Features of Dissociative Identity Disorder - Essay Example

Dissociative Identity Disorder (DID) Student’s Name Institutional Affiliation Dissociative Identity Disorder (DID) Introduction Dissociative Identity Disorder (DID) was referred as the multiple personality disorder is the mental disorder consisting two features of distinct and relatively dissociated personality or enduring identities. The states of dissociated personalities and enduring identities shows personal behavior that relate to memory impairment (Cohen, 2012). As a severe condition, DID present an alternative control of an individual and it is described as procession experience. According to Krakauer (2014), when one is suffering from DID, experiences extensive memory loss that is explained to be beyond the ordinary forgetfulness. This is connected to the feature of DID of identity fragmentation instead of separate identities or personalities proliferation (TRACY, n.d.). In 1994, multiple personality disorder was changed to DID to reflect the condition in a better understanding approach that is associated with the identities fragmentation or splintering (Bell, Jacobson, Zeligman, Fox, & Hundley, 2015). Earlier, DID condition was characterized by proliferation or even the growth of different identities. Therefore, the research relates dissociative identity disorder to the childhood traumatic condition. DID reflect the failure of integrating aspects of identity, consciousness and memory ability in provision of single multidimensional of self (CHLEBOWSKI & GREGORY, 2012). In most cases, a primary identity tends to focus on name that is passive, dependent, depressed and even guilty (Jacobson, Fox, Bell, Zeligman, & Graham, 2015). The DID condition leads to different experience distinct to history, identity and developing self-image (Stringer, van Meijel, Koekkoek, Kerkhof, & Beekman, 2011). The DID condition alters identity features that include name, age, and gender, the general knowledge and mood relating to the primary identity. The development of different identities tends to deny understanding and knowledge and hence being critical in opening conflict of one another (Krakauer, 2014). The signs and symptoms of DID are different depending on what causes the condition. The severe DID condition is manifested by developing multiple personalities that relate to the persistent neglect or trauma in childhood (Barlow & Chu, 2014). Cause of Dissociative Identity Disorder Chronic trauma, especially in early childhood, contributes in the development of DID in greater aspect (Krakauer, 2014). The early childhood trauma is associated with the long, significant problem that existed between the child-parent relationships. DID is contributed by biological, social and environmental factors that tend to increase the vulnerability of the condition (Fox, Bell, Jacobson, & Hundley, 2013). The key contributor to the development of the dissociative identity disorder is the disorganized attachment between the children with parent causing trauma. There are different factors that are essential in increasing the likelihood of developing the dissociative disorder condition. These factors include biological approach whereby some individuals tend to have greater tendency aspect of dissociating as they may have brain organic problem making it hard to integrate or associate their experiences (Huntjens, Verschuere, & McNally, 2012). The second approach is that young children’s brain are considered as less mature compared to that of adults and hence being more susceptible to developing the dissociative personality. At this early stage, the children’s sense of self and personality are not cohesive as they are under development (Reinders, Willemsen, Vos, Boer, & Nijenhuis, 2012). Early childhood stage mind is less to cope and integrate traumatic experiences, and hence as the younger person experience trauma, they are likely to develop the dissociative disorder condition. The third approach is connected to children lacking emotional and social support from their parents or guardian (Chlebowski & Gregory, 2012). Lack of social support triggers trauma development and hence leading to dissociative disorder. The children growing in the neglectful family environment without the support in coping with difficult situations and feelings, they tend to dissociate with the intention of dealing away with trauma (Kluft & Foote, 1999). The traumatic condition is then integrated into their autobiographical narrative. Lack of support from the parent or close friend who is willing to listen and care for them, then it makes the children develop traumatic condition through remaining out of mind to dissociate from the feelings. Pathways to Dissociative Identity Disorder Trauma and disorganized attachment are main factors that contribute to dissociative disorder condition (SLACK, 2014). The repeated trauma and the abuse to children by close relative figures such as parent, guardian or caregiver through frightening