DOCSLIB.ORG

Assessing Construct Overlap Between Secondary Psychopathy and Borderline Personality Disorder

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Assessing Construct Overlap Between Secondary Psychopathy and Borderline Personality Disorder City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2015 The Sensitive Psychopath: Assessing Construct Overlap Between Secondary Psychopathy and Borderline Personality Disorder Trevor H. Barese Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/851 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE SENSITIVE PSYCHOPATH: ASSESSING CONSTRUCT OVERLAP BETWEEN SECONDARY PSYCHOPATHY AND BORDERLINE PERSONALITY DISORDER By TREVOR H. BARESE A dissertation submitted to the Graduate Faculty in Clinical Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2015 CONSTRUCT VALIDITY OF SECONDARY PSYCHOPATHY ii © 2015 TREVOR BARESE All Rights Reserved CONSTRUCT VALIDITY OF SECONDARY PSYCHOPATHY iii This manuscript has been read and accepted for the Graduate Faculty in Clinical Psychology in satisfaction of the Dissertation requirement for the degree of Doctor of Philosophy Michele Galietta_____________________ _____________________ ___________________________________ Date Chair of Examining Committee Maureen O’Connor___________________ _____________________ ___________________________________ Date Executive Officer Patricia A. Zapf_____________________ Andrew A. Shiva____________________ Barry Rosenfeld_____________________ Stephen D. Hart______________________ Supervisory Committee THE CITY UNIVERSITY OF NEW YORK CONSTRUCT VALIDITY OF SECONDARY PSYCHOPATHY iv Abstract THE SENSITIVE PSYCHOPATH: ASSESSING CONSTRUCT OVERLAP BETWEEN SECONDARY PSYCHOPATHY AND BORDERLINE PERSONALITY DISORDER By Trevor H. Barese Adviser: Professor Michele Galietta The literature suggests substantial overlap between secondary psychopathy and Borderline Personality Disorder (BPD). The current study evaluates the degree of construct overlap between BPD and secondary psychopathy within a sample of offenders mandated to treatment in the community. Diagnostic overlap and associations with clinically relevant correlates were assessed to estimate the degree of convergence between the two disorders and divergence from primary psychopathy. The goal of this study was to evaluate the pragmatic utility of maintaining discrete diagnostic categories for secondary psychopathy and BPD rather than identifying secondary psychopaths as offenders with BPD. The Structured Clinical Interview for DSM-IV Axis II Personality Disorders (SCID-II) was used to assess borderline and other personality disorder traits. The Psychopathy Checklist: Screening Version (PCL:SV) was used to assess both primary and secondary psychopathic traits. The Structured Clinical Interview for DSM-IV Axis I Disorders (SCID-I) was used to assess a variety of clinical correlates including symptoms of mental illness and substance abuse. In addition, self-report measures were used to assess anger (State-Trait Anger Expression Inventory, STAXI), aggression (Aggression Questionnaire, AQ), rumination (White Bear Suppression Inventory, WBSI), and empathy (Questionnaire Measure of Emotional Empathy, QMEE). Potential construct overlap was supported through significant symptom correlations and similarities in participant classification. Substantial parallels in CONSTRUCT VALIDITY OF SECONDARY PSYCHOPATHY v constellations of clinical correlates were supported through a series of multiple regression analyses. The findings indicate that despite a few key differences BPD and secondary psychopathy share many clinical features. More importantly, these commonalities are in general contrast to features of primary psychopathy. CONSTRUCT VALIDITY OF SECONDARY PSYCHOPATHY vi Acknowledgements I would like to take this opportunity to acknowledge some of the individuals who made this project possible. First, I would like to express my gratitude to Dr. Michele Galietta who served as my committee chair and supported me in the development of this study. This project would not have been possible without her assistance. I would also like to thank Patricia Zapf and Andrew Shiva for their contributions to the study. Dr. Zapf’s integrity, generosity, and passion for the field have motivated me to be a better mentor to my students. Dr. Shiva has been an invaluable mentor and reminded me to persevere and be true to my values. I would also like to express my deep gratitude to doctors Stephen Hart and Barry Rosenfeld for agreeing to act as external readers. Dr. Hart has not only encouraged me to pursue my research, but has been a true mentor and continual source of inspiration. Dr. Rosenfeld has provided ongoing encouragement and support in my clinical and academic pursuits. His extensive knowledge in the area of research design and personality assessment were invaluable to the development of this project. I would also like to recognize two close friends Doctors Nathan Cook and Wen Gu. These gentlemen have not only served as colleagues but have also provided the support and encouragement needed to facilitate my academic and professional development. In addition, I would like to express my gratitude to my parents Evelyn and Joseph Barese, my siblings Joseph Barese and Paige LaBelle, and the rest of my family for their patience and support. Finally, I would like to thank Kajal Bhatt who has provided her unwavering emotional support over the last six years. I would not have been able to complete my graduate training without her and the love and support of my friends and family. CONSTRUCT VALIDITY OF SECONDARY PSYCHOPATHY vii Table of Contents Abstract .......................................................................................................................................... iv Acknowledgements ........................................................................................................................ vi List of Tables .................................................................................................................................. x List of Figures ................................................................................................................................ xi Chapter I: Introduction .................................................................................................................... 