Child Dissociative Checklist (CDC), Version 3
Child Dissociative Checklist (CDC), Version 3Frank W. Putnam, MDDate:Age:Sex: M FIdentification:Below is a list of behaviors that describe children. For each item that describes your childNOW or WITHIN THE PAST 12 MONTHS, please circle 2 if the item is VERY TRUE of yourchild. Circle 1 if the item is SOMEWHAT or SOMETIMES TRUE of your child. If the item isNOT TRUE of your child, circle 0.0 1 21. Child does not remember of denies traumatic or painful experiences thatare know to have occurred.0 1 22. Child goes into a daze or trance-like state at times or often appears"spaced-out." Teachers may report that he or she "daydreams" frequentlyin school0 1 23. Child shows rapid changes in personality. He or she may go from beingshy to being outgoing, from feminine to masculine, from timid toaggressive.0 1 24. Child is unusually forgetful or confused about things that he or she shouldknow, e.g. may forget the names of friends, teachers or other importantpeople, loses possessions or gets easily lost.0 1 25. Child has a very poor sense of time. He or she loses track of time, maythink that it is morning when it is actually afternoon, gets confused aboutwhat day it is, or becomes confused about when something has happened.0 1 26. Child shows marked day-to-day or even hour-to-hour variations in his orher skills, knowledge, food preferences, athletic abilities, e.g. changes inhandwriting, memory for previously learned information such asmultiplication tables, spelling, use of tools or artistic ability.0 1 27. Child shows rapid regressions in age-level behavior, e.g. a twelve-yearold starts to use baby-talk sucks thumb or draws like a four-year old.0 1 28. Child has a difficult time learning from experience, e.g. explanations,normal discipline or punishment do not change his or her behavior.0 1 29. Child continues to lie or deny misbehavior even when the evidence isobvious.0 1 210. Child refers to himself or herself in the third person ( .g. as she or her)
when talking about self, or at times insists on being called by a differentname. He or she may also claim that things that he or she did actuallyhappened to another person.0 1 211. Child has rapidly changing physical complaints such as headache or upsetstomach. For example, he or she may complain of a headache one minuteand seem to forget about it the next.0 1 212. Child is unusually sexually precocious and may attempt age-inappropriatesexual behaviour with other children or adults.0 1 213. Child suffers from unexplained injuries or may even deliberately injureself at times.0 1 214. Child reports hearing voices that talk to him or her. The voices may befriendly or angry and may come form "imaginary companions" or soundlike the voices of parents, friends or teachers.0 1 215. Child has a vivid imaginary companion or companions. Child may insistthat the imaginary companion(s) is responsible for things that he or shehas done.0 1 216. Child has intense outbursts of anger, often without apparent cause andmay display unusual physical strength during these episodes.0 1 217. Child sleepwalks frequently.0 1 218. Child has unusual nighttime experiences, e.g. may report seeing "ghosts"or that things happen at night that he or she can't account for (e.g. brokentoys, unexplained injuries).0 1 219. Child frequently talks to him or herself, may use a different voice or arguewith self at times.0 1 220. Child has two or more distinct and separate personalities that take controlover the child's behavior.
