Adolescent borderline personality disorder involves many aspects such as emotion, interpersonal relationship and self-image, which hinders the healthy growth of individuals, destroys family harmony and hinders social operation. The formation of adolescent borderline personality is influenced by individuals, families, schools, communities and peer groups. Then, the social work intervention of adolescent borderline personality disorder is analyzed below. Welcome to read and browse.

First, the performance and harm of adolescent borderline personality disorder

As far as the current level of medical development is concerned, the treatment of adolescent borderline personality disorder mainly depends on psychotherapy and drug treatment to control the disease. It can be said that the intervention of teenagers with borderline personality disorder is also a great challenge for social workers. Before contacting teenagers with borderline personality disorder, social workers must fully understand and master the symptoms of borderline personality disorder in strict accordance with the methods and skills of social work intervention, so as to cope with the unexpected situation in the process of contacting teenagers with borderline personality disorder and provide better services. Therefore, it is of great significance to study the manifestations and harm of adolescent borderline personality disorder for effective intervention in social work.

Adolescent borderline personality disorder and its manifestations

Borderline personality disorder is a complex and serious mental disorder characterized by mood, interpersonal relationship, unstable self-image and impulsive behavior. Because adolescence is in a very active and sensitive stage, there is a high risk of borderline personality disorder. Judging from the existing research results, early and timely intervention and treatment will help improve the living conditions of adolescents with borderline personality disorder and reduce the possibility of the formation of adolescents with borderline personality disorder.

Kaess and others have studied the characteristics, early diagnosis and intervention of adolescent borderline personality disorder, and pointed out that early diagnosis of adolescent borderline personality disorder is the premise of further intervention. Borderline personality disorder involves individual emotional control, impulse control, interpersonal relationship and self-image. As for the characteristics of borderline personality disorder, the American Psychiatric Association has stipulated it in its book "Diagnostic and Statistical Manual of Mental Disorders". On this basis, referring to Guo, Xiao Zeping and other relevant foreign studies, it is concluded that the general manifestations of adolescent borderline personality disorder are as follows: First, emotional instability and impulsiveness. When the external social environment changes, teenagers will feel insecure and even inferior, and at the same time they will feel excited and omnipotent. Second, interpersonal relationships are unstable. Due to the immature development of emotional intelligence, the interaction between teenagers and others mostly stays at the level of perceptual knowledge, and the relationship between them often changes rapidly between extreme intimacy and extreme opposition. Third, there is a sense of hostility and hatred towards the external environment. Too sensitive to the outside world, teenagers often feel rejected and abandoned. Fourth, it is easy to be frustrated, the ability to resist pressure is not strong, and even there are extreme tendencies such as self-destruction and suicide. Fifth, lack of self-identity, self-intention is discontinuous, inconsistent and contradictory. In severe cases, there will be short-term symptoms of stress psychosis, which will lead to the disintegration and unreality of teenagers, and some patients will have symptoms of paranoia and separation.

(B) the harm of adolescent borderline personality disorder

Adolescent borderline personality disorder is a kind of "stable and unstable" personality disorder, and its harm involves all aspects of life. If it is not intervened and treated in time, it will cause unpredictable damage to individuals, families and even society. The existing research divides the harm of adolescent borderline personality disorder into four categories: aggression-antisocial, active-family conflict, passive-negative, withdrawal-social isolation. This division may not be perfect, but it provides a general idea to understand the harm of adolescent borderline personality disorder, which can be carried out from three angles: individual, family and society.

1. Personal perspective

Adolescence is an important socialization stage in the life cycle and a critical period for the formation of individual self-concept. Many social values and life skills will also be acquired at this stage. The primary harm of borderline personality disorder is that it is easy to cause confusion of teenagers' self-concept and self-identity, which leads to stagnation of development, and in severe cases, it produces symptoms of split personality, which has a lasting adverse effect on their later growth. Secondly, it is difficult for adolescent patients to control their emotions, and it is easy for them to be in an extreme emotional state, sometimes angry and sometimes depressed, and repeatedly experience rapid changes in different emotions in their daily lives. Thirdly, adolescent patients will show some self-destructive behaviors, such as indulging in drugs, alcohol, tobacco, gambling, obscenity, etc., and are prone to self-harm or even suicide. But when you are in good health, you will have a strong sense of self-blame for your impulsive behavior. Finally, borderline personality disorder makes teenagers behave badly in dealing with interpersonal relationships and has a serious impact on the healthy growth of teenagers.

