by Ellen P. Lacter, Ph.D. Copyright, 2004,
Part I
When the Child is Not Safe
Working with Protective Parents To Increase a Child's Sense of Safety
Treating
Dissociation in the Pretend World of Play
Part II
Play
Characterizations and Abuser Personalities
The Importance of Safe Places in the Treatment of Dissociative Children
Direct Interpretation and Intervention in Dissociation of Trauma
A Common Triad of
Ego-States in Abused Children
Part III
Direct
Intervention with Dissociated Personalities
Fusion and Integration
The Role of Protective Parents in Treating Dissociative Children
Bibliography
Part I
When the Child is Not Safe
Dissociative responses and defenses help children cope with ongoing abuse, lack
of protection, or unsupportive home environments. Abused children generally
invest great psychological energy in defending against conscious awareness of
ongoing danger in order to preserve some ability to function and develop
emotionally, academically, and socially. Although dissociative and
reality-negating defenses should be gradually modified in safe environments,
such coping mechanisms should not be challenged when needed for psychological
survival.
It would be contraindicated to attempt to help a child feel safer than he or she
truly is. For this reason, the therapist should continually assess the degree of
protection provided by the child's caregivers and the possibility of ongoing
abuse.
Children are exquisitely sensitive to any indication that their parents or
caregivers doubt whether the abuse occurred or any indication that their parents
remain attached to their abusers. Visitation with abusive parents, supervised or
unsupervised, and unsupportive families or foster-placements contribute to
children feeling unsafe. No amount of therapy can make children feel safe when
they are not, in fact, safe.
In cases of suspected ongoing abuse, ongoing threats of retaliation for
disclosure, or lack of support by parents-figures, limited treatment goals can
be facilitated by exploiting a child's dissociative capacity. Children may be
able to express feelings, experiences, and hopes disguised symbolically in play,
sandplay, art, and writing, while avoiding disclosure and conscious awareness of
the issues being addressed.
Likewise, the therapist can indirectly communicate therapeutic messages through
play, art, and metaphor, such as helping children develop and elaborate safe
places in the play room, in their inner worlds, and in their dreams for their
future, conveying anger at people who hurt other people, demonstrating empathy
for hurt children and animals, spiritual messages of hope and Gods love,
compassion for the position of children afraid to tell on grown-ups, realistic
information about possible protectors (child protective workers, police, etc.),
representing the availability of loving caregivers, explanations about the
blamelessness of abused children, etc.
Symbolic communication has the further advantage of being less potentially
leading than direct approaches, an important consideration in such cases which
are often involved in ongoing investigations and legal proceedings, and in which
civil suits and complaints to licensing boards are a risk. In such cases,
carefully chosen metaphors permit therapeutic communication while maintaining
adequate distance from the subject of child abuse, thereby limiting potential
legal concerns of influence by the therapist.
Nowhere is the issue of ongoing threat to victims' safety more troublesome than
in cases of organized abuse, such as abuse associated with Satan worship,
witchcraft, and/or child sex and pornography rings (often overlapping each
other). Most victims of ritualistic abuse remain unprotected throughout
childhood and develop Dissociative Identity Disorder, since abuse by these
groups usually begins early and involves intense terror, pain, and forcing
children to commit acts that violate their conscience and self-view. These
Machiavellian perpetrators are sophisticated in mind control techniques and use
torture to create personalities whose function it is to ensure that the victims
conscious personalities, Dont remember, dont talk, dont tell. If these children
do come to the attention of authorities, little protection is usually afforded
because their disclosures appear suspect. These sophisticated abusers stage
illusions of abuse by animals, demons, space aliens, resurrections, etc., to
ensure that childrens credibility will be destroyed as they recount these
experiences. Any attempts at disclosure result in severe punishment, both
internal (by abuser-compliant personalities) and external (by the abuser group).
Furthermore, ritual crimes are so heinous, investigators often dismiss them as
untrue, particularly in this age of heavy media influence by the False Memory
Syndrome Foundation.
When victims of ritualistic abuse are brought to therapy by protective parents
or foster-parents, they often remain exposed to ongoing threats. Abusers may
stalk them at a distance, using hand signals to threaten death, unbeknownst to
protective adults, or may leave coded messages where the children will see them,
e.g., graffiti on a school wall. Even when ritually abused children are
currently safe, years of therapy are often needed before they can disclose or
discuss such abuse. Torture and illusion may have been used to convince them
that every time they hear the word "God" or a popular song, it signifies that
the devil or cult members are watching them. There may have been threats to kill
protective caregivers, burn down their homes, etc. (Harvey, 1993). Ritual
abusers often attempt to make children believe that protective parents are part
of their cult, to prevent secure attachment. Abusers may impersonate protective
parents in rituals, drugging children to make them more suggestible. Cults
program children to believe that their parents do not love them, are weak, and
are not their real parents, but the cult is their family. A protective parent
may be drugged by a cult parent, and taken to a rituals where children are
forced into sexual acts with the drugged parent. Children can be tricked to
believe the protective parent is a willing cult participant.
When a childs fear of continued abuse does not allay in treatment, it may be a
sign that abuse is ongoing. In cases of ritual abuse, close relatives may
continue to abuse the child, unbeknownst to the protective parent. Or the parent
bringing the child to therapy may have dissociated personalities who are
actively involved in the abuser group (cult-loyal or perpetrator alters), with
no conscious knowledge of this involvement by the host personality.
Symbolic communication is particularly valuable in treatment with victims of
ritualistic abuse for both clinical and legal reasons. Both child and adult
victims tend to have highly developed dissociative defenses, including an
elaborate imaginary inner world to where they can escape, and multiple
identities that permit them to mete out the burden of their trauma, to function
in the world, and to support and protect each other as would an outer network of
family and friends. This dissociative capacity relies upon fantasy, symbolism,
and distancing, making these clients uniquely receptive to metaphorical and
symbolic communication. For instance, one personality may represent images of
abuse with art media while concealing this information from the rest of the
psyche.
Extreme caution must be exercised in providing legally defensible treatment in
cases of suspected ritualistic abuse. These cases are complicated by disclosures
of events that seem improbable because they defy reason or are too abhorrent for
most to accept as true, resulting in their frequent dismissal by law
enforcement, child protective agencies, and family courts. Perpetrators of
organized ritualistic abuse are often sophisticated in challenging therapists'
practices in civil actions and complaints to professional licensing boards,
alleging that therapists influenced or contaminated a child's memory or
disclosures, thereby harming the child or other family members.
In such cases, carefully chosen metaphors permit therapeutic communication while
maintaining adequate distance from the subject of child abuse, thereby limiting
potential concerns of influence by the therapist. For instance, if the therapist
suspects a child condemns himself or herself for participating in the abuse of
others, the child might be engaged in a discussion of moral dilemmas faced by
victims of the Nazi holocaust, faced with choices involving survival,
starvation, torture, submission, helping the enemy, etc..
