Children and Adolescents
Dissociative disorders (DD) are widely believed to have roots in traumatic childhood experience (abuse or loss), but symptomology often goes unrecognized or is misdiagnosed in children and adolescents. Researchers cite several reasons why recognizing symptoms of dissociation in children is challenging: it may be difficult for children to describe their internal experiences; caregivers may miss signals or attempt to conceal their own abusive or neglectful behaviors; symptoms can be subtle or fleeting; disturbances of memory, mood, or concentration associated with dissociation may be misinterpreted as symptoms of other disorders.
In addition to developing diagnostic tests for children and adolescents (see above), researchers post a number of approaches to improve recognition and understanding of dissociation in children. Recent research has focused on clarifying the neurological basis of symptoms associated with dissociation by studying neurochemical, functional and structural brain abnormalities that can result from childhood trauma. Others in the field have argued that recognizing disorganized attachment (DA) in children can help alert clinicians to the possibility of dissociative disorders. Clinicians and researchers also stress the importance of using a developmental model to understand both symptoms and the future course of DD's. In other words, symptoms of dissociation may manifest differently at different stages of child and adolescent development and individuals may be more or less susceptible to developing dissociative symptoms at different ages. Further research into the manifestation of dissociative symptoms and vulnerability throughout development is needed. Related to this developmental approach, more research is required to establish whether a young patient’s recovery will remain stable over time.
Read more about this topic: Dissociative Disorders
Famous quotes containing the words children and, children and/or adolescents:
“Most fathers will admit that having children does not change perceptibly the way they are treated or perceived in the workplace, even if their wives work. Everyone at his workplace assumes that she will take on the responsibilities of the children and the home, even if she too is in the office all day.”
—Anne C. Weisberg (20th century)
“And those handmade presents that children often bring home from school: They have so much value! The value is that the child put whatever he or she could into making them. The way we parents respond to the giving of such gifts is very important. To the child the gift is really self, and they want so much for their selves to be acceptable, to be loved.”
—Fred Rogers (20th century)
“What causes adolescents to rebel is not the assertion of authority but the arbitrary use of power, with little explanation of the rules and no involvement in decision-making. . . . Involving the adolescent in decisions doesn’t mean that you are giving up your authority. It means acknowledging that the teenager is growing up and has the right to participate in decisions that affect his or her life.”
—Laurence Steinberg (20th century)