It has been found that when validation is used, the individual diagnosed with borderline personality disorder will experience a decrease in emotionality. This is directly related to the biosocial theory in that borderline personality disorder is
characterized by emotional dysregulation (unable to regulate several and/or all emotions). It is suggested that the disorder develops due to childhood emotional vulnerability and inappropriate environmental simulation to learn appropriate behavioural activities (Allen, 2013; Bruce, 2015; Stoffers et al., 2012). Through biosocial theory, it is shown that problems can develop due to the inability of parents to soothe the child suffering from over-emotionality or from invalidation. In some situations, it is found that if the child’s behaviour is extremely intense, parents may act strongly through “ignoring”, telling the child they are “over dramatic”, “shouting”, “hitting” or “disciplining,” which do not validate how the child feels (Allen, 2013; Bruce, 2015; Stoffers et al., 2012). Therefore, those diagnosed with borderline personality disorder feel the emotions in the same way distress is shown. Treatment, however, assists individuals diagnosed with borderline personality disorder to learn to feel in control. It is necessary that therapists understand that the individual diagnosed with borderline personality disorder believes their reality, even if it appears illogical. Therefore, it is important that the therapist acknowledge the feelings of the person, their suffering, and how reality distortions are distressing in order to facilitate a reduction in stress (Lieb et al., 2004; Stoffers et al., 2012). This acknowledgement allows the individual diagnosed with borderline personality disorder to feel like someone understands and hears them. However, it is crucial that the therapist validate the feelings and thoughts of the individual, no matter what his/her personal feelings are (Allen, 2013; Bruce, 2015; Koons et al., 2001).
Acceptance helps the therapist in decreasing judgmental attitudes and will allow the individual to be accepted as they are (Lieb et al., 2004; Stoffers et al., 2012). Significantly, it is noted that individuals diagnosed with borderline personality
Therefore, one skill taught is to live in the moment or currently. This is radical acceptance and allows for effective problem solving (Allen, 2013; Koons et al., 2001). It is noted that validation reflects back to the other person’s feelings, even if they are not agreed with. It is noted that validation must involve “sympathy”,
“compassion” and “empathy” (Allen, 2013; Crowell et al., 2009). Sympathy revolves around sensitivity towards the feelings of the individual, yet is not pity. Compassion refers to the awareness and understanding that another is suffering (Bruce, 2015; Koerner & Linehan, 2000; Olenchek, 2008).
It is noted that validation is unconditional acceptance. Validation does not involve judgement or value imposition. In fact, those diagnosed with borderline personality disorder need to feel this type of unconditional acceptance. Validation suggests that through paying attention, the therapist understands the communication and is able to reflect what was being said in order to assist in being heard (Safer et al., 2011; Stoffers et al., 2012). The goal in reflection is to allow the therapist
opportunities to hear the individual’s personal thoughts and responses to these
thoughts, yet to truly understand, the therapist must consider personal reactions if s/he “were supersensitive”, “hyper vigilant” and “biased toward negative thinking” (Allen, 2013; Bruce, 2015).
Stress causes the issues to surface. However, validation of past events can assist in acceptance of trauma, allowing the individual to move on with daily life. Therefore, it is suggested to validate the past through acknowledgement in order to assist the individual with dealing with past pain and live in the present (Allen, 2013; Safer et al., 2011). Validation requires that the therapist be willing and able to acknowledge and accept the feelings/thoughts of the individual diagnosed with borderline personality disorder. These acceptances include behaviours and internal
experiences as well (Koons et al., 2001; Lieb et al., 2004). Validation is also useful in that it confirms relevant responses, regardless of what that response is (thought, emotion, sensation, and/or action) (Crowell et al., 2009; Koerner & Linehan, 2000). Validation, therefore, requires that the therapist remain empathetic to the experiences of the individual, yet communicate the sensibility of the individual’s response (Bruce, 2015; Linehan et al., 1999, 1991, 2015).
However, validation does not require that the therapist agree with the thoughts of the individual diagnosed with borderline personality disorder. It is also not about lying to the individual and is about acknowledging small accomplishments. It is not about focusing on the emotions of others or parroting words. However, it does mean that limits remain in place which do not include the provision of lessons or advice (Linehan et al., 1999, 1991, 2015). Validation is increasingly important because of the regulation of emotion that occurs with it. Furthermore, through validation, the
individual is able to persevere through difficulties to reach a set goal. Finally,
validation is exceedingly important because it recognizes that different points of view exist and all have some semblance of truth, improves existing relationships, which allows abandonment feelings to be decreased, while identity is enhanced (Koerner & Linehan, 2000; Olenchek, 2008; Stoffers et al., 2012).
Research suggests that emotional dysregulation is experienced by those diagnosed with borderline personality disorder (Cavazzi & Becerra, 2014; Gratz & Roemer, 2004, 2008). For instance, in ordinary situations, people learn to control emotions. In contrast, individuals diagnosed with borderline personality are unable to control their emotions, especially anger (Gunderson, First, Arntz, Dietzel, &
Dreessen, 2015; Koerner & Linehan, 2000; Speranza, 2013; Whitbourne, 2014). Many theories suggest that disturbances in relation to caregivers and their
relationships with the child are a significant contributing factor to borderline personality disorder. Furthermore, those diagnosed with borderline personality disorder have no consistent sense of self, have no concept of in-between areas (i.e.: people are good or bad), are overly dramatic, and cannot negotiate differences in self and others effectively (Cavazzi & Becerra, 2014; Speranza, 2013; Whitbourne, 2014).
Classic views of borderline personality disorder characterize these
abnormalities in relation to attachment bonds that cause the child to psychologically separate from the caregiver. In fact, the child is not separate to the degree of
disassociation, but is separate enough to be stable (Cavazzi & Becerra, 2014; Gunderson et al., 2015; Whitbourne, 2014). Thus, it is important to note that
borderline personality disorder is considered to be an emotional disorder that involves neuroticism that is notable as being influenced by biology, validation, and
vulnerability (Arens et al., 2011; Gunderson et al., 2015; Sauer-Zavala & Barlow, 2014). Moreover, those diagnosed with borderline personality disorder have strong negative emotions, as well as reactions to those emotions. Although most do not want to experience negative emotions, for the individual diagnosed with borderline
personality disorder, the aversion to experiencing negative emotions results in coping strategies to avoid these feelings, which renders them unable to cope with difficult situations (Arens et al., 2011; Speranza, 2013; Whitbourne, 2014). Thus, those diagnosed with borderline personality disorder have generalized vulnerabilities, yet have issues related to invalidation from their caregivers. In these instances,
individuals diagnosed with borderline personality disorder are made to feel as if their feelings do not matter in any way (Gill & Warburton, 2014; Speranza, 2013;
Whitbourne, 2014).