Does Dissociation Among Adolescents Predict Difficulties? A Panel Study in Japan

Abstract

Dissociation has been reported to be associated with emotive-relational and behavioral difficulties; however, the temporal relationship between dissociation and these difficulties is unclear. Accordingly, this study investigated whether dissociation predicts difficulties (including emotional symptoms, conduct problems, hyperactivity, and peer problems) in adolescents. A two-wave cross-lagged panel study (Time 1: September–November 2016, Time 2: February–March 2017) was conducted among 1,773 Japanese junior high and high school students at two private schools (995 boys and 778 girls; Mage = 14.79 years at Time 1 and 15.09 years at Time 2). Dissociation was assessed using the Japanese version of the Adolescent Dissociative Experiences Scale and perceived difficulties were assessed via the Strengths and Difficulties Questionnaire. A cross-lagged effects model analysis indicated that high dissociation scores at Time 1 predicted high difficulties scores at Time 2. These findings suggest that dissociation could effectively predict difficulties in junior high and high school students. This study expands the field's understanding of the temporal relationship between behavioral problems and dissociation, which could help prevent problem behaviors.