schizoid personality disorder symptoms side effects

schizoid personality disorder symptoms side effects Schizoid personality disorder (SdPD) is seen
as an ego-syntonic introversion, with the suff erer having little interest in others,
no close friends except fi rst-degree relatives, and no pleasure in anything
except for a few activities (Parnas et al., 2005). SdPD is characterized as “a pervasive
pattern of detachment from social relationships and a restricted range
of expression of emotions in interpersonal settings” (American Psychiatric
Association, 2000, p. 694). Harry Guntrip (1969) described nine fundamental characteristics of SdPD: introversion, withdrawnness, narcissism, self-suffi –
ciency, sense of superiority, loss of aff ect, loneliness, depersonalization, and
regression.
Individuals with SdPD seldom seek help until their thirties or forties (Stone,
2001), when the possibility of a relationship grows more tenuous and loneliness
likely (Klein, 1995). When they do come for treatment, the usual reason is
acute stress or a shift in life circumstances (Klaus, Bernstein, & Siever, 1995).
With SdPD students, distortions in reality do not necessarily occur, but the
lack of interest in others can make the therapeutic process difficult.

Angela was an exceptionally beautiful fi rst-year student. She was brought
to the counseling service by her parents, who noticed at Th anksgiving
that she had lost quite a bit of weight. Th e parents were also troubled that
Angela was still not making friends, a pattern since childhood. Angela
said that she preferred spending time by herself on her computer. She
matter-of-factly explained to the counselor that she lost the weight
because she found the college dining halls very loud and the people who
tried to talk with her annoying. She preferred microwaving a cup of
soup in her single dorm room.

With SdPD students like Angela, the transition to college creates a crisis in
that they are forced to develop new routines and confront new interpersonal
relations. Th e goal of treatment is to reduce their social isolation, increase
their experience of pleasure, and assist their adjustment during this transition.
From the outset, the rationale for treatment should be outlined, along with
the possible advantages, disadvantages, and concrete gains (Freeman, Pretzer,
Fleming, & Simon, 1990). Since therapists oft en feel frustrated and defeated
by these clients and may give up on them (Millon, Davis, Millon, Escovar, &
Meagher, 2000), it is important to have realistic goals and not expect too much.
In Angela’s case, social skills training and gradual social exposure were helpful.
She was able to fi nd another student to share meals with and as a result gained
some weight, and also became more assertive in expressing what she wanted.
Although there is no outcome research evaluating treatment approaches
(Crits-Christoph & Barber, 2004; Klaus et al., 1995), Pretzer (2004) cited
uncontrolled clinical reports supporting the eff ectiveness of cognitive-behavioral
treatment for people with SdPD. In some cases, individuals might require
the use of psychotropic medication to activate their fl at mood/temperament
(Millon & Grossman, 2004), but there are few studies (Grossman, 2004).