CJOT ® VOLUME 58 ® NO 5 SUSAN OKE • ELLIE KANIGSBERG Occupational therapy in the treatment of individuals with multiple personality disorder Multiple Personality Disorder (MPD) has been diagnosed with KEY WORDS ABSTRACT Child abuse increasing frequency in the last ten years. It is no longer considered rare. A result Developmental therapy of child abuse or trauma, MPD is a dissociative disorder which defends the child Multiple personality disorder from the overwhelming experiences of abuse. In adulthood the client may present Occupational therapy in psychiatry personality disorder. Occupational Therapy intervention has become more with amnesia, auditory hallucinations, depression, eating disorders and borderline common and has gained recognition by both clients and clinicians. Mosey's developmental frame of reference serves as a basis for the treatment of Multiple Personality Disorder by occupational therapists at the Royal Ottawa Hospital. This treatment approach uses projective techniques and life skills teaching with alter personalities to offer age appropriate learning experiences. A composite case history is included to illustrate the range of goals and activities involved RÉSUMÉ Le diagnostic de troubles multiples de la personnalité est posé de plus en plus fréquemment depuis une dizaine d'années. Il n'est plus considéré comme un diagnostic rare. Résultant d'un traumatisme ou d'abus chez l'enfant, cette condition est un trouble ciissociatif qui protège l'enfant contre les abus dont il est victime. A l'âge adulte, le client peut présenter un tableau d'amnésie avec hallucinations auditives, dépression, troubles de l'alimentation et troubles de personnalité limite. L'intervention ergothérapique est devenue plus fréquente et a réussi à être reconnue tant par les clients que par les cliniciens. Les ergothérapeutes du Royal Ottawa Hospital s'inspirent du cadre de référence développemental de Mosey qui sert de base au traitement de ce trouble de la personnalité multiple. Ce Susan Oke, B.Sc.O.T. OT(C) and Ellie Kanigsberg, B.O.T., OT(C) and are both Staff Occupational Therapists at the Royal Ottawa Hospital, 1145 Carling Avenue Ottawa, Ontario, K 1 Z 7K4 , 234 ® DÉCEMBRE 1991 traitement utilise les techniques de projection et l'enseignement des habiletés de la vie courante en rapport avec cette atteinte de la personnalité pour offrir des expériences d'apprentissage qui tiennent compte de l'âge. Une histoire de cas exhaustive est présentée ici pour illustrer l'éventail des objectifs et des activités en jeu. CJOT • VOLUME 58 • NO 5 Multiple Personality Disorder (MPD) has been diagnosed with increasing frequency over the past .10 years. Once thought to be rare, about 200 cases were reported in the world literature before 1980 (Bliss, 1980). Since then, over 5000 cases have been'diagnosed in No rt h America (Ross & Fraser, 1987). A recent study in Winnipeg showed that 5% of inpatients in a general psychiatry unit met the criteria for MPD (Ross, Anderson, Fleisher & No rt on, 1990). As awareness of this outcome of child abuse continues to grow, more cases are likely to be diagnosed, therefore occupational therapists have a responsibility to be aware of the symptoms and treatment of this psychiatric disorder (Baldwin, 1990). DSM-III-R American Psychiatric Association, (1987) defines Multiple Personality Disorder as: a) the existence within the person of two or more distinct personalities or personality states. Each state has its own relatively enduring pattern of perceiving, relating to and thinking about the environment and one's self. b) at least two of these personalities or personality states take dominant control of the person's behaviour. The purpose of this paper is to describe Multiple Personality Disorder, its clinical manifestations and occupational therapy assessment and intervention. ETIOLOGY MPD is a manifestation of child abuse. Studies have shown that 97% of those diagnosed with MPD were victims of severe childhood sexual or physical abuse. The remaining 3% were victims of neglect and other deprivations (Curtis, 1988; Putnam, Guroff, Silbermen, Barban & Post, 1986; Ross & Fraser, 1987). Abuse alone, however, is not sufficient to cause MPD. The child must have the ability to dissociate or split off the normal flow of consciousness, identity or motor behaviour. It has been shown that clients with MPD are in the top 10% of the population in hypnotizability, an indicator of dissociative ability. To deal with trauma, the child may dissociate and place the memory, emotion and pain of an abusive situation behind amnesic barriers. Repeated abuse reinforces the dissociative process, eventually forming a separate memory bank which develops a sense of individual identity, or alternate personality (Curtis, 1988; Ross & Fraser, 1987). Additional abuse may lead to new dissociative splits and eventually to more alternate personalities. The birth personality may be amnesic to the abuse and to the existence of the alternate personalities. Thus, the cause of MPD is repeated child abuse in a dissociationprone child, coupled with