Revealing a Broader Terrain of Dissociative Manifestations via a Developmental Perspective
Dissociation is widely defined as a lack of integration between aspects of experience that are normally integrated. When dissociation is conceptualized primarily or exclusively as a response to trauma, this description can be taken to mean that an initial state of integration has been disrupted by the impact of trauma, or that experiential disconnection (whether reflexive and automatic or volitional) is a form of defense. Thinking of dissociation from the perspective of psychological development introduces an appreciably different additional possibility: that the establishment and integration of various aspects of experience and functioning never fully or stably occurred. When the sustained dissociative state of consciousness exhibited by survivors of complex trauma is construed as reflecting psychological capacities that have never been fully attained due to having grown up in interpersonal environments marked by developmental deprivation, it becomes easier to recognize a range of phenomena that interfere with effective functioning, which otherwise are rarely noticed by practitioners working with complexly dissociative clients. These phenomena are not commonly thought of as dissociative because they are not subsumed under the classic dissociative “symptoms” as described, for example, in the DSM. The more extreme and severe the complex dissociative presentation, however, the more likely they are to be present, and to be identifiable through careful questioning. We will consider the types of dissociative phenomenon associated with developmental deprivation, provide an overview of types of neurobiological processes underlying these dissociative manifestations, and discuss the types.
This session was originally presented as a live conference session in April 2023.
At the conclusion of this session participants will be able to:
- Describe how developmental deficits contribute to dissociative difficulties
- Describe the three networks comprising Menon's triple network model
- Explain the difference between performance deficits and skills deficits
- List two examples of dissociative patterns of functioning that are manifestations of truncated psychological development
- Identify two strategies for resolving dissociative difficulties via remediation of truncated psychological development
- 3.00 ASWB ACEThe International Society for the Study of Trauma and Dissociation (ISSTD), #1744, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. ISSTD maintains responsibility for this course. ACE provider approval period: 08/20/2021 – 08/20/2024. Social workers completing this course receive 3.00 continuing education credits.
- 3.00 ISSTD Certificate ProgramThis program is eligible for 3.00 credits in the ISSTD Certificate Program.
"Your Price" above reflects your final price based on your membership status and career level.
- ISSTD defines a student as those enrolled in a program of study leading to a degree or certification in the mental health field and who have an interest in trauma and dissociation.
- ISSTD defines an emerging professional as mental health professionals who have completed an advanced degree and are in the first three years of their career (or first three years after graduation for researchers).
- If you do not fall into one of the above categories please register as Professional/Retired.
These prices are for Tier I countries. For a list of countries by Tier click here. If you are located in a country that falls into Tier II-VI please contact ISSTD at firstname.lastname@example.org to receive the appropriate discount code.
All purchases of recorded content are final.