2. Family perspective

From the understanding of the characteristics of teenagers, we can know that they are generally rebellious and show rebellion against their families and parents. Borderline personality disorder makes teenagers show stronger anti-family behavior and poses a great threat to family harmony. They may be hostile to their parents, ignore their authority, provoke or even attack their parents, ignore the existence of their families, and disobey or even resist family education, which will cause great potential risks to family settings and have a negative impact on society.

3. Social perspective

First of all, teenagers, as builders of the future society, are closely related to social change and social modernization. Borderline personality disorder affects the healthy growth of teenagers and has a great impact on the socialization process of teenagers, so that the quality of future social builders can not be guaranteed. Secondly, the characteristics of adolescent borderline personality disorder, such as emotional instability and impulsive behavior, make this group prone to anti-social psychology and behavior, undermine social order and hinder the benign operation of society, such as violent beating, smashing, looting and burning, attacking families and schools, and engaging in illegal and criminal activities.

Second, the influencing factors of adolescent borderline personality disorder

Adolescence is a critical period in the process of individual growth. Excluding the influence of biological genetic factors, the formation of adolescent borderline personality disorder is more due to individual acquisition. The more important factor that affects and restricts the formation, change and development of personality is the overall social environment in which we live. People are closely related to the surrounding environment from birth, and the development of personality is formed by the relationship between individuals and society or peers. Individuals develop from biological people to social people, constantly understand and adapt to society, thus forming, developing and perfecting their own personality and actively playing a role in society. This socialization process involves individuals, groups and institutions, and the most important and influential of these groups is called socialization subject. The main bodies of socialization are family, school, peer group, mass media and community. The following will be elaborated from personal factors, family factors, school factors, community factors and peer groups.

Physical factors and other aspects to explore the causes of adolescent borderline personality disorder.

(1) Individuals: lack of self-awareness and active guidance.

Life experience will change personality. Eriksson believes that the growth of personality is a process of learning to use different abilities in different periods and finally becoming a complete and brand-new individual. In the eight stages of life development, each stage will face a specific crisis, because the initial growth will always be accompanied by the conversion of instinctive energy, which is easy to produce specific weaknesses in each stage. After entering adolescence, with the change of libido, the development of ability tendency and the attempt of social role, the self-integration ability of teenagers has been improved, and the understanding established by individuals in childhood will be questioned again. During this period, there is a gap between the appearance and the heart of teenagers, and the need for self-identity often makes teenagers fall into the self-awareness dilemma of "who I am" and "who others think I am".

At the same time, Aird thinks that life course is the roles and events that individuals play constantly in their life, and the order of these roles or events is arranged according to age levels. In the life course of an individual, the failure of a social role or life event may affect his whole life course. For example, in the process of school study, teenagers are required to publicly guarantee that they will not violate the rules again because of cheating in an exam, which directly exposes psychologically fragile "problem teenagers" to the public. Teachers' criticism and students' ridicule will force teenagers to seek self-protection by escaping and put themselves on the edge of the group.

(b) Family: the family function is incomplete and the emotional bond is broken.

Family is the first social institution for individuals to accept socialization. Family education and influence are of great significance to the personality development of teenagers. Tam Loevinger believes that before the end of adolescence, the family is the environment that has the greatest influence on the individual's "self-development". Family structure, family education, family economy and parent-child interaction will all affect the personality development of teenagers.

1. Family structure: lack of family function

Usually, the family structure includes two basic aspects: one is the family population factor, that is, how many people are there in the family and how big the family is; The second is the elements of family model, that is, how family members are related to each other, and different family models formed by different contact methods. This paper mainly analyzes the causes of adolescent borderline personality disorder with two special families: single-parent family and divorced family. By combing various studies, it is found that teenagers from single-parent or divorced families are much more likely to have deviant behavior than teenagers from parents' families. Generally speaking, the incomplete family structure often means the lack of family functions, and the most intuitive impact is the reduction of family economic income and the weakening of the ability to cope with risks.