lack of corrective nurturing usually due to threats against disclosure by the abuser. CLINICAL PRESENTATION Amnesia or "losing time" is a common presenting problem. Blank spells or amnesic periods may last minutes, hours or days. A client may remember having breakfast, and then find herself in a bar with a strange man at night, with no memory of getting there or of the time between. Similarly, there may be complete or patchy amnesia for childhood events. During these amnesic periods, alter personalities have control of the body. Other experiences which many clients share involve finding and losing possessions. Clothing may appear in the closet, or items may be found in unusual places. One client; in preparing for school the next day, would leave her school bag by the door only to find that on frequent occasions it would not be there in the morning but rather in the shower or under the bed. Years later, a child alter confessed to hiding it for fun. Switches in personality frequently cause headaches, which are a common complaint for these clients. When there is a switch there may be sudden changes in mood, body posture and voice; these in fact are not mood changes, as they seem, but personality changes. In addition, handedness and penmanship may change. Personalities maybe of either sex and any age. In some cases, alters may even be of another nationality (Kluft, 1985): A'study by Putnam et al. (1986), found that clients with MPD had averaged 6.8 years in the psychiatric system before being correctly diagnosed ; In reported literature, there are between four and nine times as many females as males diagnosed with MPD. The incidence of MPD among males may be higher than this as it has been suggested that they experience trouble with the law and end up in the criminal justice system, undiagnosed (Kluft, 1984). Many clients with MPD hear voices and consequently are diagnosed as having schizophrenia. Generally for the client with MPD these critical or hostile voices seem to originate within or just outside the head while the schizophrenic client usually hears voices from outside. Like those with schizophrenia, individuals with MPD may have experiences of thought withdrawal and feelings of being controlled by an outside force (Kluft, 1987). These experiences are the result of alter personalities speaking amongst themselves and influencing behaviour. It is common for these clients, when they are seen in the mental health system, to be given a number of different diagnoses before an accurate diagnosis of MPD is made. In addition to schizophrenia, these may include affective disorders, anxiety disorders, eating disorders, personality disorders, organic mental disorders, psychosexual disorders and substance abuse. Although these conditions may be ' DECEMBER 1991 • 235' C10T ® VOLUME 58 ® NO 5 concurrent with MPD, they prove to be treatment resistant until the underlying MPD diagnosis is made (Coons, 1984; Ross & Fraser, 1987). Horevitz and Braun (1984) suggest that up to 70% of people with MPD meet the criteria for Borderline Personality Disorder. Self injury is commonly seen and may be the result of one personality trying to harm or kill another. This may occur as punishment for divulging long held secrets or for behaviours considered unacceptable. Kluft (1984) recommends including MPD in every differential diagnosis and to suspect it when other treatments fail, when there is a relapse for no apparent reason, when many diagnoses have been offered and when symptoms fluctuate. This is especially true if there is a history or suspected history of abuse. TREATMENT The treatment for MPD involves contacting all the personalities using hypnosis or guided imagery and contracting for a therapeutic alliance. Alters must agree to co-operate with each other and not injure the body which, they must now learn, they share. Work is done with each personality to determine its function within the system, and each must share the memories of the abuse they suffered. Once these memories are shared, the need for separateness is reduced and an integration of all the personalities can take place. No personalities are eliminated or sent away, all are aspects of the total person. Within the system of personalities, many agree that there also exists an observing personality, generally referred to as the inner self helper, central-ISH or center (Adams, 1989; Allison, 1974; Fraser, 1987; Fraser & Curtis, 1984). Using guided imagery, this special ego state can usually be contacted. With its understanding of the system and access to all the memories, this inner self-helper can be a valuable asset to the treatment process. Prognosis for the treatment of MPD is very good but therapy can be long and arduous (Kluft, 1988). One study has shown that approximately 80% of integrated clients with MPD are without symptoms of dissociation after two years (Kluft,1984). Issues of trust, denial, guilt and self-esteem are interwoven with dissociative defences and must be dealt with. The concurrent diagnosis of Borderline Personality Disorder in many individuals with MPD indicates the complexity of therapy with these abuse victims. 