Dissociative Identity Disorder in Schools Part II.

Q3 Medicine
NASN school nurse (Print) Pub Date : 2025-01-01 Epub Date: 2024-01-24 DOI:10.1177/1942602X231223940
Kathryn Kieran, Brenna Morse, Allison Margolis
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引用次数: 0

Abstract

Dissociation is a well-established outcome of early life trauma, but school nurses may not be aware of resources and recommendations available to support students who experience it. If dissociation or behaviors consistent with dissociation are present, trauma-informed care (TIC) principles can guide individualized care of the student. Part I of this two-part article provided a pertinent background on dissociation, dissociative identity disorder (DID), the effects of social media, and TIC. Part II offers specific recommendations for implementing these principles in school nursing practice and follows the student vignette through the school year. Due to their holistic approach to care and long-standing leadership in providing TIC, nurses can significantly affect health, safety, and access to learning for students expressing dissociative experiences at school.

学校中的分离性身份识别障碍》第二部分。
解离是早期生活创伤的一种公认结果,但学校护士可能并不了解有哪些资源和建议可用于支持经历过解离的学生。如果出现解离或与解离一致的行为,创伤知情护理(TIC)原则可以指导对学生的个性化护理。本文由两部分组成,第一部分介绍了解离、解离性身份识别障碍(DID)、社交媒体的影响以及创伤知情护理的相关背景。第二部分提供了在学校护理实践中实施这些原则的具体建议,并将学生的小故事贯穿整个学年。由于护士的整体护理方法和在提供 TIC 方面的长期领导作用,护士可以极大地影响在学校表达解离体验的学生的健康、安全和学习机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
NASN school nurse (Print)
NASN school nurse (Print) Medicine-Medicine (all)
CiteScore
0.60
自引率
0.00%
发文量
105
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