Some researchers have long tracked the adverse effects of parents' divorce on their children, and found that individuals whose parents divorced before puberty or adolescence often have adjustment problems later, even after two or three years. However, this does not mean that teenagers from single-parent or divorced families are inferior to teenagers from two-parent families. As far as divorced families are concerned, sometimes parents' divorce does not always bring bad results. On the contrary, it may also be an effective way to solve family conflicts. It is worth noting that in real life, teenagers from single-parent families are occasionally influenced by their social environment. When they are compared with their parents' families, they will inevitably feel wronged.

To be fair, you are occasionally hurt by others' words. In this regard, they either submit to humiliation or fight with each other. If parents do not guide in time, it is easy to leave hidden dangers for the formation of borderline personality disorder.

2. Family education: the discomfort of educational methods and the lack of family education.

In family education, children often directly or indirectly become the inheritors of parents' will and the "mirror" of value projection. Especially in authoritarian family education, parents use disciplinary, authoritarian and rude methods to force their children to unconditionally accept their own standards and norms and limit their autonomy. It is found that improper family education shapes children into impulsive, rigid, rigid, pessimistic, evasive and shrinking characters, which makes them psychologically "self-confined and self-compressed" and become people who are afraid to face problems and can't stand setbacks. At the same time, teenagers are in a "rebellious period" of growth. Too tough measures are often counterproductive, which will only push children to the other extreme and produce a series of extreme behaviors to resist, such as suicide, alcoholism, fighting, running away from home and so on. It is worth noting that in the face of the new situation of social development, the real reason for the formation of adolescent borderline personality disorder is not the discomfort of educational methods, but the lack of family education. Many families can't bear the corresponding educational responsibilities, but place their hopes entirely on school education and social practice. But it turns out that shirking responsibility can not only solve the problem, but also promote the further development of adolescent borderline personality disorder.

3. Parent-child interaction: the emotional bond between generations is broken.

Good parent-child interaction is conducive to the healthy development of adolescents' self-personality, and it is also one of the effective ways for families to provide emotional support for adolescents. According to the "five personalities" model, the "five personalities" of teenagers who feel family support will change, and the "pleasant" personality factor is most closely related to "feeling family support".

However, with the acceleration of the pace of human life, parents are busy with work and have no time to look after their children, so it is impossible to pay good attention to their physical and mental development. Adolescent children spend most of their time at school, and their time with their parents is extremely limited. Money has become the most frequent contact element between many teenagers and their parents, and their emotional communication and interaction are extremely limited. It is easy for teenagers to agree with the financial or material support provided by their families, but the family emotional intimacy is gradually weakening, the emotional bond between generations is broken, unhealthy emotions can not be resolved in time, and they can only be buried in their hearts without the correct guidance of their parents. In the long run, teenagers will be afraid or unwilling to communicate with their parents or even others, thus gradually moving towards the edge.

(c) School: the campus atmosphere is alienated and the teaching system is not suitable.

As a formal learning institution specially established for the purpose of socialization, school is one of the important places for the development of teenagers' personality. Due to the lack of family education, although the relationship between teachers and students is not as close as that between parents and children, teachers often become role models for young people to learn, subtly changing their personalities. At the same time, the school environment and class atmosphere also have great influence on teenagers' personality. Hoels believes that there are four elements to maintain the connection between society and individuals, and these four elements can be used to explain the connection between adolescent personality borderline disorder and school:

(1) Attachment: Teenagers have weak attachment with schools, teachers and classmates, feel great pressure in learning, and are often punished by teachers and alienated by classmates;

(2) Commitment: Teenagers are not satisfied with their studies and cannot promise to study hard, which makes them lack motivation, interest and sense of accomplishment;

(3) Belief: the values of teenagers are inconsistent with those recognized by schools, which makes it difficult for schools to adapt, the relationship between teachers and students is indifferent, and they lack a sense of belonging to classes and schools;

(4) Involvement: Teenagers choose to devote their study time and energy to other activities, disobey school norms and undermine social order. The following will be further explained from the following steps: First, the campus atmosphere. It mainly includes campus environment, campus culture and teacher-student relationship. In fact, the importance of school atmosphere to teenagers' learning and psychological development has been recognized by most social scientists and educators. Many aspects of school atmosphere have an important influence on teenagers' study and achievement, just as a good classroom atmosphere in a good school will encourage dialogue between teachers and students and between students, emphasizing learning more than memory. At the same time, a good campus environment and a positive campus culture help to create a good campus atmosphere, cultivate students' sense of belonging, strengthen their feelings about their higher learning ability, and then bring better school performance. On the contrary, disorderly campus environment, vulgar campus culture and distorted teacher-student relationship are likely to promote the formation of teenagers' marginal personality.

