The development of dissociative identity disorder is understood to be a result of several factors:

Dissociative symptoms can potentially disrupt every area of mental functioning. Examples of dissociative symptoms include the experience of detachment or feeling as if one is outside one’s body, and loss of memory or amnesia. Dissociative disorders are frequently associated with previous experience of trauma.

Mental health professionals recognise four main types of dissociative disorder, including:

• Dissociative amnesia.
• Dissociative fugue.
• Depersonalisation disorder.
• Dissociative identity disorder.

• Recurrent episodes of severe physical, emotional or sexual abuse in childhood.
• Absence of safe and nurturing resources to overwhelming abuse or trauma.
• Ability to dissociate easily.

If you dissociate, you may feel disconnected from yourself and the world around you. For example, you may feel detached from your body or feel as though the world around you is unreal. Remember, everyone’s experience of dissociation is different.

Signs and symptoms depend on the type of dissociative disorders you have, but may include: Memory loss (amnesia) of certain time periods, events, people and personal information. A sense of being detached from yourself and your emotions. A perception of the people and things around you as distorted and unreal.

Treatment for dissociation related to anxiety usually will involve psychotherapy (such as cognitive behavioral therapy or dialectical behavior therapy). 3 Eye movement desensitization and reprocessing (EMDR) is another therapy that is sometimes used.

Zoning out is considered a form of dissociation, but it typically falls at the mild end of the spectrum.

Zoning out is one of the more common warning signs of ADHD in both children and adults. Zoning out in conversations with family, or meetings at work are a reflection of attention issues, which is a leading sign in the diagnosis of ADHD.

Having flashbacks to traumatic events. Feeling that you’re briefly losing touch with events going on around you (similar to daydreaming) “Blanking out” or being unable to remember anything for a period of time. Memory loss about certain events, people, information, or time periods.

may engage in violent outbursts, self-injurious behaviors, tantrums or meltdowns. may be hypersensitive to sensory stimulation such as light, sound, and texture. may “day dream” or “zone out” when overstimulated.

Stimming does not necessarily mean a person has autism, ADHD, or another neurological difference. Yet frequent or extreme stimming such as head-banging more commonly occurs with neurological and developmental differences.

Aspects of Asperger’s Syndrome Autistic-Like Problems Interpreting and Interacting with the Social and Emotional World. No Speech Delay, but Substantial Problems with Nonverbal Communication and the “Art of Conversation” At Least a “Normal” IQ. Circumscribed Interests and Rigidity.

Stimming – or self-stimulatory behaviour – is repetitive or unusual body movement or noises. Stimming might include: hand and finger mannerisms – for example, finger-flicking and hand-flapping. unusual body movements – for example, rocking back and forth while sitting or standing.

When a person with autism engages in self-stimulatory behaviors such as rocking, pacing, aligning or spinning objects, or hand flapping, people around him may be confused, offended, or even frightened. Also known as “stimming,” these behaviors are often characterized by rigid, repetitive movements and/or vocal sounds.

Answer: Autism spectrum disorder and ADHD are related in several ways. ADHD is not on the autism spectrum, but they have some of the same symptoms. And having one of these conditions increases the chances of having the other.

Many children suck their thumb, or rub their fingers on a favorite blanket as Carol did. All of these repetitive actions can be considered a form of stimming. They may be ways a child learns to self-sooth or keep their mind occupied.

Tips for management

1. Do what you can to eliminate or reduce the trigger, lower stress, and provide a calming environment.
2. Try to stick to a routine for daily tasks.
3. Encourage acceptable behaviors and self-control.
4. Avoid punishing the behavior.
5. Teach an alternate behavior that helps to meet the same needs.

Autism || Difficulty making eye contact, rubbing eyes, holding near vision material either very close or very far away from the eyes, squinting eyes, headaches from visually-directed activities, are commonly observed visual symptoms in the Autism Spectrum/Asperger’s population.

The National Institute of Stroke and Neurological Disorders lists the following as typical signs of someone who is neurodiverse:

1. a lack of babbling or pointing by the age of 12 months.
2. poor eye contact.
3. no smiling or social responsiveness.
4. not responding to their name.

What conditions are considered neurodivergent? Neurodiversity describes the different ways in which the brain functions in different people. Its scope includes but is not limited to: autism, dyslexia, dyspraxia, dyscalculia, ADHD, Asperger’s and OCD.

ADHD is a neurodevelopmental condition; that is to say, its symptoms, behaviours and traits are the result of a person’s brain developing differently during the key stages of development before they were born or as a very young child.

Neurodiversity is a concept that’s been around for a while. In a nutshell, it means that brain differences are just that: differences. So conditions like ADHD and autism aren’t “abnormal.” They’re simply variations of the human brain.

As approaches to studying autism are framed by non-autistic definitions of being social (Heasman and Gillespie, 2019a), and autistic people have a divergent neurotype, which often makes their mode of social communication different (Kapp et al., 2013), it is essential that any future coding schemes are co-designed with …