学校的分离性身份障碍第一部分
Kathryn Kieran1, Brenna Morse2, Allison Margolis3
1Instructor MGH Institute of Health Professions, Boston, MA.
NASN school nurse (Print)
|January 21, 2024
概括
分离性身份障碍 (DID) 可以影响儿童和青少年,通常与创伤有关. 这篇文章为学校护士提供了基于证据的DID信息和资源,强调创伤信息化护理 (TIC) 方法.
科学领域:
- 心理学 心理学 心理学
- 儿科 儿科 儿科
- 护理教育 护理教育
背景情况:
- 分离是一种正常的适应,但在遭受创伤时可能会变得破坏性.
- 儿童和青少年可能会因为创伤,焦虑或抑郁障碍而经历分离.
- 在线行为可以模仿来表达内在的痛苦.
研究的目的:
- 为学校护士提供基于证据的关于分离性身份障碍 (DID) 的信息.
- 为支持受创伤,误解或被排斥的学生提供资源.
- 引入创伤信息化护理 (TIC) 模型来管理分离表现.
主要方法:
- 关于儿童和青少年解离和DID现有文献的综述.
- 分析社交媒体对DID感知和诊断的影响.
- 创伤信息化护理 (TIC) 模型的介绍.
主要成果:
- DID经常被误解,神话和错误信息普遍存在.
- 社交媒体显著影响着公众对DID的看法和争议.
- 信息和通信技术模型提供了一个框架来支持学生,无论诊断如何.
结论:
- 学校护士需要特定的知识和资源来支持患有DID的学生.
- 在教育环境中,以创伤为基础的方法对于解决分离症状至关重要.
- 需要进一步讨论学校护士的实际管理策略.
关键词:
滥用 滥用 滥用 滥用护理协调 护理协调直接照顾就是直接照顾.心理健康 心理健康恢复力 恢复力学校护士的作用学校护士学校护士 在校护士安全的安全的安全的安全的安全.以学生为中心的护理.青少年安全 青少年安全更多相关视频
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