1 Construct Overlap ....................................................................................................................... 5 Parsimony of theory. ............................................................................................................................. 7 Impediments to research. ...................................................................................................................... 7 Impediments to diagnosis...................................................................................................................... 8 Impediments to treatment.................................................................................................................... 11 Discriminant Validity ................................................................................................................ 11 Operationalization of constructs. ........................................................................................................ 11 Etiology. .............................................................................................................................................. 23 Physiology........................................................................................................................................... 29 Concurrent validity. ............................................................................................................................ 36 Predictive validity. .............................................................................................................................. 49 Limitations & Considerations ................................................................................................... 55 Summary ................................................................................................................................... 56 Possible origins. .................................................................................................................................. 56 Conclusions. ........................................................................................................................................ 61 Chapter II: Method ........................................................................................................................ 64 Rational ..................................................................................................................................... 64 Participants ................................................................................................................................ 64 Procedures ................................................................................................................................. 65 Measures.................................................................................................................................... 67 Personality disorder traits...................................................................................................................
Load more

Recommended publications
  • Definitions of Child Abuse and Neglect
    STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse.
    [Show full text]
  • Gaslighting, Misogyny, and Psychological Oppression Cynthia A
    The Monist, 2019, 102, 221–235 doi: 10.1093/monist/onz007 Article Downloaded from https://academic.oup.com/monist/article-abstract/102/2/221/5374582 by University of Utah user on 11 March 2019 Gaslighting, Misogyny, and Psychological Oppression Cynthia A. Stark* ABSTRACT This paper develops a notion of manipulative gaslighting, which is designed to capture something not captured by epistemic gaslighting, namely the intent to undermine women by denying their testimony about harms done to them by men. Manipulative gaslighting, I propose, consists in getting someone to doubt her testimony by challeng- ing its credibility using two tactics: “sidestepping” (dodging evidence that supports her testimony) and “displacing” (attributing to her cognitive or characterological defects). I explain how manipulative gaslighting is distinct from (mere) reasonable disagree- ment, with which it is sometimes confused. I also argue for three further claims: that manipulative gaslighting is a method of enacting misogyny, that it is often a collective phenomenon, and, as collective, qualifies as a mode of psychological oppression. The term “gaslighting” has recently entered the philosophical lexicon. The literature on gaslighting has two strands. In one, gaslighting is characterized as a form of testi- monial injustice. As such, it is a distinctively epistemic injustice that wrongs persons primarily as knowers.1 Gaslighting occurs when someone denies, on the basis of another’s social identity, her testimony about a harm or wrong done to her.2 In the other strand, gaslighting is described as a form of wrongful manipulation and, indeed, a form of emotional abuse. This use follows the use of “gaslighting” in therapeutic practice.3 On this account, the aim of gaslighting is to get another to see her own plausible perceptions, beliefs, or memories as groundless.4 In what follows, I develop a notion of manipulative gaslighting, which I believe is necessary to capture a social phenomenon not accounted for by epistemic gaslight- ing.