The film, Sophies Choice, illustrates one such moral dilemma. A woman pleads to
a Nazi soldier to spare her life and the lives of her two young children. He
tells her she must surrender one child to the death camps. When she protests
that she can not choose, the soldier orders both children be taken. Horrified,
she sacrifices one, and is plagued by her choice for a lifetime. Organized
abuser groups are equally diabolical. A child may be permitted to have only one
friend in a world of abusers, only later to be faced with the dilemma of killing
an other child or watching this friend be killed.
As struggles of historical and fictional figures are discussed, hidden parts of
the childs psyche may quietly receive the therapeutic messages about human
frailty, the effects of terror and the drive to survive, and that the fault lay
with abusers and not with their victims, regardless of their choices.
We must also never minimize the healing power of the therapeutic relationship
itself. This one relationship, in which the child is free to be, to express
feelings and wishes, to play as he or she chooses, may be the source of all hope
for future safety and loving relationships.
An adult survivor of ritualistic abuse, whom I will call Amy, describes an
experience that highlights this message. Amy was 5 years old and had been tied
down on a bed and assaulted for several days straight. Finally, she experienced
herself leaving her body, going through the headboard, and falling into soft
darkness where there was a complete absence of pain. To her left, she noticed a
light and heard a woman's voice calling her name; "I'm over here, Amy, Amy, come
here". She wanted to stay in the painless darkness, but finally went to the
woman. The woman stayed with her for a while. Together, they colored pictures of
Amys favorite animals. As they played, the woman said, When they do that, we do
this. Amy believes the decision within her 5-year-old heart and soul to go to
the woman was a critical spiritual choice that saved her. Others might interpret
this event as a connection with the archetypical mother of the collective
unconscious (in the Jungian sense), or the fantasy product of Amys wish for
love. Regardless of the psychological/spiritual interpretation, Amy found a way
to be nurtured and to play. In some cases, therapists may be powerless to
protect children, or even adults, from abuse occurring outside of our offices,
but we can create a nurturing, hope-filled, even fun, environment within.
Working with Protective Parents To Increase a Child's Sense of Safety
It is usually a long and arduous process for a protective parent and therapist
to convey to an abused child that he or she is now protected and safe.
Internalization by the child of these messages inevitably occurs more slowly
than the provision of safety in reality. When a child is placed with new
caregivers because parents were abusive or nonprotective, internalization of
safety is largely dependent on the responsiveness of the new caregivers.
Protective caregivers require support by the therapist when frustrated that
their efforts to love and reassure a child have not alleviated the child's fear
and fear-driven behavior. The therapist often assumes the role of teacher,
educating both caregivers and children about normal psychological reactions to
trauma and the course of recovery. In cases of severe abuse, parents should be
forewarned that recovery is a life-long task, with fear and other symptoms
surfacing in times of crisis and new developmental phases, such as beginning
school, adolescence, courting, and parenting.
Parents should be counseled to limit environmental stressors that abused
children may perceive as threatening. Many abused children are hypervigilant and
hyper-responsive to any demonstration of anger. They react with fear and anxiety
to all forms of aggression, including infrequent, modulated spankings, raised
voices, or even firm assertions of behavioral limits. This creates a dilemma for
protective parents; the child's behavior is poorly regulated and difficult
secondary to trauma, but behavioral limits frighten the child, exacerbating
behavioral problems. Parents often become exhausted as they accommodate the
needs of a fearful child with minimal behavioral demands, a task that should be
honored by the therapist. In many cases, no quick and easy answers exist. The
therapist must collaborate with the parent in developing behavioral
interventions adapted to the child's abilities and in gradually resolving the
fears underlying the child's behavior.
In an attempt to feel safe, many abused children regress to infancy, a stage of
development associated with constant care by a protective parent. They may
resist all separations, including sleeping alone, attending school, or even
being in a room apart from a caregiver. Affording time for regression can
increase a child's sense of security and safety. Many young abused children
benefit from pretending to be a baby again with protective caregivers, a time to
be held, rocked, sung to, to suck on a bottle, and to gaze into each other's
eyes. Defining this activity as a game, e.g., "Let's play Mommy and baby",
reduces the child's embarrassment and decreases the parent's concern that
allowing regression will cause a child to become "stuck" in infancy. Making time
for this activity early in the day, or as soon as the parent and child reunite
after a separation, such as a school or work day, can prevent many fear-driven
behavioral problems that might otherwise occur. Parents are often surprised to
discover that once a child's need for regression is temporarily met, the child
moves on to more stimulating developmentally-normal activities within minutes.
Failing to provide the security required by a frightened child can result in
retraumatization, an increased sense of danger, and further psychological
damage. Some abused children need to sleep with protective parents or older
siblings for months or years, depending on the extent of the abuse. Some
children are reassured by having a cat or dog sleep with them. Room lights or
night-lights can increase a sense of safety.
In cases of severe abuse of very young children, it may help to postpone
commencement of school for a year. When this is not possible, children may be
soothed by having transitional objects in their possession at daycare or school,
including tape-recordings of parents expressing their love and that they will
see them at the appointed time, coupons good for a treat on the ride home, a
locket with a photograph of parent and child, etc.
Many abused children challenge themselves to overcome their fears. Four-year-old
Ryan D., abused in the bathtub, eventually chose to take a bath alone, to "Do it
myself". In other cases, it is difficult to discern if a child requires, or
simply enjoys, the extra support. It may be possible to put this to the test.
For example, a quarter can be placed under a child's pillow at night that can be
exchanged to sleep with the parent, or that the child can keep if he or she
sleeps alone through the night.
Case Example: Leanna J. and her Mommy Helping Each other
Leanna J., a 4-year-old victim of ritual abuse, wet her bed almost every night.
She was also enuretic during the day, when she disclosed new information to her
mother, and when she appeared to be remembering traumatic events. Her mother
told Leanna that wetting was okay, and often put her in diapers so that bladder
control was not added to Leanna's many concerns.
After 6 months of therapy and very sensitive parenting, Leanna was able to
directly tell me about her frightening experiences, albeit for short periods.
When her tolerance was reached, she would say, "I don't want to talk about it
anymore", or, "Let's do something else".
I told Leanna I knew she had been wetting herself and asked with complete
sincerity, "Leanna, do you like it better to peepee in the bathroom or in your
clothes?". She said, "In my clothes, the bathroom is scary". I asked, "Did
something happen in the bathroom?" She became somber, looked directly at me, and
said; "The bad people put their [showed fingers] in my butt", pointing to her
bottom, "and put poo-poo on my eyes, my mouth, and my nose, all over my face",
making a smearing motion. She added, "and my feet", holding her foot. Her face
showed disgust.