The Child Dissociative Checklist (CDC)Discussion by Ann Aukamp, MSW, BCDThe CDC is a tool which compiles observations by an adult observer regarding a child'sbehaviors on a 20 item list. Behaviors which occur in the present and for the last 12 monthsare included. As a research tool, the CDC can quantify dissociative behavior for dimensionalapproaches and can generate cutoff scores that categorize children into low and highdissociation groups. Research shows that healthy non-maltreated normal children usuallyscore low on the CDC, with younger children scoring slightly higher. As a group, maltreatedchildren score higher than those with no trauma history; however as a group they still scoresubstantially lower than children diagnosed with a dissociative disorder. Generally, scores of12 or more can be considered tentative indications of sustained pathological dissociation. Aswith any screening tools, a trained clinician should assess the child in a face to faceinterview before a diagnosis is confirmed. As a clinical tool, the CDC has multiple uses. Itcan be a routine screening instrument used in a clinic setting as a standalone tool or inaddition to other reporting tools for parents. In special circumstances, teachers or otherswho know the child reasonably well could be asked to complete it. In these circumstances,allowances need to be made for the observer's familiarity with the child and also theobserver's opportunity to observe the child at night. If the observer has no nighttimeobservation of the child, items 17 and 18 should be ignored. (Putnam, 1997) For finerscreening, the CDC also could be administered sequentially in an interval based series.Putnam notes that non-dissociative children often increase their scores by a small amount(1-3 points) over the first few completions because the questions draw attention to minordissociative behaviors that had not previously been noticed. Last, the CDC can be used as arough index of treatment progress. While evidence for this use is limited, it seems that theCDC provides a reasonable indication of whether a child is improving over time or withtreatment. Putnam reports consistent results on several children from the CDC and clinicalobservations (Putnam 1997). Users of the CDC are cautioned that CDC scores reported inthe literature for the various groups are means that reflect the ‘average' child in a givengroup. Individual children inany of the groups can, and often do, exhibit varying scores onthe CDC. Thus, a high score doesn't prove a child has a dissociative disorder, nor does a lowscore rule it out. Also, since the CDC reports observers' ratings of a child, variations in theobservers' interpretations of behavior as well as actual variations in child behavior mayaffect the variance. This is a potential complication in any observer-based assessment, butit may be especially important when observers are drawn from those whose perceptions maybe clouded by their attachment to the child (Putnam, 1997). Bibliography Putnam, F. W.(1997). Dissociation in children and adolescents: A developmental perspective. New York,NY, Guilford Press.
Adolescent Dissociative Experiences Scale-II (A-DES)Judith Armstrong, PhDEve Bernstein Carlson, PhDFrank Putnam, MDDIRECTIONSThese questions ask about difference kinds of experiences that happen to people. For eachquestion, circle the number that tells how much that experience happens to you. Circle a "0" if itnever happens to you, circle a "10" of it is always happening to you. If it hapeens sometimes butnot all of the time, circle a number between 1 and 9 that best describes how often it happens toyou. When you answer, only tell how much these things happen when you HAVE NOT had anyalcohol or drugs.EXAMPLE:0(never)12345678910(always)
DateAgeSex: MF1. I get so wrapped up in watching TV, reading, or playing a video game that I don'thave anyidea what's going on around me.0123456789(never)10(always)2. I get back tests or homework that I don't remember doing0123456789(never)10(always)3. I have strong feelings that don't seem like they are mine.0123456789(never)10(always)4. I can do something really well one time and then I can't do it at all another time.0123456789(never)10(always)5. People tell me I do or say things that I don't remember doing or saying.0123456789(never)10(always)6. I feel like I am in a fog or spaced out and things around me seem unreal.0123456789(never)10(always)7. I get confused about whether I have dones something or only thought about doing it.0123456789(never)10(always)8. I look at the clock and realize that time has gone by and I can't remember what hashappened.0123456789(never)10(always)9. I hear voices in my head that are not mine.012345678910
(never)(always)10. When I am somewhere that I don't want to be, I can go away in my mind.0123456789(never)10(always)11. I am so good at lying and acting that I believe it myself.0123456789(never)10(always)12. I catch myself "waking up" in the middle of doing something.0123456789(never)10(always)13. I don't recognize myself in the mirror.0123456789(never)10(always)14. I find myself going somewhere or doing something and I don't know why.0123456789(never)10(always)15. I find myself someplace and I don't remember how I got there.0123456789(never)10(always)16. I have thoughts that don't really seem to belong to me.0123456789(never)10(always)17. I find that I can make physical pain go away.0123456789(never)10(always)18. I can't figure out if things really happened or if I only dreamed or thought about them.0(never)12345678910(always)19. I find myself doing something that I know is wrong, even when I really don’t want to do it.
