The purpose of this paper is to investigate and contextualize the object relations of bulimic women. Two independent studies, one quantitative and one qualitative, were conducted. In the quantitative study, 77 undergraduate women completed self-report measures of eating behavior, interpersonal dependency, and object relations. In the qualitative study, four bulimic women participated in semi-structured interviews that were coded for relational themes and contextualized through a feminist socio-cultural analysis. Results supported the strong association between dependency and eating disorders and demonstrated that the object relationships of the participants were characterized by both insecure attachment and egocentricity. Socio-cultural analysis suggests that the development of these object relations can be partially accounted for by conflicting cultural expectations for women.
This chapter explores IIOW to adapt best practices from thegeneral literature on teaching awards in higher education tograduate student teaching assistant (TA) awards. Although mostcriteria apply, they must befitted to thecareer stage and aspirations ofTAs. TheDuquesne University Graduate Student AwardforExcellence in Teaching serves asa case studydemonstrating howthese practices canbe modified toboth recognize excellent teaching andpromote tile professional developmentofgraduate student instructors.
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