I empathized with her feeling of disgust and expressed anger at those people who
had done that to her, adding that they could never do those things again. I told
her grown-ups should be nice to children's bodies, to their faces and feet; they
should love them. I was attempting to modify her negative experience with a
healing and somewhat humorous image. Leanna internalized my message. She said,
"I love my foot" as she drew it to her face and kissed it. I took her foot and
also kissed it. We laughed as she continued to kiss her feet.
I asked Leanna if she could think of any ways to make the bathroom feel safer.
She could not. I asked if it would help to spray perfume in the bathroom, hoping
this might change the setting adequately. She said no. I suggested she take a
doll with her to the bathroom and reassure it that the bad people could not hurt
her anymore, hoping that if she assumed a helper role, she might be less aware
of her fear. This was also insufficient. I asked if she minded if her mother was
there when she pee-peed and pooped. She said no. I suggested her mother go with
her to the bathroom. Leanna felt this would help. I told Ms. J. about this
solution. Ms. J. explained she often found Leanna had very quietly changed into
fresh pajamas by morning and had pulled her sheets off her bed to avoid waking
her mother. Leanna joined us and Ms. J. reassured her that she wanted Leanna to
wake her at night to take her to the bathroom. Leanna began waking her mother at
night to go to the bathroom and no longer wet the bed.
Treating
Dissociation in the Pretend World of Play
Pretend play and dissociative inner imagery both rely on trance states,
imagination, and defensive disguise and distancing. Profound dissociation, as in
DID, originates in a use of fantasy that differs from normal pretense primarily
in that it is so sustained and pervasive that illusion becomes confused with
reality. These similarities make play and play therapy inherently suited for
assessing and intervening in the unconscious world of the dissociative child.
Young dissociative children naturally depict multiple aspects of self and
traumatogenic experiences in play and art. Synthesis of self and resolution of
trauma can proceed on a largely symbolic level (Putnam, 1997, Shirar, 1996).
Traumatogenic experiences are best gradually re-associated by beginning in
metaphorical play, and progressing toward structured, abuse-focused play and
direct discussion. The world of play permits dissociative children to regulate
their rate of exposure to trauma via symbolization.
Materials representative of a child's severe trauma should be made available.
Even if the child is not conscious of the abuse endured, or if it occurred prior
to the development of narrative memory, the unconscious mind will tend to press
for expression and representation of painful experiences.
In cases of ritual trauma, important toys to permit representation of trauma
include cages, coffins, and boxes (used to confine); ropes and string (used to
bind or pull); toy insects and snakes (placed on children to terrify them);
knives and swords (used to threaten, dismember, cut, and kill animals or people
and as ritual symbols); a tub and water (used in sexual abuse, near-drowning,
and freezing); a doll-size toilet (childrens heads are submerged in toilets, and
they are smeared with urine and feces, and forced to ingest these, as punishment
for leaking information and to instill dont talk- dont tell programming);
monster dolls and masks (to represent masked people and demons); figure dolls of
all ages and life-size baby-dolls; toy animals, including rabbits, cats, and
dogs (often sacrificed to deities and demons); a doctor kit including toy
syringes (used to inject drugs to immobilize, cause internal pain, or inject the
blood of cult members); play camera equipment (to depict filming of child
pornography); and cloth (to represent being wrapped or gagged).
Materials should also be available that allow for representation of
self-protection, reparation, protection, and nurturing. Important materials
include; toy weapons, walkie-talkies, badges, (police symbols); comforting
objects, soft blankets, baby bottles; vehicles for escape; hiding places;
telephones to call for help; animal and human families (to represent loving,
protective family constellations); and nonrepresentational materials, e.g.,
sand, clay, water, art supplies (these allow maximum distance/disguise of
anxiety-laden material and representation of anything not available).
Unfortunately, reparative symbols are also often traumatogenic triggers for
victims of ritual abuse. Toy jails may frighten children because they have been
confined in cages. Symbols of law enforcement may frighten them because they
have often been deliberately programmed to distrust police to prevent their
seeking help. Telephones can be disturbing because they are used to contact
these victims or the child is programmed to report in via phone.
Part II
Play Characterizations and Abuser Personalities
In evaluating the meaning of the play of a DID child, and in planning
interventions, the therapist should consider that characters in dramas may
represent figures in either the child's outer world or inner world. Or, a figure
may simultaneously represent both. In DID, most traumatogenic experiences,
defensive responses (e.g., identification with the aggressor), emotions, and
object representations become embodied in personality states, which are then
manifested in play. Aggressive figures likely portray abusers as well as
personalities who behave as does the abuser. Violent themes can represent prior
abuse, angry fantasies, and inner struggles between personality states. Drawings
that depict retaliation against a perpetrator often, on a deeper level, reflect
the childs fear of terrifying attack. Caregiving may represent external
relationships or inner caregivers of traumatized baby personalities. Figures
often shift characterizations within dramas, as the child often shifts identity
states. For instance, a figure may initially portray an external abuser, then
become the disavowed "bad" aggressive self, then represent the fearful
child-self.
This multi-determined derivation of play characterizations has critical
treatment implications. Until the meaning of the drama is fully elaborated, the
most safe response may be to reflect the actions, feelings, and motives of all
characters in the drama.
The therapist should observe the play carefully for representation of abuser
personalities. Most DID children have abuser self states who take on the
appearance and demeanor of the child's actual abusers. Traumatized child
personalities tend to perceive them as their actual abusers. Abuser
personalities often threaten bodily harm should the host remember the abuse or
should disclosure be threatened. They may internally kick personalities in the
head to silence them, sometimes resulting in migraine headaches. They often
"keep other personalities in line" with physical punishment, not realizing that
this injures the one body they share. In some cases, they have been programmed
to inflict severe physical injury, placing the child at risk for suicide.
Some abuser personalities were originally created by the child as a protective
measure, to ensure compliance with abusers so as not to incur their wrath. They
act in a frightening manner, as did the abusers, and threaten the child with
harm should any personalities consider violating the wishes of the abusers, as
in disclosing the abuse, or refusing to comply with abusers directives. Their
inner tyranny may continue for years after protection has been afforded since
many of these personalities are often "stuck in a time warp", experiencing their
abuse as ongoing.
Abuser personalities can also be self-states who were hurt at a very young age
and who defend against their fear and sense of helplessness by identifying with
their abusers and assuming their demeanor and behavior. They may believe the
lies and promises of the abusers and buy into their abusers view of people and
the world and way of life. They may be at risk of sexually or physically abusing
other children or animals. They often frighten the child. They may take
executive control of the childs body and consciousness and commit abusive acts
while other more central personalities are amnesiac, having experienced only a
loss of time.
