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A school-based pilot project is described which was designed to promote trauma healing, non-violent conflict resolution, peaceful living, human rights, and reduction of ethnic bias in Croatian children affected by war. A manual was written to guide teachers, who presented the curriculum over a four-month period. The subjects were 250 Fourth and Fifth grade children, divided into an intervention and two control groups. Pre- and post-testing revealed a small but significant reduction in ethnic bias and a reduction in post-traumatic stress symptoms in the intervention group. Follow-up testing showed that these benefits continued. There was a high level of acceptance of the programme by participants. The programme was extended in the subsequent year to 1200 students.

The thesis is developed that multiple personality should not be viewed as an hysterical disorder but rather a borderline disorder. This thesis is supported by an examination of the role of splitting, the process of object-relations formation, and the symptomatology in both disorders. Treatment implications for multiple personality are reviewed. These relate primarily to the role of limit setting, confrontation, and management of negative transference. Finally, a case history is presented and discussed in the light of the thesis and its treatment implications.