Good reads about BPD
The Frustrating No-Man’s-Land of Borderline Personality Disorder – different perspectives on Borderline; extensive on the relationship between biology, environment and psychological development
Mike Driver
Keni
Three Goblin Art
NASA
noise dept.
hello vonnie
Jules of Nature

@theartofmadeline
Aqua Utopia|海の底で記憶を紡ぐ

Kaledo Art
Sade Olutola

❣ Chile in a Photography ❣

PR's Tumblrdome
YOU ARE THE REASON
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Lint Roller? I Barely Know Her

izzy's playlists!
PUT YOUR BEARD IN MY MOUTH
cherry valley forever
Today's Document
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@schemaperspective
Good reads about BPD
The Frustrating No-Man’s-Land of Borderline Personality Disorder – different perspectives on Borderline; extensive on the relationship between biology, environment and psychological development
Mindfulness: It is NOT the solution
Thoughts are just thoughts, emotions are just emotions. Accept and just let everything be.
Fuck nah, man. It’s super fucking invalidating. Thoughts are important; escaping them is not the solution. Changing your thoughts to something adaptable.
Meaning is everything to people. Figure out what’s missing and what it means, etc. Change your beliefs, change your behaviors.
Changing the Demanding Parent
--> Figuring out how my core needs are lacking
Unhappiness with what I haven’t got --> Appreciation of what I have
Finding problems and planning to solve them -->
--> Looking at what is dysfunctional and taking steps to remove it.
Having to be sure that I’ll fix everything that’s not perfect --> Having a life vision based on my values and needs
--> Feeling what I think, what I want and what I need
Making a plan to change everything that’s difficult --> Taking small steps to change what’s changeable
How Unrelenting Standards and the Demanding Parent blocks me:
Okay, so the goal of the Demanding Parent is to get my life in order, right?
By always looking at what’s wrong, it never stops to look at what is right.
By always wanting to make me do what I struggle to do, it doesn’t utilize what I can do.
By always forcing me to work towards perfection, it never allows me to enjoy what’s there.
By always tinkling with the details that might not work, it does not allow me the chance to try something that might work.
By always looking to the future, I am never present.
The cure to this?
Reminding of what matters to me; orienting to how constantly planning for perfection doesn’t work.
Focus on working with what is dysfunctional; not needing to fix everything.
Accepting what isn’t perfect, realizing that this is normal.
Meeting myself with understanding.
Limiting the Demanding Parent.
OVERVIEW OF SCHEMAS
RELATIONAL SAFETY OR SECURITY and EMOTIONAL CONNECTION TO OTHERS
Abandonment / Instability – Feeling that the people you love will leave you. Clinging too much to people and end up pushing them away. May get very upset or angry about minor separations.
Mistrust and Abuse – Expectation that people will hurt or abuse you in some way–that they will cheat, lie, manipulate, humiliate, physically harm or otherwise take advantage of you. You never let people get too close, are suspicious of others’ intentions and tend to assume the worst.
Emotional Deprivation – Believing that your need for love will never be met adequately, feeling that no one truly cares about you or understands how you feel. Become attracted to cold and ungiving people, or are cold and ungiving yourself, leading to unsatisfying relationships.
Social Isolation – Feeling isolated from the rest of the world and feeling different; avoiding socializing in groups and making friends because you feel socially undesirable. Feeling and action inferior in social situations.
SELF ESTEEM: Identity, confidence, self-acceptance
Defectiveness / Shame – Feeling flawed and defective, believing that you would be unlovable to anyone who got close enough to really know you. Feeling unworthy of love, you find it difficult to believe that people value you, and thus expect rejection.
Enmeshment / Undeveloped Self – Excessive emotional involvement and closeness with one or more significant others (often parents), at the expense of full individuation or normal social development. May also include feelings of being smothered by, or fused with, others OR insufficient individual identity. Often experienced as a feeling of emptiness and floundering, having no direction, or in extreme cases questioning one's existence.
Failure – Belief that you are inadequate in areas of achievement, such as school, work and sports.
