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The Child Dissociative Checklist (CDC) is a 20-item parent- or caregiver-report measure designed to assess dissociative behaviours in children aged 5 to 12. Developed by Frank W. Putnam and colleagues at the National Institute of Mental Health, the CDC was one of the first instruments created to systematically evaluate dissociative phenomena in childhood.

Each item describes an observable dissociative behaviour and is rated on a three-point scale: 0 ("Not true"), 1 ("Somewhat or sometimes true"), or 2 ("Very true"), yielding a total score between 0 and 40. The CDC covers a range of dissociative experiences including amnesia, identity alterations, absorption, passive influence, and imaginary companionship.

The CDC was published by Putnam, Helmers, and Trickett in 1993 in Child Abuse & Neglect. It was developed to address the gap in available instruments for assessing dissociation in children, as existing measures (such as the Dissociative Experiences Scale) were designed for adults.

The initial validation demonstrated that the CDC could differentiate between sexually abused children and non-abused comparison groups. Subsequent studies have confirmed its ability to discriminate between clinical and community samples. The instrument shows adequate internal consistency (Cronbach's alpha typically 0.80-0.90) and good test-retest reliability.

The observer-report format is an important design feature, as young children may lack the self-awareness or vocabulary to report dissociative experiences directly. By asking caregivers to describe observable behaviours, the CDC captures phenomena that might otherwise go undetected.

The CDC uses a simple three-point rating scale for each of its 20 items:

0 = Not true 1 = Somewhat or sometimes true 2 = Very true

Total scores range from 0 to 40. A total score of 12 or above has been suggested in the literature as a threshold warranting further clinical evaluation of dissociative difficulties. However, scores should always be interpreted by a qualified practitioner in the context of the child's developmental stage, history, and current circumstances.

It is important to note that some dissociative-like behaviours (such as imaginary companionship and absorption in fantasy) are developmentally normative in younger children. Clinical interpretation requires distinguishing between age-appropriate behaviours and those that may indicate pathological dissociation.

The CDC is used in clinical settings where childhood dissociation is a concern, particularly in the context of trauma assessment. Dissociative symptoms in children may present as fluctuations in behaviour, unexplained forgetfulness, apparent trances, marked inconsistencies in skills or knowledge, and rapid shifts in personality or presentation.

The instrument is commonly used in child protection settings, paediatric mental health services, and specialist trauma clinics. It can assist practitioners in identifying children who may benefit from more detailed assessment of dissociative processes.

Because dissociation in children can be subtle and easily mistaken for inattention, behavioural difficulties, or developmental issues, a structured screening tool like the CDC can alert practitioners to patterns they might otherwise overlook. It is often used alongside other child mental health measures as part of a comprehensive assessment battery.

In Australia, the CDC is used by child psychologists, psychiatrists, and other practitioners working with children who have experienced trauma. It is relevant in settings including child protection services, out-of-home care, specialist trauma services, and paediatric mental health clinics.

Australian research has highlighted the prevalence of complex trauma among children in out-of-home care and child protection systems, populations where dissociative symptoms may be present but under-recognised. The CDC provides a structured approach to screening for these difficulties.

The instrument is available without licensing fees, supporting its use across Australian clinical and research settings. Practitioners should be aware that dissociative presentations in children require specialist knowledge for appropriate assessment and management.