0123456789(never)10(always)20. People tell me that I sometimes act so differently that I seem like a different person.0123456789(never)10(always)21. It feels like there are walls inside of my mind.0123456789(never)10(always)22. I find writings, drawings or letters that I must have done but I can't remember doing.0123456789(never)10(always)23. Something inside of me seems to make me do things that I don't want to do.0123456789(never)10(always)24. I find that I can't tell whether I am just remembering something or if it is actually happeningto me.0123456789(never)10(always)25. I find myself standing outside of my body, watching myself as if I were another person.0123456789(never)10(always)26. My relationships with my family and friends change suddenly and I don't know why.0123456789(never)10(always)27. I feel like my past is a puzzle and some of the pieces are missing.0123456789(never)10(always)28. I get so wrapped up in my toys or stuffed animals that they seem alive.0(never)12345678910(always)
29. I feel like there are different people inside of me.0123456789(never)10(always)30. My body feels as if it doesn't belong to me.0(never)12345678910(always)
The Adolescent Dissociative Experiences Scale (A-DES)Discussion by Ann Aukamp, MSW, BCDThe A-DES is a public domain 30-item self report instrument appropriate for those agedten to twenty-one. It is a screening tool that fits an adolescent's phase-appropriatedevelopment. Modeled after the adult Dissociative Experiences Scale (DES), the A-DES wasdeveloped by a group organized by Judith Armstrong, PhD, Frank Putnam, MD and EveBernstein Carlson, PhD. Preliminary studies suggest that the A-DES is a reliable and validmeasure of pathological dissociation in adolescents. Dissociative adolescents (diagnosedindependently of the A-DES) scored significantly higher than other adolescent inpatients(Putnam 1997). However, older adolescents with psychotic disorders scored almost as highas dissociative adolescents.The A-DES is not a diagnostic tool. Its items survey dissociative amnesia, absorption andimaginative involvement (including confusion between reality and fantasy), depersonalization,derealization, passive influence/interference experiences, and identity alteration. The ADES is scored by summing item scores and dividing by 30 (the number of the items). Overallscores can range from 0-10. Armstrong et. al. gave both the A-DES and the DES to a sampleof college subjects and found their scores on each well correlated (Putnam 1997). The ADES score approximates the DES score divided by 10. Adolescents with DissociativeIdentity Disorder typically score between 4-7.As you consider using the A-DES, please consult the current literature and/or your moreexperienced colleagues to update yourself about any changes or evolving areas of knowledge.While the A-DES might be used to screen for dissociative experience in large populations ina short period of time or as the basis for a differential diagnosis by a clinician learningabout dissociation, its primary use is in the evaluation of dissociative symptoms forindividual patients. Clinician's may learn nearly as much from exploring the reasons patientschose to endorse certain items as they would from looking at test scores. Sidran Foundationoffers the A-DES along with a short manual about it for a nominal fee. The SidranFoundation can be reached at (410) 825-8888, or email: sidran@access.digex.net, or on the Internetat http://www.sidran.org.You also may download the A-DES from this site.ReferencesPutnam, F. W. (1997). Dissociation in children and adolescents: A developmental perspective.New York, NY, Guilford Press.N.B. Both the A-DES and the CDC are available in Putnam's book, above. The versionsthere are formatted for copy machine duplication and a detailed explanation is
available in the text.