    [Show full text]
  • Correlations Between Psychopathic Traits and Bullying in a Sample of University Students
    City University of New York (CUNY) CUNY Academic Works Student Theses John Jay College of Criminal Justice Fall 12-2018 The Bully and the Beast: Correlations between Psychopathic Traits and Bullying in a Sample of University Students Nascha Streng CUNY John Jay College, [email protected] How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/jj_etds/97 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Running head: PSYCHOPATHIC TRAITS AND BULLYING 1 The Bully and the Beast: Correlations between Psychopathic Traits and Bullying in a Sample of University Students Nascha Streng John Jay College of Criminal Justice of the City University of New York New York, NY January 23, 2019 PSYCHOPATHIC TRAITS AND BULLYING 2 Abstract Bullying is a concept mostly investigated in children, teenagers, and adults within the workplace. While there is research on bullying in college in general, gaps in the literature remain considering how personality characteristics in bullies relate directly to psychopathy and specific psychopathy traits. Although the literature suggests bullies have a tendency towards psychopathic traits such as violence, impulsivity, egocentricity, manipulativeness, rule-breaking, and intolerance, researchers have yet to assess the connection between college students who bully and psychopathy. The research on psychopathy suggests that those high on psychopathic traits may be more prone to use bullying as an apathetic means to acquire dominance and influence over others in accordance to self-interest and personal gain.
    [Show full text]
  • Is It Aggression? Perceptions of and Motivations for Passive and Psychological
    1 NOTE: DRAFT – DO NO QUOTE Is it aggression? Perceptions of and motivations for passive and psychological aggression Deborah South Richardson and Georgina S. Hammock Augusta State University This chapter reviews programs of research on correlates and perceptions of “everyday” forms of aggression that often are not considered in traditional aggression research. Studies of correlates and perceptions of passive aggression reveal that such behavior is often motivated by intentions other than the intention to cause harm (e.g., inducing guilt) – although the effect is to harm the target. Similarly, comparison of perceptions of psychological and physical aggression reveal that psychological aggression, which is defined in terms of harming an individual’s self regard, may be perceived as less damaging than physical aggression although the potential for long- term harm is greater. Psychological aggression appears to be motivated as much by the desire to control as by the intention to harm the target. The research summary will conclude by raising questions about our standard definitions of aggressive behavior. Introduction Aggression is typically defined as behavior intended to harm another person (Baron & Richardson, 1994). Although there has been some argument about whether intention should be part of the aggression (i.e., aggression is behavior that harms, regardless of intention of the aggressor), most current definitions of aggression involve the concept of intention to harm. This definition of aggression requires that we consider 2 the observer’s inference about an actor’s goals (Tedeschi & Felson, 1994). Thus, this chapter will review research that has examined observer’s perceptions of motivations for and effects of acts of everyday aggression.
    [Show full text]
  • Emotional Intelligence Is Used by Dark Personalities to Emotionally Manipulate Others ⇑ ⇑ Ursa K.J
    Personality and Individual Differences xxx (2014) xxx–xxx Contents lists available at ScienceDirect Personality and Individual Differences journal homepage: www.elsevier.com/locate/paid Is there a ‘‘dark intelligence’’? Emotional intelligence is used by dark personalities to emotionally manipulate others ⇑ ⇑ Ursa K.J. Nagler a, ,1, Katharina J. Reiter a, ,1, Marco R. Furtner a, John F. Rauthmann b a Institute of Psychology, Leopold-Franzens Universität Innsbruck, Austria b Institute of Psychology, Humboldt-Universität zu Berlin, Germany article info abstract Article history: Potential ‘‘darker sides’’ of socio-emotional intelligence (SEI) have been repeatedly noted. We examine Available online xxxx whether SEI is associated with emotional manipulation of others when used by dark personalities (Dark Triad: narcissism, Machiavellianism, psychopathy). In N = 594 participants, narcissism was positively, Keywords: Machiavellianism negatively, and psychopathy positively and negatively associated with SEI. Moreover, Emotional manipulation narcissism and psychopathy moderated links between facets of emotional intelligence and emotional Dark Triad manipulation. Findings are discussed in context of a ‘‘dark intelligence’’ used for malicious intents. Narcissism Ó 2014 Elsevier Ltd. All rights reserved. Machiavellianism Psychopathy Emotional intelligence Social intelligence 1. Introduction & Sachse, 2010), including communication competence (e.g., Diez, 1984), social intelligence (e.g., Cantor & Kihlstrom, 1987; Gardner, Are social and emotional skills always used for good intentions? 1993; Guilford, 1967; Thorndike, 1920), and emotional intelligence Potential ‘‘dark sides’’ of socio-emotional intelligence (SEI), such as (e.g., Mayer & Salovey, 1997; Salovey & Mayer, 1990). Not only the emotional manipulation of others (Austin, Farrelly, Black, & interpersonal (e.g., encoding and decoding social information) Moore, 2007), have garnered interest during the last years.