In organized ritualistic satanic abuse, as well as in some child pornography and
pedophilia rings, children are forced to abuse other children as soon as they
are physically capable, as young as 2 years. They are encouraged to direct their
pent-up rage into abuse of more helpless victims. By design, this results in
their viewing themselves as willing cult members. Faced with their capacity for
abuse, many DID children, and other severely abused children, often develop keen
insight, sometimes even in the preschool years, that their abusers were also
victims. Theirs is a painful struggle to determine if both the abuser and self
are irredeemably evil and deserving of death, or forgivably rageful and abusive,
secondary to abuse.
While it is helpful to facilitate expression of anger toward figures
representing actual abusers, attacks against figures representing abuser
self-states are likely to make them feel threatened, hated, and condemned. While
incarceration of figures representing actual abusers is an adaptive resolution
depicting protection, incarceration of aggressive self-states will result in
their feeling afraid and hurt and will cause greater internal polarization
rather than synthesis of personality states. In protest or desperation,
threatened abuser self-states may respond by retaliating against other
personalities, resulting in acts of self-harm, or in acts of violence against
external people.
Violent dramas should be observed and understood before determining the
therapeutic response. Play interventions should aim to represent the childs
psychological dilemmas and resolve them. For example, the childs violent drama
may represent generalized rage toward both abusers and self. The therapist may
be able to guide the drama to more clearly identify an abusive adult character,
such as figures who intend harm to a frightened baby, puppy, or little frog. The
therapist may also be able to help the child to choose a pro-social character
with protective anger, such as a police office, a guard dog, etc. Abuser
self-states have always wished they could direct their anger against their
abusers. These fighters for good can then rescue the defenseless figures and
take them to a safe and nurturing place, where they can subsequently provide
them with protection. Their big and bad demeanor is borne of fear. Once they
feel empowered and safe, they can drop this defensive posture.
The complexity of the issue of abuser self-states does not end here. Victims of
organized abuse often have personalities intentionally tortured into creation to
serve the abusers. Pain and terror are used to force another split, the
formation of a new personality. This new part is tested for compliance to the
abuser group, usually with commands to hurt another child or kill an animal. If
it does not comply, the torture continues until a personality is created who is
completely loyal and servile to the abuser group. It is given a name and
function, e.g., reporting to the abusers. Further torture ensures its silence.
These personalities are often programmed to inflict severe physical self-injury,
placing the child at risk for suicide, if the abuse begins to be recalled or
disclosed. These personalities comply with the abusers agenda out of terror and
in the (false) hope that they will be harmed less, spared, or given a position
of status and power, if they perform as they are told.
Abuser personalities defensively created by the child, and personalities
intentionally created by the abuser group to serve them, both pose danger to the
child should the host personality begin to recall the abuse or make abuse
disclosures.
The fourth kind of abuser personality is not actually a part of the child.
Victims of organized abuse may have figures in their inner worlds who function
in many ways like abuser self-states, but are actually external entities
"implanted" in a child's internal world through prisoner-of-war-camp-style mind
control programming. These pseudo-personalities function like robots, performing
limited behaviors for the abusers, such as telephoning the abuser, or entering a
particular building, and have no human volition or feelings, and little real
intelligence. These non-human implants are, in cases of sophisticated abusive
mind control, anchored to genuinely human personality states of the child to
give them the capacity for planned action. By design, removal of implants
without first disarming and disconnecting them from true personalities can have
severe psychological, and secondary physical, consequences. For example, the
child may psychologically re-experience being shocked, suffocated, frozen, etc.
In these complex cases, their removal should be done, or at least overseen, by
specialists experienced in safely disabling complex mind control programming
(Stephen Oglevie, 2001).
The fifth type of internal abuser is perceived in the inner world as an evil
spirit of an abuser, usually attached to true personality within spiritually
abusive rituals. Whether its derivation is truly spiritual, or simply perceived
to be so, is an interesting spiritual and psychological question, and subject of
debate among clinicians treating victims of ritual abuse. These entities play a
more sinister and dangerous role than the robotic implants, since they function
with the apparent motive of ensuring the continued abuse of the child, and can
carry out more complex functions, such as reporters to the abuser group or
punishers of the child to ensure compliance with the abusers. They can pose
significant danger to the child.
The Importance of Safe Places in the Treatment of Dissociative Children
The symbolic creation of safe places in play, art, and guided imagery, is an
important key to reducing the dissociative child's perception of danger in both
the internal and external world. We are informed in our understanding of the
nature and form of such safe places by DID adults, who tend to have complex
internal landscapes with safe places, such as houses with rooms for
personalities or sanctuaries with man-made or natural features. Many sequester
potentially dangerous personalities in secure places where they are contained
and can do no harm to other personalities or the body.
Therapists can guide DID children to enhance their internal landscapes. Child
states in stark rooms can be given a fluffy blanket or stuffed animal.
Internalized protective parents, caregiver personalities, and spiritual figures
can bring these to the children. Protective perimeters can be created to conceal
safe places from outside detection. Intra-system communication devices be
installed in each room, such as intercoms or video monitors, either one-way or
two-way, depending on the needs of each personality. Traumatized child
personalities stuck re-living their abuse can found. Cathartic release of grief
within a supportive, therapeutic relationship, especially with a protective
parent, facilitates this process, but the fear and physical pain need not be
relived. Horrible memories of physical pain and terror can be stored in a
notebook, safe, or other object to prevent their being re-experienced. A drawing
of this object can make it more usable. The abused child parts can be rescued
and relocated to an internal healing place, or may be able to grow older and be
brought forward in time away from their trauma. These enhancements and shifts in
the internal world have surprisingly enduring, beneficial effects.
Harmful psychological or spiritual messages (claims, curses, covenants, etc.)
can be rejected, refused, and renounced, and thrown in a garbage can made of art
supplies. Prayer within the protective familys spiritual framework can declare
these harmful messages null, void, and forever broken. These can then be
replaced with true blessings.
Removal of spiritual entities can be a complex task. Clearly, there should be no
attempt to spiritually remove a part of the childs true self. However, victims
of ritual abuse often derive great benefit from prayer by skilled clergy and
appropriately-trained therapists to spiritually separate perceived sources of
evil, such as spirits of abusers, abusers ancestors, and demonic forces. Abusers
trick some personalities to believe they must permit evil attachments. These
parts need to be found, the abusers lies exposed, and these parts must decide to
separate the evil from themselves. Help of clergy and spiritual healers
specialized in working with ritual trauma is often important to discover and
resolve complex abuse involving evil attachments.
