Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-2xdlg Total loading time: 0 Render date: 2024-06-28T14:51:06.188Z Has data issue: false hasContentIssue false

Chapter 13 - Working with Children

from Part IV - Application of Mentalization-Based Treatment in Different Populations and in Different Settings

Published online by Cambridge University Press:  18 May 2023

Anthony Bateman ,
Peter Fonagy ,
Chloe Campbell ,
Patrick Luyten  and
Martin Debbané
Anthony Bateman
Affiliation:
Anna Freud National Centre for Children and Families, London
Peter Fonagy
Affiliation:
University College London
Chloe Campbell
Affiliation:
University College London
Patrick Luyten
Affiliation:
University College London
Martin Debbané
Affiliation:
University College London
Get access

Summary

MBT-Children (MBT-C) targets the mentalizing of children and their families. A range of techniques that are tailored to the child’s mentalizing capacity are discussed in this chapter. MBT-C involves working not only with the child but also with the parents, to support their capacity to adopt a mentalizing stance toward their child. The mentalizing approach seeks to help parents to view their child as a separate person with their own mind and experiences, and to enable the parents to become more open to thinking about the mental states that might drive their child’s behavior. MBT-C is a play-centered approach. The chapter includes clinical examples that demonstrate how the intervention needs to be tailored to the child’s age and mentalizing abilities.

Keywords

calendarchild developmentcontingentmarkingmentalizing stanceMBT-CMBT-Childrenmirroringplay
Type
Chapter
Information
Cambridge Guide to Mentalization-Based Treatment (MBT) , pp. 319 - 327
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Midgley, N, Ensink, K, Lindqvist, K et al. Mentalization-Based Treatment for Children: A Time-Limited Approach. Washington, DC: American Psychological Association, 2017.CrossRefGoogle Scholar
Fonagy, P, Target, M. Playing with reality: I. Theory of mind and the normal development of psychic reality. Int J Psychoanal 1996; 77: 217–33.Google ScholarPubMed
Target, M, Fonagy, P. Playing with reality: II. The development of psychic reality from a theoretical perspective. Int J Psychoanal 1996; 77: 459–79.Google ScholarPubMed
Fonagy, P, Target, M. Playing with reality: III. The persistence of dual psychic reality in borderline patients. Int J Psychoanal 2000; 81: 853–74.CrossRefGoogle ScholarPubMed
Tessier, VP, Normandin, L, Ensink, K, Fonagy, P. Fact or fiction? A longitudinal study of play and the development of reflective functioning. Bull Menninger Clin 2016; 80: 60–79.CrossRefGoogle ScholarPubMed
Midgley, N, Muller, N, Malberg, N et al. Children. In: Bateman, A, Fonagy, P, eds. Handbook of Mentalizing in Mental Health Practice, 2nd ed. Washington, DC: American Psychiatric Association Publishing, 2019; 247–63.Google Scholar
Hansen, BR. I Dialog med Barnet: Intersubjektivitet i Utvikling og i Psykoterapi [In Dialogue with the Child: Intersubjectivity in Development and in Psychotherapy]. Oslo: Gyldendal, 2012.Google Scholar
Haugvik, M, Johns, U. Facets of structure and adaptation: a qualitative study of time-limited psychotherapy with children experiencing difficult family situations. Clin Child Psychol Psychiatry 2008; 13: 235–52.CrossRefGoogle ScholarPubMed
Csibra, G, Gergely, G. Natural pedagogy. Trends Cogn Sci 2009; 13: 148–53.CrossRefGoogle ScholarPubMed
Tomasello, M, Vaish, A. Origins of human cooperation and morality. Annu Rev Psychol 2013; 64: 231–55.CrossRefGoogle ScholarPubMed
Gergely, G, Watson, JS. The social biofeedback theory of parental affect-mirroring: the development of emotional self-awareness and self-control in infancy. Int J Psychoanal 1996; 77: 1181–212.Google ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×