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Children diagnosed as having a borderline syndrome present varying developmental problems. A body of published knowledge based on clinical experience has gradually emerged, emphasizing the crucial impact of the resolution of the early mother-child symbiosis on the growth of object relationships and ego strength nuclei (Eckstein and Wallerstein, 1957; Fintzy, 1971; Glovacchini, 1972; Mahler, 1968, 1971, 1975; Masterson, 1977).
Borderline children are characterized by variations in stability of behavioral control, in integration of thought and affect, and in potential for regression into schizophrenic psychosis. Their defenses remain developmentally primitive, and their lack of effectiveness in warding off anxiety contributes to symptom formation. The absence of an integrated sense of self; the splitting of self and object representations; poor frustration tolerance; emergence of primary process content; and temporary disintegration of thought processes and reality testing may all be noted in borderline children. Destructive or self-destructive acting out seems to be used as a means of reintegrating the self and lowering anxiety. Despite underlying ego deficits on a social level, at times these children can be quite appropriate. They also may appear merely neurotic and beset with phobias, somatic symptoms and overt anxiety.