Case Study #2
Mark, 29 years old, and Ellen, 27 years old, have been married for 2 years. When they first met, he treated her like a queen. He was kind and loving and idolized her. He would show glimpses of jealousy and controlling behavior, but she did not pay much attention to it. After they got married, his jealousy and controlling behavior grew worse. He treated her wonderfully when she was with him at home and engaging in behavior that made him feel loved and needed. However, he was controlling whenever she left the house to run errands or see her friends. When she returned home, he would question her in passive-aggressive ways and sometimes be outright accusatory. She would naturally become defensive and withdraw emotionally. That seemed to make things worse, and he would start to become verbally abusive about her not meeting his needs, not loving him, and not wanting to be with him. These verbal explosions were often accompanied by demeaning language. After these outbursts, Ellen felt like leaving him and even expressed this at times. Most of the time Mark would apologize profusely, then bring her flowers or gifts and rationalize his behavior in some way or promise he would change. Things would then get better for a while, and he would engage in idolizing behavior. However, the cycle of controlling behavior would just begin again.
Identify the case study you selected. Explain what features of borderline personality disorder the primary character exhibits. Explain how the concept of splitting is demonstrated, and describe the role that empathy plays in the splitting. Explain challenges a forensic psychology professional might have when working with individuals with borderline personality disorder.
Ackley, C., Mack, S., Beyer, K., & Erdberg, P. (2010).Investigative and forensic interviewing: A personality-focused approach. Boca Raton, FL: CRC Press.
Main Discussion Posting Content
Excellent – above expectations
21.6 (54%) – 24 (60%)
Discussion posting demonstrates anexcellentunderstanding ofallof the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
19.2 (48%) – 21.57 (53.92%)
Discussion posting demonstrates agoodunderstanding ofmostof the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
16.8 (42%) – 19.17 (47.93%)
Discussion posting demonstrates afairunderstanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may belackingor incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
0 (0%) – 16.77 (41.93%)
Discussion posting demonstratespoor or nounderstanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Reply Post & Peer Interaction
7.2 (18%) – 8 (20%)
Student interactsfrequentlywith peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
6.4 (16%) – 7.16 (17.9%)
Student interactsmoderatelywith peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
5.6 (14%) – 6.36 (15.9%)
Student interactsminimallywith peersorthe feedback postings, and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources.
0 (0%) – 5.56 (13.9%)
Studentdoes notinteract with peers (0 points)orthe feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.
7.2 (18%) – 8 (20%)
Postings arewellorganized, use scholarly tone, contain original writing , proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and arefullyconsistent with graduate level .
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