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Borderline personality development in childhood and its relationship to neurocognitive deficits

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Abstract

This paper examines the relationship between childhood disturbances indentified as borderline and deficits in the child's neurocognitive apparatus. The common indications of failures in primary autonomous ego apparatus in the borderline conditions are discussed and compared to the problems of the “learning disabled” child. Professional opinions and research of both conditions are reviewed. Developmental and dynamic considerations are presented to suggest a direct association between the presence of learning disabilities and psychiatric disorders in children.

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Authors and Affiliations

  1. Chicago Institute for Clinical Social Work, Chicago, USA

    Joseph Palombo M.A. (Dean)

  2. School of Social Service Administration, University of Chicago, Chicago, USA

    Judith Feigon M.A., Ph.D. candidate

  3. 466 Central Ave., Suite 12, 60093, Northfield, IL

    Joseph Palombo M.A. (Dean) & Judith Feigon M.A., Ph.D. candidate

Authors
  1. Joseph Palombo M.A.
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  2. Judith Feigon M.A., Ph.D. candidate
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Additional information

Consultant at Dysfunctioning Child Centre, Michael Reese Medical Center, and in Private Practice.

Judith Feigon, is a staff menber at Dysfunctioning Child Centre, Michael Reese Medical Center

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Palombo, J., Feigon, J. Borderline personality development in childhood and its relationship to neurocognitive deficits. Child Adolesc Soc Work J 1, 18–33 (1984). https://doi.org/10.1007/BF00844568

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