    [Show full text]
  • Child on Child Sexual Abuse Research Study
    ChildChild onon ChildChild SexualSexual AbuseAbuse ResearchResearch StudyStudy Julia Blankenship, MSW Kristin P. Winokur, Ph.D JUSTICE RESEARCH CENTER 2898 Mahan Drive, Suite 4 Tallahassee, FL 32308 (850) 521-9900 www.thejrc.com ChildChild onon ChildChild SexualSexual AbuseAbuse StatisticsStatistics Juveniles account for more than one-third of those known to police to have committed sex offenses against minors The most common age of individuals engaging in illegal sexual behavior against children under the age of 12 is 14 years The average age of victims of these offenses is 10 years It is estimated that at least two out of every ten girls and one out of every ten boys are sexually abused by the end of their 13th year ChildChild onon ChildChild SexualSexual AbuseAbuse StatisticsStatistics In FY 2008-09, 619 youths (1,264 referrals) were referred to the Florida Department of Juvenile Justice for a sexual offense (most serious offense), representing less than .05% of all referrals However, according to the National Crime Victimization Study (2008), only about 41% of all rape/sexual assaults are reported to police It is estimated that over 3,000 felony sexual assaults by juveniles occur in Florida per year and that there may be close to 1,500 juvenile felony sexual offenders ChildChild onon ChildChild SexualSexual AbuseAbuse StatisticsStatistics In FY 2008-09, 8,321 children were identified as being either alleged perpetrators or victims of child on child (COC)sexual abuse by the Florida Department of Children and Families (DCF)
    [Show full text]
  • Does Stress Lead to Psychopathy? – Discovering Causes and Mechanisms of Daily Psychopathy in the Workplace
    Master Thesis DOES STRESS LEAD TO PSYCHOPATHY? – DISCOVERING CAUSES AND MECHANISMS OF DAILY PSYCHOPATHY IN THE WORKPLACE NÖTHEL, SOPHIE (I6020480) MASTER WORK AND ORGANIZATIONAL PSYCHOLOGY, MAASTRICHT UNIVERSITY SUPERVISORS: DR. ANNIKA NÜBOLD & DR. SUZANNE VAN GILS TOTAL WORD COUNT: 8903 August 6th, 2016 Table of Content Abstract ..................................................................................................................................... 3 1. Introduction ....................................................................................................................... 4 2. Literature Review and Hypothesis Development .............................................................. 6 2.1. Stress and Psychopathy .............................................................................................. 6 2.2. Ego Depletion as a Potential Mediator ...................................................................... 9 2.3. The Moderating Role of Trait Psychopathy ............................................................. 11 3. Method ............................................................................................................................. 13 3.1. Study Design ............................................................................................................ 13 3.2. Participants ............................................................................................................... 13 3.3. Procedure ................................................................................................................
