Binge eating disorder is also more common than all other eating disorders combined. It is also very much considered to be highly under diagnosed.

This made me wonder what % of the population experience childhood abuse, neglect, or other trauma. It looks like around 25%

https://www.ncbi.nlm.nih.gov/books/NBK470337/#:~:text=Approximately%20one%20in%20four%20children,9%20percent%20are%20abused%20sexually.

Approximately one in four children experience child abuse or neglect in their lifetime. Of maltreated children, 18 percent are abused physically, 78 percent are neglected, and 9 percent are abused sexually.

Every month a study comes out telling me "You're NOT 'just not trying hard enough' - you were broken from the start" and I don't know why I'm still going

What's the medical definition?

I wonder if I do this.

I mean, I definitely binge eat, and stress eat, and stress-binge eat by my own definition, but I wonder if I do it to the point that it's a medical eating disorder.

I'm surprised a greater percentage of Americans don't have binge eating disorder.

I thought like 3/4ths of all kids end up with at least some attachment trauma?

I read the article but I am not a scientist. I am trying to figure out what part of the brain they are stimulating to reduce binging. It seems like they are getting an opiate like effect in a part of the midbrain? Does anyone understand?

Welcome to r/science! This is a heavily moderated subreddit in order to keep the discussion on science. However, we recognize that many people want to discuss how they feel the research relates to their own personal lives, so to give people a space to do that, personal anecdotes are allowed as responses to this comment. Any anecdotal comments elsewhere in the discussion will be removed and our normal comment rules apply to all other comments.

I am a bot, and this action was performed automatically. Please contact the moderators of this subreddit if you have any questions or concerns.

[removed]

[removed]

[removed]

[removed]

[removed]

[removed]

[removed]

“The way a society functions is a reflection of the childrearing practices of that society. Today we reap what we have sown. Despite the well-documented critical nature of early life experiences, we dedicate few resources to this time of life. We do not educate our children about child development, parenting, or the impact of neglect and trauma on children.”

—Dr. Bruce D. Perry, Ph.D. & Dr. John Marcellus

__________

When I asked a BC Teachers’ Federation official over the phone whether there is any childrearing or child-development science curriculum taught in any of B.C.’s school districts, he immediately replied there is not. When I asked the reason for its absence and whether it may be due to the subject matter being too controversial, he replied with a simple “Yes”.

This strongly suggests there are philosophical thus political obstacles to teaching students such crucial life skills as nourishingly parenting one’s children. To me, it’s difficult to imagine that teaching parenting curriculum would be considered more controversial than, say, teaching students Sexual Orientation and Gender Identity (SOGI) curriculum, beginning in Kindergarten, as is currently taught in B.C. public schools.

I believe that too many people will procreate regardless of their questionable ability to raise their children in a psychologically functional/healthy manner.

Being free nations, society cannot prevent anyone from bearing children; society can, however, educate all young people for the most important job ever, even those who plan to remain childless. I would like to see child-development science curriculum implemented for secondary high school students, and it would also include neurodiversity, albeit not overly complicated. It would be mandatory course material, however, and considerably more detailed than what’s already covered by home economics, etcetera, curriculum: e.g. diaper changing, baby feeding and so forth.

I don’t think the latter is anywhere near sufficient (at least not how I experienced it) when it comes to the proper development of a child’s mind. For one thing, the curriculum could/would make available to students potentially valuable/useful knowledge about their own psyches and why they are the way they are.

Additionally, besides their own nature, students can also learn about the natures of their peers, which might foster greater tolerance for atypical personalities. If nothing else, the curriculum could offer students an idea/clue as to whether they’re emotionally suited for the immense responsibility and strains of parenthood.

There’s so much to know and understand about child development (science) in order to properly/functionally rear a child to his/her full potential in life. I once read an ironic quote from a children’s health academic that, “You have to pass a test to drive a car or to become a … citizen, but there’s no exam required to become a parent. And yet child abuse can stem from a lack of awareness about child development.”

By not teaching child-development science to high school students, is it not as though societally we’re implying that anyone can comfortably enough go forth with unconditionally bearing children with whatever minute amount, if any at all, of such vital knowledge they happen to have acquired over time? It's like we’ll somehow, in blind anticipation, be innately inclined to fully understand and appropriately nurture our children’s naturally developing minds and needs.

I can’t help wondering how many instances there have been wherein immense long-term suffering by children of dysfunctional rearing might have been prevented had the parent(s) received, as high school students, some crucial child development science education by way of mandatory curriculum. After all, dysfunctional and/or abusive parents, for example, may not have had the chance to be anything else due to their lack of such education and their own dysfunctional/abusive rearing as children.

Since so much of our lifelong health comes from our childhood experiences, childhood mental health-care should generate as much societal concern and government funding as does physical health, even though psychological illness/dysfunction typically is not immediately visually observable.

A psychologically and emotionally sound (as well as a physically healthy) future should be every child’s foremost right, especially considering the very troubled world into which they never asked to enter.

Sadly, due to the common OIIIMOBY mindset (Only If It’s In My Own Back Yard), the prevailing collective attitude, however implicit or subconscious, basically follows: ‘Why should I care — my kids are alright?’ or ‘What is in it for me, the taxpayer, if I support programs for other people’s troubled children?’

The wellbeing of all children — and not just what other parents’ children might/will cost us as future criminals or costly cases of government care, etcetera — should be of great importance to us all, regardless of whether we’re doing a great job with our own developing children.

_____________

“It has been said that if child abuse and neglect were to disappear today, the Diagnostic and Statistical Manual would shrink to the size of a pamphlet in two generations, and the prisons would empty. Or, as Bernie Siegel, MD, puts it, quite simply, after half a century of practicing medicine, ‘I have become convinced that our number-one public health problem is our childhood’.”

—Childhood Disrupted, pg.228

The other 97% just enjoy eating.

Apparently every single negative thing that any human has done ever in the history of the world can now be explained by factors outside their control. As a species, individually, we are in fact flawless.

It really pisses me off, the stupidity of these so called studies....WHY did you even have to study this to know its true????