Antisocial Personality Disorder vs. Borderline Personality Disorder
Assignment 1: Antisocial Personality Disorder vs. Borderline Personality Disorder
Discuss the similarities and differences between antisocial personality disorder and borderline personality disorder. What are the practice implications of these two disorders for forensic mental health professionals? Why do you think that substance use so often occurs along with these two disorders?
Post your responses in a minimum of 300 words.
- By the due date assigned, post your responses to this Discussion Area.
- Through the end of the module, respond to at least two of your classmates’ posts. While responding, identify the similarities and differences between what you have constructed and what your classmates have.
Discussion Grading Table Maximum Points Quality of initial posting, including fulfillment of assignment 16 Quality of responses to classmates 12 Frequency of responses to classmates 4 Reference to supporting readings and other materials 4 Language and grammar 4 Total: 40
Prevalence rates for ADHD in children and adolescents have increased exponentially in the recent two decades. In parallel, prescriptions for stimulant medications have become commonplace. What are some possible reasons for the increase in diagnosis? What might some of the negative effects of the increased use of stimulants be, including on both the individual and societal levels? Be sure to address effects of stimulants on the brain. When responding to your peers, think about how stimulants may or may not have affected students in your classes while you were growing up.
Describe the development of the frontal lobes. Review the executive functioning skills and tie them to frontal lobe development. How might the development of the frontal lobes explain poor judgment, erratic behaviors, and impulsive actions seen in adolescents?
Sources for discussion 2 (Attached):
Best, J. R., & Miller, P. H. (2010). A Developmental Perspective on Executive Function. Child Development, 81(6), 1641–1660. http://doi.org/10.1111/j.1467-8624.2010.01499.x
Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2011). Modeling a cascade of effects: the role of speed and executive functioning in preterm/full-term differences in academic achievement. Developmental Science, 14(5), 1161-1175. doi:10.1111/j.1467-7687.2011.01068.x