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Chapters, articles and other publications:

Dissociation in Traumatized Children and Adolescents: Theory and Clinical Interventions (chapter 8)

Chapter 8: Leroy (7 Years Old)—“It Is Almost Like He Is Two Children”: Working With a Dissociative Child in a School Setting / by NA’AMA YEHUDA

Routledge, Psychological Trauma Series

December 2011

Over the last decade, the literature on therapy addressing trauma in children has expanded considerably, as has the literature on dissociation. Unfortunately, very little of this literature has addressed the issue of dissociation in children. At the same time, therapists working with children and adolescents have become increasingly aware of the occurrence of trauma and dissociation in their clients.
Dissociation in Traumatized Children and Adolescents is a groundbreaking text for the study of dissociation in young people. In eight unique and compelling case studies, the authors lay out detailed narratives that illustrate both the therapy’s progression as well as the therapist’s reactions and thought process during case development. These case studies present many aspects of working with traumatized children who dissociate—trauma processing, attachment work, work with the family, interactions with the community—and give frank analysis of the difficulties clinicians encounter in various therapeutic situations and how and why they arrived at particular therapeutic decisions. While the book includes intensive analysis of each author’s theoretical framework as well as that of dissociation in general, it also shows clinicians, in the most practical terms, how to translate the theories of dissociation into action. No clinician interested in trauma and dissociation in children will want to be without this text.

The publisher’s website (for 2nd edition of the book):


The Language of Dissociation

The Journal of Trauma and Dissociation, Vol.6, No.1 (pp9-29)

Three case studies of inner-city elementary school children illustrate the connection between speech-language disorders and dissociative disorders in children who have known or suspected trauma histories. The role of speech language pathologists in identifying and responding to dissociative symptoms in children is explored. Lack of adequate training concerning the impact of trauma and scarce literature on the communication profiles of dissociative children contributes and greatly impacts the diagnosis, referral, and treatment of these children. The case studies demonstrate how unusual speech and language symptoms and awareness of dissociative features may aid in identifying trauma-related problems and instituting effective treatment. Grounding techniques and specific language interventions can assist children in acquiring the vocabulary needed for communicating both their daily experiences and traumatic histories. The nature of the relationship between dissociation and communication disorders is explored, and the importance of future research, interdisciplinary collaboration, and trauma training in the speech-language curriculum is emphasized.

Abstract link:
PMID: 16150683 [PubMed – indexed for MEDLINE]


Making schools into life-rafts for traumatized children: A how-to book for educators, therapists, parents, and policy makers.

International Society for the Study of Trauma & Dissociation NEWS, Vol. 25, No.2 March 2007, p. 9


Critical Issues: Dissociation in school-children: an epidemic of failing in disguise.

The International Society for the Study of Dissociation NEWS, Vol. 22, No.4, August 2004