SELF-EXPRESSION
Subjugation – Sacrifice your own needs and desires for the sake of pleasing others or meeting their needs, fearing that you will be punished or abandoned if you disobey. You repeatedly enter relationships with dominant, controlling people, or with needy people who are too damaged to give back to you in return.
Emotional Inhibition – The excessive inhibition of spontaneous action, feeling, or communication -- usually to avoid disapproval by others, feelings of shame, or losing control of one's impulses. The most common areas of inhibition involve: (a) inhibition of anger & aggression; (b) inhibition of positive impulses (e.g., joy, affection, sexual excitement, play); (c) difficulty expressing vulnerability or communicating freely about one's feelings, needs, etc.; or (d) excessive emphasis on rationality while disregarding emotions.
INDEPENDENCE AND FUNCTIONING
Dependence / Incompetence – Feeling unable to handle everyday life in a competent manner without considerable help from others. Seeking out strong figures upon whom you become dependent and allow them to rule your life. At work, you shrink from acting on your own.
Vulnerability – Fearing that disaster is about to strike, like getting an illness, having an anxiety attack, going crazy.
Insufficent Self-Control – Pervasive difficulty or refusal to exercise sufficient self-control and frustration tolerance to achieve one's personal goals, or to restrain the excessive expression of one's emotions and impulses. In its milder form, patient presents with an exaggerated emphasis on discomfort-avoidance: avoiding pain, conflict, confrontation, responsibility, or overexertion---at the expense of personal fulfillment, commitment, or integrity.
Negativity – A pervasive, lifelong focus on the negative aspects of life (pain, death, loss, disappointment, conflict, guilt, resentment, unsolved problems, potential mistakes, betrayal, things that could go wrong, etc.) while minimizing or neglecting the positive or optimistic aspects. Usually involves an inordinate fear of making mistakes that might lead to: financial collapse, loss, humiliation, or being trapped in a bad situation. Because potential negative outcomes are exaggerated, these patients are frequently characterized by chronic worry, vigilance, complaining, or indecision.
Unrelenting Standards – Striving relentlessly to meet extremely high expectations of yourself, placing excessive emphasis on status, money, achievement, beauty, order og recognition at the expense of happiness, pleasure, health, a sense of accomplishment, and satisfying relationships.
ACCEPTING EMOTIONAL VULNERABILITY
UNDERSTANDING your vulnerability
Genetic or biological emotional sensitivity, which involves:
sensitivity to emotional stimuli; being easily triggered
strong intensity of emotions
long lasting emotions; slow return to baseline
Early aversive experiences:
loss; death of a near one; rapidly moving (fear of abandonment, mistrust)
unstable people; emotionally unstable; reactive or angry parents or teachers (mistrust)
abuse; violence, bullying; sexual abuse (subjugation, defectiveness)
invalidation of emotions, being mocked for emotions, told they’re unreasonable (emotional deprivation, subjugation of emotions and needs)
ACCEPTANCE of your vulnerability involves being aware that:
you are sensitive to certain triggers
your emotions are often unusually intense (i.e. feeling as if you’re being attacked because of an innocent comment)
your thoughts become distorted (i.e. being certain that your partner is cheating when they don’t answer a text message)
your automatic reactions are often counter-productive and make things worse (i.e. lashing out and causing a huge conflict instead of communicating your needs)
WILLINGNESS to work with your emotional vulnerability looks like:
understanding which situations trigger strong emotions; removing or changing the situations with problem solving; coping ahead of emotional situations
reducing your emotional vulnerability and sensitivity by taking care of your core needs (sleep, eating, hygiene, physical exercise, social life, activities)
challenging your thoughts and beliefs
recognizing when your emotions are too strong to think clearly and act effectively, and taking steps to reduce them before acting
Awareness of schemas and modes
Awareness of schemas (life patterns and filters) and modes (mind states) will help you understand a common theme for the situations that trigger you, how your thoughts are typically distorted and how your typical behaviours lead to the repetition of these schemas.
