Multiple personality disorder : implications for education

Abstract

This thesis examines Multiple Personality Disorder, about which there appears to be little educational literature, introducing important reasons for professional concern, and ways in which it is involved in the learning process.

A survey of the literature reveals characteristics and range of the disturbance, a brief history of what is known, causal theory, skepticism and therapy.

A deeper appreciation of the disorder, more complex issues and larger questions arise in the context of a broader knowledge of ways of knowing; ways personality develops and becomes distorted, in theory, and in relation to groups of others. This appreciation begins with an examination of the work of William James, who discusses how we know ways of thinking, what an individual may know of himself and others, and the limitations of psychology. The paper explores ways in which personality develops, through the work of Salvatore R. Maddi. The work of R. D. Laing reveals ways in which the person and others form the Self, and determines the nature of splitting of personality. Multiple Personality Disorder involves sexuality, whose nature and involvement in personality development are investigated in a review of the work of Sigmund Freud, who, though not recent, shows sexuality to be a lifelong and encompassing element of development. The theories of Emile Durkheim submit ways in which thought and the person develop in the context of society.

Common themes of the authors related to development, need and coping strategies are categorized in the conclusion, in order that educators appreciate that development and disorder involve complexity, context and limitations which may determine educational response.