236 ® DÉCEMBRE 1991 ROLE OF OCCUPATIONAL THERAPY Assessment As occupational therapists, we are concerned with the individual's ability to function independently in the areas of self-care, productivity and leisure. With a client with MPD, it must be remembered that the individual is not any one of the alters, but a conglomerate of all aspects of each alter. This is called the "personality system". Assessment must be done on how the system functions, as well as how each individual alter functions. We assess the ability of the personality system to function within the chosen external environment, and we assess the degree of intra-psychic well-being. To further evaluate the system, alters are assessed using a developmental frame of reference which states that development is sequential and that behaviour is primarily influenced by the extent to which the individual has mastered and integrated the previous stages (Tiffany, 1983; Mosey, 1986). A developmental frame of reference has been adopted because alter personalities represent earlier developmental levels where trauma disrupted the mastery and integration of adaptive skills. Although the personality system continued to develop, splinter skills exist in many areas for all alters where the developmental tasks were not adequately learned. Splinter skills are fragile or nonintegrated skills which may fail when the individual is under stress. Observational assessments, then, are done of each alter when they reveal themselves to the therapist. In addition to establishing the alter's perceived age, sex and name, the therapist will informally assess the alter's developmental level according to Mosey's six adaptive skills. Although some alters display mature skills in some areas, the presence of alters who display deficits indicates that the apparent skills are splinter skills. Briefly, these skills and the common deficits found in multiple personality disorder will be described: Sensory integration s is the ability to receive, select, combine and coordinate sensory information for functional use. Although alters perform according to their perceived age, deficits in this area are not generally seen. Cognitive skill is the ability to perceive, represent and organize sensory information for the purpose of thinking and problem solving. Deficits are common and profound for many alters. A typical difficulty is the inability to differentiate between thought and action (magical thinking), a task usually complete by 5 years of age. C10T • VOLUME 58 • NO 5 Dyadic interaction skill is the ability to engage in a variety of primary groups. Those with MPD have difficulty in entering into a trusting relationship which indicates disruption of this skill starting in infancy. Group interaction skill is the ability to engage in a variety of primary groups. This is another problematic area and deficits among alters indicate that the ability to participate in a project group (a 2-4 year old skill) is inadequate. Self identity skill is the ability to perceive the self as a relatively autonomous, holistic and acceptable person who has permanence and continuity over time. The profound failure of this skill has its roots in infancy and is manifested by the fragmentation of the personality system. Sexual identity sIdll is the ability to perceive one's sexual nature as good and to participate in a relatively long term sexual relationship that is oriented to the mutual satisfaction of sexual needs. Again, failure to master developmental tasks in this area is profound and is evident in alters of all ages (Mosey, 1986). Assessments are done by observation over time. Formalized or standardized assessments have limited use because of the personality fragmentation (Fike, 1990b). The therapist must- constantly assess the risk for suicidal and self-harming behaviours (Fike, 1990a). Suicide prevention techniques including contracting are used when necessary. The therapist continually assesses the level of healing, and the integration of memories, affect and behaviour. Because integration of alters is the goal of therapy, the therapist must assess the degree of integration readiness. OCCUPATIONAL THERAPY INTERVENTION Skills which are taught and practiced in therapy to alters at their own developmental level will be integrated into the whole when fusion takes place. It makes sense to teach alters skills as part of the therapeutic process because the immature skills which they demonstrate are much more difficult to access and change once fusion has occurred. Based on assessment and the authors experience with clients with MPD, the following goals for Occupational Therapy intervention have been developed: 1. To develop a trusting relationship. This is the most basic and integral component of therapy. 2. To teach life skills in deficit areas. This is done according to the needs of each alter or group of alters. 3. To increase internal cooperation. These clients have survived by being separate and must learn to respect other parts of themselves. 4. 5. 6. 