Flashcards
Attachment and Mentalization
Cards in this deck (31)
- 1The Attachment Theorypeople develop working models of relationships through their interactions with early caregivers. These working models of relationships go on to influence personality development, social interaction tendencies, expectations of the world and other people and strategies for regulating emotions
- 2Secure Attachmentsecure attachment is formed by the provision of a secure base from which children safely explore their internal and external worlds.
- 3importance of secure attachmentcaregivers insightful understanding of of a child's experience, coupled with feedback to that child about the experience, provides a useful model for children. it help them pay attention to and understand what their experiencing.it culminates learning to reflect upon and understand their own states of mind. the care giver models comforting responses which are learned by child. aids the progression from assisted to independent observation of self.
- 4importance of secure attachment cont.when caregivers model soothing responses this enables children to learn how to calm and soothe themselves. children's positive experiences of safety and comfort shape the formation of mental representations of themselves and others. through caregivers consistent behaviour, children learn to regulate their own affect. they internalize the soothing comforting coping strategy that took place between them.
- 5Types of insecure attachmentambivalent- over clingy or proximity seeking
avoidant- rejecting the caregiver
disorganized- alternates between clingy and rejection, coupled with fear - 6insecure attachmentslittle or no modelling of soothing behaviour is offered so children do not learn how to regulate their own emotions or soothe themselves. these attachments limit the development of mentalization
- 7mentalization and attachmentm is the ability to reflect upon and understand one's state of mind- the insightful understanding of what one is feeling and why. it develops through caregivers empathic and insightful response to child's distress, meaning it is learned through secure attachments. insecure attachments limit the development of this important skill.
- 8Mentalizationthe ability to understand the mental state of oneself or others, that underlies overt behaviour. can be seen as a form of imaginative mental activity that lets us perceive and interpret human behaviour in terms of intentional mental states. "Thinking about thinking", "Keeping the mind in mind"
- 9mentalization and secure attachmentsthe internal working model of relationships that infants develop are applied to other important relationships later in life.
- 10mentalization and insecure attachmentswhen feedback is missing or inaccurate,children cannot fully develop the capacity to mentalize. they do not learn to understand their thoughts, feelings and motivations, not those of others.their interpersonal relationships are negatively affected. people with BPD are limited in their capacity to mentalize. - difficulties such as impulsivity, sense of identity is fragmented and inconsistent, poor regulation of intense emotions.
- 11what can we do with mentalizing-coping skill for effective emotional regulation
-develop a sense of identity, increased social and situational awareness, shows them how to flexibly adapt
-successfully cope with intense emotions
-hitting the pause button - 12benefits of mentalizing-enables us to understand our own contributions to problems and conflicts with others
-change behaviour and calm down when upset
-relate to ourselves and other people with empathy and compassion
promotes ability to effectively cope with conflict - 13Bullyingredefined from a dyadic persepctive to a triadic perspective. Teahers, administrators and students can promote or ameliorate bullying
- 14Bystanderactive and involved participant in the social architecture of school violence, rather than a passive witness.
- 15Why might children bully?insecure attachements- pathological feedback, the child develops in distorted ways, manifested in overt and covert ways in adulthood
-individual not recognised in the mind of the other= loss of mentalization, and without a sense of connection the potential cruciable for violence emerges
-other becomes dehumanised and thus can be hurt with greater impunity - 16Abdicationthe avoidance of the acknowledgement of the role in the bullying process by the abdicating bystander, who projects blame onto others
-interventions must focus on the transformation of the bystander into a committed community member - 17Dissosiating processa powerful dynamic fuels the triad interaction, disrupting mentalization through the impact of conscious and unconscious coercion on individuals and groups. The victim is dissociated from the school community as "not us" by the bully on behalf of the bystanding community
- 18mentalization of the bystanderbystander roles are considered to be co-created and dialectually defied and in these roles mentalizing (self-awareness, self-agency, accurate assessment o self and others) is impaired
- 19Bully (aggressive) bystander-collapse of mantalization
-sets up victimization in school community
-excitement, sadomasochistic - 20Passive bystander-collapse of mentalization
-passively drawn into victimization process
-fearful, helpless, apathetic
-can reinforce bullying by providing consenting audience which sends implicit message that aggression is acceptable - 21Abdicating bystander-mentalizing preserved by projection and projective identification
-abdicates responsibility by scapegoating
-outraged by poor performance by others - 22Helpful bystander-mentalization enhanced
-mature and effective use of individual and group psychology to promote self awareness and resist victimization
-compassionate, outraged by harm to others
-anyone can occupy this role
-natural leaders, not self centered or seeking limelight
-rarely occupy leadership positions, doubt own abilities. - 23Avoidant bystander-mentalization preserved by denial
facilitates victimization by denial of personal responsibility
need for self preservation attended by the hope that nothing terrible will happen if one maintains a positive attitude - 24conspiracy of silencenot speaking up due to fear of being targeted for being a snitch
- 25bystanders in the school enviromentwitness bullying and other forms of violence but are not acting in the role of the bully or the victim. They may perpetuate bully-victim patters by allowing bullying to occur or actually participating in the exclusion of others
- 26norm of non-interventionless likely to help when they observe others doing nothing
- 27reflective functioninginterpersonal and intrapersonal capacity to understand the mind of the other, to make meaning of behaviour in light of underlying mental states and intentions. essential for affect modulation and regulation
- 28why is reflective functioning important-if we are known and understood by our caregivers, we are more likely to be able to mentalize ourselves
-if our parents can reflect upon and contain their own behaviour, they are more likely to be able to contain the baby's. - 29Functions of the baby mat (3)-support the mother infant dyad
-facilitate wondering:new ways of thinking about baby that moves from concrete to symbolic, physical to relational and symptomatic to psychological
-identify mothers and/or babies at risk - 30Function of the baby mat cont (3)-model reflective functioning for the caregiver
-promote infants coherent sense of self
-facilitate practical discussions about mothering. - 31holding the parent in mindinvolves regulating the mothers emotions so that in turn she can regulate her baby's emotions
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- Third Year Psychology Intervention Flashcards on Attachment and Mentalization, created by jessvicfalls on 12/06/2016.
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