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Dissociative Identity Disorder in Schools Part I
Kathryn Kieran1, Brenna Morse2, Allison Margolis3
1Instructor MGH Institute of Health Professions, Boston, MA.
NASN School Nurse (Print)
|January 21, 2024
Summary
Dissociative Identity Disorder (DID) can affect children and adolescents, often linked to trauma. This article provides school nurses with evidence-based information and resources on DID, emphasizing a Trauma-Informed Care (TIC) approach.
Area of Science:
- Psychology
- Pediatrics
- Nursing Education
Background:
- Dissociation is a normal adaptation, but can become disruptive with trauma exposure.
- Children and adolescents may experience dissociation due to trauma, anxiety, or depressive disorders.
- Online behaviors can be mimicked to express internal distress.
Purpose of the Study:
- To equip school nurses with evidence-based information on Dissociative Identity Disorder (DID).
- To provide resources for supporting traumatized, misunderstood, or excluded students.
- To introduce the Trauma-Informed Care (TIC) model for managing dissociative presentations.
Main Methods:
- Review of existing literature on dissociation and DID in children and adolescents.
- Analysis of social media's impact on DID perception and diagnosis.
- Presentation of the Trauma-Informed Care (TIC) model.
Main Results:
- DID is often misunderstood, with myths and misinformation prevalent.
- Social media significantly influences public perception and controversy surrounding DID.
- The TIC model offers a framework for supporting students regardless of diagnosis.
Conclusions:
- School nurses require specific knowledge and resources to support students with DID.
- A trauma-informed approach is crucial for addressing dissociative symptoms in educational settings.
- Further discussion on practical management strategies for school nurses is needed.
Keywords:
abusecare coordinationdirect caremental healthresiliencerole of the school nurseschool nursessecuritystudent-centered careyouth safetyMore Related Videos
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