CHILDREN’S EXPERIENCES [BF], page 1Bradley C. Stolbach, adapted from Bernstein & Putnam (1986)Who are you like? Check the line that describes you best.Sally likes to eat ice creama lot.I’m a lot likeSally.I’m a littlelike Sally.I’m a littlelike Jackie.I’m a lot likeJackie.Jackie doesn’t like to eatice cream at all.B.Jenny never wishes shewas a grown-up.I’m a lot likeJenny.I’m a littlelike Jenny.I’m a littlelike Mary.I’m a lot likeMary.Mary often wishes she wasa grown-up.1.When Sheree gets toschool, she sometimesdoesn’t remember gettingthere.I’m a lot likeSheree.I’m a littlelike Sheree.I’m a littlelike Judy.I’m a lot likeJudy.Judy, when she gets toschool, remembers howshe got there and whathappened on the way.2.Martha, when she wants to,listens to other people andhears most of what theysay.I’m a lot likeMartha.I’m a littlelike Martha.I’m a littlelike Denise.I’m a lot likeDenise.Denise sometimes realizesin the middle of trying tolisten to other people thatshe did not hear what wasjust said.3.Elaine doesn’t get manystomachaches.I’m a lot likeElaine.I’m a littlelike Elaine.I’m a littlelike Michele.I’m a lot likeMichele.4.Liz often feels like she isstanding next to herselfwatching herself do things.I’m a lot likeLiz.I’m a littlelike Liz.I’m a littlelike Carrie.I’m a lot likeCarrie.Carrie has never felt likeshe was standing next toherself watching herself dosomething.5.Leslie feels guilty (like abad girl) a lot.I’m a lot likeLeslie.I’m a littlelike Leslie.I’m a littlelike Nicole.I’m a lot likeNicole.Nicole doesn’t feel guilty(like a bad girl) very much.6.Jan doesn’t think aboutthings if she doesn’t wantto think about them.I’m a lot likeJan.I’m a littlelike Jan.I’m a littlelike Joyce.I’m a lot likeJoyce.Joyce thinks about somethings even when shedoesn’t mean to thinkabout them.7.Carmen gets startled easily.I’m a lot likeCarmen.I’m a littlelike Carmen.I’m a littlelike Gail.I’m a lot likeGail.8.Kathy usually feels likepeople, things, andeverything around her arereal.I’m a lot likeKathy.I’m a littlelike Kathy.I’m a littlelike Jean.I’m a lot likeJean.Jean often feels likepeople, things, andeverything around her arenot real.9.Danielle often wonders ifthings she remembersreally happened or if shejust dreamed them.I’m a lot likeDanielle.I’m a littlelike Danielle.I’m a littlelike Anne.I’m a lot likeAnne.Anne usually knows ifthings she remembersreally happened or if shejust dreamed them.10.Linda talks out loud toherself when she is alone.I’m a lot likeLinda.I’m a littlelike Linda.I’m a littlelike Julie.I’m a lot likeJulie.Julie doesn’t talk out loudto herself when she isalone.11.Rochelle doesn’t feelscared very much.I’m a lot likeRochelle.I’m a littlelike Rochelle.I’m a littlelike Erica.I’m a lot likeErica.Erica feels scared a lot.A.NameMichele gets lots ofstomachaches.Gail doesn’t get startledvery easily.Date
CHILDREN’S EXPERIENCES [BF], page 2Bradley C. Stolbach, adapted from Bernstein & Putnam (1986)12.Lisa often feels like she islooking at the worldthrough a fog so that thingslook far away or fuzzy.I’m a lot likeLisa.I’m a littlelike Lisa.I’m a littlelike Cindy.I’m a lot likeCindy.Cindy never feels like sheis looking at the worldthrough a fog so thingslook far away or fuzzy.13.When Brenda is watchingTV, she usually knowswhat is happening aroundher.I’m a lot likeBrenda.I’m a littlelike Brenda.I’m a littlelike Edie.I’m a lot likeEdie.When Edie watches TV,she sometimes gets soinvolved that she doesn’tknow what is happeningaround her.14.Maria doesn’t jump whenshe hears loud noise.I’m a lot likeMaria.I’m a littlelike Maria.I’m a littlelike Rose.I’m a lot likeRose.Rose jumps when she hearsloud noise.15.Sometimes, Alice has nomemory of importantthings that happened to her(like the first day of schoolor a birthday party).I’m a lot likeAlice.I’m a littlelike Alice.I’m a littlelike Ruth.I’m a lot likeRuth.Ruth remembers importantthings that happened to her(like the first day of schoolor a birthday party).16.Renee always recognizesherself when she