Handbook of Mentalizing in Mental Health Practice

(1964). Children's Drawings as Measures of Intellectual Maturity. Studies in Art Education: Vol. 6, No. 1, pp. 49-51.

Children's Drawings as Measures of Intellectual Maturity

Freefall: America, Free Markets, and the Sinking of the World Economy Joseph E. Stiglitz W. W. Norton & Company, 2010 Joseph Stiglitz's Freefall is another excellent discussion of the global economic crisis, authored by a man who ranks high among the commentators. Stiglitz was the chief economist at the World Bank during the East Asian economic crisis in 1997-1998, and then chaired the United Nations commission that sought reforms for the global financial and monetary system. He was a member of President Clinton's Council of Economic Advisors. This is his fifth book. There seem to be a great many Nobel Prize winners in Economics (whose collective wisdom doesn't seem to have saved the world from its financial travails), but it would surely be amiss not to mention that Stiglitz is among them. This book testifies to his distinction in that select group. Because Freefall can hardly examine the crisis without covering much of the same ground as the other books we have reviewed, we will avoid repeating that analysis here. We prefer to focus on those aspects of Stiglitz's discussion that address unresolved issues or that most bring his own learning to bear: * His view of the plight in which today's "capitalism" finds itself. * What he says (and yet doesn't say) about the whirlpool of global finance. * His critique of the response that the U.S. Federal Reserve and government have made to the crisis, including what he thinks should have been done. * In connection with this critique, his reflections on the performance both of the George W. Bush and Barack Obama administrations' actions through the end of 2009. * What reforms Stiglitz considers needed. His view of today's "capitalism." Although Stiglitz affirms "that markets lie at the heart of every successful economy" and is by no means anticapitalist, he shares the view that has come to be held by a great many thoughtful commentators that today's "capitalism" bears little resemblance to the competitive "private enterprise" that supporters of a market economy have long championed. He speaks of an "ersatz capitalism" that features a "corporate welfare state" driven by "blatant greed" and an ideology, sponsored by special interests, that has made a fetish of "self-regulating markets." "The current crisis has uncovered fundamental flaws in the capitalist system, or at least the peculiar version of capitalism that emerged in the latter part of the twentieth century in the United States." This realization is an intellectual earthquake. It should profoundly redirect the thinking of America's free-market enthusiasts, who will do their philosophy a great disservice if they insist on blind loyalty to the current system. We saw the same theme in our review of John Bogle's The Battle for the Soul of Capitalism,1 where we wrote that "in common with many others today, Bogle sees that the market system has become untracked - has 'lost its soul' - and needs much devoted attention (especially from capitalism's supporters...)." It is worth noting that Bogle saw the problem as societal, not just economic. "Our society is moving in the wrong direction," with "absurdities and inequities that we've come to accept" in a "wealth-oriented, things-fixated society" within which "the lure of money has overwhelmed the prestige of reputation." This suggests that even though national and international financial reforms are essential, they cannot appropriately be understood as a "quick fix" that will be sufficient to put things right. There needs to be deep concern for the systemic health of the society. What Stiglitz says (and doesn't say) about the multi-trillion dollar ocean of global finance. In our review of David Smick's The World is Curved: Hidden Dangers to the Global Economy, 2 we found that "the risks Smick describes are so many and so palpable that any objective observer would be justified in considering them intolerable. …

Freefall: America, Free Markets, and the Sinking of the World Economy

In this chapter, we will outline how the concept of mentalizing helps us understand some of the common problems associated with borderline personality disorder and how the theoretical understanding is translated into psychotherapeutic intervention. Mentalizing is the process by which we interpret the actions of ourselves and others in terms of underlying intentional states such as personal desires, needs, feelings, beliefs and reasons. This capacity develops within the context of attachment relationships during infancy and childhood. Borderline personality disorder is conceived of as being a disorder of mentalizing. Vulnerability to a loss in mentalizing particularly in interpersonal or stressful circumstances is a core feature of the disorder. If treatment is to be successful it must either have mentalization as its focus or at the very least stimulate development of mentalizing as an epiphenomenon. Treatment focusing on mentalizing itself is described. © Copyright (c) by The Haworth Press, Inc. All rights reserved.

Mentalization-based treatment for BPD

Antecedents and consequences of problematic smartphone use: A systematic literature review of an emerging research area

The present study evaluated: i) the effects of two training programs designed for promoting Theory of Mind (ToM) skills in children aged 7/8, and ii) the relations between second-order recursive thinking (II-order-RT), advanced-ToM (Adv_ToM) and metacognition. Ninety-one 7- to 8-year-old children were assigned to one of three training conditions: a II-order-RT, an Adv_ToM, and a control condition. Groups were equivalent at pretest for SES, executive functions and reading comprehension. The main effect of time was significant on II-order-RT, but not on Adv_ToM and metacognition. Children of the II-order-RT group improved their performance on over the training period II-order-RT while children of the control group did not) and they also outperformed children of the control condition at posttest. This positive effect generalized to Adv_ToM. Children of the Adv_ToM group improved over the training period their performance on both Adv_ToM and II-order-RT (while children of the control group did not); moreover, they outperformed children of the control condition at posttest on Adv_ToM, but not on II-order-RT. The benefits of both ToM training programs extended to metacognitive knowledge. Our findings throw light upon generative mechanisms of acquisition that explain the relation between II-order-RT and Adv_ToM, and between these mature ToM skills and metacognition.

Supporting Children’s Second-order Recursive Thinking and Advanced ToM Abilities: A Training Study

Recent evidence showed that it is possible to help children's Theory of Mind (ToM) development during preschool and middle childhood. This study aimed to promote advanced mentalizing skills in children attending Year 2 of primary school through a ToM training programme based on narratives followed by multiple-choice questions and conversations about mental states. Participants were 49 children, aged between 7 and 8 years (Mage = 7.6 years; SD = 3.98 months), assigned to the experimental (27 children, 11 boys) or to the control condition (22 children, 7 boys). The two groups were matched at pretest for age, ToM, socio-economic background, reading comprehension, and executive functioning. The classroom-training programme was delivered by an experimenter in four sessions (each 50 min long). The ToM group improved ToM skills significantly more than the control group both in the practiced and in the transfer ToM task. Theoretical and practical implications of our findings are discussed. Highlights: We developed and tested the efficacy of a training programme for improving theory of mind skills in children aged 7–8 years. The ToM training programme was effective in promoting advanced ToM skills at school in children aged 7–8 years. The study fits with the experiential-learning account according to which social and pedagogical experiences shape socio-cognitive development.

Enhancing advanced Theory of Mind skills in primary school: A training study with 7‐ to 8‐year‐olds

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Supporting Children’s Second-order Recursive Thinking and Advanced ToM Abilities: A Training Study

Enhancing advanced Theory of Mind skills in primary school: A training study with 7‐ to 8‐year‐olds