Similarities and differences between Borderline and Histrionic Personality Disorders
1. Similarities and differences between Borderline and Histrionic Personality Disorders
2. Factors not directly related to the properties of the substance that can impact upon someone’s experiences when using a drug
3. Causes of ADHD in children and what kinds of treatments are used for treating ADHD in young people
4. Theory of mind and how might deficits in theory of mind help to explain the social difficulties seen in children with autism spectrum disorders?
5. Factors that can contribute to the onset and maintenance of erectile dysfunction, from a bio psychosocial perspective
6. The benefits and limitations of the classification of mental retardation (intellectual disability)
One common similarity between the two conditions is that they have an overlapping diagnostic criteria characterized with poor impulse control, exaggerated emotional expression, cognitive distortions and excessive attention seeking which makes them appear out more. In most cases these conditions create behaviour that makes them seek attention from others rather than allowing it to flow naturally. The fact theta they have poor impulse control means that they have to rely on manipulation to make others recognize and feel their presence.
Another similarity between borderline personality disorders histrionic personality is that the two conditions occur more in women than in men. BPD appears with depression, anxiety and eating disorders in women while in men it occurs with substance abuse and personality disorder. On the other hand, histrionic personality disorder in men is diagnosed with narcissistic personality behaviour in men.
Borderline personality is a condition that makes people experience reckless ad impulsive behaviour that leads to mood swings. On the other hand, histrionic personality disorder is a mental condition that makes people emotionally vulnerable thus requiring constant approval from peers.
Another difference that exists between the two is that histrionic personality individuals have a lot of drama that they use to seek attention to be recognized by others. This makes them emotionally vulnerable thus making them sometimes irritating and disturbing. On the other hand, those with BPD have better emotional intensity that they use to provoke interest and draw other towards them. Unlike the latter, they do not use appearance but rather have a way of exploiting people and making them closer with them realizing that they have a personality disorder.
Mode of transmission- the method that the user uses can lead to different experiences using the drug. For example drugs that are taken through injection have a higher intoxication rate as compared to those that are swallowed, inhaled or smoked. This is because it takes time for the drug to travel into the brain for the user to feel the effects.
Factors not directly related to the properties of the substance that can impact upon someone’s experiences when using a drug
The time taken to consume the drug- for intoxication to take place and the user to feel the effects of the drug, one has to take the minimum amount required for the effects to be realized. Therefore, those who take longer hours will feel different effects as compared to those who take shorter time taking the drug.
Poly-drug use- taking more than one drug will have different as compared to one who takes a single drug. For example, when one mixes a depressant and a stimulant, the effect is realized when one overpowers the other. On the other hand, if one takes different drugs that fall under the same category like stimulants or depressant, the effects are quickly realized due to the greater effect of drug combination. Further, combining drugs can lead to other health complications like dehydration and ecstasy which are side effects of drug reaction.
The type of drug can also influence the effects that the user feels. Even drugs that are categorized under one group may have different intoxication and effects on the individual. Some people react differently to different drugs due to their purity and intoxication levels. This means that the chemical content of the drug will influence the effects that one has from one drug as compared to the other.
One cause of ADHD is heredity which is related to people which have experienced this condition (Jain & Katic, 2016). It is genetically related thus it runs in the family where children with this condition can inherit it from their parents.
Environmental factors like exposure to toxic substances like smoking and taking alcohol during pregnancy.
Brain injuries can also lead to trauma, brain tumour or stroke that leads to intention and poor motor regulation.
Gentile, Atiq, & Gillig (2016) suggests that bbehavioural therapies have been used as first treatment options for the condition. These include behavioural therapy, school based interventions, social skills training, cognitive therapy and psychoeducational input. This methods have been successful in helping children recover since they focus on teaching children behavioural ways of coping with the ADHD.
Stimulant medications are also used to treat the condition by reducing the risk of unintentional injuries. These include atomoxetine, bupropion, guanfacine and clonidine which are used in stimulant therapy (Huang & Tsai, 2011). However, stimulant drugs have been linked to improving academic performance while atomoxetine does not, although it works well when children are seen getting addicted to stimulants. Research has shown that 80% of children who have been exposed to ADHD medication have responded by reporting reduced symptoms (Gentile, Atiq, & Gillig, 2016).
Causes of ADHD in children and what kinds of treatments are used for treating ADHD in young people
Lastly, dietary modifications have also been used as treatment options for ADAHD. Through use free fatty acid supplements and decreasing artificial food colouring, children improve by reporting lower symptoms of the condition (Mayes, Bagwell, & Erkulwater, 2008). Further, iron, magnesium and iodine have been reported to be other diet supplements that reduce the occurrence of the symptoms.
