James Lock, MD, PhD is the Eric Rothenberg, MD professor of psychiatry and pediatrics at Stanford University School of Medicine. He is an internationally recognized expert in the treatment of eating disorders in children and youth and one of the original developers of family-based treatment.

Aileen Whyte, PhD is a clinical associate professor at Stanford University School of Medicine where she also serves as directory of the Stanford Outpatient Child and Adolescent Eating Disorders Clinic. Dr. Whyte has significant experience in the provision of FBT to young people with eating disorders. Dr. Whyte has led multiple seminars and workshops in the treatment of eating disorders and provides ongoing supervision and consultation in the FBT approach.

Brittany Matheson, PhD is a licensed clinical psychologist in the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine. Dr. Matheson is a certified FBT provider engaged in patient care, research efforts, and supervision of postdoctoral and psychiatry trainees and fellows.

Nandini Datta, PhD is a clinical instructor/faculty scholar at Stanford University's School of Medicine. Dr. Datta is a certified FBT provider and has experience working with eating disorders across both outpatient and inpatient settings. She is also engaged in ongoing research trials using FBT from both a supervisory and clinical standpoint.

Introduction 1. The First Challenge: Taking Immediate and Decisive Action 2. The Madness of Causes: Losing Focus by Trying to Figure Out Why the Eating Disorder Developed 3. Working Together: When We are in a Lifeboat, We All Need to Row Together 4. Big Feelings: How Too Much Worry About a Child's Emotions Can Undermine Success 5. Stop Blaming Your Child or Yourself: How Knowing Fighting an Eating Disorder is Different From Fighting Your Child or Yourself Helps You Succeed 6. Do Not Try to Reason with an Eating Disorder: Why Trying Reasoning with a Child with Eating Disordered Thinking Doesn't Work 7. Deferring to Experts is Not the Answer: How Expecting Other Professionals to Solve the Problem Can Interfere with Progress in FBT 8.Why is This So Hard: How Patience and Persistence are the Keys to Success in FBT 9. Does Everything Have to Stop? Balancing Academic Progress, Athletics, or Activities and ED Recovery 10. Don't Give Up Too Soon: Why it is Important to Accomplish the Goals of FBT to Reduce the Likelihood of Relapse 11. Find Support: Why it is Important for Parents to Seek Support from Professionals, Families, Friends, and Organizations 12. Bringing it All Together and Moving On