This study explored parental mentalization processes as they unfolded during a sculpting task administered to fathers of toddlers. Parental mentalization—the parent’s ability to understand behavior (his/her own as a parent and that of their child) based on its underlying mental states (Luyten et al., 2017)—is considered crucial within parent–child relationships (Fonagy et al., 1998) and child development (Steele and Steele, 2008). Eleven Israeli first-time fathers (n = 11) of children aged 2–3 (mean = 2.3) were asked to sculpt a representation of themselves with their child using clay. Following the task, the fathers were interviewed while observing the sculpture they had created. Qualitative thematic analysis integrated three types of data—video footage of the sculpting processes, the sculptures themselves, and the transcripts of the post-sculpting interviews. By focusing on data extracts relating to mentalization processes, three main aspects of the clay-sculpting task and interview were identified as processes that either preceded controlled mentalization instances and/or related to their underlying dynamics: (1) discussing the sculpting process elicited the father’s curiosity and wonder; (2) observing the sculpture/sculpting process revealed gaps in paternal representations; and (3) the preplanning of the sculptures sparked non-verbal exploration of metaphors and symbolism. Special attention was given, in the analysis, to the interplay between verbal and non-verbal aspects of mentalization as they appeared in the metaphorical representations that arose through the sculpting process. Comparing this sample to a previous sample of mothers who were given the same task, similarities and differences were explored, with specific reference to topics of embodiment, gender roles, paternity leave, and an active approach in art therapy. The discussion indicates that clay sculpting may offer unique insight into implicit parental mentalization. Possible clinical applications are discussed, with reference to attachment theory and clinical art therapy approaches.

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"This paper seeks to explore the topic of art therapy interventions with refugee and asylum-seeking children and their parents, with a specific focus on how art therapists engage displaced parents in their child’s therapy process. Preliminary literature review findings, in preparation for a comprehensive scoping review, suggest that there is a research-practice gap on the topic of engaging refugee and asylum-seeking parents in their children’s art therapy processes. Flexible methods practiced in the field in the past 10 years, primarily funded and run by nongovernmental organizations (NGOs), are not necessarily reflected in the few research papers published about creative arts therapies interventions for refugee and asylum-seeking children. Out of 106 publications (including grey literature such as NGO manuals and reports, book chapters, case studies, and conference papers), a significant amount refers to creative arts therapies as part of multi-level and interdisciplinary interventions developed for refugees and asylum-seekers. Among these, most publications found are manuals and reports describing case vignettes or multi-level practice guidelines, rather than peer-reviewed publications about research. These literature review findings form the first stage of a larger research project which seeks to develop evidence-based guidelines regarding parent-child art therapy among refugees and asylum-seekers, using the first two phases of the Medical Research Council’s (MRC) recommendations for complex intervention development. In doing so, the research seeks to address the global need for evidence-based, culturally humble, and resilience-focused psychosocial support interventions for displaced populations."

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