Personality Disorders in Children and Adolescents by Paulina F. Kernberg

By Paulina F. Kernberg

Within the first booklet to argue that neurotic, psychotic, and borderline character issues may be pointed out, clinically determined, and handled even within the younger, a popular baby psychiatrist marshalls her developmental standpoint and adduces medical proof to help it. Kernberg and her colleagues elucidate evaluate standards and strengthen healing methods for every sickness.

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Example text

I feel very weak. I have . . I've been experiencing a lot of these emotions lately and 1 feel scared—you know and it's really frustrating. I know it's a long road, you know, but it is something you gotta deal with. THERAPIST: In the way that you are telling this to me, do you think that I have some . . er . . I am getting an idea of what you are going through with what you are telling me? PATIENT: I think so. It's really difficult for me to show people what I'm feeling, 'cause if I did, I'd be a wreck.

8.. I. This chapter presents a two-pronged clinical approach to the evaluation of PDs in children and adolescents as evidenced by both behavioral patterns descriptive of specific PDs and structural characteristics underlying basic personality organizations. A reliance on descriptive characteristics alone can be misleading: The behaviors associated with hysterical PD (neurotic personality organizatioii), for example, are similar to those associated with histrionic PD (borderline personality organization); avoidant PD (neurotic organization) superficially resembles schizoid PD (borderline organizatioii).

The behavioral tendencies that reflect the contribution of a difficult temperament, derived from frontal lobe dysfunction, may also affect the development of a sense of self by constraining parental reactions and by influencing the child's capacity to attend to and to integrate parental behaviors and affects. Interventions that employ cognitive behavioral strategies in the older child therefore may not only teach him new scripts that allow for more differentiated self/other representations but may also help foster verbal control of behavior, self-reflection, and planning—the very steps that are deficient in PDs characterized by impulse control deficits.

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