Yazar "Beşiroğlu, Burcu" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • Küçük Resim
    Öğe
    Mentalization and its relation with child and parent characteristics and therapy outcome
    (İstanbul Bilgi Üniversitesi, 2020) Beşiroğlu, Burcu; Halfon, Sibel
    ABSTRACT: This thesis includes two articles, focusing on mentalization which is the ability to understand, infer, and influence one’s own and others’ behaviors based on mental states like beliefs, wishes, intentions, needs, and feelings. The first article consists of the research investigating the psychometric properties of the Reflective Function (RF) coding system on the Parent Development Interview (PDI), one of the gold assessment tools of mentalization. The research was conducted with 115 Turkish mothers (Mage = 36.01 years, SD = 4.96) and their children (Mage = 6.99 years, SD = 2.09, 41.7% girls). The findings revealed that the RF coding system on the PDI is a reliable and valid tool in measuring parental mentalization of clinical sample in Turkey. Analyses revealed multidimensional structure of parental reflective function (PRF) as self-, child-, and relation-focused PRF and their differential associations with parent (number of children mother has, education level, socioeconomic status, and attachment organization) and child variables (expressive language, affect regulation, externalizing problems, and positive and adverse experiences). The second article includes the study examining the influence of baseline parental and child’s mentalization on the changes in problem behaviors in psychodynamic psychotherapy. This study extends the literature on the importance of mentalization for treatment outcome and is the first known to be conducted in psychodynamic child psychotherapy. The study was conducted with 60 Turkish school-age children (Mage = 7.90, SD = 1.35, 43.3% girls) and their mothers. Multilevel modeling analyses revealed that parents’ child-focused and children’s self-focused mentalization predicts the changes in emotional and behavioral problems. The findings reveal the importance of investigation focusing on multidimensional structure of mentalization and are discussed in relation to existing literature and their clinical implications.
  • Küçük Resim
    Öğe
    The Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers' Disruptive Behavior
    (Springer, 2020-01) Akbulut, Müge Ekerim; Şen, Hilal H.; Beşiroğlu, Burcu; Selçuk, Bilge
    Objectives Research examining disruptive behaviors in clinical groups of preschool and school-aged children has consistently revealed significant difficulties in their emotion knowledge and empathy but intact performance in their theory-ofmind (ToM). However, it is largely not known if these difficulties in emotion knowledge and empathy as opposed to ToM are specific to extreme forms of disruption in clinical groups or rather represent broad deficiencies related to disruptive behaviors in general, including the milder levels exhibited by typically developing children. Milder disruptive behaviors (e.g., whining, arguing, rule-breaking and fighting) in peer contexts might relate to normative variations in socio-cognitive and emotional skills like ToM, emotion knowledge and empathy. To illuminate whether the same pattern of relations observed in clinical samples would arise in typical development, this study aims to examine the role of ToM, emotion knowledge and empathy in typically developing preschoolers' disruptive behaviors. Methods We used individual tasks to measure 116 typically developing Turkish preschoolers' ToM, emotion knowledge (understanding anger and sadness) and empathy for pain, and received mothers' reports about children's levels of disruptive behavior in peer contexts. Results Path analysis showed that among these skills, it was only empathy which predicted disruptive behaviors significantly (beta = -0.25, p < 0.05). Understanding sadness predicted higher empathy (beta = 0.18, p < 0.05) and higher empathy predicted lower disruptive behaviors, but the mediation of empathy in the link between understanding sadness and disruptive behavior was not significant (beta = -0.05, p > 0.05, 90% CI = -0.106, 0.001). Conclusions Overall, our results indicate that empathizing with others' emotions is more important than understanding their mental states and emotions for lower disruptive behaviors.