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This qualitative research study examines some of the ways in which the healing process takes place in adults who have experienced dissociation, and who have most likely been psychologically traumatized before full language development. The impact of early trauma on human cognitive, socio-emotional, and spiritual development are explored within the context of participant narratives in order to develop an understanding of what may be helpful in developing effective teaching strategies for clinical and teacher education. In-depth interviews were conducted with four adult persons who had been diagnosed with Dissociative Identity Disorder. All had histories of infant psychological trauma and all had undergone their own recovery process. Qualitative methodology used included autoethnography, heuristic inquiry, phenomenology and grounded theory. A cross-case analysis of the four study participants yielded themes of recursivity, social change, metaphor and cognitive restructuring. The undergirding of participant healing process was the expression that their healing was a soul-centered activity and was also a cognitive act that helped to break the cycle of their dissociative thinking processes. Participants said that they needed to engage in both activities to become integrated persons.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.



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