The theory of mind is the use of mental states like intents, emotions, desires, knowledge and beliefs to understand why people act in certain ways or to predict their future reactions (Korkmaz, 2011). This theory seeks to understand how people used their mind to navigate social situations that they are engaged in. According to the theory children develop social skills at age of four that the can use to interpret social situations and understand the actions that they need to take or that have been taken by others. McHugh & Stewart (2012) suggest that since children learn most things through imitation, then those who fully develop their minds have social cognitive abilities that are influenced by the environment that they have grown in. Accordino, Kidd, Politte, Henry, & McDougle (2016) adds that children improve cognitive abilities with age as they interact with the environment by learning from others and the things that take place around them. This leads to the ability to develop social skills required for handling, responding and reacting to situations.
However, children with autistic personality disorder may have challenges developing the cognitive skills necessary to cope with the environment. For example, this leads to delayed development of social aspects like language which makes it difficult for the children to apply the theory of mind as compared to normal children. Since these children have a problem with social communication and social interaction this makes it difficult for them to act in a way that relates to their beliefs, desires, and intentions (Comer, 2016). Since delayed learning and development is reported in children with this disorder, it becomes difficult for them to develop the way as normal children to allow measuring or predicting behaviour patterns (Stichter, Riley-Tillman, & Jimerson, 2016).
Anxiety one of the major issues that cause erectile dysfunction which leads to vascular issues on the individual. People who experience anxiety based on different reasons have challenges erecting or maintain their erection since they fail to maintain themselves in the mood of sex.
Age is also a biological and physical factor that leads to erectile dysfunction. As people age, their libido goes down which leads to reduced sexual confidence thus leading to changed future behaviour. There is a difference in sexual arousal between teenagers and old people since the former have a high sexual activity while the latter have a fading sexual activity which makes it difficult to manage erections.
Theory of mind and how might deficits in theory of mind help to explain the social difficulties seen in children with autism spectrum disorders?
Some sexually transmitted diseases like genital herpes (HSV) and genital human papilloma virus can have a negative impact on erection. Potki, Ziaei, Faramarzi, Moosazadeh, & Shahhosseini (2017) adds that people who are infected with such diseases afters sex can develop negative attitudes towards sex which presents challenges in achieving and maintaining an erection due to fear of sexual relationships and less optimism in sex.
One benefit of classification of mental retardation is the ability to distinguish the condition with others like autism borderline intellectual functioning, and organic mental disorders. This is through use of specific signs and symptoms that are particular to a certain condition.
Another benefit of classification is to facilitate development of a treatment and educational plans to assist the individual manage the condition (Mash & Wolfe, 2013). Without understanding the clear condition affecting the patient, it becomes difficult to design appropriate plans that fit the problem. Since each classification presents educational challenges required by the individual for support, then classification ensures that those with the condition have development plans that are tailored to meet their needs.
However, Wilmshurst (2012) adds that mental retardations are related to other factors like disability which make it difficult for correctly classifying the condition. Since the signs and symptoms relate to underlying intellectual and adaptive impairments, then disability presents a bigger challenge for classifying the retardation since each disability presents unique signs. This means that other conditions or disabilities like learning, sensory, and motor impairments can produce signs similar to those of mental retardation thus making it difficult to classify them.
References
Accordino, R., Kidd, C., Politte, L., Henry, C., & McDougle, C. (2016). Psychopharmacological interventions in autism spectrum disorder. Expert opinion on pharmacotherapy, 17(7), 937-952.
Comer, R. J. (2016). Fundamentals of Abnormal Psychology. New York: Worth /Macmillan Learning.
Gentile, J., Atiq, R., & Gillig, P. (2016). Adult ADHD: Diagnosis, Differential Diagnosis, and Medication Management. Psychiatry, 3(8), 25-30.
Huang, Y., & Tsai, M. (2011). Long-term outcomes with medications for attention-deficit hyperactivity disorder: Current status of knowledge. CNS Drugs, 25(7), 539-554.
Jain, R., & Katic, A. (2016). Current and Investigational Medication Delivery Systems for Treating Attention-Deficit/Hyperactivity Disorder. The primary care companion for CNS disorders, 18(4).
Korkmaz, B. (2011). Theory of mind and neurodevelopmental disorders of childhood. Pedoatric Research, 69(5), 101-108.
Mash, E., & Wolfe, D. (2013). Abnormal child psychology. Wadsworth : Cengage Learning.
Mayes, R., Bagwell, C., & Erkulwater, J. (2008). ADHD and the rise in stimulant use among children. Harvard Review Psychiatry, 16(3), 151-166.
McHugh, L., & Stewart, I. (2012). The self and perspective-taking: Contributions and applications from modern behavioral science. Oakland: New Harbinger.
Potki, R., Ziaei, T., Faramarzi, M., Moosazadeh, M., & Shahhosseini, Z. (2017). Bio-psycho-social factors affecting sexual self-concept: A systematic review. Electronic Physician, 9(9), 5172–5178.
Stichter, J. P., Riley-Tillman, T. C., & Jimerson, S. R. (2016). Assessing, understanding, and supporting students with autism at school: Contemporary science, practice, and policy. School Psychology Quarterly, 31(4), 443-449.
Wilmshurst, L. (2012). General+learning+disability” Clinical and Educational Child Psychology an Ecological-Transactional Approach to Understanding Child Problems and Interventions. Hoboken: Wiley.
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