LE3 .A278 1997

1997

Sumarah, John

Acadia University

Master of Education

Masters

Counselling

Education

The purpose of this study was to explore the meanings by which dissociative students understand their school experiences, and to identify ways in which educators can support dissociative students in the classroom. Dissociation was examined in light of historical conceptualizations to facilitate a shift to perspectives which support students in an educational setting. Semi-structured indepth interviews were conducted with three young women who had recently been diagnosed with a dissociative disorder. Results of the interviews suggest that the importance of developing connections within the classroom environment is paramount. Within the context of a relationship between the student and teacher, the educator can begin to create safety for the student, demonstrate flexibility and creativity in approaches to the curricular content, and re-frame behavioural issues to honour the needs of each of the student's parts of self while negotiating mutually satisfactory outcomes. Any interventions with dissociative students should be judged by the extent to which the intervention is likely to increase connections between the student and any aspect of the educational experience.

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