Dissociation in Traumatized Children and Adolescents: Theory by Sandra Wieland

By Sandra Wieland

Dissociation in Traumatized young ones and teenagers presents a chain of specific and compelling case stories written through many of the most desirable foreign specialists within the research of dissociation in children. within the new version, chapters were up to date to incorporate dialogue of the latest findings in trauma and neuroscience in addition to Joyanna Silberg’s renowned affect-avoidance version. moreover, Sandra Wieland’s incisive commentaries on every one case research were up to date. every one bankruptcy provides an in depth narrative of a therapist's paintings with a toddler or adolescent interspersed with the therapist's personal suggestion strategy, and each therapist explains the speculation and study in the back of her scientific judgements. The case experiences current many facets of operating with traumatized children―attachment paintings, trauma processing, paintings with the kinfolk, interactions with the group, psychoeducation regarding dissociation, and encouragement of verbal exchange among the dissociated parts―and supply a frank research of the problems clinicians come across in quite a few healing events. whereas the ebook is outstanding in its transparent and designated descriptions of concept on the topic of dissociation in childrens, most significantly, it illustrates how thought should be translated into winning healing interactions.

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Additional resources for Dissociation in Traumatized Children and Adolescents: Theory and Clinical Interventions

Sample text

If the trauma is denied or a secret, if the parents do not accept the child’s feelings, or if there is no support or safety for the child, then the child must block off this ego-state in order to go on functioning. The lines between this ego-state and others become increasingly solid. The solid divisions are needed to keep the ego-states holding the distress from invading into other ego-states. These separation lines are such that each ego-state still has knowledge of the other ego-states or aspects of the self, but the movement between ego-states is restricted.

The child continues to function but not as a total integrated self. The child may experience emptiness or a sense of not being whole. The child is unable to shift to the ego-state most adaptable to the present situation, and, as a result, behavior that does not fit the situation erupts. With traumarelated ego-states and the associated feelings dissociated, the rest of the child does not have the usual warning systems to let her know that certain situations are dangerous.

Lack of training in graduate institutions related to the area of dissociation explains some of this oversight. In addition, the DSM-V (American Psychiatric Association, 2013) does not list dissociative disorders under “disorders usually first diagnosed in infancy, childhood, or adolescence,” and the adult criteria miss many of the childhood features. The reluctance of professionals to ask about early trauma, together with the reluctance of parents to talk about early negative situations, particularly dysfunction within the immediate family, means that the possibility of trauma effects and dissociation being the underlying cause of ongoing symptoms is all too often overlooked.

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