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Dissociative Identity Disorder (DID) Diagnosis in Adolescents and Young Adults
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Dissociative Identity Disorder (DID) is a diagnosis that has been mired in controversy even before social media has broadened awareness of it in recent years. Research has encompassed empirical investigation into its etiology, including trauma-dissociation and malingering/suggestion models. With more adolescents and young adults presenting with traits of DID, it is imperative for clinicians to have the tools for accurate assessment and diagnosis and for supporting our clients in engaging in evidence-based treatment.
This talk will address barriers to accurate DID diagnosis, including limitations in research on BIPOC and minority populations, tools to support DID assessment that address potential malingering, and strategies for communicating case conceptualizations to clients, who may have a strong attachment to a DID diagnosis.
This talk will also provide a brief overview of evidence-based intervention for individuals with DID and individuals with traits of dissociation, but who do not necessarily fit a DID diagnosis.
Learning Statement:
At the conclusion of this presentation, attendees should be able to describe barriers to accurate DID assessment, identify tools in the research for accurate assessment and diagnosis, and identify evidence-based interventions to support individuals with dissociation.
Learning Objectives:
• List evidence for proposed etiology models of DID
• Describe at least 3 barriers to accurate DID diagnosis
• List 3 assessment tools that have research-supported specificity and sensitivity for DID
• Describe the basic principles for at least 2 evidence-based interventions for DID
References:
About the presenter:
Dr. Rowley, Triona McMaster, and UCEBT have not received any commercial support for this program or its contents and will not receive any commercial support prior to or during this program.
This talk will address barriers to accurate DID diagnosis, including limitations in research on BIPOC and minority populations, tools to support DID assessment that address potential malingering, and strategies for communicating case conceptualizations to clients, who may have a strong attachment to a DID diagnosis.
This talk will also provide a brief overview of evidence-based intervention for individuals with DID and individuals with traits of dissociation, but who do not necessarily fit a DID diagnosis.
Learning Statement:
At the conclusion of this presentation, attendees should be able to describe barriers to accurate DID assessment, identify tools in the research for accurate assessment and diagnosis, and identify evidence-based interventions to support individuals with dissociation.
Learning Objectives:
• List evidence for proposed etiology models of DID
• Describe at least 3 barriers to accurate DID diagnosis
• List 3 assessment tools that have research-supported specificity and sensitivity for DID
• Describe the basic principles for at least 2 evidence-based interventions for DID
References:
About the presenter:
Dr. Rowley, Triona McMaster, and UCEBT have not received any commercial support for this program or its contents and will not receive any commercial support prior to or during this program.
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