By Peter Fonagy
Winner of the 2003 Gradiva Award and the 2003 Goethe Award for Psychoanalytic Scholarship Arguing for the significance of attachment and emotionality within the constructing human attention, 4 favorite analysts discover and refine the suggestions of mentalization and impact legislation. Their daring, full of life, and inspiring imaginative and prescient for psychoanalytic therapy combines parts of developmental psychology, attachment idea, and psychoanalytic approach. Drawing commonly on case stories and up to date analytic literature to demonstrate their principles, Fonagy, Gergely, Jurist, and goal supply types of psychotherapy perform which may let the sluggish improvement of mentalization and impact law even in sufferers with lengthy histories of violence or forget.
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Additional resources for Affect regulation, mentalization, and the development of the self
1997) s u g g e s t s t h a t r e p r e s e n t a t i o n s (working models) of selfother relations, even w h e n n o t yet mentalized, begin to vary in quality in t h e first year, a n d t h i s quality is related to i n f a n t p a r e n t interactions, a s observed in t h e laboratory situation. If sufficiently c o h e r e n t to be generalized to other relationships in 34 / Theoretical Perspectives characteristic ways, they m a y index p r o c e s s e s t h a t a r e crucial to t h e creation of a s e c u r e m o t h e r - i n f a n t b o n d .
89). We m a y s p e c u l a t e a s to t h e i m p a c t of s u c h a state of affairs on the development of t h e child's s e n s e of self. We k n o w t h a t avoidant infants r e s p o n d to s e p a r a t i o n with minimal displays of distress while experiencing considerable physiological a r o u s a l (Spangler a n d G r o s s m a n n 1993). Crittenden (1988; Crittenden and DiLalla 1988) r e p o r t s t h a t 1-year-old maltreated children display falsely positive affect t h a t does n o t m a t c h their t r u e feelings.
The child m a y k n o w w h a t t h e o t h e r feels b u t care little or n o t a t all a b o u t this; alternatively, t h i s information may, for some y o u n g s t e r s , be a n i s s u e of survival. T h e emotional significance of m e n t a l s t a t e s d e t e r m i n e s t h e evolution of t h e capacity or s t r u c t u r e available for processing, b u t t h i s is n o t u s u a l l y a d d r e s s e d . C u r r e n t models of theory-of-mind development t e n d to portray t h e child a s a n isolated processor of information, w h o c o n s t r u c t s a theory of m i n d u s i n g biological m e c h a n i s m s t h a t have a n expectable failure r a t e w h e r e t h e child's e n d o w m e n t is less t h a n optimal.
Affect regulation, mentalization, and the development of the self by Peter Fonagy