Emotions as practice: Anna Freud's child psychoanalysis and thinking–doing children's emotional geographies

Blažek, Matej

doi:10.1016/j.emospa.2013.02.003

Cited by 21 publications

(3 citation statements)

References 53 publications

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“…Psychotherapy with children is approached differently than with adults. Psychotherapy has a long standing tradition of including play therapy adapted to treat complex psychopathology in children (Blazek, 2013; Greenberg, 2018). Winnicott (1974) suggested that through play, adults could engage with children in an authentic, less defended way (Tal & Tal, 2017).…”

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confidence: 99%

The role of mentalization in child psychotherapy, interpersonal trauma, and recovery: A scoping review.

Forbes¹,

Lee²,

Lakeman³

2021

Psychotherapy

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Children who are exposed to trauma often develop difficulties with reflective functioning, affect, and emotion regulation. These problems are thought to arise from and are reflective of disruptions in the process of mentalization, or the human capacity to interpret and reflect upon the thoughts, feelings, wishes, and intentions of oneself and others. This scoping review sought to describe the empirical support for focusing on mentalization processes in psychotherapy for children who have been exposed to trauma. Two independent researchers searched electronic databases, Psychology and Behavioral Sciences Collection, MEDLINE, PsycARTICLES, PsycINFO, and Cochrane. Search terms child, trauma, mentalization and mentalization-based therapy were applied. A total of 425 studies were screened against the inclusion criteria, to include 18 studies comprising quasi-experimental, cross-sectional, naturalistic, case-control, and case studies. In all, 3 themes were identified across the articles: (a) trauma and mentalization, (b) measurement of mentalization, and (c) charting recovery. The literature suggests the role of mentalization treatment in the remission of symptoms for internalizing and externalizing disorders and shaping mentalization deficits over time. Mentalization focused treatments may also improve reflective functioning, emotional regulation capacity and the quality of attachment. The implementation of a child mentalization-based model as a preventative intervention may contribute to increased positive outcomes for vulnerable children. This scoping review presents an overview of the evidence for program developers, mental health services, family support services and those in independent practice that wish to adopt a mentalization approach in child psychotherapy. Future systematic reviews are needed to support this evidence. Clinical Impact StatementQuestion: What is the applied clinical practice question this article is hoping to address? This article explores the role of mentalization in child psychotherapy, interpersonal trauma, and recovery and considers the evidence for the association of mentalization with improved symptoms in children exposed to trauma. Findings: How would clinicians meaningfully use the primary findings of this article in their applied practice? This scoping review reveals that mentalization-based therapy could be an effective treatment for child mental health difficulties. Although the authors do not ignore that mentalization theory and some of its core processes are linked to the analytic schools such as the psychoanalytic and psychodynamic approaches, mentalization in practice goes well beyond explaining early development relative to attachment trauma, to the "how" of repairing damaged mentalization and to the measures used in charting milestones of recovery. By establishing that this treatment works in the context of childhood interpersonal trauma, there may be a need for clinicians to examine therapeutic characteristics that would more likely capture the mentalizing stance to promote ...

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mentioning

confidence: 99%

The role of mentalization in child psychotherapy, interpersonal trauma, and recovery: A scoping review.

Forbes¹,

Lee²,

Lakeman³

2021

Psychotherapy

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“…Blazek, 2013;Gallacher & M. Gallagher, 2008;Horton & Kraftl, 2006;Kraftl, 2013;Vanderbeck, 2008) and substantive approaches to researching with children and young people within more critical frameworks have been explored (e.g. Bartos, 2013;Rautio, 2013;Woodyer, 2008).…”

Section: Why Are Infants As Agents Largely Absent From Geography Andmentioning

confidence: 99%

Food, feeding and the material everyday geographies of infants: possibilities and potentials

Holt

2016

Social & Cultural Geography

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“…While the debates in this book are situated in some of these contexts, and the chapters are designed as aids for policy-makers and practitioners, they are not written as guidelines. Instead, the book explores the complexity of emotions as emerging and manifested through a variety of ways in practice, not always easily accessible (Blazek, 2013), and it goes beyond the instrumentalism of emotional engineering embedded in some policy materials. Rather, the chapters seek to understand professional practices through the prism of emotions; as systematic interventions in children's lives through formal and informal power mechanisms, but also in connections with policy and the wider issue of politics in adults-children relationships.…”

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confidence: 99%

Introduction: Children’s Emotions in Policy and Practice

Blažek¹,

Kraftl²

2015

Children’s Emotions in Policy and Practice

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This edited collection focuses on children's and young people's (aged 0-25) emotions in policymaking and professional practice. It explores diverse kinds of policy and practice: from governmental policies to informal education, psychotherapy to volunteering schemes. It covers multiple substantive issues: from youth offending to nature, and from military recruitment to suicide. Critically, however, given a surge in interest in emotion, affect and feeling across several socialscientific disciplines over the past decade, the book examines the many ways in which emotions matter within these diverse contexts and forms of intervention. The chapters explore diverse forms of emotion and emotion work, including: emotions experienced during the course of professional interventions; emotions underpinning and evident (or overlooked and absent) in policy-making for children; management of young people's emotions as part of professional practice; the use of emotion to justify particular moral or political imperatives. Each chapter draws principally upon research by academics, taken from various international contexts and academic disciplines. Grounded in and developing recent theorisations of emotion and affect, the chapters draw upon rich, original empirical materials. The chapters also tease out ways in which emotions 'make space'-how emotions constitute, and are constituted by, a range of scales, places, geographical contexts, mobilities and boundaries. Finally, each chapter ends with a short bulleted list indicating key implications for policy-makers and professionals working with children and young people. They are not intended to serve as 'recommendations', rather as pointers to critical themes for consideration by those working or engaging with children and young people.

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Emotions as practice: Anna Freud's child psychoanalysis and thinking–doing children's emotional geographies

Cited by 21 publications

References 53 publications

The role of mentalization in child psychotherapy, interpersonal trauma, and recovery: A scoping review.

The role of mentalization in child psychotherapy, interpersonal trauma, and recovery: A scoping review.

Food, feeding and the material everyday geographies of infants: possibilities and potentials

Introduction: Children’s Emotions in Policy and Practice

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