Affect regulation, mentalization, and the development of the by Peter Fonagy

By Peter Fonagy

Winner of the 2003 Gradiva Award and the 2003 Goethe Award for Psychoanalytic Scholarship Arguing for the significance of attachment and emotionality within the constructing human awareness, 4 admired analysts discover and refine the suggestions of mentalization and impact rules. Their daring, lively, and inspiring imaginative and prescient for psychoanalytic remedy combines components of developmental psychology, attachment idea, and psychoanalytic approach. Drawing generally on case reviews and up to date analytic literature to demonstrate their rules, Fonagy, Gergely, Jurist, and objective supply versions of psychotherapy perform that could allow the slow improvement of mentalization and impact legislation even in sufferers with lengthy histories of violence or forget.

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Therapy only w o r k s w h e n b o t h intrapsychic a n d interpersonal a i m s are achieved, a n d t h i s is w h e r e we believe t h a t mentalizing affectivity plays a vital role. The Epilogue explores s o m e of t h e implications of o u r ideas for psychopathology a n d p s y c h o t h e r a p y in general. PART T H E O R E T I C A L P E R S P E C T I V E S In Part I, we offer an introduction to some of the main theoretical concepts used in this book. The first chapter can be thought of as an overture.

The first chapter can be thought of as an overture. We offer definitions of self-reflective function and mentalization and, in particular, make the argument that the capacity to mentalize is a key determinant of a psychological sense of self. Yet, mentalization is not simply a cognitive concept, and thus we turn in the second chapter to focus in detail on different perspectives on affects and affect regulation. We clarify the meaning of affect regulation and emphasize the distinction between a basic form of affect regulation where the object is needed to modulate an affect or affects and a more complex form, altered by the development of mentalization, where the aim is to be able to regulate the self.

T h e existence of imitation skills from t h e n e o n a t a l stage r e p r e s e n t s s t r o n g evidence for t h e model (Meltzoff a n d Gopnik 1993). T h e acquisition of a n appreciation of m e n t a l s t a t e s , however, goes b e y o n d mirroring. T h e development of a n u n d e r s t a n d i n g of affect in self a n d other m a y be a good illustration of t h e role of r e p r e s e n t a t i o n a l at Attachment and Reflective Function / 35 m a p p i n g in t h e development of reflective abilities (Gergely a n d Watson 1996; Target a n d Fonagy 1996).

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