e.g., title, abstract, and full text review, and the number of independent reviewers who screened the studies). | 3–4 |
Study characteristics | Present the characteristics of the included studies (e.g., year of publication, country, population, number of participants, data collection, methodology, analysis, and research questions). | 10–14 |
Study selection results | Identify the number of studies screened and provide reasons for study exclusion (e.g., for comprehensive searching, provide numbers of studies screened and reasons for exclusion indicated in a figure/flowchart; for iterative searching, describe reasons for study exclusion and inclusion based on modifications to the research question and/or contribution to theory development). | 3–5 |
Rationale for appraisal | Describe the rationale and approach used to appraise the included studies or selected findings (e.g., assessment of conduct (validity and robustness), assessment of reporting (transparency), and assessment of content and utility of the findings). | 5–6 |
Appraisal items | State the tools, frameworks, and criteria used to appraise the studies or selected findings (e.g., existing tools: CASP, QARI, COREQ, and Mays and Pope [25], or reviewer developed tools, and describe the domains assessed: research team, study design, data analysis and interpretations, and reporting). | 5–6 |
Appraisal process | Indicate whether the appraisal was conducted independently by more than one reviewer and if consensus was required. | 5–6 |
Appraisal results | Present results of the quality assessment and indicate which articles, if any, were weighted/excluded based on the assessment and provide the rationale. | 7–8 |
Data extraction | Indicate which sections of the primary studies were analyzed and how the data were extracted from the primary studies (e.g., all text under the headings “results/conclusions” were extracted electronically and entered into a computer software). | 9 |
Software | State the computer software used, if any. | 9 |
Number of reviewers | Identify who was involved in coding and analysis. | 9 |
Coding | Describe the process for coding of data (e.g., line-by-line coding to search for concepts). | 9 |
Study comparison | Describe how comparisons were made within and across studies (e.g., subsequent studies were coded into pre-existing concepts, and new concepts were created when deemed necessary). | 9 |
Derivation of themes | Explain whether the process of deriving the themes or constructs was inductive or deductive. | 9 |
Quotations | Provide quotations from the primary studies to illustrate themes/constructs and identify whether the quotations were participant quotations or the author’s interpretation. | 15–19 |
Synthesis output | Present rich, compelling, and useful results that go beyond a summary of the primary studies (e.g., new interpretation, models of evidence, conceptual models, analytical framework, and development of a new theory or construct). | 15–22 |
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Study | 1. Was There a Clear Statement of the Aims of the Research? | 2. Is a Qualitative Methodology Appropriate? | 3. Was the Research Design Appropriate to Address the Aims of the Research? | 4. Was the Recruitment Strategy Appropriate to the Aims of the Research? | 5. Was the Data Collected in a Way that Addressed the Research Issue? | 6. Has the Relationship Between Researcher and Participants been Adequately Considered? | 7. Have Ethical Issues been Taken into Consideration? | 8. Was the Data Analysis Sufficiently Rigorous? | 9. Is There a Clear Statement of Findings? | 10. How Valuable is the Research? | Overall Score | Grade |
---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | 1 | 0.5 | 0.5 | 1 | 1 | 0 | 0.5 | 1 | 0.5 | 1 | 7 | B |
2 | 1 | 1 | 1 | 1 | 1 | 0.5 | 1 | 1 | 1 | 1 | 9.5 | A |
3 | 1 | 1 | 1 | 1 | 1 | 0 | 0.5 | 1 | 1 | 1 | 8.5 | A |
4 | 1 | 1 | 1 | 1 | 1 | 0 | 0.5 | 1 | 1 | 1 | 8.5 | A |
5 | 1 | 1 | 0.5 | 0.5 | 0.5 | 0 | 0.5 | 1 | 1 | 1 | 7 | B |
6 | 1 | 1 | 1 | 1 | 1 | 0 | 0.5 | 1 | 1 | 1 | 8.5 | A |
7 | 1 | 1 | 0.5 | 1 | 0.5 | 0 | 0.5 | 1 | 1 | 1 | 7.5 | B |
8 | 1 | 1 | 0.5 | 0.5 | 0.5 | 0 | 0.5 | 1 | 1 | 1 | 7 | B |
9 | 1 | 1 | 0.5 | 1 | 0.5 | 0 | 0.5 | 1 | 1 | 1 | 7.5 | B |
10 | 1 | 1 | 1 | 1 | 1 | 0 | 0.5 | 1 | 1 | 1 | 8.5 | A |
11 | 1 | 1 | 1 | 1 | 1 | 0 | 0.5 | 1 | 1 | 1 | 8.5 | A |
12 | 1 | 1 | 1 | 1 | 1 | 0 | 0.5 | 1 | 1 | 1 | 8.5 | A |
13 | 1 | 1 | 0.5 | 1 | 1 | 0 | 0.5 | 1 | 1 | 1 | 8 | A |
14 | 1 | 1 | 0.5 | 0.5 | 0.5 | 0 | 0.5 | 1 | 1 | 1 | 7 | B |
15 | 1 | 1 | 1 | 1 | 1 | 0.5 | 0.5 | 1 | 1 | 1 | 9 | A |
Study | Country | Sample Size | Males in the Sample | Aim | Data Collection | Analysis |
---|---|---|---|---|---|---|
Tierney and Fox, 2011 [12] | UK | 21 participants with experience of anorexia nervosa | 0 | Explore people’s experiences of living with an ‘anorexic’ voice | Poems, letters, and | Thematic analysis |
reflective narratives | ||||||