looks inthe mirror.I’m a lot likeRenee.I’m a littlelike Renee.I’m a littlelike Janice.I’m a lot likeJanice.Sometimes, when Janicelooks in the mirror, shedoesn’t recognize herself.17.Betty feels restless orjumpy a lot.I’m a lot likeBetty.I’m a littlelike Betty.I’m a littlelike Tammy.I’m a lot likeTammy.Tammy doesn’t feelrestless or jumpy verymuch.18.Sheryl loses her temper alot.I’m a lot likeSheryl.I’m a littlelike Sheryl.I’m a littlelike Robin.I’m a lot likeRobin.19.Tina usually knows if shedid something or justthought about doing it.I’m a lot likeTina.I’m a littlelike Tina.I’m a littlelike Catherine.I’m a lot likeCatherine.Catherine often wonders ifshe did things or justthought about doing them.20.Liza always loves to do herhomework.I’m a lot likeLiza.I’m a littlelike Liza.I’m a littlelike Stacy.I’m a lot likeStacy.Sometimes, Stacy doesn’tfeel like doing herhomework.21.Paula sometimes sitsstaring off into space,thinking of nothing.I’m a lot likePaula.I’m a littlelike Paula.I’m a littlelike Barb.I’m a lot likeBarb.Barb never sits staring offinto space thinking ofnothing.22.Laura makes up her owngames and plays them overand over.I’m a lot likeLaura.I’m a littlelike Laura.I’m a littlelike Felicia.I’m a lot likeFelicia.Felicia prefers to playgames that most otherchildren play.23.When Sheila has adaydream, she knows thatthe things in her daydreamare not really happening.I’m a lot likeSheila.I’m a littlelike Sheila.I’m a littlelike Patti.I’m a lot likePatti.Patti gets so involved inher daydreams that shesometimes feels like theyare really happening.NameRobin doesn’t lose hertemper very much.Date
CHILDREN’S EXPERIENCES [BF], page 3Bradley C. Stolbach, adapted from Bernstein & Putnam (1986)24.Angela feels dizzy a lot.I’m a lot likeAngela.I’m a littlelike Angela.I’m a littlelike Eileen.I’m a lot likeEileen.25.Sandy often feels like sheis dreaming when she isawake.I’m a lot likeSandy.I’m a littlelike Sandy.I’m a littlelike Teresa.I’m a lot likeTeresa.Teresa doesn’t feel likeshe’s dreaming when she isawake.26.Vicky doesn’t have verymany scary dreams ornightmares.I’m a lot likeVicky.I’m a littlelike Vicky.I’m a littlelike Nancy.I’m a lot likeNancy.Nancy has lots of scarydreams or nightmares.27.Debbie doesn’t always feellike she is in her body;sometimes she feels likeshe is floating away fromit.I’m a lot likeDebbie.I’m a littlelike Debbie.I’m a littlelike Karen.I’m a lot likeKaren.Karen usually feels like sheis in her body.28.Once in awhile, Shirleytells a fib.I’m a lot likeShirley.I’m a littlelike Shirley.I’m a littlelike Gail.I’m a lot likeGail.Gail has never told a fib.29.Trina has a lot of feelings(like happy, sad, angry,excited).I’m a lot likeTrina.I’m a littlelike Trina.I’m a littlelike Sherry.I’m a lot likeSherry.Sherry doesn’t have anyfeelings (like happy, sad,angry, excited).30.Heidi has trouble fallingasleep because pictures orthoughts keep popping intoher head.I’m a lot likeHeidi.I’m a littlelike Heidi.I’m a littlelike Diane.I’m a lot likeDiane.Diane has no troublefalling asleep when she istired.31.Laurie sometimes feels likeher body is doing thingsshe doesn’t want it to do.I’m a lot likeLaurie.I’m a littlelike Laurie.I’m a littlelike Helen.I’m a lot likeHelen.Helen’s body doesn’t dothings she doesn’t want itto do.32.Maura has no troubleconcentrating on thingswhen she wants to.I’m a lot likeMaura.I’m a littlelike Maura.I’m a littlelike Yvonne.I’m a lot likeYvonne.Yvonne has a hard timeconcentrating on thingseven when she wants to.33.Beth can remember thingseasily.I’m a lot likeBeth.I’m a littlelike Beth.I’m a littlelike Keisha.I’m a lot likeKeisha.34.Rachel has a hard timepaying attention in classeven when she wants to.I’m a lot likeRachel.I’m a littlelike Rachel.I’m a littlelike Kim.I’m a lot likeKim.35.Pam rarely feels grouchyfor no reason.I’m a lot likePam.I’m a littlelike Pam.I’m a littlelike Carol.I’m a lot likeCarol.Carol often feels grouchyfor no reason.36.Dolores feels happy all thetime.I’m a lot likeDolores.I’m a littlelike Dolores.I’m a littlelike Shelly.I’m a lot likeShelly.Sometimes, Shelly feels alittle unhappy.37.Valerie gets headaches alot.I’m a lot likeValerie.I’m a littlelike Valerie.I’m a littlelike Jane.I’m a lot likeJane.Jane doesn’t get very manyheadaches.NameEileen doesn’t feel dizzyvery often.Keisha has a hard timeremembering things.Kim has no trouble payingattention in class when shewants to.Date
