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
22 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: 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: 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