Secondly, the teaching system. At present, schools often focus on evaluating students' grades according to their test scores. This evaluation method has its own defects, which limits students' autonomy and creativity, and students' personal expertise is not paid reasonable attention, resulting in frustration, negativity and conflict. The long-term accumulation of this unhealthy psychology will make students define themselves as marginal people who are not understood and recognized.

Finally, school norms. Perfect school norms are an effective means to regulate students' deviant behavior. However, in recent years, due to the imperfect school norms, unreasonable family education, excessive doting of parents and other factors, school norms are often in trouble and cannot be effectively implemented, and students' behaviors such as skipping classes, coming home late, fighting and drinking are getting worse. Lack of self-control and external guidance will push young students to the edge of society step by step.

(d) Community: the neighborhood relationship is indifferent and community norms are lacking.

Community refers to people's life in a certain geographical area. Community is an important part of people's social life. Communities often control and influence the behavior of community members through various codes of conduct, social psychology, value standards, customs and ethics, so that people can continue their social interaction under new living conditions. Exploring the formation of adolescent borderline personality disorder is inseparable from the analysis of community factors.

First, the community atmosphere. Similar to school atmosphere, community atmosphere mainly includes community environment, community culture and neighborhood relations. A good community atmosphere helps to cultivate teenagers' sense of community belonging. As the main place for community members' activities, a good community environment provides material guarantee, rich community culture provides spiritual support, and harmonious neighborhood relations provide a source of power for the creation of community atmosphere. However, due to the acceleration of urbanization and the continuous expansion of modern urban communities, the community environment has become more complicated, the investment in community cultural construction is insufficient or unattractive, and the neighborhood relationship has become indifferent, making the teenagers living in it lose their proper paradise and lack communication with others since childhood.

Second, community norms. The establishment of community norms aims at standardizing community behavior, safeguarding community rights and interests, ensuring community safety and promoting community stability and harmony. However, most communities usually have some norms that have not been implemented. On the one hand, the specification itself is unreasonable. Community norms should be agreed norms formulated by community members out of their recognition of the community, but most of the current community norms are unilaterally formulated by various units for the convenience of management. On the other hand, community norms lack a supporting security system. The implementation of norms often stays on the surface, and there are no personnel or necessary conditions for the implementation of norms. Therefore, the community is often in danger of anomie, members of the community are in a state of self-defense, members do not know each other, and the problem of lack of trust arises. Teenagers in the community come into contact with it and slowly have an unsafe and distrustful psychological experience to the outside world.

(e) Same age group: "Same age" and "different groups", with serious group stratification.

Peer group is a close informal group composed of people with basically the same status, age, gender, interests and values. The influence of peer groups on adolescent personality development can not be ignored. Its role may be greater than the influence of the school, even greater than the family. The influence of peer groups is reflected in all major factors. For example, in addition to teachers and other related factors, the values and codes of conduct of peer groups will also play an important role, especially in high school. Peer groups in contemporary society are increasingly becoming an important environment for teenagers' daily activities.

Due to the popularization of education, the peer groups of teenagers are all school-age groups, and most of their peer relationships occur on campus. The same age and learning experience make them more similar to each other, and peer relationship should be the main object of emotional exchange and support for teenagers. However, we have to see that with the widening gap between the rich and the poor, the enrichment of material life and the doting of parents, young people are easy to indulge in the satisfaction of material needs and compare with each other. It is worth noting that under the influence of family economic factors, the characteristics of peer groups have changed. Many peer groups are often "the same age" but "different groups", with great differences in interests and values. Some teenagers can't establish a good peer relationship and can only wander between "groups".

In addition, with the continuous development of teenagers' body and mind, the relationship to meet social needs has also changed from parent-child relationship to peer and heterosexual relationship. This relationship with the opposite sex is often accompanied by men and women's ignorant pursuit of love, showing obvious puppy love behavior. This special peer group relationship is very important to the personality development of teenagers. Once this peer relationship breaks down, if it is not guided correctly in time, teenagers are likely to have some deviant behaviors, which will even affect their future views on marriage and love.

Third, the way of social work intervening in teenagers' borderline personality problems.