To change schemas and modes...
STEP 1: Identify schemas and modes; triggers, thoughts, emotions and behaviours that reinforce schemas. See how the schema has weaved itself through your life.
STEP 2: Feel your schema with imagery from your childhood and communicate with your wounded child through imagery, chair work, writing. Give comfort, offer empathy, guidance and advice. Express the emotions by facilitating discussions, writing letters, to people who hurt you, or re-imagining situations.
STEP 3: Be aware when a schema and mode is in your everyday life, and what need it expresses.
STEP 4: Intelectually change your schema, by listing evidence for and against the schema beliefs. Use a flashcard that disproves your schema. Continually challenge dysfunctional thoughts and beliefs.
STEP 5: Identify habits and behaviors that reinforce your lifetrap. Change behaviours with opposite action or goal setting, taking manageable steps that you can do and focusing on one life trap at a time.
Awareness skills
Accepting emotional vulnerability
Awareness of schemas and modes
Situation orientation
Acceptance skills
Wise Mind
STOP
Mindfulness of emotions and thoughts
Describing emotions
Distress tolerance
Emotion change skills
Challenging thoughts
Opposite actions
Problem solving
Goal setting
Relationship skills
Communicating
Okay, so the problem and the solution is largely:
Managing to keep working on the pain while living in and with the pain. Falling down a thousand times, but get back up again.
Painful life: a life objectively not worth living (loneliness, shame, lacking enjoyable activities, achievements) --> building relationships, dressing better, trying activities, achieving things
Emotional intensity + pain: because of this life and the strong emotions associated with it, seeing it as impossible, hopeless, giving in, giving up, surrendering to and accepting the pain (so I never get to change) --> validate the pain, of course it’s difficult, but challenge the assumption that it will never change, find hope and work towards a better life again and again (yes, it’s painful and super difficult, but I will work through it)
Avoiding or trying to work around the pain: drugs, food, soothing, distractions, planning --> face the pain, follow a method
Self-punishment, self-blame --> validate, it’s hard, it’s difficult, it’s painful; re-orient to working towards a better life
Cognitive distortions (always, never) --> challenge thoughts until I don’t believe it like that anymore
Submitting
What does the schema model offer that DBT doesn’t?
Schemas - early childhood needs were not met; acknowledgement that specific things will trigger me, cause me to act and think dysfunctionally; categorizes the pain so it’s understandable why a) it feels so painful and b) it’s so hard to change - also, orienting to what’s the problem and how it can be solved
Modes - acknowledgement that certain things trigger me into different mind states where I think and act like a child; categorizing these most painful states
Behavior patterns - identifying how beliefs and behaviours are self-perpetuating; taking steps to breaking them; changing beliefs; exposure; acting differently
So... what can we put into DBT?
Mode strategies - plans for dealing with specific modes
Schema plans - plans for changing the most painful shit
Mode strategies (utkast)
What to do when a mode is triggered; how do we deal with it.
Vulnerable child - validate, self-soothing, allow healthy adult to take over
Angry/impulsive child - TIP, distracting, validate (what’s the missing need), shift into healthy adult
Healthy adult - make and follow plans to change schema patterns,
Schema: Subjugation
From experiencing invalidation of my boundaries in childhood, I developed beliefs that my boundaries won’t be respected, and therefore stopped setting them.
Emotions: Shame, weakness, anger
Journeys
Take small steps. Congratulate victories. Never forget how difficult it seemed or was.
Journey to Achievement
Blocked by Unrelenting Standards, Failure, Demanding Parent
Set small and meaningful goals.
Congratulate yourself for what you manage to do.
Congratulate and celebrate yourself for trying and hoping.
Journey to compassion and understanding
Blocked by Defectiveness, Unrelenting Standards, Failure, Demanding Parent, Punitive Parent
Seek understanding of yourself
Acknowledge that what you feel, think and do makes sense
Journey to self acceptance and love
Blocked by Defectiveness.
Acknowledge that everyone experiences shame, self doubt, sadness, loneliness, giving up, failing, broken dreams.
