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Mentalization-Based Work with Families

Asen, Eia; Bleiberg, Efrain; Fonagy, Peter; (2024) Mentalization-Based Work with Families. Psychodynamic Psychiatry , 52 (4) pp. 563-583. 10.1521/pdps.2024.52.4.563.

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Abstract

This article reviews an approach to working with families that grounds in systemic thinking the framework of mentalization-based treatment. Employing a mentalizing stance, this approach aims to interrupt coercive, nonmentalizing cycles of interaction within the family system and replace them with mentalizing conversations in which epistemic trust and the shared social-emotional learning of the we-mode can be generated. The process thus promoted is a spiral of shared attention and co-mentalizing, constantly lost and then recovered, in which therapist and family members learn to hear, recognize, understand, and trust one another and repair the inevitable disruptions in mentalizing and trust that allow family members to experience a way of shared knowing— the we-mode—that they can apply to communicate and solve problems both within the family system and in the broader social systems in which the family is embedded.

Type: Article
Title: Mentalization-Based Work with Families
DOI: 10.1521/pdps.2024.52.4.563
Publisher version: https://doi.org/10.1521/pdps.2024.52.4.563
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
Keywords: mentalization, epistemic trust, systemic perspective, family therapy
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery-pp.ucl.ac.uk/id/eprint/10202811
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