Thor believes that "people are in the situation", and the development of individuals is influenced by physiological, psychological and social factors, and various factors interact with each other to influence the growth process of helpers. The formation of teenagers' borderline personality is fundamentally related to their environment and their own personality. Therefore, when we intervene in teenagers with borderline personality problems, we should put them in their social environment and grasp the problems of teenagers with borderline personality by understanding the environment where help seekers are located. In view of the intervention of teenagers from individuals, families, communities and schools, social workers should play the roles of service providers, providers and companions on the one hand, and promote the formation of healthy personality structure of teenagers; On the other hand, social workers should also be the resource linkers of teenagers, mobilize all available resources, and build a multi-compound main support network to provide a harmonious and stable environment for the healthy growth of teenagers.

(A) personal level: psychological comfort and cognitive guidance

Before helping clients, social workers should first pass professional psychological tests to assess whether clients have borderline personality disorder. As companions and supporters, social workers should take the initiative to help clients contact psychologists or psychiatrists. At the same time, it is necessary to appease the discomfort, fear and anxiety of the case owner, encourage the case owner to accept the reality, face the future life bravely and establish confidence in life. In the face of such cases, social workers provide "companion" social work services, but this kind of companionship is not like "nanny" care, but gives psychological comfort and emotional support to the parties in the case in a professional way, helping the parties to reduce the mental pressure brought by marginal personality and the pressure of public opinion imposed by the outside world. If the client's borderline personality symptoms have shown the pathological symptoms of mental illness, social workers should refer the client to other more professional rehabilitation institutions for treatment in time to avoid delaying the illness.

Teenagers with borderline personality disorder often have emotional instability, self-identity disorder, fear, impulsiveness and other symptoms, and are often labeled as "crazy" and "neuropathy" in real society. This "stigma" has caused profound harm to the minds of teenagers with borderline personality, causing them to have doubts and fears about the people around them and society, refusing to communicate with others, and being immersed in the pain that no one can understand their inner world for a long time. Long-term psychological pressure and self-blockade can easily lead to autism, schizophrenia and other diseases, which is not conducive to the growth and socialization of teenagers and does great harm to their mental health. In view of the problems of teenagers with borderline personality, social workers should intervene from the perspective of superiority, fully believe that everyone has the energy and desire for self-realization, pay attention to the advantages of teenagers with borderline personality disorder, find their uniqueness with professional evaluation, and gradually change their long-standing misconceptions through appropriate encouragement, cognitive guidance and resilience stimulation, so as to regain their confidence in life and achieve the effect that "life affects life and people affect people". In this process, the strength of parents and peer groups can not be ignored. The care of parents and the encouragement of relatives and friends are one of the driving forces for teenagers to return to normal society. Under the guidance of the dominant perspective, social workers should mobilize all kinds of resources around teenagers with borderline personality disorder, focus on the social causes of borderline personality, and use professional social work methods to help and treat them.

(b) Family level: family environment shaping and family assistance.

Developmental psychology believes that borderline personality disorder is related to bad family environment, chaotic attachment and family history. Satya firmly believes in the efficacy of the power of love and calls on the family to redeem human nature. A healthy family environment will play a positive and dynamic role in the treatment of adolescent borderline personality, while a bad family environment and family structure are not conducive to the healthy growth of adolescents. Therefore, social workers should take the whole family as the treatment unit while taking the client as the center, and evaluate the family structure of the client, so as to promote the family to form a good way of communication and create a harmonious and positive family atmosphere. Through the mutual influence, mutual determination and mutual shaping of family system and personal system, the change of teenagers' marginal personality can be promoted. Psychoanalysis holds that "personal behavior is the result of past events, especially childhood life experiences". Similarly, the appearance of adolescent borderline personality is also closely related to the bad experiences of childhood. When social workers intervene, they should also understand the growth experience of the clients, analyze the relationship among ID, ego and superego in their personality structure, and actively intervene through psychotherapy and social therapy to help the clients restore the balance of their personality structure.

