
The Study of Dissociative Identity Disorder: Etiology, Cognitive Ability and Treatment
- 1 Changjun High School International Department
- 2 Mingqing Senior High School
- 3 Mingqing Senior High School
- 4 Nanjing No.13 High School
* Author to whom correspondence should be addressed.
Abstract
This paper provides an overview of Dissociative Identity Disorder (DID), its etiology, cognitive aspects, and treatment options. It explains the concept of dissociation and dissociative disorders, leading to the specific focus on DID. The etiology section discusses the multifaceted nature of DID, including biological factors like genetic vulnerabilities and neurobiological abnormalities. Psychological factors, particularly trauma and maladaptive schemas, and social factors, including societal influences and media portrayals, are also explored. This paper delves into cognitive abilities and their impact on individuals with the disorder. Like the relationship between sleep disturbances, trauma, dissociation, and cognitive abilities in individuals with DID and post-traumatic stress disorder (PTSD). The last part focuses on its treatment approaches, the holistic treatment approach that includes symptom reduction, engagement with traumatic memories, and integration and rehabilitation. Psychotherapy, such as cognitive behavioral therapy and eye movement desensitization and reprocessing, is the primary treatment modality, while medication may be used. This work also discusses the need for further research. It discusses potential connections between childhood trauma and cognitive strategies, the role of DID in enhancing aggression and self-protection abilities, and the impact of comorbid PTSD on treatment outcomes. By addressing these research gaps, more effective treatments for DID can be developed.
Keywords
Dissociative Identity Disorder, etiology, cognitive ability, treatment
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Cite this article
Yang,A.;Luo,S.;Liu,Y.;Wang,C. (2024). The Study of Dissociative Identity Disorder: Etiology, Cognitive Ability and Treatment. Lecture Notes in Education Psychology and Public Media,60,83-90.
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