CHILDREN’S EXPERIENCES [BF], page 4NameBradley C. Stolbach, adapted from Bernstein & Putnam (1986)Date
CHILDREN’S EXPERIENCES [BM], page 1Bradley C. Stolbach, adapted from Bernstein & Putnam (1986)Who are you like? Check the line that describes you best.James likes to eat icecream a lot.I’m a lot likeJames.I’m a littlelike James.I’m a littlelike Ricky.I’m a lot likeRicky.Ricky doesn’t like to eatice cream at all.B.Brian never wishes he wasa grown-up.I’m a lot likeBrian.I’m a littlelike Brian.I’m a littlelike Marcus.I’m a lot likeMarcus.Marcus often wishes hewas a grown-up.1.When Michael gets toschool, he sometimesdoesn’t remember gettingthere.I’m a lot likeMichael.I’m a littlelike Michael.I’m a littlelike Kevin.I’m a lot likeKevin.Kevin, when he gets toschool, remembers how hegot there and whathappened on the way.2.Jason, when he wants to,listens to other people andhears most of what theysay.I’m a lot likeJason.I’m a littlelike Jason.I’m a littlelike Fred.I’m a lot likeFred.Fred sometimes realizes inthe middle of trying tolisten to other people thathe did not hear what wasjust said.3.Adam doesn’t get manystomachaches.I’m a lot likeAdam.I’m a littlelike Adam.I’m a littlelike Brad.I’m a lot likeBrad.4.Deonte often feels like heis standing next to himselfwatching himself dothings.I’m a lot likeDeonte.I’m a littlelike Deonte.I’m a littlelike Scott.I’m a lot likeScott.Scott has never felt like hewas standing next tohimself watching himselfdo something.5.Jack feels guilty (like a badboy) a lot.I’m a lot likeJack.I’m a littlelike Jack.I’m a littlelike Stuart.I’m a lot likeStuart.Stuart doesn’t feel guilty(like a bad boy) very much.6.Philip doesn’t think aboutthings if he doesn’t want tothink about them.I’m a lot likePhilip.I’m a littlelike Philip.I’m a littlelike Bart.I’m a lot likeBart.Bart thinks about somethings even when hedoesn’t mean to thinkabout them.7.Ray gets startled easily.I’m a lot likeRay.I’m a littlelike Ray.I’m a littlelike Alex.I’m a lot likeAlex.8.Joey usually feels likepeople, things, andeverything around him arereal.I’m a lot likeJoey.I’m a littlelike Joey.I’m a littlelike David.I’m a lot likeDavid.David often feels likepeople, things, andeverything around him arenot real.9.Frank often wonders ifthings he remembers reallyhappened or if he justdreamed them.I’m a lot likeFrank.I’m a littlelike Frank.I’m a littlelike Vernon.I’m a lot likeVernon.Vernon usually knows ifthings he remembers reallyhappened or if he justdreamed them.10.Dan talks out loud tohimself when he is alone.I’m a lot likeDan.I’m a littlelike Dan.I’m a littlelike Teddy.I’m a lot likeTeddy.Teddy doesn’t talk out loudto himself when he isalone.11.Dwayne doesn’t feel scaredvery much.I’m a lot likeDwayne.I’m a littlelike DwayneI’m a littlelike Nick.I’m a lot likeNick.Nick feels scared a lot.A.NameBrad gets lots ofstomachaches.Alex doesn’t get startledvery easily.Date
