Pub Date : 2024-11-01Epub Date: 2024-01-21DOI: 10.1177/1942602X231223938
Kathryn Kieran, Brenna Morse, Allison Margolis
Dissociation is a normal life adaptation that can become pronounced and disruptive in the setting of repeated or extreme exposure to trauma. Children and adolescents may experience dissociation due to a trauma or stressor-related disorder, anxiety, or depressive disorders. Children and adolescents also may mimic behavior they see online as a way of expressing internally painful and intolerable experiences. Myth and misinformation surround the diagnosis of dissociative identity disorder (DID), formerly multiple personality disorder. The purpose of this article is to provide school nurses with evidence-based information on DID and resources for practice regarding how to provide a secure, consistent approach to students who are being traumatized, misunderstood, or excluded at home or at school. Part 1 of this two-part series describes DID foundations and DID in school-aged children, reviews controversy spurred by social media representation, and presents the Trauma-Informed Care (TIC) model. TIC offers useful perspectives regardless of a student's presentation or diagnostic status. Part 2 will discuss recommendations for managing dissociative presentations using a team-based approach, focusing on the school nurse's roles and responsibilities.
解离是一种正常的生活适应,在反复或极端暴露于创伤的情况下会变得明显和具有破坏性。儿童和青少年可能会因创伤或压力相关障碍、焦虑或抑郁障碍而出现解离现象。儿童和青少年还可能模仿他们在网上看到的行为,以此来表达内心痛苦和无法忍受的经历。解离性身份识别障碍(DID)的前身是多重人格障碍,围绕着它的诊断存在着神话和误导。本文旨在为学校护士提供有关 DID 的循证信息和实践资源,介绍如何为在家庭或学校受到创伤、误解或排斥的学生提供安全、一致的方法。本系列由两部分组成,第一部分介绍了 DID 的基础和学龄儿童中的 DID,回顾了社交媒体的表现形式引发的争议,并介绍了创伤知情护理 (TIC) 模型。无论学生的表现或诊断状况如何,TIC 都能提供有用的视角。第二部分将讨论以团队为基础的方法管理分离性表现的建议,重点是校医的角色和责任。
{"title":"Dissociative Identity Disorder in Schools Part I.","authors":"Kathryn Kieran, Brenna Morse, Allison Margolis","doi":"10.1177/1942602X231223938","DOIUrl":"10.1177/1942602X231223938","url":null,"abstract":"<p><p>Dissociation is a normal life adaptation that can become pronounced and disruptive in the setting of repeated or extreme exposure to trauma. Children and adolescents may experience dissociation due to a trauma or stressor-related disorder, anxiety, or depressive disorders. Children and adolescents also may mimic behavior they see online as a way of expressing internally painful and intolerable experiences. Myth and misinformation surround the diagnosis of dissociative identity disorder (DID), formerly multiple personality disorder. The purpose of this article is to provide school nurses with evidence-based information on DID and resources for practice regarding how to provide a secure, consistent approach to students who are being traumatized, misunderstood, or excluded at home or at school. Part 1 of this two-part series describes DID foundations and DID in school-aged children, reviews controversy spurred by social media representation, and presents the Trauma-Informed Care (TIC) model. TIC offers useful perspectives regardless of a student's presentation or diagnostic status. Part 2 will discuss recommendations for managing dissociative presentations using a team-based approach, focusing on the school nurse's roles and responsibilities.</p>","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":" ","pages":"316-322"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139513648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1177/1942602X241291583
Jessica Barnes, Brenna Morse
Students with intellectual and developmental disabilities (IDD) are likely to experience psychiatric symptoms, like depression, anxiety, and distress, throughout their lifetime. Due to communication differences and minimal use of specialized diagnostic assessments for anxiety and depression, emotional pain can often be overlooked or underestimated in students with IDD. This is often complicated by atypical presentations of anxiety and depression, such as externalized aggression, self-injurious behaviors, or other behavioral dysregulation, that can indicate emotional distress, physical pain, or other medical complications. School nurses play an important role in assessing for emotional and physical pain in students with IDD using assessment tools currently available and clinical judgment. Tools that have been created for use in this population may account for the diversity of communication, sensory, and developmental differences in students with IDD. Through leading education and advocacy for the interprofessional school team, school nurses can increase the access that students with IDD have to equitable emotional health evaluations and services. School nurses can also promote emotional wellness for students with IDD through the incorporation of mindful and community activities in the care plan.
{"title":"Emotional Health Assessment in Students With Intellectual and Developmental Disabilities.","authors":"Jessica Barnes, Brenna Morse","doi":"10.1177/1942602X241291583","DOIUrl":"https://doi.org/10.1177/1942602X241291583","url":null,"abstract":"<p><p>Students with intellectual and developmental disabilities (IDD) are likely to experience psychiatric symptoms, like depression, anxiety, and distress, throughout their lifetime. Due to communication differences and minimal use of specialized diagnostic assessments for anxiety and depression, emotional pain can often be overlooked or underestimated in students with IDD. This is often complicated by atypical presentations of anxiety and depression, such as externalized aggression, self-injurious behaviors, or other behavioral dysregulation, that can indicate emotional distress, physical pain, or other medical complications. School nurses play an important role in assessing for emotional and physical pain in students with IDD using assessment tools currently available and clinical judgment. Tools that have been created for use in this population may account for the diversity of communication, sensory, and developmental differences in students with IDD. Through leading education and advocacy for the interprofessional school team, school nurses can increase the access that students with IDD have to equitable emotional health evaluations and services. School nurses can also promote emotional wellness for students with IDD through the incorporation of mindful and community activities in the care plan.</p>","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"39 6","pages":"289-295"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142628649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1177/1942602X241295803
School nurses are members of the school-based mental and behavioral health support team. This consensus document was developed by school nurses and school nurse leaders in collaboration with leaders from national associations and organizations with a vested interest in K-12 mental and behavioral health. The document is also publicly available on the National Association of School Nurses website.
{"title":"Elevating the Role of School Nurses in School-Based Mental and Behavioral Health: A Consensus Document.","authors":"","doi":"10.1177/1942602X241295803","DOIUrl":"10.1177/1942602X241295803","url":null,"abstract":"<p><p>School nurses are members of the school-based mental and behavioral health support team. This consensus document was developed by school nurses and school nurse leaders in collaboration with leaders from national associations and organizations with a vested interest in K-12 mental and behavioral health. The document is also publicly available on the National Association of School Nurses website.</p>","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":"39 6","pages":"301-304"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11562282/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142628634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01Epub Date: 2024-10-09DOI: 10.1177/1942602X241286908
Kate King
{"title":"School Nurses: The Sentinels of Mental and Behavioral Health for Schools.","authors":"Kate King","doi":"10.1177/1942602X241286908","DOIUrl":"10.1177/1942602X241286908","url":null,"abstract":"","PeriodicalId":39156,"journal":{"name":"NASN school nurse (Print)","volume":" ","pages":"286-288"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}