    [Show full text]
  • Institutional Betrayal and Gaslighting Why Whistle-Blowers Are So Traumatized
    DOI: 10.1097/JPN.0000000000000306 Continuing Education r r J Perinat Neonat Nurs Volume 32 Number 1, 59–65 Copyright C 2018 Wolters Kluwer Health, Inc. All rights reserved. Institutional Betrayal and Gaslighting Why Whistle-Blowers Are So Traumatized Kathy Ahern, PhD, RN ABSTRACT marginalization. As a result of these reprisals, whistle- Despite whistle-blower protection legislation and blowers often experience severe emotional trauma that healthcare codes of conduct, retaliation against nurses seems out of proportion to “normal” reactions to work- who report misconduct is common, as are outcomes place bullying. The purpose of this article is to ap- of sadness, anxiety, and a pervasive loss of sense ply the research literature to explain the psychological of worth in the whistle-blower. Literature in the field processes involved in whistle-blower reprisals, which of institutional betrayal and intimate partner violence result in severe emotional trauma to whistle-blowers. describes processes of abuse strikingly similar to those “Whistle-blower gaslighting” is the term that most ac- experienced by whistle-blowers. The literature supports the curately describes the processes mirroring the psycho- argument that although whistle-blowers suffer reprisals, logical abuse that commonly occurs in intimate partner they are traumatized by the emotional manipulation many violence. employers routinely use to discredit and punish employees who report misconduct. “Whistle-blower gaslighting” creates a situation where the whistle-blower doubts BACKGROUND her perceptions, competence, and mental state. These On a YouTube clip,1 a game is described in which a outcomes are accomplished when the institution enables woman is given a map of house to memorize.
    [Show full text]
  • Is Female Psychopathy Linked with Child Abuse? an Empirical Investigation
    Running head: FEMALE PSYCHOPATHY AND CHILD ABUSE Is female psyChopathy linked with Child abuse? An empiriCal investigation using a person-centered approach Daniel Boduszek 1, 2, Agata Debowska 3, DominiC Willmott 1, Adele D. Jones 1, Matt DeLisi 4 & Gillian Kirkman1 Author Note: 1 University of Huddersfield, Huddersfield, UK 2 SWPS University of Social SCiences and Humanities, KatowiCe, Poland 3 University of Sheffield, Sheffield, UK 4 Iowa State University, Iowa, USA ArtiCle aCCepted for publiCation in Journal of Child Sexual Abuse This research has been supported financially by the European Union (EuropeAid/136243/DD/ACT/Multi – Towards a Future Free from DomestiC Violence). The funding source was not involved in the preparation of this paper. Correspondence concerning this artiCle should be addresses to Daniel Boduszek, University of Huddersfield, Department of Psychology, Edith Key Building, Queensgate, Huddersfield HD1 3DH, United Kingdom, contaCt email: [email protected] Abstract Childhood abuse is assoCiated with inCreased psyChopathiC features among girls, but most prior research is based on data from correCtional samples of female delinquents and less is known about how specific forms of childhood abuse affect specific features of psychopathy. Using a school-based community sample of 696 girls aged 9-17 years from Barbados and Grenada, the current study examined latent profiles of psychopathic personality traits and their assoCiations with physical, emotional, and sexual abuse. Latent profile analysis (LPA) revealed four distinct psychopathy groups among girls, including a ‘low psychopathy’ group (41.9% of girls), ‘high psychopathy’ group (4.8%), ‘high interpersonal manipulation and egoCentricity’ group (37.4%), and a ‘moderate psyChopathy’ group (16%).
