Putting the Pieces of the Puzzle Together: A Mentalization-Based Approach to Early Intervention in Primary Schools

Malberg, Norka; Stafler, Natalia; Geater, Ellie

doi:10.1080/15289168.2012.700623

Cited by 7 publications

(2 citation statements)

References 10 publications

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“…Encouraging students to reflect on their own and others’ minds during assignments and class activities, while promoting an atmosphere of curiosity may be helpful here, particularly when students are engaging in service-learning activities that are emotionally evocative, increasing the likelihood of defensive engagements. Increasingly, mentalization is being employed in schools for teacher training (e.g., Malberg et al, 2012; Swan & Riley, 2015), and perhaps it is important for us to think about how psychology itself can be drawn on when teaching it in contexts of higher education. If anxiety in service-learning is understood as first, inevitable and second, emergent from the context rather than the individual, it is also possible that anxiety will be experienced as less threatening, reducing the need for its defensive management.…”

Section: Discussionmentioning

confidence: 99%

Co-Constructing Defensive Discourses of Service-Learning in Psychology: A Psychosocial Understanding of Anxiety and Service-Learning, and the Implications for Social Justice

Haselau

Young

2022

Teaching of Psychology

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Background This paper describes findings from research conducted on students who participated in a service-learning course in South Africa. Objective The study aimed to understand how participants constructed their experiences of service-learning and to interrogate their emotional investments in these constructions. Method Data were collected and analyzed using a psychosocial methodology, consisting of discursive and psychoanalytic readings of interview transcripts, reflective journal entries, and researcher field notes. Results The discursive findings focus on how participants employed liberal traditional learning discourses to construct service-learning as linear resulting in subject positions that reinforced prejudices and the power structures supporting these. A psychoanalytic reading of the data suggests that participants invested in these constructions to defend against their own anxiety related to uncertainty and guilt about privilege in an unfamiliar context. Conclusion Students invest in liberal traditional discourses of service-learning for defensive reasons, which can be understood as arising from the intersubjective and social context in which the service-learning takes place. Teaching Implications Recognizing prejudice as emanating from anxiety generated by the affective work required for service-learning means thinking creatively about how to both contain and allow this affective work to take place in service-learning activities.

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Section: Discussionmentioning

confidence: 99%

Co-Constructing Defensive Discourses of Service-Learning in Psychology: A Psychosocial Understanding of Anxiety and Service-Learning, and the Implications for Social Justice

Haselau

Young

2022

Teaching of Psychology

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“…The Primary Years Project in New Haven, CT (Malberg et al., 2012), represents another initiative between psychodynamically‐oriented psychologists and public schools. Unlike the DHCC and SBMHC programs, which rely on University students to provide services to children and adolescents during or after school hours and seek to develop an ongoing partnership between a University program and public schools in underserved areas, the Primary Years program is an integrated intervention initiative offered over the course of a year to help children attending schools in underserved areas whose behavior puts them at risk of being suspended from school.…”

Section: The Dhcc and Other Sbmh Initiativesmentioning

confidence: 99%

Creating a school‐based mental health program to meet the needs of children in underserved communities and schools: The Derner Hempstead Child Clinic

Sapountzis

Lombardi

O’Loughlin

et al. 2023

Appl Psychoanal Studies

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There is an increasing tendency in the field to develop partnerships between schools and mental health (MH) clinics to address the MH needs of children in schools. Such initiatives are particularly important in providing services to children who attend underfunded and understaffed schools in underserved communities. These initiatives face several challenges that can interfere with the delivery of services. The present paper presents the challenges the Derner Hempstead Child Clinic clinic has faced in providing MH services to the children and families in the town of Hempstead, and in striving to become a source of support to the community.

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Psychodynamic Therapy in Children and Adolescents

Kufferath-Lin

Prout

Midgley

et al. 2022

Comprehensive Clinical Psychology

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Putting the Pieces of the Puzzle Together: A Mentalization-Based Approach to Early Intervention in Primary Schools

Cited by 7 publications

References 10 publications

Co-Constructing Defensive Discourses of Service-Learning in Psychology: A Psychosocial Understanding of Anxiety and Service-Learning, and the Implications for Social Justice

Co-Constructing Defensive Discourses of Service-Learning in Psychology: A Psychosocial Understanding of Anxiety and Service-Learning, and the Implications for Social Justice

Creating a school‐based mental health program to meet the needs of children in underserved communities and schools: The Derner Hempstead Child Clinic

Psychodynamic Therapy in Children and Adolescents

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