McMahon and Fagan (1993) suggest the use of fanciful images to help DID children
create internal safe places, e.g., a bird to take personalities to a safe place
and an entryway like a tree stump. They suggest placing a protective guide in
the sanctuary, but only after obtaining the child's commitment to protect the
sanctuary to prevent any harmful parts of a child's personality system from
providing a "false" guide. They reinforce the image by guiding children to
experience its content and sensory elements. Shirar (1996) suggests children
draw the safe place to make it more easily visualized. With children younger
than 4 years, McMahon and Fagan suggest the safe place be initially represented
with toys, then imagined with closed eyes to internalize the image. They suggest
children visit the safe place at the start and end of sessions for continuity.
Transitional objects, e.g., a special toy or stone, are used between sessions as
symbols of strength. As personalities tell their stories, express and release
their pain, and give up defensive identifications with aggressors, guided
imagery is used to take them to the safe place inside, accompanied in
imagination by whomever the child chooses, e.g., protective caregivers or even
deceased relatives or pets.
Unfortunately, for many victims of organized abuse, their internal landscapes
and its features, including seemingly-safe places, were mentally installed in
torture-based mind-control and hypnosis for abuser control over the individuals
system of personalities. Such clients are at risk for developing only
contaminated new images of safety and healing. In such cases, the therapist
should suggest novel helping images that contrast thematically with those the
client already uses or finds alluring.
Nurturing, protective caregivers serve important functions in the play therapy
process with dissociative children. Their symbolic portrayal of protective
parents or socially-sanctioned protectors, such as police officers, in role play
and figure play, concretizes the concepts of protection and safety, facilitating
internalization of their protection. Furthermore, portrayal by nurturing
caregivers of loving parental figures helps segregated and frustrated attachment
strivings re-surface and find expression.
Direct Interpretation and Intervention in Dissociation of Trauma
The younger the child, the more likely inner personalities are in a process of
formation rather than fixed. These fluid personalities become more separate and
consolidated in response to ongoing trauma. And they become more synthesized
into a coherent sense of self in response to a protective, supportive
environment, at home and in therapy, that allows a child to process and
"metabolize" (Peterson, 1991, p. 154) traumatogenic experiences. Since many
young dissociative children have ill-defined personalities who are little more
than pretend characters, when dissociative barriers are no longer needed to
defend against ongoing abuse, these imaginary characters naturally find
expression in child-generated play. In play, the child can manage them and
gradually integrate them into a coherent whole, not unlike the process of
synthesis of self in non-dissociative young children.
In cases of more fixed dissociative processes, the therapist must actively
encourage expression and synthesis of dissociated affect, trauma, and
personality states. Emergence of characters representing the full array of
aspects of self is facilitated by the therapist empathizing with all play
figures, labeling their feelings, and by introducing to dramas figures that
represent self-states which the child defensively omits, such as frightened,
helpless, and dependent figures, or angry and aggressive figures. When children
can tolerate affect and traumatogenic experiences within the play metaphor,
direct abuse-focused treatment can ensue.
A good starting point for direct discussion of dissociative responses is inquiry
into how the child mentally coped during abuse episodes. Shengold, in "Child
Abuse and Deprivation: Soul Murder" (1979), explained that children use
"autohypnosis" to "shut off" and compartmentalize all emotion during episodes of
abuse. Children report blocking out abuse experiences by doing multiplication
tables, focusing on a spot on the wall, leaving their bodies, flying away,
changing to another television channel in their mind, imagining being elsewhere
(the beach, amusement parks), or having another personality take over, one who
"goes away" when the episode of abuse is over, etc.
Shengold (1979) explained that use of autohypnosis tends to become chronic in
response to chronic abuse. Both children and their caregivers should be helped
to understand that dissociative defenses were adaptive during abuse, but are no
longer helpful. They cause discontinuity of experience, fragmentation of sense
of self, intrusive posttraumatic symptoms (as dissociated feelings and
self-states "push" for expression into consciousness), anxiety, and
dysregulation of behavior, including possible self-harm or reenactment of abuse.
Gradual interpretation of autohypnosis and other dissociative defenses helps
clients recapture and express emotions "shut off" during the abuse. This process
of recapturing inner experience is essential to synthesize affect and thought,
and to restore a sense of self and personal history. Shengold (1979) explains:
...the patient must know what he has suffered, at whose hands, and how it has
affected him. The means he uses to not know, to deny, must be made fully
conscious; the patient must give up his defenses of massive isolation and
compartmentalization; often, one must analyze the use of autohypnosis to
accomplish this. (p. 555)... Only when knowing involves a free range of feeling
is brainwashing undone... Avoiding denial and tolerating rage [are] achieved
together (p. 544).
Structured, abuse-focused play facilitates the process of re-association of
abuse-related memories and feelings. Children can be asked to stage the scenes
of their abuse, then choose dolls to "be" themselves, their abusers, and others
who were involved. Tolerance of affect is facilitated by focusing initially on
the doll representing the child, rather than directly on the child. The
therapist can speak directly to the doll, allowing the child to answer for it,
asking about the doll's inner experience while being abused, including inquiry
into the use of defensive dissociation. In time, the child will be able to
discuss these feelings without masquerading behind a doll.
This process is guided by the principals of gradual exposure and Briere's
"intensity control" (1996). When the "therapeutic window" is exceeded, Briere
explains that the individual's internal protective mechanisms are overwhelmed,
resulting in what he terms "anti-abreaction". This retraumatizes, floods the
individual with anxiety, and consolidates, rather than allays, defensive
processes. The dissociative child's creative capacity can be used to regulate
this process. For example, a metaphor of an internal volume dial can be used to
"turn down" anxiety and fear (Silberg, 1996c). Or containers, such as a box or
bag, can be used to "store" anxiety-producing memories and feelings during
reassociation and between sessions (Shirar, 1996).
While anti-abreaction retraumatizes, properly-timed abreaction has significant
therapeutic value. When the child (or adult) feels "held" in the therapeutic
relationship, "grounded" in present-day reality, and has internalized that he or
she is finally safe from the abuse, a cathartic release of sadness, grief, and
anger, rather than a sense of re-living and re-traumatization, can occur in the
telling of abuse. Ideally, a protective and nurturing caregiver will be present
to soothe the child during this process. If there is no appropriate support
person, the therapist often fulfills this function, including hugging the crying
child. Until this intense affect is released, it tends to "push" for expression,
often resulting in episodes of violence, oppositionality, tantrums, and
regressive "melt-downs". Once this intense affect is released, these subside
(see The Magic Castle for a mothers biography of her adoptive son who
experienced intense behavioral dysregulation prior to his recovery of ritual
abuse memories.)
