Introduction

Rossouw, Trudie; Wiwe, Maria; Vrouva, Ioanna

doi:10.4324/9780429323928-20

Cited by 6 publications

(11 citation statements)

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“…This might be because validation, through active listening and acknowledging young people’s experiences, plays a vital role in cultivating trust, fostering deep connection, and establishing a sense of safety within the therapeutic relationship. The significance of validation as a therapeutic process and a mechanism of change is recognized in various therapeutic approaches, including STPP, dialectical behavior therapy, and mentalization-based treatments (Fonagy & Allison, 2014; Fruzzetti & Ruork, 2018; Rossouw et al, 2021). This is not surprising, as being seen and understood by another individual can facilitate the development of epistemic trust, which involves considering information as valid, relevant, and applicable to other situations.…”

Section: Discussionmentioning

confidence: 99%

“…Not surprisingly, therapeutic attitudes such as genuine interest, curiosity, flexibility, and open-mindedness also emerged as important for enhancing the therapeutic alliance and resolving ruptures. These attitudes have not always been emphasized in STPP treatment manuals (none of these terms are found, e.g., in the index of Cregeen et al, 2017), but they may well be implicit in most therapeutic work, and align clearly with principles underlying mentalization-based treatments (Midgley et al, 2017; Rossouw et al, 2021) as well as humanistic approaches (Axline, 2013; Rogers, 1965).…”

Section: Discussionmentioning

confidence: 99%

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Repairing alliance ruptures in psychodynamic psychotherapy with young people: The development of a rational–empirical model to support youth therapists.

Cirasola,

Midgley,

Muran

et al. 2024

Psychotherapy

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Alliance ruptures in youth psychotherapy can have a significant impact on treatment outcomes. However, there is currently limited guidance on how to effectively repair these ruptures with young people. This study aims to address this gap specifically in the context of psychodynamic psychotherapy with adolescents. The objectives of the study are (a) to understand the therapeutic interventions and attitudes that either facilitate or hinder the resolution of alliance ruptures and (b) to develop a model for repairing these ruptures within this particular treatment approach. To accomplish this, a task analysis of a previously developed rational model of resolving alliance ruptures was conducted using 16 sessions from short-term psychodynamic psychotherapy with depressed adolescents. The analysis supported some stages of the hypothesized rational model while revealing the need for revisions. As a result, the study developed a rational-empirical model that includes flexible strategies that therapists can use to repair alliance ruptures. This model emphasizes the significance of a collaborative, open, and empathetic approach to resolving ruptures. In contrast, rigid, defensive, or invalidating therapist attitudes can hinder the resolution process. The evidence-based model developed from the study can provide valuable guidance to psychodynamic psychotherapists working with young people, offering insights on how to approach ruptures and employ effective strategies to promote their resolution. Clinical Impact StatementQuestion: This study aimed to develop a model to support therapists in resolving relationship issues and ruptures when working psychoanalytically with young people. Findings: Alongside suggesting the use of a variety of specific reparation strategies, the resulting model emphasizes the importance of therapists being understanding, flexible, and respectful of the young person's feelings when repairing ruptures. Meaning: To successfully repair ruptures, it is important for therapists to not only consider what strategies they use but also how they use them. Next Steps: Research on how to repair alliance ruptures should be used to develop guidelines and training to support youth therapists in managing the inevitable strains in the therapeutic relationship.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Repairing alliance ruptures in psychodynamic psychotherapy with young people: The development of a rational–empirical model to support youth therapists.

