The aim of this study was to examine whether it was possible to develop a reliable and valid assessment of reflective parenting implicit in interaction with school-aged children using an adaptation of the Squiggle paradigm developed by Winnicott (1968) and a manualized coding system (Normandin, Leroux, Ensink, Terradas & Fonagy, 2015). A total of 158 mother-child dyads participated when children were aged 5-12. Of this group, 89 children had experienced sexual abuse. Inter-rater reliability using the manualized coding system was excellent. The factor analysis identified a Reflective Parenting Stance factor, in addition to an Affectionate Support factor and a Negative Parenting factor. There is renewed interest in parenting, with evidence showing that parenting influences epigenetic regulation well into adulthood (Naumova et al., 2016) and modulates environmental and genetic risk underlying inter-generational transmission of patterns of aggression (Fonagy, 2004). Since the late 1990's there has been an increasing interest in the mentalization or reflective functioning model of intervention with parents and children, based on Fonagy and Target's (1996Target's ( , 1997 theory of child development, in which parental reflective functioning is considered central (Fonagy, Gergely, Jurist, & Target, 2002). In Fonagy and Target's (1997) model, the parent's benign interest in the child's subjectivity and mind is key in developing self and affect regulation, and the emergence of the reflective self. Parental reflective functioning has come to be viewed as mental activity, but Fonagy and Target (1997) emphasize that this is manifested in how the parent treats the child, i.e. whether the parent is able to consider the child's behaviour as internally motivated and is interested in the child's subjective world. In a now classic study, the mothers' reflective functioning (RF) about their own early attachment relationship, assessed using the Adult Attachment Interview, was shown to predict infant attachment (Fonagy, Steele, & Steele, 1991). With the subsequent development of the Parent Reflective Functioning coding (Slade, Bernbach, Grienenberger, Levy & Locker, 2004) of the Parent Development Interview (PDI: Aber, Slade, Berger, Bresgi, & Kaplan, 1985;Slade, Aber, Bresgi, Berger, & Kaplan, 2004), it became possible to assess the parent's mentalization about the child and assess the extend to which their understanding of the child goes beyond physical qualities and behaviors and conveys a sense of the child as an individual with affects and mental states. Over time these verbal, cognitive, and explicit dimensions of mentalization, as evident in the discourse of parents, have come to be regarded as synonymous with RF. In this vein, Shai and Belsky (2011) proposed that RF can also be seen as manifesting at an implicit and embodied THE SQUIGGLE ASSESSMENT OF REFLECTIVE PARENTING 4 level, and Shai and Fonagy (2014) validated a measure of embodied mentalization to analyze mother-infant interaction. In sum, reflective paren...