A
Common Triad of Ego-States in Abused Children
Although dissociative children tend not to have multiple, well-defined,
separate, dissociated personalities (Peterson, 1996), I have encountered a
number of abused children with three specific types of partially dissociated
personality ego-states. The first personality is the most functional ego state,
the one generally in executive control, and the one that is generally presented
to others. It is age-appropriate, but socially avoidant or superficial, and has
little affective charge. The second embodies frustrated attachment strivings and
is very dependent and regressed when alone with loving caregivers. The third is
heavily identified with the child's abuser. It has intense rage and affective
memories of trauma, becomes explosive with little provocation, and may reenact
abuse against others. Perceived as largely ego-alien, it is often symbolized by
a predatory animal, an evil entity, a "bad" self, or a voice that issues
commands of violence. A child struggling with his aggression aptly describes the
influence of his abuse-derived aggressive ego-state: "When I try not to do what
the 'Good Memory' tells me to do, the 'Bad Memory' has strong magic, and then it
pulls on the 'Good Memory', and both of them tell me to do bad things" (Trad,
Raine, Chazan, & Greenblatt, 1992, p. 648).
The dependent and abuser ego-states "hold the keys" to early trauma, losses, and
related affect. The job of the therapist is to work through the
characterological and defensive resistance of the "front" personality to
re-associate traumatogenic material.
Compassionate interpretation of the process by which fear fuels identifications
with abusers, and normalization of this as a response to abuse, help the front
personality feel safe to acknowledge the existence of abuser self-states and
help abuser self-states come out of hiding. Nonjudgmental guidance in anger
modulation help abuser self-states manage aggressive and abusive impulses.
Explanations that this defensive posture is no longer necessary can help them to
relinquish this defensive posture and to re-direct destructive anger
constructively or to let it go. They will eventually be willing to assume a
benign prosocial function, e.g., a "guard" against external threats or protector
of the younger, dependent, personality.
Inclusion of loving caregivers in therapy sessions facilitates the expression of
the dependent ego-states and associated fears of loss. The therapist should
commend the child for reaching out for love and for expressing needs unmet in
early abusive and neglectful environments. When the child attempts to deny
dependency needs and to detach from primary caregivers, caregivers should be
encouraged to initially provide the "glue" for the relationship, despite the
child's overt rejecting behavior. In therapy, parent and child can be taught to
"play baby" with rocking, blankets, and even bottles. They should be assigned
"homework" to continue this play at home, perhaps at the start of the day to
meet attachment needs before separating to go to school, and upon reunion after
school. Or the parent and child can decide another plan to maintain their bond,
such as a morning or bed-time routines, watching television cuddled up together,
one-on-one outings, or play sessions.
Intense feelings of jealousy rooted in fear of rejection and loss are likely to
arise in traumatized dissociative children when caregivers show love to other
family members, particularly younger children or babies. This often precipitates
acts of violence against younger siblings. These childrens feelings of fear and
anger should be interpreted and normalized in view of their abuse and losses.
They must be helped to learn to express attachment needs directly, both verbally
(asking for help and attention) and in proximity-seeking (crying, hugging). They
must be helped to verbalize their fears of loss and rejection, and to express
their sense of rage and unfairness about their abuse, neglect, and/or
abandonment. When they feel safe to adaptively express their needs and fears,
and receive comforting and support, they will be less likely act out in rage
when threatened.
Children who become anxious discussing abuser self-states may be willing to
represent them initially in art and play. These depictions can appear evil and
powerful and children may perceive them as both frightening and enticing. The
therapist must not react with fear nor reject these figures as evil. Instead,
the child must be helped to understand the origins of their rage, redirect this
rage toward their abusers, and gradually facilitate expression of trauma-related
fear, helplessness, and grief. When abuser-states act out destructively, more
direct interpretation and intervention are generally required to help children
re-associate their trauma and regulate their behavior, as in the following case.
Case Example: Jody A. and the Monster in her Heart
Jody A. was abandoned by her mother at one year of age and placed with a distant
relative where she was molested for two years by an adult male in the home.
At the age of 3 years, Jody was placed in her first foster-home. Shortly after
being placed, and long before she first disclosed her sexual abuse, she
reenacted this abuse with some younger children. When confronted, she initially
denied it, but then said, "I just did it cause I felt like it". Jody's
foster-mother deprived her of an outing. Jody responded with, "I wish you were
dead", and paced her room all night. The next day, Jody seemed in a trance and
said, "You know what a voice told me to do last night? It told me to kick you".
This was the first statement of many about a voice or monster telling her to
hurt, kill, or cut up the foster-mother and her baby daughter, or to burn down
the house.
When treatment began, Jody was 6 years old and in her fifth foster-placement.
She was defiant with her foster-mother, externalized blame for all problem
behavior, and was mean to her foster-siblings. When questioned about the
"monster", she said it was not real and that other children had given her that
idea. In time, she said the monster lived in her heart and periodically spoke to
her or "did" things. She generally minimized its effect.
In her sixth placement, Jody's problem behaviors became more dire. She placed a
large knife in the crib of her infant foster-brother. And she punched other
children when jealous of attention given them by her foster-mother. When
confronted with these behaviors, she accused her foster-mother of lying and
abusing her. If adults in authority doubted her, she became verbally belligerent
or attempted to flee. If restrained, she fought tooth and nail to escape.
Jody was initially successful in gaining substantial adult sympathy for her
protests of innocence and accusations of abuse by her foster-mother. Only after
losing this placement and a month of residential treatment in which her
aggressive behavior resurfaced, did all adults in authority understand her
potential for violence and deceit.
True exploration of the origins of her violence began when I had to physically
restrain Jody to prevent her from bolting out of the therapy office. She
disclosed that the monster in her heart "makes me do bad things". When told,
"Many abused children want to kill people sometimes", she easily and flatly
acknowledged having wanted to kill her molester, her second foster-mother, her
younger foster-sister, and infant foster-brother. Then, she became suddenly
startled by what she had just revealed, and said she did not want to kill her
foster-brother; she just wanted to make him stop crying. I focused on the events
preceding her giving the baby a knife, which Jody again denied. Ignoring her
protests, I said, "I know you hate yourself for what you did. I am going to help
you understand why you did it and to do other things when you are angry or sad".
Jody slowly began to explore the feelings preceding her acts of violence. She
began to express anger at her mother and molester in play, art, and direct
dialogue. She recalled that her molester frightened her with a knife and began
to understand the origins of her impulses involving knives and cutting. She was
eventually able to tell me that when her infant foster-brother cried, and when
her foster-mother went to him, she felt painfully jealous and wished she was the
baby. She grieved that, "It's not fair" that her mother used drugs and gave her
away and that she was horribly molested.
Jody was given a small sketch pad for drawing her angry feelings as an
alternative to violent acting out. She brought this pad to sessions filled with
scribbled-over pictures of her molester and her mother. In time, she told me
that the monster in her heart was her molester and she did not want to be like
him anymore.
Finally, one day, Jody arrived at therapy, looked me straight in the eye, and
announced; "I don't want to hurt anyone anymore cause then they'll have anger in
them like me, I don't want to be like him [her molester], I don't want to go to
jail, I don't want to be like someone like my mother who does drugs". She meant
it.