CHILDREN’S EXPERIENCES [BM], page 2Bradley C. Stolbach, adapted from Bernstein & Putnam (1986)12.Andre often feels like he islooking at the worldthrough a fog so that thingslook far away or fuzzy.I’m a lot likeAndre.I’m a littlelike Andre.I’m a littlelike Tony.I’m a lot likeTony.Tony never feels like he islooking at the worldthrough a fog so thingslook far away or fuzzy.13.When Keith is watchingTV, he usually knows whatis happening around him.I’m a lot likeKeith.I’m a littlelike Keith.I’m a littlelike Jerry.I’m a lot likeJerry.When Jerry watches TV,he sometimes gets soinvolved that he doesn’tknow what is happeningaround him.14.Curtis doesn’t jump whenhe hears loud noise.I’m a lot likeCurtis.I’m a littlelike Curtis.I’m a littlelike Roger.I’m a lot likeRoger.Roger jumps when hehears loud noise.15.Sometimes, Tom has nomemory of importantthings that happened tohim (like the first day ofschool or a birthday party).I’m a lot likeTom.I’m a littlelike Tom.I’m a littlelike Bob.I’m a lot likeBob.Bob remembers importantthings that happened tohim (like the first day ofschool or a birthday party).16.Larry always recognizeshimself when he looks inthe mirror.I’m a lot likeLarry.I’m a littlelike Larry.I’m a littlelike Leon.I’m a lot likeLeon.Sometimes, when Leonlooks in the mirror, hedoesn’t recognize himself.17.Cliff feels restless orjumpy a lot.I’m a lot likeCliff.I’m a littlelike Cliff.I’m a littlelike Alan.I’m a lot likeAlan.Alan doesn’t feel restlessor jumpy very much.18.Walt loses his temper a lot.I’m a lot likeWalt.I’m a littlelike Walt.I’m a littlelike Roy.I’m a lot likeRoy.19.Bill usually knows if he didsomething or just thoughtabout doing it.I’m a lot likeBill.I’m a littlelike Bill.I’m a littlelike John.I’m a lot likeJohn.John often wonders if hedid things or just thoughtabout doing them.20.Todd always loves to dohis homework.I’m a lot likeTodd.I’m a littlelike Todd.I’m a littlelike Kent.I’m a lot likeKent.Sometimes, Kent doesn’tfeel like doing hishomework.21.Paul sometimes sits staringoff into space, thinking ofnothing.I’m a lot likePaul.I’m a littlelike Paul.I’m a littlelike Steven.I’m a lot likeSteven.Steven never sits staringoff into space thinking ofnothing.22.Barry makes up his owngames and plays them overand over.I’m a lot likeBarry.I’m a littlelike Barry.I’m a littlelike Will.I’m a lot likeWill.Will prefers to play gamesthat most other childrenplay.23.When Wayne has adaydream, he knows thatthe things in his daydreamare not really happening.I’m a lot likeWayne.I’m a littlelike Wayne.I’m a littlelike Jay.I’m a lot likeJay.Jay gets so involved in hisdaydreams that hesometimes feels like theyare really happening.NameRoy doesn’t lose histemper very much.Date
CHILDREN’S EXPERIENCES [BM], page 3Bradley C. Stolbach, adapted from Bernstein & Putnam (1986)24.Sean feels dizzy a lot.I’m a lot likeSean.I’m a littlelike Sean.I’m a littlelike Mark.I’m a lot likeMark.25.Ken often feels like he isdreaming when he isawake.I’m a lot likeKen.I’m a littlelike Ken.I’m a littlelike Jamal.I’m a lot likeJamal.Jamal doesn’t feel like he’sdreaming when he isawake.26.Sam doesn’t have verymany scary dreams ornightmares.I’m a lot likeSam.I’m a littlelike Sam.I’m a littlelike Jeffrey.I’m a lot likeJeffrey.Jeffrey has lots of scarydreams or nightmares.27.George doesn’t always feellike he is in his body;sometimes he feels like heis floating away from it.I’m a lot likeGeorge.I’m a littlelike George.I’m a littlelike Ron.I’m a lot likeRon.Ron usually feels like he isin his body.28.Once in awhile, Demetriustells a fib.I’m a lot likeDemetrius.I’m a littlelike DemetriusI’m a littlelike Sam.I’m a lot likeSam.Sam has never told a fib.29.Eric has a lot of feelings(like happy, sad, angry,excited).I’m a lot likeEric.I’m a littlelike Eric.I’m a littlelike Bruce.I’m a lot likeBruce.Bruce doesn’t have anyfeelings (like happy, sad,angry, excited).30.Doug has trouble fallingasleep because pictures orthoughts keep popping intohis head.I’m a lot likeDoug.I’m a littlelike Doug.I’m a littlelike Karl.I’m a lot likeKarl.Karl has no trouble fallingasleep when he is tired.31.Greg sometimes feels likehis body is doing things hedoesn’t want it to do.I’m a lot likeGreg.I’m a littlelike Greg.I’m a littlelike Patrick.I’m a lot likePatrick.Patrick’s body doesn’t dothings he doesn’t want it todo.32.Max has no troubleconcentrating on thingswhen he wants to.I’m a lot likeMax.I’m a littlelike Max.I’m a littlelike Charles.I’m a lot