Interpreting the DES
Published September 27, 2011 | 
Mean DES Scores Across Populations for Various Studies
General Adult Population 5.4
Anxiety Disorders 7.0
Affective Disorders 9.35
Eating Disorders 15.8
Late Adolescence 16.6
Schizophrenia 15.4
Borderline Personality Disorder 19.2
PTSD 31
Dissociative Disorder (NOS) 36
Dissociative Identity Disorder 48
(MPD)
Items from the DES for Each of the Three Main Factors of Dissociation:
Amnesia Factor: This factor measures memory loss, i.e., not knowing how you got somewhere, being dressed in clothes you don’t remember putting on, finding new things among belongings you don’t remember buying, not recognizing friends or family members, finding evidence of having done things you don’t remember doing, finding writings, drawings or notes you must have done but don’t remember doing.
Items — 3, 4, 5, 8, 25, 26.
Depersonalization/Derealization Factor: Depersonalization is characterized by the recurrent experience of feeling detached from one’s self and mental processes or a sense of unreality of the self. Items relating to this factor include feeling that you are standing next to yourself or watching yourself do something and seeing yourself as if you were looking at another person, feeling your body does not belong to you, and looking in a mirror and not recognizing yourself. Derealization is the… Continue reading
Dissociation Brochure II
Published September 27, 2011 | How to Recognize Dissociation and
What to Do About It
Larry Beall, Ph.D.
The purpose of this information is to assist in the identification of dissociation and to furnish a few suggestions as to what can be done about it. What is dissociation? It is the opposite of association. When things are associated they are connected with one another, such as members of a group. When things become dissociated, they become separated from a previous association. A person can become dissociated from the group and no longer be considered a member.
There are two main types of dissociation. 1) ordinary and 2) traumatic. Ordinary dissociation is something we have all experienced. For example, when driving down a boring stretch of freeway, the driver may be day-dreaming or be preoccupied with something and become unaware of her surroundings. A period of time may pass without the driver being aware of the passage of time or the miles that have been driven. This example of ordinary dissociation simply means her conscious mind has become dissociated from the part of her mind that is doing the driving. You can probably think of other examples when you have experienced ordinary dissociation in… Continue reading
DES Adolescent
Published September 27, 2011 | Adolescent Dissociative Experiences Scale
(A-DES), Version 1.0
Judith Armstrong, Ph.D., Frank W. Putnam, M.D., Eve Bernstein Carlson, Ph.D.
DIRECTIONS
These questions ask about different kinds of experiences that happen to people. For each question, circle the number that tells how much that experience happens to you. Circle a “0″ if it never happens to you, circle a “10″ if it is always happening to you. If it happens sometimes but not all of the time, circle a number between 1 and 9 that best describes how often it happens to you. When you answer, only tell how much these things happen when you HAVE NOT had any alcohol or drugs.
Example:
0 1 2 3 4 5 6 7 8 9 10
(Never) (Always)
1. I get so wrapped up in watching TV, or playing video games, that I don’t have any idea what’s going on around me.
0 1 2 3 4 5 6 7 8 9 10
(Never) (Always)
2. I get back tests or homework that I don’t remember doing.
0 1 2 3 4 5 6 7 8 9 10
(Never) (Always)
3. I have strong feelings that don’t seem like they are mine.
0 1… Continue reading
CDC II
Published September 27, 2011 | Child Dissociative Checklist (CDC)
Version 3.0
Name: ________________________________ Date: __________ Age: _____ Sex: M F
Below is a list of behaviors that describe children. For each item that describes your child now or within the past 12 months, please circle 2 if the item is very true of your child. Circle 1 if the item is somewhat or sometimes true of your child. If the item is not true of your child, circle 0.
0 1 2 1. Child does not remember or denies traumatic or painful experiences that are known to have occurred.
0 1 2 2. Child goes into a daze or trance-like state at times or often appears “spaced out.” Teachers may report that he or she “daydreams” frequently in school.
0 1 2 3. Child shows rapid changes in personality. He or she may go from being shy to being outgoing, from feminine to masculine, from timid to aggressive
0 1 2 4. Child is unusually forgetful or confused about things that he or she should know, e.g. may forget the names of friends, teachers or other important people, loses possessions or gets lost easily.
0 1 2 5. Child has a very poor… Continue reading
Ego State Paper for Website
Published September 27, 2011 | The Nature and Functioning of Ego States
Larry D. Beall, Ph.D. 2007
The purpose of this paper is to help the reader better understand what ego states are, how they function, under what conditions they can become dysfunctional, and what therapeutic interventions can be used to improve their condition, and correspondingly that of the client.
Ego States
To me ego states are elements of the mind that carry out the functions of solving life’s problems, overcoming obstacles, absorbing pain and pretty much all the demands of day to day living. They originate out of the needs of the individual, particularly those needs resulting from relationships with dominant persons or challenging situations. In the therapeutic setting, this often means helping the client cope with abuse or neglect. In my clinical experience, it is common for psychological pain to be absorbed by ego states and manifested most commonly in behaviors of anger, self-defeating behaviors, or somatic symptoms.
Our common, day to day experience gives us evidence that could be interpreted as manifestations of ego states. Different “sides” of our personality surface under different situations. For example, you feel and behave differently when talking with a friend who you feel completely safe with,… Continue reading
Dissociation Brochure II
Published September 27, 2011 | How to Recognize Dissociation and
What to Do About It
Larry Beall, Ph.D.
The purpose of this information is to assist in the identification of dissociation and to furnish a few suggestions as to what can be done about it. What is dissociation? It is the opposite of association. When things are associated they are connected with one another, such as members of a group. When things become dissociated, they become separated from a previous association. A person can become dissociated from the group and no longer be considered a member.
There are two main types of dissociation. 1) ordinary and 2) traumatic. Ordinary dissociation is something we have all experienced. For example, when driving down a boring stretch of freeway, the driver may be day-dreaming or be preoccupied with something and become unaware of her surroundings. A period of time may pass without the driver being aware of the passage of time or the miles that have been driven. This example of ordinary dissociation simply means her conscious mind has become dissociated from the part of her mind that is doing the driving. You can probably think of other examples when you have experienced ordinary dissociation in which something… Continue reading
Child Dissociative Checklist (CDC) Version 3.0
Published September 26, 2011 | 
Child
Dissociative Checklist (CDC)
Version
3.0
Name: ________________________________ Date: __________ Age: _____ Sex: M F
Below
is a list of behaviors that describe children. For each item that describes your child now
or within the past 12 months, please circle 2 if the item is very true of your child. Circle 1 if the item is somewhat or sometimes true of your child. If the item is not true of your child, circle 0.
0 1 2 1. Child does not remember or denies traumatic or painful
experiences that are known to have occurred.
0 1 2 2. Child goes into a daze or trance-like state at times
or often appears “spaced out.” Teachers may report that he or
she “daydreams” frequently in school.
0 1 2 3. Child shows rapid changes in personality. He or she
may go from being shy to being outgoing, from feminine to masculine,
from timid to aggressive
0 1 2 4. Child is unusually forgetful or confused about things
that he or she should know, e.g. may forget the names of friends,
teachers or other important people, loses possessions or gets lost
easily.
0 1 2 5. Child has a very poor sense of… Continue reading
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