Since then, Jody has been in one placement for almost three years. She has had
only one incident of aggression when she hit her foster-mother in defiance. She
no longer dissociates her anger into other personality states nor does she blame
a "monster" in her heart for her actions.
Part III
Direct
Intervention with Dissociated Personalities
Jody was able to synthesize the anger embodied in her abuser-self state with no
need to work directly with that ego-state as a separate entity. However, there
is a general consensus in the DID literature that children with more
well-developed personalities require direct intervention with alter
personalities to synthesize dissociated aspects of self. Until a child gains at
least co-consciousness and cooperation between distinct personality states, the
child is prone to episodes of intrusive reexperiencing of trauma, regression,
abuse reenactments, and often, abusive behavior toward others.
Treatment of childhood DID is modeled largely after treatment of adult DID and
is described in depth in Putnam's book, "Dissociation in Children and
Adolescents" (1997), Silberg's book, "The Dissociative Child: Diagnosis,
Treatment, and Management" (1996a), Shirar's book, "Dissociative Children:
Bridging the Inner and Outer Worlds" (1996), and in a number of noteworthy
journal articles and chapters (James, 1989; Kluft, 1986; McMahon & Fagan, 1993;
Peterson, 1996; Putnam, 1994). Since I have treated children with only partially
dissociated inner identities, I draw upon these sources and my treatment of
adult DID to highlight a few important considerations in the treatment of DID in
children. The above sources are essential in guiding treatment with DID children
due to the complexity of the disorder and the severity of abuse involved.
Early in treatment, the therapist must directly and patiently intervene in the
frightening illusions that traumatized personalities experience as real. Gentle
explanations can help personalities stuck in trauma realize that they are no
longer being abused, but exist in the present and in a safe place. The host or
internal self-helpers can be asked to convey this information to them, or these
parts can be invited to look through the eyes of the host to see protective
caregivers, their safe home, the therapist, and therapy office. Guided imagery
can be used to rescue traumatized child personalities from the their abuse. A
spiritual helper within the childs belief system (e.g., an angel or God), a
protective parent, or an internal self-helper, can go into the site of the
abuse, remove the abusers and their implements of abuse, pick the children up,
hold and comfort them, and relocate them to internal places of safety and
healing. James (1989) suggests therapists substitute adaptive rituals for
abusive rituals in ritual trauma cases, e.g, praying about the ultimate power of
God and good over evil.
The mechanisms underlying the child's defensive creation of dissociated
personalities must be gradually interpreted and made conscious. James (1989)
suggests therapists talk with children about everyone having many different
feelings and aspects of self, followed by exploration of what would happen if
the child claimed them all.
Personalities' names often provide clues to their roles in coping with trauma,
such as names of feelings, kinds of abuse endured, or attributes assigned by
abusers. However, therapists generally need to develop significant rapport with
a personality before asking permission to know his or her name. Names of
dissociated identities are often fiercely guarded by dissociative children, due
to shame, or because not being able to be identified, or called upon, helps them
hide from their abusers.
James suggests that therapists help children "own" split-off parts of self and
gain control over dissociative processes "by acceptance and gradual reference to
the dissociative split as being his creation and being part of him" (p. 110).
She cautions us not to treat identities as more separate than they actually are
to preclude creation of more dissociation. She suggests therapists attempt to
contract with children not to create new personalities while in therapy.
Similarly, Silberg (1996c) suggests therapists talk with, or about, other
personalities through the presenting personality, rather than encourage abundant
switching in treatment. Putnam (1997) also warns against "engaging dissociative
identity shifts as if they were discrete alter personality states" (p. 293):
Alter personality states should only be engaged directly as discrete
psychological entities (e.g., called out by name) when it is clear that they are
behaviorally distinct, express strongly held convictions of separateness, and
play an identifiable role in a child's or adolescent's symptoms and behaviors
across several domains or contexts. At this point, they are sufficiently
crystallized that it is highly unlikely that they will remit spontaneously
(p.293).
Other forms of chronic or generalized dissociation should also be interpreted.
Terr (1990) discusses a case of a physically abused 7-year-old boy with
defensive, generalized bodily self-anesthesia. Over 3 weeks of therapy, she
explained to him that numbing himself worked at the time he was beaten, but was
dangerous now; "If Frederick went on deadening himself, he might expose his body
to danger. Everybody needs pain" (p. 93). Within two weeks, the child
experienced pain when a child jumped on him at school.
To begin to synthesize the DID child's sense of self, the therapist should
maintain a stance of compassionate interpretation of the protective function
each personality served in coping with the abuse. The "host" or presenting
personality is likely to experience persecutory and abuser personalities as
intrusive and dangerous, and often wishes they would go away. The therapist
should help them consider their helpful functions. Questions such as; "Did that
part make sure you did what the abuser wanted so you would not get hurt worse?"
can help children accept personalities who averted retaliation by ensuring
compliance . Asking; "Did that part help you be mad and strong when you were
scared or sad?can help them understand and accept parts who identified with the
abusers.
These superficially hostile personalities are likely to "listen from inside" to
these exchanges since they are usually more aware of the experiences of the host
than vice versa ("directional awareness", Putnam, 1997). The therapist's
compassion gives them hope, helps them become less self-condemnatory, and
increases their communication with the host.
The host is also likely to fear the sadness and fear of the young internal
traumatized children, sometimes manifested by desperate crying or screaming. The
therapist must help children tolerate and re-associate in manageable doses the
traumatic memories these personalities hold of their shared life.
Shirar (1996) and Silberg (1996a) offer a number of techniques to help children
re-associate split-off parts of the psyche. Play, art, and role-play are used to
identify the purposes and conflicts between personalities, and expression of
disavowed self-states, such as anger or fear. A particularly communicative part
can serve as a "connector" (Shirar, p. 158) for the inner personality system.
The child can write letters to personalities asking to know more about them and
their feelings. A "Book of Parts" (Shirar, 1996, p. 159) can be made with a page
reserved for each personality, with new information added as it is learned (Silberg,
1996a). Shirar suggests children make a diagram of parts, or draw "their inside
world where the parts live" (p. 159). They may depict which personalities are
connected, where separations exist, and how personalities "switch" and gain
executive control. Often, personalities are offshoots of other personalities,
created in succession, as the abuse escalated.
As personalities become co-conscious, the work of cooperation, negotiation, and
redefinition of roles can begin, followed by learning to share their abilities
and functions with each other. Silberg (1996a) explains that since DID children
tend to have more fluid boundaries between personality states than in adult DID,
they more easily respond to simple suggestions, such as asking the host to
please ask a particular personality to listen or do something. She suggests that
the therapist, parent, and child arrange cue words to elicit an agreed-upon
personality to come out and assume control when needed or to signal particular
personalities to regroup and cooperate. Children also can learn to use code
words to alert caregivers to internal dissonance and their need for help.
