The authors identify six ways in which the borderline diagnosis is
commonly abused to express countertransference hate, mask imprecise
thinking, excuse treatment failures, justify the therapist's acting out,
defend against sexual clinical material, and avoid pharmacologic and
medical treatment interventions. The paper focuses on diagnostic abuses
that trainees present to clinical supervisors and educators. It attempts to
show educators how to discern these abuses and turn them into teaching
opportunities. These abuses are seen not only in trainees; they also occur
in the professional community as a whole. Clinicians should expect the same
diagnostic rigor of themselves that they expect of their students.
Abstract Teaser