Universal programs to prevent eating disorders in children and adolescents: A scoping review of ethical, legal, organizational and social impacts

Background Appropriate and timely consideration of ethical, legal, organizational, and social issues in universal preventive programs for eating disorders (UPPED) are relevant for the approval, funding and implementation of health-policy decision making. Objective To identify and analyse the ethical, legal, organizational, and social aspects involved in interventions aimed at the universal prevention of eating disorders (ED) in children, pre-adolescents and adolescents in the school settings. Method A scoping review of the literature was carried out. MEDLINE, EMBASE, CENTRAL, PsycINFO, and Social Science Citation Index were searched for studies published in English or Spanish. The quality of the studies was assessed using specific scales for each study design. Results Fourteen studies were included: one scoping review; four narrative reviews, six observational studies, two qualitative studies, and one mixed methods study. Results were narratively synthesised according to: (1) equity; (2) gender perspective; (3) potential harm; (4) participants and facilitators profile; (5) feasibility; and (6) acceptability. Conclusions Interactive programs with relevant contents for participants have greater acceptability. Programs focussed on developing competencies can reduce the risk of potential harm. Incorporating a gender perspective contributes to improving equity. Teachers with prior training in ED are well suited as facilitators of these programs.

Automated summary

Appropriate consideration of ethical, legal, organizational, and social issues is essential for the approval, funding, and implementation of universal preventive programs for eating disorders (UPPED). This scoping review examines the ethical, legal, organizational, and social aspects of interventions aimed at universal prevention of eating disorders in school settings. The results highlight the importance of interactive programs with relevant contents, the focus on developing competencies to reduce potential harm, incorporating a gender perspective to improve equity, and utilizing teachers with prior training in eating disorders as facilitators.