Of course, children with borderline personality disorder do great harm to their families. On the one hand, parents have to rush about for their children's treatment, on the other hand, they have to face ridicule and irony and bear the dual pressure of material and spirit. When social workers intervene in the families of teenagers with borderline personality, they should first relieve their parents' mental stress, at the same time, play the role of resource link, seek the help of the government and non-governmental organizations, and help the families of teenagers with borderline personality to contact public welfare organizations such as foundations and rehabilitation homes, so as to alleviate the economic pressure of the families of teenagers with borderline personality. On the spiritual level of adolescent families with borderline personality disorder, social workers should use the method of group work to help their parents get in touch with the same group, build a positive group "force field" through mutual assistance and information sharing among group members, promote group members to realize self-identity and self-acceptance, form a spiritual motivation of mutual support, and gradually get out of the shadow brought by borderline personality and return to normal society. At the same time, social workers can also hire experts in borderline personality disorder to provide treatment consultation and training for these family members, so as to improve the level and ability of family members and clients to prevent borderline personality.

(c) Community level: support network construction and harmonious communities.

Watson, an American behavioral psychologist, said: Give me a dozen healthy babies, and I can train them to be any kind of people-doctors, lawyers, artists, big businessmen, even beggars or robbers. Although this sentence is an "environmental determinism" that exaggerates the role of the environment, it is not difficult to see the role and influence of the environment on a person's growth. Community is one of the important places for teenagers' daily activities and plays an important role in the recovery of teenagers' morbid personality. Social workers should mobilize positive factors in the community, appeal to residents to accept teenagers with borderline personality disorder and their families, and provide them with a good rehabilitation environment.

To create a community environment conducive to the rehabilitation of teenagers with marginal personality, social workers should make efforts in the following aspects: First, strengthen community publicity. Let community residents know the pain and troubles of teenagers with borderline personality, encourage community residents to accept teenagers with borderline personality and their families, and avoid treating them with "colored glasses" or "problem teenagers" eyes. Encourage community members to give more positive encouragement and support to teenagers with marginal personality, and reduce their sense of powerlessness and loss. Second, strengthen community organizations. In order to make teenagers with borderline personality get better treatment in the community, social workers should coordinate community neighborhood committees and other related institutions to help establish community medical centers and psychological counseling centers. Strengthen the connection between community organizations and between community organizations and teenagers with borderline personality disorder, so as to provide timely and effective drug control and psychological comfort when they have bad emotions such as impulsiveness and anger. Third, strengthen community participation. Community participation not only requires community residents to actively participate in community activities, but also requires clients to participate in community activities with family members. On the one hand, by cultivating the virtues of caring and helping each other in community activities, the relationship between community members can be improved and the cohesion of the community can be enhanced; On the other hand, teenagers with borderline personality disorder can get in touch with people, improve their interpersonal skills, help them adapt to group social life, and gradually get rid of negative emotions such as loneliness, inferiority and powerlessness. Fourth, pay attention to community self-help. Helping others to help themselves is one of the basic principles of social work. Social workers should assist community residents to fully mobilize resources within the community and establish a community mutual aid and self-help system. At the same time, community members should also know and understand the bad emotions and behaviors of teenagers with borderline personality, and actively assist their family members and help teenagers recover by using community support networks.

(d) School level: create a good campus atmosphere and learning environment.

As the main place for teenagers' socialization, school is naturally an important field for social work to intervene and help teenagers with borderline personality disorder. When social workers intervene in the school system, they should first rely on the theory of social ecosystem, focusing on the school-age groups and teachers who have the closest interaction with the case owner, so as to be targeted. In terms of communication with peer groups, teenagers with marginal personality mainly face the problem of integrating into collective life. Therefore, social workers should actively communicate with relevant teachers, encourage students to give positive support and evaluation to teenagers with borderline personality, accept teenagers with borderline personality disorder with sincerity and tolerance, and don't exclude them because of their strange personality or unstable emotions, so as to make them feel welcome. In the interaction with teachers, teenagers with borderline personality have to face the problems of being accepted by teachers and learning difficulties. In this regard, social workers should strengthen contact with teachers and relevant administrative personnel, on the one hand, let school leaders and teachers understand and accept teenagers with borderline personality disorder. On the other hand, in view of the special situation of teenagers with borderline personality disorder, it is necessary to teach students in accordance with their aptitude and change the teaching mode and system norms of "high score determines good or bad" in schools. Social workers should actively consult and discuss with teachers to establish ways for teenagers with borderline personality disorder to learn freely and spontaneously, such as using online information platform to carry out online teaching, home classes and other channels to help teenagers with borderline personality disorder gradually adapt to school life. In addition, social workers should also act as the contact between schools and parents, coordinate the strength of families and schools, and devote themselves to the rehabilitation of teenagers with marginal personality.

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