Silberg (1996a) suggests that the therapist and host negotiate with abuser and
persecutory parts to accept limits on physical expression of rage against
others, and limits on punishment of other personalities (self-harm), within a
"No Harm Deal". Aggressive personalities are usually willing to modify their
behavior, assume new prosocial functions and names, and cooperate with the rest
of the system once they realize they are safe. Abuser parts often agree to more
modulated expression of aggression when asked to consider the that a less
intense response is required in their current life.
Shirar (1996) suggests that intra-system communication devices be installed
within the child's imagistic inner world. These may be telephone lines, roads,
meeting rooms, etc. Many personalities initially require one-way communication
to regulate their degree of exposure to the expressions of other parts. They may
want to listen without being heard, to open channels to only particular parts,
and to "shut off" incoming or outgoing information as needed. While trauma is
being processed, non-involved parts can be guided to got to a remote safe place
to not have to listen to the painful material. Intra-system communication can be
used to increase behavioral regulation. Contracts against harm to self and
others can be arranged through such communication systems. Behavioral
expectations for home and school can be communicated to all personalities as
well.
Fusion and Integration
Fusion, a blending of two or more personality states, tends to occur
spontaneously throughout treatment, particularly in children, as trauma-related
memories and feelings are re-associated and dissociative defenses are less
necessary. Fusion is part of the larger, gradual process of integration, the
emergence of a cohesive self-representation (Shirar, 1996; Waters & Silberg,
1996). Some controversy exists about whether integration into a single identity
is necessary, or whether individuals can function equally well with a few
co-conscious personalities who cooperate well together. The latter approaches
normal adaptive functioning, in which an individual knowingly assumes many roles
throughout the day in his or her work and personal life. I believe that at
therapist should not communicate an investment in integration as a primary
treatment goal, but as a decision that belongs to the child (in agreement with
Gould and Graham-Costain, 1994). For many DID adults, final resolution includes
keeping a few key personalities who function well together.
The processes of personality fusion and eventual integration into a coherent
sense of self can often be expedited by direct therapeutic intervention toward
these ends (James, 1989; McMahon & Fagan, 1993; Peterson, 1996; Silberg, 1996a).
In the same way that the child created personality states to sequester
traumatogenic effects of abuse (memories, affect, cognitions, somatosensory
perceptions, identifications), the child can be helped to re-unite these aspects
of self, generally by following the same path in reverse. For example, if a
child created "Jane" to contain the sexual abuse trauma, and Jane in turn
created 10 personalities to divide the burden of this escalating trauma, those
10 personalities will be likely to blend into Jane before integrating into a
cohesive whole. The same child may have assigned "Mary" to bear the effects of
her physical abuse, from whom eventually stemmed 12 more personalities to share
that burden. Those 12 personalities would likely fuse back through Mary upon
resolution of the trauma of physical abuse.
Since DID personality systems rely upon an imagistic internal world, the work of
fusion and integration is perfectly suited to play, art, guided imagery,
metaphor, and stories. These methods concretize the fusion process, helping it
"stick". For example, a child can be asked to represent a group of personalities
with dolls. When ready, "offshoot" personalities may choose to join a more
primary personality. This may be represented by dolls bestowing toy props on the
more central personality that symbolize their contributions. They may then hug,
and finally combine into the primary doll. Art, objects, and metaphors that
symbolize a multi-faceted, functional whole (e.g., trees, quilts, sports teams,
etc.) can also be used to represent and encourage integration. Waters and
Silberg (1996), Shirar (1996), McMahon and Fagan (1993), James (1989), and Kluft
(1986) provide many illustrations of these methods.
The
Role of Protective Parents in Treating Dissociative Children
In cases of highly dissociative children, loving caregivers serve critical
therapeutic functions both within therapy and at home, often functioning as
co-therapists if adequately sensitive and psychologically-minded. Shirar (1996,
p. 174) writes, "Parents, therapist, and the child's own parts become the
therapeutic team that will bring healing to the child and to the family."
Parents must be given a "crash course" in the psychodynamics and subjective
reality of dissociative children. They must be educated in the dissociative
basis of disruptive behaviors typical of these children, e.g., regressive
clinging, outbursts of anger, "melt-downs", and amnesia-based lies, stealing,
and forgetfulness. They must be helped to react non-punitively, while
nonetheless working toward increased intra-system cooperation. They must be
helped to understand, accept, and work with all personalities rather than
rejecting the difficult ones, which only increases their sense of isolation,
helplessness, and destructive acting out. For example, they must be taught that
identification with the aggressor is a defense and that sexualized personalities
helped the child to cope with frequent sexual assault more easily than did
personalities who felt overwhelmed with disgust or terror.
Dissociative children often regress to infancy in fixated, traumatized baby
personality states, seeking to fulfill their interrupted attachment needs to
internalize parental love and protection. They usually have extreme separation
and stranger anxiety, and long to be held, rocked, sung to, sucking on a bottle,
and gaze into the loving parents eyes. Time should be made to interact with
these parts based on their psychological/emotional age and associated needs,
rather than the childs chronological age. Some severely abused, dissociative
children need to sleep with protective parents for months or years. Others are
reassured by having a pet sleep with them. Room lights or night-lights can
increase a sense of safety. In some cases, commencement of school should ideally
be postponed for a year while these needs deep psychological are being met.
Many dissociative children are at high risk for self-harm or abuse to others.
Safety plans must be developed, ideally with the child's cooperation. Very young
and severely traumatized children often have little ability to control harmful
impulses arising from their personalities until the needs of these states are
addressed, a lengthy process. In such cases, caregivers must provide constant
supervision, especially around siblings and other children. School attendance
may even need to be postponed to ensure the safety of the other students.
In cases of ritual abuse, the caregiver should be educated about ritual trauma
reminders and mind control programming triggers to reduce their occurrence in
the childs environment. These vary from child to child and are often discovered
based on the childs responses. They often include satanic and witchcraft
holidays, traditional holidays, ritual objects (e.g., crosses and chalices),
animals, songs, colors (red for blood, brown for feces, almost any color for
programming), fairytale stories and characters, phrases, churches, police,
firemen, characters in horror movies, etc. (For a more complete compilation of
ritual trauma reminders, see Gillotte, 2001, and Gould & Graham-Costain, 1994)
Ideally, the parent creates a therapeutic environment at home that permits a
child to reveal feelings, fears, personalities, and the nature of abusive
episodes as the need arises. The availability of toys and art materials
facilitates this process. Much treatment can occur at home with a loving
caregiver, replete with tears and hugs, as the therapist serves as a guide for
both parent and child.
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