Cirasola,

Midgley,

Muran

et al. 2024

Psychotherapy

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“…Trust towards peers was found to be associated with the other targets of epistemic trust: we did not find a specific effect for trust towards peers on emotion regulation or perceived stress. During adolescence, relational changes take place involving the gradual separation from parents and an increased focus on relationships with peers (T. Rossouw et al, 2021 ). However, during the phase of the pandemic that coincided with our study, young people were obliged to stay at home with their families.…”

Section: Discussionmentioning

confidence: 99%

“…However, during the phase of the pandemic that coincided with our study, young people were obliged to stay at home with their families. The resulting state of isolation from peers might have obstructed the process of increased relational investment in friends (T. Rossouw et al, 2021 ). In this context, primary attachment relationships may have emerged as the key determinants of epistemic trust, with the result that epistemic trust in parents may have had an unusually impactful influence (Buist et al, 2002 ).…”

Section: Discussionmentioning

confidence: 99%

Adolescence in lockdown: The protective role of mentalizing and epistemic trust

et al. 2022

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Objective Mentalizing is the ability to interpret one's own and others' behavior as driven by intentional mental states. Epistemic trust (openness to interpersonally transmitted information) has been associated with mentalizing. Balanced mentalizing abilities allow people to cope with external and internal stressors. Studies show that social isolation imposed by the COVID‐19 pandemic was highly stressful for most people, especially for adolescents. Here we examine whether mentalizing and epistemic trust were protective factors in relation to emotional distress during the lockdown. Method A total of 131 nonclinical adolescents, aged between 12 and 18 years, were evaluated during the lockdown using the Reflective Functioning Questionnaire for Youth, Inventory of Parent and Peer Attachment, Perceived Stress Scale, and Difficulties in Emotion Regulation Scale. Results Results from network analysis showed that epistemic trust and mentalizing were negatively associated with perceived stress and emotion dysregulation. Epistemic trust in fathers was associated with level of perceived stress, and epistemic trust in mothers with emotion dysregulation. Conclusion These findings suggest that epistemic trust and the capacity to mentalize were low in adolescents during lockdown, and this was associated with high levels of stress. However, robust levels of epistemic trust and mentalizing may have acted as protective factors that buffered individuals from the risk of emotional dysregulation during the lockdown.

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“…Preventive mentalization-based programmes can help teachers to sustain mentalization even in situations where they would otherwise typically experience unregulated stress. Th ese skills are extremely useful for teachers, because they often work with children who come to school with behavioural problems, attachment issues, and negative internal working models of relationships (Rossouw et al, 2021;Sharp et al, 2013). When a child's nonmentalizing and disorganized family system consistently makes them feel threatened, the child's attachment system can become hyperactivated, undermining their higher executive functioning.…”

Section: Mentalization In Schoolsmentioning

confidence: 99%

Mentalization and Its Use in Schools

Nišponská¹

2023

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Th is article outlines the current state of theoretical knowledge about mentalization, which appears to be essential for eff ective practice in the teaching profession. Mentalization is the capacity to understand and make sense of our own and others' actions by recognising and giving meaning to intentional mental states, including needs, thoughts, feelings, beliefs, and motivations. It is the understanding of the background of the behaviour – the understanding of the mental states that have led to a certain behaviour. Thanks to mentalization theory, we are now able to think and discuss in more detail what happens between and within people as they interact in diff erent social contexts such as schools. Th ese skills are useful for teachers as they work with children, whose metalizing skills are still developing. At the same time, in their practice, teachers often encounter children who come to school with disruptive behaviours, insecure attachment styles, and negative internal working models of relationships that make the healthy development of mentalizing skills diffi cult. Th is article highlights the importance of mentalization in educational contexts and provides a framework for interventions aimed at increasing mentalization skills among teachers, parents, and students. Empirical evidence has shown that the implementation of mentalization-based programmes in schools can lead to signifi cant improvements in teacherresilience, as well as a reduction of aggressive behaviour among students and an improvement of their academic performance.

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Introduction

Cited by 6 publications

References 0 publications

Repairing alliance ruptures in psychodynamic psychotherapy with young people: The development of a rational–empirical model to support youth therapists.

Repairing alliance ruptures in psychodynamic psychotherapy with young people: The development of a rational–empirical model to support youth therapists.

Adolescence in lockdown: The protective role of mentalizing and epistemic trust

Mentalization and Its Use in Schools

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