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Dissociative Identity Disorder in Schools Part II
Kathryn Kieran1, Brenna Morse2, Allison Margolis3
1Mental Health Nursing Boston, MA.
NASN School Nurse (Print)
|January 25, 2024
Summary
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.
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.
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