Williams and Reid., 2012 [13] | UK, USA, Canada, and Australia | 14 participants with anorexia nervosa restricting subtype | 2 | Explore the lived experience of anorexia nervosa from the perspective of those who use pro-recovery websites for eating disorders | Online focus group or an e-interview | Interpretative phenomenological analysis |
or eating disorder not otherwise specified | ||||||
Jenkins and Ogden, 2011 [14] | UK | 15 participants with anorexia nervosa that defined themselves as either recovered or in recovery | 0 | Explore how women make sense of their recovery from anorexia nervosa | Semi-structured interviews | Interpretative phenomenological analysis |
Tierney and Fox, 2010 [18] | UK | 21 participants with anorexia nervosa | 0 | Investigate experiences of | Poems, letters, and reflections/descriptive narratives | Thematic analysis |
and reflections on living with an anorexic voice | ||||||
Cardi et al., 2022 [21] | UK | 39 participants (21 with anorexia nervosa and 18 in remission) | 0 | Assess the experience of the EDV in people with anorexia nervosa or in remission, | Open-ended questions | Thematic analysis |
and the feasibility of creating and interacting with a computerized representation (i.e., avatar) of this voice | ||||||
Ling et al., 2022 [34] | UK | 9 participants receiving input for anorexia nervosa | 0 | Explore the experience and acceptability of voice dialogue amongst individuals | Semi-structured interviews | Interpretative phenomenological analysis |
with anorexia nervosa who experience an EDV | ||||||
Brennan et al., 2015 [35] | Canada | 6 participants with an ED | 0 | Explore the perspectives | Feedback forms and letters | Thematic analysis |
of women with eating disorder diagnoses regarding their experiences of participating in an emotion-focused therapy group treatment for eating | ||||||
disorders | ||||||
Morrison et al., 2022 [36] | UK | 12 participants that had previously received a diagnosis | 0 | Explore the relationship between adverse | Semi-structured interviews | Grounded theory |
of anorexia nervosa | experiences in childhood and the development of the anorexia nervosa | |||||
Watterson et al., 2023 [37] | New Zealand | 18 participants with lived experience of an ED | 0 | Explore the experiences of women with a history | Semi-structured interviews | Structural narrative analysis |
of an ED | ||||||
Burnett-Stuart et al., 2024 [38] | UK | 9 | 0 | Generate new insights into the nature of AVs and disordered eating | Semi-structured interviews | Thematic analysis |
Graham et al., 2019 [39] | UK | 15 participants | 1 | Explore the perceptions of the anorexia voice | Semi-structured interviews | Thematic analysis |
among healthcare professionals (HCPs) in specialist eating disorder services | ||||||
Broussard, 2005 [40] | USA | 13 actively bulimic participants | 0 | Interpret and understand bulimia nervosa as | Interviews and personal diaries | Heideggerian |
women experience it | phenomenological process | |||||
Williams et al., 2016 [41] | UK | 11 participants with a lifetime | 0 | Explore the nature of the relationship between | Semi-structured interviews | Grounded theory |
history of anorexia nervosa | the self and the eating disorder in individuals with a lifetime history of anorexia nervosa | |||||
Williams and Reid, 2010 [42] | USA, Canada, Spain, South Africa, Australia, New Zealand, Romania, and India | 14 participants that used pro-anorexia websites | 1 | Investigate the experiences and understandings of those who | Online focus group and e-mail interviews | Interpretative phenomenological analysis |
wish to maintain their anorexia and look at how these understandings may | ||||||
affect their treatment experiences | ||||||
Higbed and Fox., 2010 [43] | UK | 13 participants in treatment for anorexia nervosa | Not stated | Explore illness perception in anorexia nervosa | Semi-structured interviews | Grounded theory |
Themes | Sub-Themes | Effect Size |
---|---|---|
Feature of the EDV | Protective and comforting | 53% |
Controlling and intrusive | 67% | |
Path to healing and restoration | Managing the internal criticism | 53% |
Fear of separation | 53% |
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Tragantzopoulou, P.; Mouratidis, C.; Paitaridou, K.; Giannouli, V. The Battle Within: A Qualitative Meta-Synthesis of the Experience of the Eating Disorder Voice. Healthcare 2024, 12, 2306. https://doi.org/10.3390/healthcare12222306
Tragantzopoulou P, Mouratidis C, Paitaridou K, Giannouli V. The Battle Within: A Qualitative Meta-Synthesis of the Experience of the Eating Disorder Voice. Healthcare. 2024; 12(22):2306. https://doi.org/10.3390/healthcare12222306
Chicago/Turabian StyleTragantzopoulou, Panagiota, Christos Mouratidis, Konstantina Paitaridou, and Vaitsa Giannouli. 2024. "The Battle Within: A Qualitative Meta-Synthesis of the Experience of the Eating Disorder Voice" Healthcare 12, no. 22: 2306. https://doi.org/10.3390/healthcare12222306
APA StyleTragantzopoulou, P., Mouratidis, C., Paitaridou, K., & Giannouli, V. (2024). The Battle Within: A Qualitative Meta-Synthesis of the Experience of the Eating Disorder Voice. Healthcare, 12(22), 2306. https://doi.org/10.3390/healthcare12222306