cause DID (Ringrose, 2011). Mostly, DID develop from the childhood trauma. The symptoms and signs of the dissociative disorder are not apparent until the adulthood (Slack, 2014). The trauma felt at adulthood do not contribute toward the development of the dissociative disorder (Slack, 2014). The adulthood trauma contributes to the post-traumatic stress disorder rather than DID. The development of the dissociative identity condition is argued to contribute by chronic trauma beginning at the age of eight years or younger. The precipitating traumatic experience in the child’s life tends to be overwhelming and hence hard to cope with the situation (Young, Wagner, & Finn, 1994). The capacity for dissociation depends on the intensity of trauma and the age of the child (Krakauer, 2014). The traumatic condition in the child tends to dissociate their feeling and pain from the action. The development of different identities with different personal attributes works as a refuge to the traumatic child (Silberg, 1998). Physical and sexual abuse factors play major role in the development of DID condition as they cause chronic and severe trauma to children (Stringer, van Meijel, Koekkoek, Kerkhof, & Beekman, 2011). The extreme neglect and recurrent or repeatedly medical trauma are also contributing factors. The overwhelming trauma experiences to children are not always deliberate and malicious (Kluft, 1999). Parental illness and depression are some of the problematic attachment that leads to physical overwhelming and hence contributing to disorganized attachment. Psychological structure tends to provide an alternative personality through the DID condition. The child undergoing traumatic experiences have the tendency of developing an alternative personality to act as a protective measure (Kluft & Foote, 1999). The neglectful and abusive life makes the child engage in the mechanism of dissociating with the abused identity or feeling (Krakauer, 2014). Through the psychological structuring, the children are in a position of developing the condition as their mind growth stage as the room of developing different aspects of identity and personalities (An, Kobayashi, Tanaka, Kaneda, Sugibayashi, & Okazaki, 2000). The lack of factors such as soothing and restorative experiences aspects, it is hard for the children experiencing trauma to moderate their stress (Krakauer, 2014). Soothing and restorative experiences are necessary for the individuals in finding their means in achieving moderating distress mechanisms (Stringer, van Meijel, Koekkoek, Kerkhof, & Beekman, 2011). The approach by the caregiver, guardian and even the parent is to ensure the children have experienced soothing and restoration especially when the face traumatic experience. DID condition would be prevented if only the children are protected from the stressing and traumatic factors to prevent them from mental distress (Nicki, 2008). It is important to note that DID condition is not necessarily caused by intentional and malicious abuse even though in the majority of cases it is. Through research, it is understood that about 86% of the DID was contributed by sexual abuse to children (Spring, n.d.). Another instance indicated that about 79% of the reported cases of the dissociative disorder patients were as a result of physical abuse (Spring, n.d.). These percentages provide the scenario of the major contributor to the DID to children. In their childhood stage, children are faced with different challenges in life and hence contributing to trauma development (Young, Wagner, & Finn, 1994). If the trauma condition appears repeatedly, then children develop the mechanism of dissociating their identity with the trauma causing factors. In the case of the intentional and malicious abuse, the children tend to escape the painful reality and scenario through dissociating their personality and feelings (Krakauer, 2014). Dissociation is the only tool that children have during the abusive incident. The separation of the mind from the physical experience is a form of protection. In the long run, the children experiencing trauma and undergoing dissociation tend to interfere with the normal process of their mind and memory encoding (Stringer, van Meijel, Koekkoek, Kerkhof, & Beekman, 2011). Dissociation tends to help children in coping with maltreatment for the only short run even though it becomes problematic in life. The traumatized children tend to use dissociation to cope their stress in different setting even in the classroom, home and in the playground (Kluft & Foote, 1999). In conclusion, the dissociative identity disorder occurs to children under the influence of trauma in their childhood. References An, K., Kobayashi, S., Tanaka, K., Kaneda, H., Sugibayashi, M., & Okazaki, J. (2000). Dissociative identity disorder and childhood trauma in Japan. Psychiatry & Clinical Neurosciences. Vol. 52, 111-114. Barlow, M. R., & Chu, J. A. (2014). 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