"The credential did make a difference": eating disorder treatment with ANZAED credentialed clinicians: carer perspectives.

Sinclair, H; Conti, J; McCormack, M; Heruc, G; Prnjak, K; Barns, R; Hay, P

"The credential did make a difference": eating disorder treatment with ANZAED credentialed clinicians: carer perspectives.

Sinclair, H Conti, J McCormack, M Heruc, G Prnjak, K

Barns, R Hay, P

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Publisher:: BMC
Publication Type:: Journal Article
Citation:: J Eat Disord, 2025, 13, (Suppl 1), pp. 193
Issue Date:: 2025-08-28

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Field	Value	Language
dc.contributor.author	Sinclair, H
dc.contributor.author	Conti, J
dc.contributor.author	McCormack, M
dc.contributor.author	Heruc, G
dc.contributor.author	Prnjak, K https://orcid.org/0000-0002-6152-5025
dc.contributor.author	Barns, R
dc.contributor.author	Hay, P
dc.date.accessioned	2026-02-22T23:14:06Z
dc.date.available	2025-08-12
dc.date.available	2026-02-22T23:14:06Z
dc.date.issued	2025-08-28
dc.identifier.citation	J Eat Disord, 2025, 13, (Suppl 1), pp. 193
dc.identifier.issn	2050-2974
dc.identifier.issn	2050-2974
dc.identifier.uri	http://hdl.handle.net/10453/193683
dc.description.abstract	BACKGROUND: The Australia & New Zealand Academy for Eating Disorders (ANZAED) has developed the Credential that recognises the qualifications, knowledge and professional development training, including continuing professional development (CPD), that comprise the minimum standard for the safe and effective delivery of treatment for an eating disorder. The current study sought to explore whether the anticipated benefits have translated into positive eating disorder treatment experiences with credentialed clinicians from carers' perspectives. METHODS: Thirteen carers of people living with an eating disorder (ED) were interviewed about their perceptions and experiences of ED treatment from clinicians awarded the ANZAED Eating Disorder Credential. Semi-structured interview transcripts were analysed with an inductive thematic analysis. RESULTS: Three main themes with embedded subthemes were generated. Theme one explored treatment experiences prior to the launch of the Credential in November 2021. Theme two captured carers' attitudes and perceptions of the Credential, including perceived benefits, other priorities, and suggestions for further improvement. The final theme explored carers' treatment experiences with credentialed clinicians that were related to greater perceived knowledge and understanding and experiences of personalised therapeutic approaches to care. CONCLUSIONS: These findings hold important implications for future considerations of credentialing of ED clinicians and proposals for refinements of the ANZAED Eating Disorder Credential. Carers perceived the Credential to enhance quality of care and support, however, many noted that broader systemic issues were limiting its reach. Further efforts are needed to increase awareness and facilitate access to credentialed clinicians through key referral pathways.
dc.format	Electronic
dc.language	eng
dc.publisher	BMC
dc.relation.ispartof	J Eat Disord
dc.relation.isbasedon	10.1186/s40337-025-01383-y
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject	1111 Nutrition and Dietetics, 1701 Psychology
dc.subject.classification	42 Health sciences
dc.subject.classification	52 Psychology
dc.title	"The credential did make a difference": eating disorder treatment with ANZAED credentialed clinicians: carer perspectives.
dc.type	Journal Article
utslib.citation.volume	13
utslib.location.activity	England
utslib.for	1111 Nutrition and Dietetics
utslib.for	1701 Psychology
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
pubs.organisational-group	University of Technology Sydney/Faculty of Health/Graduate School of Health
pubs.organisational-group	University of Technology Sydney/Faculty of Health/Graduate School of Health/Psychology
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2026-02-22T23:14:03Z
pubs.issue	Suppl 1
pubs.publication-status	Published online
pubs.volume	13
utslib.citation.issue	Suppl 1

Abstract:

BACKGROUND: The Australia & New Zealand Academy for Eating Disorders (ANZAED) has developed the Credential that recognises the qualifications, knowledge and professional development training, including continuing professional development (CPD), that comprise the minimum standard for the safe and effective delivery of treatment for an eating disorder. The current study sought to explore whether the anticipated benefits have translated into positive eating disorder treatment experiences with credentialed clinicians from carers' perspectives. METHODS: Thirteen carers of people living with an eating disorder (ED) were interviewed about their perceptions and experiences of ED treatment from clinicians awarded the ANZAED Eating Disorder Credential. Semi-structured interview transcripts were analysed with an inductive thematic analysis. RESULTS: Three main themes with embedded subthemes were generated. Theme one explored treatment experiences prior to the launch of the Credential in November 2021. Theme two captured carers' attitudes and perceptions of the Credential, including perceived benefits, other priorities, and suggestions for further improvement. The final theme explored carers' treatment experiences with credentialed clinicians that were related to greater perceived knowledge and understanding and experiences of personalised therapeutic approaches to care. CONCLUSIONS: These findings hold important implications for future considerations of credentialing of ED clinicians and proposals for refinements of the ANZAED Eating Disorder Credential. Carers perceived the Credential to enhance quality of care and support, however, many noted that broader systemic issues were limiting its reach. Further efforts are needed to increase awareness and facilitate access to credentialed clinicians through key referral pathways.

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http://hdl.handle.net/10453/193683