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Psychiatry Synergies Winter 2017 - Borderline Personality Disorder in Adolescence

Borderline personality disorder (BPD) is characterized by high personal distress, poor physical health, and functional disability. Those with the disorder are likely to experience impairment in school and work, as well as in relationships with romantic partners, family members, and friends.

Educational objectives:

Upon completion of this activity, participants should be able to:

  • Increase patient outcomes by implementing assessment practices to detect borderline personality disorder in adolescents.
  • Improve diagnostic skills for identifying borderline personality disorder so that the disorder can be detected in adolescents.
  • Improve patient outcomes by implementing treatment referrals for adolescents with borderline personality disorder.

Reading Resources:

  1. Bornovalova MA, Hicks BM, Iacono WG, McGue M. Stability, change, and heritability of borderline personality disorder traits from adolescence to adulthood: a longitudinal twin study. Development and Psychopathology. 2009; 21(4): 1335–1353.
  2. Crick NR, Close DM, Woods K. Borderline personality features in childhood: A short-term longitudinal study. Development and Psychopathology. 2005; 17(4): 1051–1070.
  3. De Clercq B, van Leeuwen K, van den Noortgate W, de Bolle M, De Fruyt F. Childhood personality pathology: Dimensional stability and change. Development and Psychopathology. 2009; 21(03): 853–17.
  4. Goodman M, Mascitelli K, Triebwasser J. The neurobiological basis of adolescent-onset borderline personality disorder. Journal of the Canadian Academy of Child and Adolescent Psychiatry. 2013; 22(3): 212–219.
  5. Stepp SD, Pilkonis PA, Hipwell AE, Loeber R, Stouthamer-Loeber M. Stability of borderline personality disorder features in girls. Journal of Personality Disorders. 2010; 24(4): 460–472.

Disclosures:

Dr. Stepp has no relevant relationships with proprietary entities producing health care goods or services.

All presenters disclosure of relevant financial relationships with any proprietary entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients is listed above.  No other planners, members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships to disclose.

Accreditation Statement:

The University of Pittsburgh School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The University of Pittsburgh School of Medicine designates this enduring material for a maximum of .5 AMA PRA Category 1 Credits™. Each physician should only claim credit commensurate with the extent of their participation in the activity. Other health care professionals are awarded (0.05) continuing education units (CEU) which are equivalent to .5 contact hour.

For your credit transcript, please access our website 4 weeks post-completion at http://ccehs.upmc.edu and follow the link to the Credit Transcript page. If you do not provide the last 5 digits of your SSN on the next page you will not be able to access a CME credit transcript. Providing your SSN is voluntary.

Release Date: 12/22/2016 | Last Modified On: 12/22/2016 | Expires: 12/122/2017

Additional Resources

Presenter

Stephanie D. Stepp, Ph.D.

Stephanie D. Stepp, Ph.D. Associate Professor, Psychiatry and Psychology
University of Pittsburgh School of Medicine
Western Psychiatric Institute and Clinic of UPMC
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