Assessment of Mentalization-Based Interventions with School-Age Children

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dc.authorscopusid55929397700
dc.contributor.authorHalfon, S.
dc.date.accessioned2024-07-18T20:16:59Z
dc.date.available2024-07-18T20:16:59Z
dc.date.issued2024
dc.description.abstractA common factor linked to recovery in a variety of psychotherapies is mentalizing, the fundamental human ability to understand oneself and others in terms of intentional mental states, such as feelings, desires, attitudes, and goals. Psychotherapy interventions that promote mentalization are also linked to positive outcomes. The adoption of mentalization-based interventions for children has been somewhat slow, despite their potential. Moreover, when compared to the evidence-base for mentalization-based interventions for infants or adults, middle childhood currently lacks a well-developed body of research supporting mentalization-based interventions. The studies depicted in this paper aim to address this gap, elucidating the kinds of mentalization-based interventions and their assessments that are being conducted at Istanbul Bilgi University Psychotherapy Center. These studies have the aim of not only assessing the effectiveness of mentalization-based interventions with school-age children, but also identifying why and how these interventions work, meaningfully linking clinical process with outcome. © 2024 JICAP Foundation, Inc.en_US
dc.description.sponsorshipAmerican Psychoanalytic Association, APsaA; International Psychoanalytical Association, IPA; Türkiye Bilimsel ve Teknolojik Araştırma Kurumu, TÜBİTAK: 215K180, 121K733en_US
dc.description.sponsorshipThe work was supported by the\u00A0American Psychoanalytic Association International Psychoanalytical Association T\u00FCrkiye Bilimsel ve Teknolojik Ara\u015Ft\u0131rma Kurumu. I would like to thank Dr. Norka Malberg and the organizing committee of the International Congress on Mentalization-Based Treatment for Children, Adolescents and Families for inviting to me to present the following paper and Dr. Susan Warshaw for the opportunity to contribute to this special addition. The studies described here were partially supported by Scientific and Research Council of Turkey (TUBITAK) Project No: 215K180 and 121K733 as well as grants from International Psychoanalytic Association and American Psychoanalytic Association.en_US
dc.description.sponsorshipThe studies described here were partially supported by Scientific and Research Council of Turkey (TUBITAK) Project No: 215K180 and 121K733 as well as grants from International Psychoanalytic Association and American Psychoanalytic Association.en_US
dc.identifier.doi10.1080/15289168.2024.2305058
dc.identifier.endpage55en_US
dc.identifier.issn1528-9168
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85189613405en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage44en_US
dc.identifier.urihttps://doi.org/10.1080/15289168.2024.2305058
dc.identifier.urihttps://hdl.handle.net/11411/6354
dc.identifier.volume23en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofJournal of Infant, Child, and Adolescent Psychotherapyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.titleAssessment of Mentalization-Based Interventions with School-Age Childrenen_US
dc.typeArticleen_US

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