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Dissociative Identity Disorder (DID), previously termed multiple personality disorder, is a complex psychological condition characterized by the presence of two or more distinct identities or personality states. Each identity exhibits unique patterns of behavior, voice, and mannerisms and may possess separate memories and emotional responses. The alternating control between identities can result in memory gaps and challenges in recalling daily activities, often exacerbating the individual's...
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Dissociative Identity Disorder in Schools Part II.

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Summary
This summary is machine-generated.

School nurses can support students experiencing dissociation by using trauma-informed care (TIC) principles. This approach enhances student health, safety, and learning, addressing needs arising from early life trauma.

Keywords:
abusecare coordinationmental healthnursing interventionresiliencerole of the school nursesafety/injury preventionschool nursessecuritystudent self-empowermentstudent-centered careyouth safety

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Area of Science:

  • Child Psychology
  • School Nursing
  • Trauma Studies

Background:

  • Dissociation is a known outcome of early life trauma.
  • School nurses may lack awareness of resources for students experiencing dissociation.
  • Trauma-informed care (TIC) principles can guide support for these students.

Purpose of the Study:

  • To provide school nurses with recommendations for implementing TIC for students with dissociative experiences.
  • To highlight the role of school nurses in supporting student health, safety, and learning.

Main Methods:

  • This article is Part II of a two-part series, focusing on practical application.
  • It follows a student vignette throughout the school year to illustrate TIC implementation.
  • Recommendations are tailored for school nursing practice.

Main Results:

  • School nurses are well-positioned to provide holistic, trauma-informed care.
  • Implementing TIC can significantly impact students' health, safety, and access to education.
  • Nurses' leadership in TIC is crucial for students with dissociative experiences.

Conclusions:

  • School nurses play a vital role in supporting students experiencing dissociation.
  • Trauma-informed care is essential for addressing the needs of these students.
  • Effective implementation of TIC by school nurses improves student outcomes.