likeCharles.Charles has a hard timeconcentrating on thingseven when he wants to.33.Ben can remember thingseasily.I’m a lot likeBen.I’m a littlelike Ben.I’m a littlelike Tyrone.I’m a lot likeTyrone.34.Brett has a hard timepaying attention in classeven when he wants to.I’m a lot likeBrett.I’m a littlelike Brett.I’m a littlelike Dennis.I’m a lot likeDennis.35.Reggie rarely feels grouchyfor no reason.I’m a lot likeReggie.I’m a littlelike Reggie.I’m a littlelike Matt.I’m a lot likeMatt.Matt often feels grouchyfor no reason.36.Malcolm feels happy allthe time.I’m a lot likeMalcolm.I’m a littlelike Malcolm.I’m a littlelike Julius.I’m a lot likeJulius.Sometimes, Julius feels alittle unhappy.37.Rick gets headaches a lot.I’m a lot likeRick.I’m a littlelike Rick.I’m a littlelike Jim.I’m a lot likeJim.Jim doesn’t get very manyheadaches.NameMark doesn’t feel dizzyvery often.Tyrone has a hard timeremembering things.Dennis has no troublepaying attention in classwhen he wants to.Date
SCORING THE CHILDREN'S DISSOCIATIVE EXPERIENCES SCALE AND POSTTRAUMATIC SYMPTOM INVENTORYBradley C. Stolbach, adapted from Bernstein & Putnam (1986)A.Sample ItemB.Sample Item1.CDES 1don't remember getting to s
Child suffers from unexplained injuries or may even deliberately injure self at times. 0 1 2 14. Child reports hearing voices that talk to him or her. The voices may be friendly or angry and may come form "imaginary companions" or sound like the voices of parents, friends or teachers. 0 1 2 15. Chil
Dissociative Disorders Loss of self Figure 32.1 Dissociative Disorders Three dissociative disorders are dissociative amnesia, dissociative fugue, and dis-sociative identity disorder. Memory and Your Sense of Self We often joke about forget-fulness, but the dissociative disorders all involve serious disrupti
screening dissociative disorders have been useful to resolve this matter. Dissociative experiences scale (DES) which is a subjective measure [19] and structured diagnostic interviews such as dissociative disorders interview schedule (DDIS), [20] and structured clinical intervi
Dissociative Disorders Interview Schedule (DDIS). As with the SCID-D, the DDIS is designed to give a DSM diagnosis for dissociative disorders (Ross et al., 1990). For diagnosis of dissociative identity disorder (DID), interrater reliability is 0.68, sensitivity is 90% and specificity is 1
thoughts in trauma-related deep wave Sleep, determine if parasomnia can be regarded as a variant of a dissociative process, 4) Identify if there is a correlation between overall Sleep quality, dissociative Disorders and parasomnia, 5) Study if parasomnia and dissociative disorder have commonCited by: 2Publish Year: 2017Author: Kader Semra Kara
Severe dissociative symptoms have been associated with suicidality and self-harm, depression symptoms and problems of occupational functioning (3). Dissociative symptoms were found to be present in 14.4 per cent of post-traumatic stress disorder patients in the World Mental Health Surveys (4). Dissociative identity disorder (DID) is a severe .
The Dissociative Disorders Interview Schedule Portuguese adaptation (DDIS-P) is a structured interview developed by Ross et al. 27 Our adaptation allows the identification of all dissociative disorders, somatization disorder, and conversion disorder accordingly to DSM-IV diagnoses. The Portuguese version of
Strategies for Reducing Health Disparities Selected CDC-Sponsored Interventions August 31, 2016 Karen Bouye, PhD, MPH, MS Office of Minority Health and Health Equity (CDC) . States, 2016. For more information, contact CDC 1-800-CDC-INFO (232-4636) TTY: 1-888-232-6348 www.cdc.gov
The Dissociative Disorders Interview Schedule (DDIS) is a highly structured interview that makes DSM-5 diagnoses of somatic symptom disorder, borderline personality disorder and major depressive disorder, as well as all the dissociative disorders. It inquires about positive