Share your fears, losses, hopes and dreams openly with people who won’t reject them; acknowledge that people can connect better with you
Take care of your appearance: dress yourself in clothes that you like, stay clean and fresh, cut your hair and tend to your
Journey to safety
Blocked by Mistrust/Abuse
Trust people only as much
Involve yourself with people only as much as they
Express when something makes you uncomfortable or hurt
Journey to connection and love
Blocked by Mistrust/Abuse, Social Isolation
Appreciate the people you have. Love them.
Journey to fun and enjoyment
Blocked by Unrelenting Standards, Failure, Defectiveness
Do things that are fun and enjoyable, and completely let go of your worries and wants.
Limiting Demanding Parent
STEP 1: Identify that demanding parent is activated by a feeling of compulsion, pressure, “have, must, should” thoughts.
STEP: Identify the demands; what does demanding parent want you to do?
STEP: Identify why he wants you to do this. What do you hope to achieve?
STEP: Identify fears and sadness. What are you afraid will happen if you don’t go along with his demands? What feelings of the vulnurable child are you avoiding by following his demands?
STEP: What will be the consequences of going along with demanding parents’ demands?
STEP: Allow Healthy Adult to make a conscious choice to a) Follow the demands of demanding parent, but allow healthy adult to balance out needs b) Disregard the demands and choose attending to your needs and building a life
IF A: Following the demands of demanding parent,
Plan concretely what you will do, what you want to achieve by doing it, and for how long you will do it.
Plan for meeting other needs (physical, time demands) and how you will meet them.
IF B: Following the needs of vulnerable child, choosing healthy adult
When demanding parent show up, banish him (say no, push away) and communicate that healthy adult is in control.
Reinforce that demanding parent won’t help you, and you know what to do with your day and your life.
Motivate the vulnerable child (even though he doesn’t feel like doing it).
Soothe any bodily stress or tension; soothe the fears of the vulnerable child.
Symptoms and treatment proposals
Emotional vulnerability and reactivity
Theory: Unmet needs and aversive experiences (schemas) in childhood leading to strong emotional pain that is unresolved and easily triggered (modes).
Treatment: Contacting the pain. From a safe and responsible mode called “healthy adult”, understanding and validating the pain, processing and changing it emotively, physically, cognitively and behavioraly.
Relational mistrust, fear of abandonment and instability
Theory: Instability of caregivers and others in childhood lead to emotional pain that is unresolved and forms a worldview where others are unreliable, leading to always being on alert that someone might abuse or abandon. (Abandonment/Instability and Mistrust/Abuse Schemas)
Treatment: Recognize activation of modes and schemas, contacting the healthy adult, challenge thoughts, beliefs and behaviors.
Impulsivity, recklessness, anger, drugs, self-harm
Theory: Angry/impulsive child mode, overwhelmed from the demands of the demanding parent, rebelling and giving up instead of accessing the pain of Failure and Unrelenting Standards.
Treatment: Soothe, understand and validate the impulsive and angry child; find the underlying fear and needs expressed. Set boundaries on the demanding parent with healthy adult.
Identity issues, lack of self, emptiness and hopelessness
Theory: Rapid mode switching leading to instability in cognition and behavior.
Treatment: Identify needs and functions of behaviors, use healthy adult as a “gathering” of all the modes, identifying and working to meet needs and values.
Core understanding: Pain that is stuck is what drives the other behaviors; and dysfunctional attempts to avoid or fix it. It must be accessed, not fled from.
Encouragement: I can go through my pain and find myself and my value.
I know I can’t solve it all and find all the answers immediately. I take my time to understand myself; I know that it’s a process.
Impulsive child is frustrated, frustrated with the overwhelming demands of the demanding parent which he just can’t keep up with. He’s tired.
Don’t tell him “You need to stop behaving like this because of the consequences.” The consequences are what he wants. He wants to show you that he really does not care about the rules any more.
