A Withdrawn Personality

The child was suffering from a withdrawn personality disorder, a personality disorder of cluster C personality disorder. People suffering from this disorder usually have social inhibition, feels inferior, and are usually very sensate to negative evaluation and have social anxiety (Krueger et al., 2016). The patients are usually afraid of interacting unless they are sure that the people they are to interact with will like them since they are afraid of being rejected or humiliated (Krueger et al., 2016). A withdrawn personality disorder is caused by genetic factors that give the patient a genetic predisposition, social factors where the childhood emotions are neglected or peer rejection and psychological factors (Renneberg et al., 2016). Researchers have also suggested that a combination of adverse childhood experiences and high sensory processing sensitivity also increase the chances of one suffering from this disorder (Krueger et al., 2016).

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The most common signs that were present with the child was that he was so preoccupied with his own shortcoming and formed relationships with people who he was sure will not reject him. The child preferred to play and do any kind of work alone as he was anxious and afraid of being embarrassed (Renneberg et al., 2016). The child had a strong desire to relate with other people but could not as he is afraid of being rejected. He avoided getting involved with people unless he was sure that those people will like him as he feared rejection. The child was also afraid of getting involved in new activities as they may lead to embarrassment (Davis et al., 2015).

The most preferred treatment for this child suffering from withdrawn personality is psychotherapy. While beginning this process, the child should start by attending individual therapy as he will not be comfortable to attend group therapy, this is because the child is not ready to relate with people and being involved in group therapy can result to premature termination of the treatment. After several sessions, the child will be ready to attend group sessions which are very important for his treatment (Renneberg et al., 2016). Evidently, the child suffers from low self-esteem and sees only the negative side of life, this makes it difficult for the child to give the information required to the clinician. Therefore the clinician should be very careful with non-verbal cues when sourcing information from the child to make sure that the child will be comfortable to talk to him. The clinician should make sure that he does an extra evaluation when getting the medical information and life history of the child to make sure that he knows when important information is withheld (Davis et al., 2015). The clinician should create a solid therapeutic relationship with the child as well as a good rapport to make sure that the therapy is very effective.

The child can be prescribed medicine but only if there is another psychiatric problem that has occurred (Cloninger & Svrakic, 2016). The most common medication is anti-anxiety agents if the child may also be suffering from anxiety and antidepressants if the child may also be suffering from depression. It is important to avoid prescribing to this child a lot of medicine as it may make the psychotherapeutic treatment to be less effective (Cloninger & Svrakic, 2016).

The self-help groups can be of great importance to the child, whoever the child may find it difficult to attend these groups as he is experiencing difficulties in interacting socially and he is also anxious (Davis et al., 2015).

From the symptoms of the child, it is evident that the child was suffering from withdrawn personality. However, by following the treatment above, the child can easily recover and regain the self-esteem that had been lost.


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2. Cloninger, C. R., and Svrakic, D. M. (2016). Personality disorders. In The medical basis of psychiatry (pp. 537-550). Springer, New York, NY.
3. Halter, M. J. (2017). Varcarolis' Foundations of Psychiatric-Mental Health Nursing-E-Book: A Clinical Approach. Elsevier Health Sciences.
4. Weinbrecht, A., Schulze, L., Boettcher, J., and Renneberg, B. (2016). Avoidant personality disorder: a current review. Current psychiatry reports, 18(3), 29.
5. Wygant, D. B., Sellbom, M., Sleep, C. E., Wall, T. D., Applegate, K. C., Krueger, R. F., and Patrick, C. J. (2016). Examining the DSM–5 alternative personality disorder model operationalization of antisocial personality disorder and psychopathy in a male correctional sample. Personality Disorders: Theory, Research, and Treatment, 7(3), 229.

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