7. To facilitate memory retrieval. Remembering the abuse is a necessary pa rt of healing. To aid in the identification and expression of repressed emotion. Emotions were split off from consciousness and must be reintegrated. To increase self-esteem. Clients with MPD share with all abuse survivors poor self-esteem, feelings of inadequacy, guilt and shame (Bass& Davis, 1988) which must be addressed in therapy. To correct cognitive distortions. Thinking patterns which helped the abused child make sense of their experience are no longer needed and must be challenged and corrected. Therapy sessions and the therapist must remain flexible at all times to accommodate the needs of these fragmented clients. The client is encouraged to use internal negotiation to determine who gets time for therapy; The therapist is aware many alters may be "watching" what occurs' in the treatment session and may later request time for themselves. A nine year old boy alter, David, who was not known to the occupational therapist, presented during a session with another alter named, Ann. David announced that he was only watching to protect Ann incase she was in danger. In fact with help, he was able to admit that he had been watching for weeks and now wanted time for himself. The problem solving used to determine who has time during a treatment session is an important reinforcement for the ongoing cooperation that is taught to the alters concerning sharing of time in everyday life. MODALITIES OF THERAPY Occupational therapists across No rth America are increasingly being 'involved in the treatment of individuals with multiple personalities.' Fike surveyed occupational therapists from across the U.S.A. and categorized intervention techniques being used. These are developmental techniques with child alter personalities, leisure and recreational activities, projective and self-exploratory techniques, activities of daily living training, and role management (Fike, 1990b). The authors are using the following modalities in their interventions. Play. Toys are displayed in the treatment room to appeal to child alters. Play is the work of childhood and it is in play activities that children learn about the world, about relationships. It is in the arena of play that they can test reality and practice life skills. Play used in therapy is usually non-directive and allows the child alter the opportunity to express and deal with past experiences. DECEMBER 1991 • 237 CJOT ® VOLUME 58 ® NO 5 Guided err is used in a number of ways. Each client has his/her own internal world where alters live, participate in activities, and avoid reality. Using guided imagery we can pair or group alters to look after one another. An adult alter might be taught how to comfort and nurture a young alter. Alters who believe they are dirty or naked can be internally cleaned up and dressed. It is preferable for alters to do this for themselves, next best is to have other alters help. We might ask, "who can comfort Sally and help her get cleaned up". Guided imagery can also be used in a traditional manner for stress reduction. life skiffs teachhig in deficit areas is an integral component of occupational therapy intervention. Many alters were present only during abusive episodes, and subseqeuntly did not have any exposure to normal developmental experiences. Cognitive distortions are a common problem (Fine, 1988). For example, one eight year old personality broke a pencil and expected, as in the past, to have to "pay" for it by being abused. She was confused and puzzled when in therapy she was told "accidents happen" and punishment is not a consequence. Learning ways to appropriately express and deal with emotions is another difficult life skill for many. Some alters have so many strong emotions that they are afraid to enter therapy, although they may be watching from the background. These alters must be assured that feelings are natural and acceptable and they need to be taught how to appropriately deal with their emotions. An angry alter of a 38-year-old woman presented herself first to the occupational therapist after 1 1/2 years of therapy, saying "Everyone hates me, I've caused so much trouble, they don't want me". This alter's anger towards men had been expressed by promiscuous behaviour over the years. With recognition and reassurance that her feelings were justified, she was able to join the therapy as an active pa rt icipant. Projective techniques are important tools for clients with MPD (Frye, 1990). Painting, sand play, drawing, clay and play therapy allow alters to communicate non-verbally. While these media are used extensively for many alters, they become especially impo rt ant for the withdrawn, deaf and non-verbal personalities. Many alters have been threatened by the abuser "not to tell" about the abuse, therefore "showing" through art or play seems safer at first (Higdon, 1990). The therapist can then use the uncovered material in the review of memories which is necessary for eventual integration. Art also assists in the identification of alters who have not yet made themselves