support. There are constant concerns with finances, transitions, the physical structure and atmosphere, as well as relationships with faculty, staff, and the other _ 1 students. The academic studies themselves may be unfamiliar and difficult at times. Student support services may not contribute any help to the student who has eating difficulties (Whitaker, 1989, p. 117). Going to college is an important transition for most students, and a~sizable number of freshmen experience leaving home for the first college semester as traumatic. The persistent, unrecognized dependency on parents and their lack of experience in making decisions on their own cause problems of functioning in the less-controlled college environment. Living in a dorm or apartment with other college individuals means getting along with others, withstanding the normal comings and goings as students leave school, and such a situation carries within it all the dynamics that contribute to problem eating. These interpersonal situations impact women more than men because women have greater needs for relationships and have been socialized to be care-givers, always sensitive to the needs of others (Whitaker, 1989, p. 118). For certain vulnerable students who function rather rigidly, the sudden availability of new choices and options may feel unbearable and unmanageable. This type of student may not trust the sorority big sisters or resident hall RA's and turn their helpless and other negative feelings upon themselves. Students from small communities may feel lost on campus. Women who have used and learned to abuse food since the crib and highchair days learn to misread their bodies' signals and without therapy or education easily reach for a sweet instead of another potential new friend (Whitaker, 1989, p. 119). Certain practical variables contribute to the young woman's problems with food. The dorm cafeteria food may be heavy in proteins and fats. Students who study late at nigh...