Instead, allow Healthy Adult to step in and ask “What do you need?” You will find that he’s valid in being fed up. He’s damn right in being frustrated. Who wants to spend their every day pressured? What he needs is a hug and some hope that the demanding parent will leave him alone. Then some time to play, before he returns to some orderly responsibilities again.
Seriously, healthy adult. Can’t you please make him leave me alone? Can’t you just take over, tell me what I have to do, find something that works instead of this constant pressure?
Awareness and Processing Skills
The goal of the module is to establish contact with the modes, in order to understand the pain and how it functions, then being able to tolerate and process it. Skills can be used in conjunction for extra effectiveness. Emotive, psychodrama and distress tolerance.
Accessing Healthy Adult – Methods to become aware when you’ve entered a mode or coping mechanism, and then be able to access healthy adult, for example via totem sentences that communicate that healthy adult is in charge. When healthy adult is in charge, he understands, validates and guides; he is effective. What Would Healthy Adult Do?
Describing Modes – Describing prompting events, triggered schemas, modes, coping mechanisms, feelings, bodily sensations, thoughts and function (missing needs; comply, avoid, compensate)?
Imagery – Using imagination to connect with the vulnerable child and strengthening the healthy adult in present or in memories; re-scripting painful events.
Chair Work – Using the chair work method to open a dialogue between the healthy modes and the modes in pain.
Writing – Using writing to express and process pain and needs.
Breathing – Pacing your breathing in order to calm down your nervous system.
Cold Water – When a mode has completely dysregulated bodily sensations and you can’t access healthy adult; reduce emotional arousal with cold water.
Muscle Relaxation – Progressive muscle relaxation to relax the body,
Soothing – Favourite activities to soothe and comfort the vulnerable child when he is extremely upset.
Radical Acceptance – Accepting painful things that go on and on to avoid being stuck in the pain of it.
Willingness – Making the choice to accept reality as it is, with mind and body, enter fully into living, despite difficulties.
Behavior and Thought Change Skills
In order to change the pain, use cognitive behavioral techniques.
Challenging Thoughts – Nuancing the ineffective thinking of the vulnerable or angry child. Nuancing deeply held beliefs which are self-reinforcing.
Pros and Cons – Considering the pros and cons of behaviors. Does it get your needs met and help you live life as you wish to?
Exposure Actions – Identifying things you don’t do, then taking steps to confronting your schema based fears and acting in new ways. [Opposite Action / Accumulating Positives]
Coping Ahead – Preparing for difficult, schema-triggering situations. Defining what is challenging and what healthy adult can do; through imagery and relaxation.
Building Healthy Adult
Building a life beyond the pain, establishing the healthy adult mode.
Self Care Skills – Taking effective care of the body and surroundings, which is necessary to not fall into pain dysfunction.
Life Management – Learning how to plan days in accordance to needs, without demanding parent getting in the way. Setting realistic expectations and making time for play. Making a plan for the day to increase clarity.
Needs and Values – Identifying what is is that you need and want in your life, and to what extent it is missing, so you know what you’re going for.
Goals – Setting goals in order to living a life in accordance with
Happy Child Activities – Identifying the activities that happy child likes, then planning and following through on them.
Assertiveness – Expressing needs and have them met. Whether that be saying yes or no. Particularly necessary for the subjugation schema.
Validation – Providing an alternative to the voice of the punitive parent. Validation of what is painful - it makes sense; validation of what is difficult - it is.
Encouragement – Providing motivation, hope and helpful reminders on one side, providing reinforcement and praise after following through.
Treatment goals and strategies
To orient to how the pain belongs mostly in the past, and has been perpetuated because of the past; enforcing that I am a healthy adult now – I can act differently, make a change and get my needs met.
Processing the pain
psychodrama, empathetic confrontation, and imagery rescripting techniques.
Soothing the pain
Changing the pain – disproving vulnerable child mode
Dialogue between modes, chair work
Pros and Cons of behaviours, Challenging thoughts and beliefs, Exposure
Moving past the pain – building healthy adult mode and getting needs met
Building competence
Goal setting to get needs met and live in accordance to values