known in therapy. In one case, while an alter was painting, a different voice inquired, "Can anyone paint what they want?". With reassurance, the "new to therapy" alter painted a picture portraying an incident of abuse. Although he would not identify himself, he asked if he 238 ® DÉCEMBRE 1991 would be allowed to come again stating, "I've got lots more pictures". Groups exclusively run for child and adolescent alters have become an impo rt ant component of occupational therapy treatment. These groups are co-led by two therapists and accommodate a maximum of six multiples. The groups present opportunities for young alters to meet and interact with their peers who also "live inside adult bodies". The alters share information, provide mutual suppo rt and confidence in a way that has enriched their experiences. In one play group, the children appropriately argued the statement "You aren't allowed to get dirty". One five-year-old alter believed that to be dirty meant she was bad. With reassurance that this was not true, she was able to join in with the others who were smashing cupcakes in an expression of anger regarding the parental abuse that followed birthday parties. It has been the experience of the authors that clients in the early stages of therapy do not benefit from pa rt icipation in groups which are not specific to MPD. Groups trigger a chaotic response before adequate internal cooperation is established (Frye, 1990). CASE ILLUSTRATION OF DEVELOPMENTAL THERAPY Sharon is a 25-year-old single woman who reported at age 14 that she was being abused by her father. Sharon's accusations were vague and inconsistent (now known to be due to her dissociation), and although she was removed from the home, her father was not charged. She lived with foster parents but continued to see her parents regularly until she was 23. Sharon's first hospitalization occurred when she was 16. It was noticed that she had episodes of unusual hyperventilation. Shortly after discharge, she attempted suicide and required readmission. There were over 20 psychiatric admissions in the following six years with suicide attempts by drug overdose, slashing of the wrists, hanging and jumping in front of cars. Diagnosis made over these periods of hospitalizations include sleep disorder, major affective disorder, hysterical dissociative episode, borderline personality disorder, schizophrenia, bipolar affective disorder and impulse disorder. At the age of 21, Sharon was diagnosed with MPD. With the onset of treatment, alters were identified and over time Sharon's psychiatric condition stabilized. She was discharged and has been treated as an outpatient for the past 3 1/2 years. A retrospective review of Sharon's chart clearly shows behaviours which can now be understood in terms of Sharon's alter personalities. For example, the atypical hyperventilation was caused by an alter who was afraid of suffocating because of memories of father holding a pillow over her face during rape. CJOT • VOLUME 58 • NO 5 Initially, Sharon herself had amnesia for all her alter personalities. Denial of the diagnosis was strong and time was needed to help her understand MPD. Sharon has now been able to accept her alters as parts of herself who coped for her during years of abuse. She has learned to nurture her child pa rt s, to listen to all alters for their information, and has become sensitive to their emotions. With this growing co-consciousness, dissociation as a response to stress is used infrequently. Sharon had 18 personalities, seven of which were involved in occupational therapy: Peter, a five-year-old alter, used play to show and work through abuse suffered. He was able to establish trust quite easily thus allowing the others who watched to learn about trust. Peter had started fires in the past. His desire to burn down his parent's house as revenge for the abuse he suffered remained. He was taught about fire and fire safety and why this behaviour was not acceptable. He was reassured that expressing this anger was both necessary and safe in play. therapy. Jane, aged 8, had co-consciousness with Sharon. She was therefore to accompany her to an upcoming gynecological appointment. Much time was spent in occupational therapy prior to the appointment in preparing Jane for the examination. Although these sessions were directed at Jane, it was evident that Sharon was just as anxious to learn about the procedures. A teddy bear, as a model, was used to explain what would occur during the appointment. Procedures such as the breast exam and pap smear were demonstrated using this model.