Trust me! Parental embodied mentalizing predicts infant cognitive and language development in longitudinal follow-up

Movement through motherhood: Exploring mood, wellbeing, and prenatal emotional availability (EA) through EA-based dance intervention

Emotional availability (EA) is a construct that describes the observed emotional connection in parent-child relationships. During pregnancy, EA is assessed only using caregiver sensitivity and nonhostility. We used the nonverbal aspects of these qualities to create a new dance/movement intervention ("EA-Based Dance Intervention"). Given the scarcity of pregnancy interventions, we provided training to participants on how to be emotionally engaged with their unborn babies through dance/movement. The EA-Based Dance Intervention alone comprised the first intervention arm (n = 12). A second intervention arm involved the combination of EA-Based Dance Intervention with brief psychoeducation (n = 10). The third arm was a control group, which received only the assessments (n = 7). Measures of self-reported symptoms of depression and anxiety, emotional expressivity, flourishing, and the (newly developed) self-reported prenatal EA were used at pre- and posttest. The measure of observed prenatal EA was used to compare intervention versus control at posttest only. In this pilot study, we found that participants receiving the EA-Based Dance Intervention alone or combined with psychoeducation, self-reported improved anxiety symptoms and self-reported higher prenatal EA. When compared with the control group, those experiencing EA-Based Dance Intervention reported fewer depressive symptoms from pre- to posttest.

Mentalizing in the context of Mentzos' dilemma-on the use of implicit work in the treatment of non-affective psychosis

Current approaches to the treatment of non-affective psychosis include elements of mentalization-based treatment and the potential in enhancing mentalizing capacity in this patient group has been widely emphasized. This article presents the "psychotic identity dilemma", a concept by Stavros Mentzos, and a therapeutic approach considering this concept as a valuable complementary addition to these treatments. The idea of a dilemma between closeness and distance, which in itself cannot be represented mentally at first, helps to respond to specific needs of patients with psychotic disorders by placing the treatment focus on fundamental interpersonal processes. Following this train of thought, this article attempts to shed light on the importance of the "real relationship" between therapist and patient as well as the exploration of the "here and now", especially at the beginning of psychotherapeutic treatment. Two treatment modes are suggested, one characterized by the experience of interpersonality within the therapeutic relationship and a second one characterized by the reflection of interpersonal phenomena. These modes are framed by Stavros Mentzos' concept of an identity dilemma. We describe how mentalizing first needs to be addressed implicitly in a tolerable, exemplary relationship in which closeness and distance are regulated based on the therapist's countertransference, then explicitly. A series of interventions are described, which allow for moments of shared attention, promote intentionality and contingency and, later in the course of therapy, help to integrate experiences into narratives.

Mother-infant interaction context matters for verbal and non-verbal parental mentalization: an initial portrait of associations between parental embodied mentalizing, mind-mindedness, and maternal characteristics in a structured and unstructured context

Introduction

Interest in studying the parental embodied mentalizing (PEM), which refers to implicit and non-verbal processes of parental mentalization, is relatively recent. Therefore, little is known about how PEM, in complementarity with the verbal parental mentalization, is associated with maternal characteristics regarding mother-infant interaction contexts. This exploratory study aimed to investigate the associations between the non-verbal and verbal dimensions of parental mentalization- PEM and mind-mindedness, respectively, - in relation to a wide spectrum of parental characteristics in different interactive mother-infant contexts (toys and no toys).

Methods

Among a sample of 107 mother-infant dyads at moderate psychosocial risk, mothers' sociodemographic information (age, education, and income), psychological characteristics (depression and anxiety), cognitions (self-efficacy and perceived maternal impact), and attitudes (overprotection and parental warmth) were assessed via self-report questionnaires when the infant was 4 and 8 months old. The PEM and mind-mindedness were evaluated through observation made during a videorecorded sequence of mother-infant interaction in a context of free play with and without toys at 8 months of age.

Results

The results showed distinct associations between PEM and mind-mindedness regarding maternal characteristics: PEM was associated with the mother's age, education, anxiety and maternal warmth, whereas mind-mindedness was related to cognitions. Both were linked to family income. Regarding mother-infant interaction contexts (toys vs. no toys), the results indicate that the capacity to verbally and non-verbally mentalize differs.

Discussion

These findings shed light on distinctive associations between non-verbal and verbal parental mentalization in relation to certain maternal characteristics, and highlight that the mother-infant interaction context may play an important role in the expression of maternal mentalizing capacity.