    [Show full text]
  • Defense Mechanisms
    CLINICAL EDUCATION AND INTERVENTIONS FOR DEFENSE STRUCTURES OF CO-OCCURRING POPULATIONS Brian G. Lengfelder LCPC, CAADC, CCJP, SAP, MAC, CSAT, CMAT, ACRPS WHAT CONSTITUTES DEFENSE MECHANISMS • The term ‘defense mechanisms’ was coined over 100 years ago to describe a construct of psychological mechanisms for coping with intrapsychic conflicts. • Defense mechanisms and conflicts are two hypothetical constructs that have remained at the core of psychodynamic approaches to understanding and treating clinical psychopathology. • Defense mechanisms mediate between an individual’s wishes, needs, and affects on the one hand, and both internalized object relations and external reality on the other. Freud, S. The neuro-psychosis of defense, in Strachey, J. (ed.): The Standard Edition of the Complete Psychological Works of Sigmund Freud, London, Hogarth, (original work published 1894), 1962, pp. 43-68. DEFENSE MECHANISMS DEFINED • Mechanisms that mediate the individual’s reaction to emotional conflicts and to external stressors. Some defense mechanisms (e.g., projection, splitting, acting out) are almost invariably maladaptive. Others (e.g., suppression, denial) may be either maladaptive or adaptive, depending on their severity, their inflexibility, and the context in which they occur. 2013, DSM-5 American Psychiatric Association DEFENSE MECHANISMS DEFINED • Defense mechanisms (or coping styles) are automatic psychological processes that protect the individual against anxiety and from the awareness of internal or external dangers or stressors. Individuals
    [Show full text]
  • Addressing Holocaust Denial, Distortion and Trivialization
    Addressing Holocaust Denial, Distortion and Trivialization Teaching Aid 6 1. Increasing Knowledge about Jews and Judaism 2. Overcoming Unconscious Biases 3. Addressing Anti-Semitic Stereotypes and Prejudice 4. Challenging Conspiracy Theories 5. Teaching about Anti-Semitism through Holocaust Education 6. Addressing Holocaust Denial, Distortion and Trivialization 7. Anti-Semitism and National Memory Discourse 8. Dealing with Anti-Semitic Incidents 9. Dealing with Online Anti-Semitism 10. Anti-Semitism and the Situation in the Middle East Addressing Holocaust Denial, Distortion and Trivialization Teachers in the OSCE region Sometimes, for example, where The purpose of this teaching aid is have reported encountering the Holocaust is not explored to provide a better understanding anti-Semitic ideas when teaching fully as part of the school cur- of these expressions of anti-Sem- about the Holocaust.1 Anti-Semi- riculum, young people may dis- itism and to support teachers in tism exists today as prejudice in tort the Holocaust in ignorance countering the following: which Jews are confronted with of the historical facts, or they hostility and treated as inhu- may deny it as a form of ado- • resistance to lessons about and man, or as an out-group. It can lescent provocation or rejec- from the Holocaust; be manifested in individuals as tion of an established narra- attitudes, in culture and various tive. Whatever lies behind • misinformation about the Hol- forms of expression.2 Anti-Se- Holocaust denial and distor- ocaust among students; and mitic sentiments can fuel resist- tion, it is often accompanied by ance to the topic of the Holocaust or promotes classic anti-Semit- • incongruous or flawed parallels and may manifest as denial, dis- ic themes, such as accusations made between what the Jews tortion or trivialization of his- of greed, power, deceptiveness experienced during the Holo- torical facts.
    [Show full text]
  • Crimes Against People with Disabilities Fact Sheet
    H D T E C N I R A C P L X E E R Crimes Against People with Disabilities S E A M I C T H C A L L V I Individuals with disabilities are particularly vulnerable to crime for a variety of reasons, including but not limited to reliance on caregivers, limited transportation options, limited access to Sign Language interpreters and assistive devices, and isolation from the community. While people with disabilities experience the same types of crime as people without disabilities, they may also experience unique forms of these crimes. For example, intimate partner violence victims with disabilities may be subject to denial of care or assistance, destruction of medical equipment, destruction of equipment for communication purposes, or manipulation of medications, in addition to more common controlling and abusive behaviors.A These vulnerabilities not only increase opportunities for abuse and neglect, but they also make reporting victimization more difficult for victims. CRIME TRENDS Between 2009 and 2015, individuals with disabilities were at Nearly 11 of every 1,000 individuals with a single type of least twice as likely to be victims of violent victimization as disability were victims of a serious violent victimization.1 For people without disabilities. In 2015, nearly 30 of every 1,000 individuals with multiple disabilities, 14 out of every 1,000 people age 12 or older with a disability reported violent were victims of a serious violent victimization.B victimization, compared to 12 of every 1,000 people age 12 B or older without a disability.B
    [Show full text]