` This not only significantly reduced the anxiety they felt, but also opened the door for further frank discussions concerning sexuality. Debbie, age 16, was in the throes of adolescence. Discussions focused around dating and making choices about sexual involvement. Cognitive distortions such as, "If anybody is nice to you, you have to `pay' for it", led Debbie to believe she was obligated to have sexual relations with her dates. Role play was used to practice the assertive skills of saying "No Birth control, AIDS, sex education and homosexuality issues were all dealt with. Rachel, 10 years old, holds much of the anger in the system. In occupational therapy she felt she needed permission to yell, to paint as an expression of anger and to c ry . She used drawings to help retrieve memories she had long repressed. As her generalized anger started to focus, she began to understand and voice her feelings toward her mother who was emotionally unavailable to her. Seven-year-old Jennifer had many cognitive distortions about how a "good little girl" behaved. She was always clean and polite, feminine and happy. Books and dolls triggered her expression of false beliefs. For example, when given a pre-teen doll wearing a bathing suit, Jennifer said "You can't wear a bathing suit without making trouble with men". Therapy for Jennifer has allowed her to change her perceptions. Margaret, age 12, was plagued with many of the eating disorders that are commonly associated with MPD. Much of the abuse that Margaret suffered for Sharon involved food and took place in the kitchen. For example, after eating peanut butter without permission, Margaret was forced to lick a mixture of peanut butter and mustard from her father's penis. One goal of therapy was to reframe eating experiences into normal social circumstances. Making peanut butter cookies became very therapeutic and subsequently many cognitive distortions about eating were corrected. Margaret had never eaten french fries, the thought of this made her ill. This was explained when a particularly difficult memory surfaced which involved abuse with boiling hot french fries. Eating french fries with the therapist allowed her to begin to deal with her anger, hurt and pain. Gigi a street smart 18-year-old, exhibited borderline personality traits. She used manipulation and maintained shallow relationships to protect herself from rejection. Her belief was, "If you hurt someone first, they can't hurt you". She did not come forward to join therapy until almost two years after it began because of her fear of being rejected by the therapists. In occupational therapy she was listened to and felt validated as a person for the very first time. She learned about normal relationships, communication skills and sexuality. She began to explore new activities, such as indoor gardening, and she learned to express anger at herself for past behaviours without inflicting self-harm. Although only seven of Sharon's 18 alters have been involved in occupational therapy, others have watched. This has always been encouraged.' Sharon is well on her way to integration. However, even after the alters come together, work remains to be done. Issues such as self-esteem, building relationships, dealing with sexuality, expressing emotions and sexuality must be explored. Occupational performances such as vocational planning and leisure pursuits will also be addressed. As therapy nears completion, the work will focus on the integration of the more complete person into their chosen environment. SUMMARY Treatment of MPD is a long and complex process. There is a real potential for over-involvement by the novice therapist as this diagnosis is fascinating and these clients are very needy. Mixed feelings will be elicited for both the therapist and the client. These feelings must be carefully monitored and clear and consistent boundaries must be maintained (Chu, 1088). DECEMBER 1991 • 239 CJOT ® VOLUME 58 ® NO 5 Frequent team meetings and time for processing are essential for successful therapeutic outcome. The treatment of MPD is still in its early years and no differential treatment outcome studies have been completed. The occupational therapy treatment described, which focuses on the dissociated personalities, has been very well received by the clients. Many feel it has been the pivotal experience of their therapy. A 41-year-old client states, "I was so ashamed of my children pa rt s. I never wanted to admit they were there. In occupational therapy I was finally able to face them, let them deal with their issues and accept them as pa rt ofmysel.UntiIbcavoedwhupatinl therapy, my treatment had stalled." (Client, personal communication, June 1990) This woman has now integrated her personalities and is in her final stages of therapy. Occupational therapy using a developmental frame of reference is a valuable approach to the complex issues of MPD. Although research concerning treatment outcome needs to be completed, the authors feel confident that occupational therapy plays an invaluable role in the treatment process. REFERENCES Adams, M.A. (1989). Internal self helpers of persons with Multiple Personality Disorder. Dissociation, 2, 138-143. Allison, R.B. (1974). A new treatment approach for multiple personalities. American Journal of Clinical Hypnosis, 17 (1), 15-32. 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ACKNOWLEDGEMENT The authors wish to thank George Fraser, M.D. for his continued support and encouragement, and Freda Godby, B.Sc.O.T. for her editorial assistance.
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