A personality disorder is a condition where an individual is unable to function normally or does not fit within the criteria of what the society considers normal behavior. In this case, whatever is described as normal or abnormal is based on one’s subjective experience thereby making it rather difficult to have a clear definition of personality disorder is. Nonetheless, consistent with existing literature and perceptions, disorders involving one’s personality are mainly an obstacle towards one’s ability to express him or herself to others. Thus, personality disorders are best defined based on how a individual’s ability not only to interact with others but also how one perceives him or herself as being part of the larger society, that is, self-awareness.
Research demonstrates that genes play a role in the existence of lack thereof of a personality disorder in an individual. Carpenter, Tomko, Trull and Boomsma (2013) noted that there are certain genes which they call “susceptibility genes” when it comes to borderline personality disorder. The authors explained that NOSI, a gene linked to a serotogenic system, is associated with impulsivity in individuals found to have BPD. Furthermore, they also noted that the presence of a homozygous short-short (s/s) genotype was associated with Cluster B personality disorders. An interesting finding is that adverse family events alongside stressful live events contribute to the intensity of impulsivity in individuals (Carpenter, Tomko, Trull & Boomsma, 2013).
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Personality disorders are mainly about how an individual perceives him or herself in terms the role that he or she is supposed to play in the society. They are focused on addressing dysfunctional behaviors that undermine an individual’s healthy living in the social environment. Understandably, there are individuals with personality disorders but still are good in academics. In support, Alexander Chester, Gray and Snowden (2012) conducted a study focusing on the differences between individuals with both personality disorders and intellectual disabilities to those with either condition alone. They noted that those with both personality disorder and intellectual disability were distinct (Alexander Chester, Gray & Snowden, 2012). Their findings imply that personality disorder and intellectual impairment are distinct and that one cannot be regarded as manifesting itself in the form of the other.
Assertively, social learning theory models such as Bandura’s cognitive learning theory does not explain learning disability in its entirety. It is based on the reasoning that behavioral factors, the environment as well as individual (cognitive) aspects influence the learning process (Harinie, Sudiro, Rahayu & Fatchan, 2017). That being the case, it does not clarify whether behavioral factors are those associated with personality disorders or not. Thus, it is not clear whether learning disabilities are exacerbated when one has a personality disorder or not. However, the research that Alexander Chester, Gray and Snowden (2012) conducted demonstrates that both intellectual disabilities and personality disorders are distinct.
Suzuki et al. (2014) conducted a study using the MMPI on remitted and treatment-resistant depression. They found that those with treatment-resistant depression were more pessimistic and with relatively low levels of optimism. The same was the case with those with remitted depression as they showed lower levels of optimism compared to controls (Suzuki et al., 2014). In a different study, Retzlaff, Stoner and Kleinsasser (2002) used the MCMI-III to assess personality disorders and in the treatment of offenders. The results showed that MCMI-III was helpful in determining future institutional behavior through predicting concurrent variables accross violence, substance abuse and mental health. A review of these studies shows that the instruments used consider the influence of other factors which affect an individual’s behavior. Therefore, the inclusion of a whole range of variables undermines a clear understanding of personality disorders even when such instruments as MMPI and MCMI-III are used.
When reading the report for the second case, I would feel confused and would actually find myself going back and forth trying to establish a link between findings. For instance, there is a mention that Ms. Johnson has anger and is unable to manage her feelings and presents herself as being self-indulgent and demanding of attention from others. Such a finding is consistent with what the report says later on that Ms. Johnson finds the world a threatening place. This does not explain why she demands attention from others if she perceives the world, and possibly those in it, as being threatening. Thus, such an inconsistency affects one’s understanding of the report.
References
Alexander, R. T., Chester, V., Gray, N. S., & Snowden, R. J. (2012). Patients with personality disorders and intellectual disability – closer to personality disorders or intellectual disability? A three-way comparison. Journal of Forensic Psychiatry & Psychology,23 (4), 435-451. doi:10.1080/14789949.2012.694462
Carpenter, R. W., Tomko, R. L., Trull, T. J., & Boomsma, D. I. (2013). Gene-environment studies and borderline personality disorder: a review. Current psychiatry reports , 15 (1), 336.
Harinie, L., Sudiro, A., Rahayu, M. & Fatchan, A. (2017). Study of the Bandura’s social cognitive learning theory for the entrepreneurship learning process. Social Sciences, 6 (1), 1-6.
Retzlaff, P., Stoner, J. & Kleinsasser, D. (2002). Use of the MCMI-III in the Screening and Triage of Offenders . International Journal of Offender Therapy and Comparative Criminology , 46(3), 319-332.
Suzuki, M., Takahashi, M., Muneoka, K., Sato, K., Hashimoto, K., & Shirayama, Y. (2014). A Study of Remitted and Treatment-Resistant Depression Using MMPI and Including Pessimism and Optimism Scales. PLoS ONE,9 (10). doi:10.1371/journal.pone.0109137
