Mentalisation Based Treatment and Psychoanalysis
In: Gruppenpsychotherapie und Gruppendynamik: Beiträge zur Sozialpsychologie und therapeutischen Praxis, Band 58, Heft 3, S. 205-215
ISSN: 2196-7989
20 Ergebnisse
Sortierung:
In: Gruppenpsychotherapie und Gruppendynamik: Beiträge zur Sozialpsychologie und therapeutischen Praxis, Band 58, Heft 3, S. 205-215
ISSN: 2196-7989
In: Social development, Band 17, Heft 3, S. 737-754
ISSN: 1467-9507
AbstractRecent studies of the relationship between parenting and child development have included a focus on the parent's capacity to treat the child as a psychological agent. Several constructs have been developed to refer to this capacity, for example maternal mind‐mindedness, reflective functioning, and parental mentalizing. In this review article, we compare and contrast different constructs from diverse theoretical backgrounds that have been developed to operationalize parental mentalizing. We examine the empirical evidence to date in support of each of the constructs and review the relevant measures associated with each construct. Next, we discuss the possibility that these apparently diverse constructs may tap into the same underlying neurobiological socio‐cognitive system. We conclude by proposing a testable model for describing the links between parental mentalization, the development of mentalizing in children, and child psychopathology.
In: Social work in mental health: the journal of behavioral and psychiatric social work, Band 6, Heft 1-2, S. 187-201
ISSN: 1533-2993
In: V&R eLibrary
Mentalisierungsbasierte Pädagogik legt den Fokus auf Emotionen, Verstehen und pädagogische Beziehung bzw. Bindung und spricht damit alle an, die in pädagogischen Feldern praktisch oder in der Forschung tätig sind. Das Handbuch greift den aktuellen Stand der Forschung wie auch fallbezogene Erfahrungen aus den pädagogischen Feldern auf und diskutiert sie. Es klärt die entwicklungspsychologische Grundlage der Mentalisierungstheorie (insbesondere für Kindheit und Jugend), bevor es sich grundlegend mit der Bedeutung der Mentalisierungstheorie für die Pädagogik auseinandersetzt. Dies wird ausführlich für die pädagogischen Felder Frühpädagogik, Schule, Soziale Arbeit, Supervision und Beratung, Traumapädagogik, Inklusion und Erwachsenenbildung erarbeitet.Zudem wird gefragt, wo in der Pädagogik Mentalisieren (indirekt) schon immer Thema war und welche Einflüsse gerade auch die Pädagogik auf die aktuelle Entwicklung der Mentalisierungstheorie haben kann. Hierfür steht eine ausgewählte Gruppe nationaler und internationaler Autoren aus den Feldern Pädagogik, Psychologie, Medizin und Psychotherapie/Beratung bereit. Sie liefern mit dem Handbuch einen grundlegenden Beitrag für eine aktuelle Pädagogik, die die Beziehung zwischen Kindern und Erwachsenen in den Fokus nimmt.
In: Annual Review of Clinical Psychology, Band 16, S. 297-325
SSRN
In: Social policy and society: SPS ; a journal of the Social Policy Association, Band 18, Heft 3, S. 415-424
ISSN: 1475-3073
There is strong evidence linking adverse childhood experiences (ACEs) and poor outcomes in adulthood both in terms of mental and physical health. Gaps in both the evidence base and research priorities still exist. These include understanding how to identify and assess risk in children who have experienced ACEs, and also the development and, importantly, the evaluation of interventions. Outstanding gaps include whether there are sensitive periods during childhood, the role of resilience/protective factors, the causal relationships, biological mechanisms and relative risk of ACEs for particular negative outcomes. ACEs affect individual children differently and chronic exposure appears to increase the risk of poor outcomes in adulthood, meaning interventions should also be tailored to the individual children, families and communities. Generally, there needs to be better evaluation of interventions and dissemination of this information to ensure that their use is evidence based. More input from affected communities, clinicians, funding bodies and Government departments is required to identify research priorities and ensure gaps in the evidence base are addressed.
