Q: You’ve spent over 20 years as a school principal. What made you decide to transition from the principal’s office to writing a novel about complex trauma and DID? A: In education, you see the “aftermath” of trauma every day—in the classroom, in the hallways, and in the families we serve. I’ve always been fascinated by the human capacity for resilience. As a principal, I was a protector and an organizer; writing Times Five allowed me to use those same skills to build a narrative that protects the dignity of trauma survivors while organizing a complex psychological reality into a story everyone can understand.

Q: Times Five is described as a hybrid of fiction and non-fiction. Why was it important for you to blend these two styles? A: Clinical textbooks can explain what Dissociative Identity Disorder (DID) is, but they often fail to capture what it feels like. By using a narrative lens—following characters like Ami, Claire, Angel, Shane, and Angela—I can invite the reader into their world. The non-fiction elements then provide the “grounding” so that readers walk away not just moved by a story, but truly educated on the reality of healing.

Q: The book features five distinct individuals whose lives collide. Can you tell us about one character who was particularly challenging or rewarding to write? A: Writing Angel, the child, was deeply rewarding but also required immense care. As an educator, I’ve always felt a responsibility toward children who have experienced “unimaginable trauma.” Capturing that perspective within a system of five different identities was a way to give a voice to the most vulnerable part of the human psyche.

Q: What is the biggest misconception about Dissociative Identity Disorder that you hope Times Five will help dismantle? A: The idea that DID is “scary” or “dangerous.” In reality, it is a brilliant survival mechanism. It is the mind’s way of ensuring a person survives the unsurvivable. I want people to stop seeing it as a “disorder” and start seeing it as a testament to the staggering strength of the human spirit.

Q: What do you hope readers—especially those in the mental health or education fields—take away from this book? A: I want them to see the person, not just the diagnosis. For educators, I hope it reinforces the need for trauma-informed environments. For mental health professionals, I hope it offers a new way to bridge the gap between patient and practitioner. And for survivors, I hope they see that their “fragments” are actually their greatest allies in the journey toward wholeness.