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Karen Ensink, Julie Maheux, Lina Normandin, Stéphane Sabourin, Louis Diguer, Nicolas Berthelot and Kathy Parent
Psychotherapy Research, Taylor & Francis, 2013, Volume 23 (5): 526–38
This study examined whether training can increase the reflective function (RF) of novice therapists with patients with Borderline Personality Disorder (BPD). A total of 48 students in clinical psychology were randomly assigned to mentalization training or didactic training. Their RF regarding patients was assessed with the Therapist Mental Activity Scale (TMAS: Normandin, Ensink, & Maheux, 2012). The RF of trainees assigned to the mentalization training improved significantly, while participants who received traditional didactic training actually became significantly less reflective. These findings show that brief mentalization training can help beginner therapists develop their mentalization capacities with challenging patients.
Elizabeth Meins, Charles Fernyhough, Bronia Arnott, Susan R. Leekam and Marc de Rosnay
Child Development, Wiley, 2013, Volume 84 (5): 1777–90
Relations among indices of maternal mind-mindedness (appropriate and non-attuned mind-related comments) and children’s: (a) internal state vocabulary and perspectival symbolic play at 26 months (N = 206) and (b) theory of mind (ToM) at 51 months (n = 161) were investigated. Appropriate comments were positively associated with ToM, but were unrelated to internal state language and perspectival symbolic play. Non-attuned comments were negatively correlated with internal state language and perspectival symbolic play, but were unrelated to ToM. Path analyses indicated that the best fit model assumed: (a) indirect links between non-attuned comments and ToM via children’s perspectival symbolic play, (b) a direct link between app