In: Smith College studies in social work, Band 77, Heft 4, S. 31-51
ISSN: 1553-0426
In: Smith College studies in social work, Band 72, Heft 2, S. 303-326
ISSN: 1553-0426
In: Social development, Band 8, Heft 2, S. 161-178
ISSN: 1467-9507
Data from the six‐year follow up of a longitudinal study investigating intergenerational patterns of attachment and the effects of early relationships upon subsequent social, emotional and cognitive development are presented. Around the time of their sixth birthday, 63 children participated in an affect understanding task, involving cartoon diagrams depicting social and emotional dilemmas. As predicted, performance on this task, assessed in terms of mixed‐emotion understanding, was predicted by security of the infant‐mother attachment relationship (as assessed in the Strange Situation at one‐year) and security or autonomy in the mother's representations of, and reflections upon, her attachment history (as assessed with the Adult Attachment Interview of AAI–during pregnancy) prior to the child's birth. Regression analyses suggested that the infant‐mother attachment data significantly enhanced the prediction of an advanced understanding of mixed emotions at six‐years, even after controlling for variations in the children's age at time of testing, as well as child and parent verbal skills. The inclusion of earlier assessments of the child‐father Strange Situation assessment (at 18‐months) did not enhance the model; nor did the attachment status of the mothers or fathers as observed in their prenatal AAIs. Discussion concerns the contributions of early attachment processes, including family conflict, to the ability to verbally express an understanding of mixed emotions in a task depicting hypothetical social and emotional dilemmas.
In: Child abuse & neglect: the international journal ; official journal of the International Society for the Prevention of Child Abuse and Neglect, Band 115, S. 105018
ISSN: 1873-7757
In: Clinical social work journal, Band 36, Heft 2, S. 131-142
ISSN: 1573-3343
In: The international journal of social psychiatry, Band 52, Heft 3, S. 187-198
ISSN: 1741-2854
Objective: The study examined teachers' perceptions of bullying by other teachers to see what causes and characteristics were attributed to such bullying teachers, and how often teachers were themselves bullied by students. Method: 116 teachers from seven elementary schools completed an anonymous questionnaire reflecting their feelings and perceptions about theirown experiences of bullying, and how they perceive colleagues over the years. Results: Resultsconfirmed that teachers who experienced bullying themselves when young are more likely to bothbully students and experience bullying by students both in classrooms and outside the classroom. Factor analysis revealed two types of bullying teacher: a sadistic bully type and a bully-victim type. Conclusions: The implications for the mental health of children and for effective teaching are discussed, in the light of widespread recognition of the traumatic effects of bullying on childhood development.
In: Human development, Band 67, Heft 2, S. 57-68
ISSN: 1423-0054
Recently, researchers from developmental and clinical psychology highlighted epistemic trust (ET) as a key factor for personality disorders. ET is intended as the mental openness to information coming from others during social exchanges. ET develops from signals called ostensive cues, delivered through facial expressions during interactions in a secure attachment context. Similarly, interpersonal trust (IT) refers to the perception of others as not harmful, which is also developed through secure attachment relationships. Our purpose was to suggest a conceptualization of ET as a specific facet of IT. We hypothesize that positive experiences of caregiving promote IT development that includes a specific sense of trust toward others' knowledge. Moreover, we suggest that the early ability to infer a judgment of trustworthiness from facial cues is the starting point for developing both IT and ET. This conceptualization supports the role of considering both IT and ET in the development of borderline pathology.
In: Child abuse & neglect: the international journal ; official journal of the International Society for the Prevention of Child Abuse and Neglect, Band 128, S. 105576
ISSN: 1873-7757
In: Child abuse & neglect: the international journal ; official journal of the International Society for the Prevention of Child Abuse and Neglect, Band 144, S. 106394
ISSN: 1873-7757