Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-hfldf Total loading time: 0 Render date: 2024-05-01T11:56:00.300Z Has data issue: false hasContentIssue false

Chapter 14 - Working with Adolescents

from Part IV - Application of Mentalization-Based Treatment in Different Populations and in Different Settings

Published online by Cambridge University Press:  18 May 2023

Anthony Bateman
Affiliation:
Anna Freud National Centre for Children and Families, London
Peter Fonagy
Affiliation:
University College London
Chloe Campbell
Affiliation:
University College London
Patrick Luyten
Affiliation:
University College London
Martin Debbané
Affiliation:
University College London
Get access

Summary

Social mentalizing informs the theory and practice of mentalization-based treatment for adolescents (MBT-A). Adolescence is, among other things, a time for establishing a self-identity and learning about how to interact effectively with a peer group. A focus on balancing mentalizing in peer and family interactions is crucial, with special attention to hypermentalizing and the alien self. Involvement of families and schools in treatment is necessary. MBT-A includes individual, family, and group therapy, and its overall aim is to develop the patient’s independence. Crucial aspects of achieving this goal include building up relational stability and supporting the patient’s sense of agency and autonomy within their relational networks.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Dumontheil, I, Apperly, IA, Blakemore, SJ. Online usage of theory of mind continues to develop in late adolescence. Dev Sci 2010; 13: 331–8.CrossRefGoogle ScholarPubMed
Mills, KL, Lalonde, F, Clasen, LS et al. Developmental changes in the structure of the social brain in late childhood and adolescence. Soc Cogn Affect Neurosci 2014; 9: 123–31.CrossRefGoogle ScholarPubMed
Crone, EA, Dahl, RE. Understanding adolescence as a period of social-affective engagement and goal flexibility. Nat Rev Neurosci 2012; 13: 636–50.CrossRefGoogle ScholarPubMed
Moor, BG, Macks, ZA, Guroglu, B et al. Neurodevelopmental changes of reading the mind in the eyes. Soc Cogn Affect Neurosci 2012; 7: 4452.CrossRefGoogle ScholarPubMed
Okonofua, JA, Paunesku, D, Walton, GM. Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proc Natl Acad Sci U S A 2016; 113: 5221–6.Google Scholar
Rossouw, T. MBT technique when working with young people. In: Rossouw, T, Wiwe, M, Vrouva, I, eds. Mentalization-Based Treatment for Adolescents: A Practical Treatment Guide. Abingdon, UK: Routledge, 2021; 4356.CrossRefGoogle Scholar
Rossouw, T, Wiwe, M, Vrouva, I, eds. Mentalization-Based Treatment for Adolescents: A Practical Treatment Guide. Abingdon, UK: Routledge, 2021.Google Scholar
Bateman, A, Fonagy, P. Mentalization-Based Treatment for Personality Disorders: A Practical Guide, 2nd ed. Oxford, UK: Oxford University Press, 2016.CrossRefGoogle Scholar
Sharp, C, Vanwoerden, S. Hypermentalizing in borderline personality disorder: a model and data. J Infant Child Adolesc Psychother 2015; 14: 3345.CrossRefGoogle Scholar
Bo, S, Sharp, C, Fonagy, P, Kongerslev, M. Hypermentalizing, attachment, and epistemic trust in adolescent BPD: clinical illustrations. Personal Disord 2017; 8: 172–82.Google Scholar
Sharp, C, Ha, C, Carbone, C et al. Hypermentalizing in adolescent inpatients: treatment effects and association with borderline traits. J Personal Disord 2013; 27: 318.Google Scholar
Sharp, C. The social-cognitive basis of BPD: a theory of hypermentalizing. In: Sharp, C, Tackett, JL, eds. Handbook of Borderline Personality Disorder in Children and Adolescents. New York, NY: Springer, 2014; 211–26.CrossRefGoogle Scholar
Sharp, C, Steinberg, L, McLaren, V et al. Refinement of the Reflective Function Questionnaire for Youth (RFQY) Scale B using item response theory. Assessment 2022; 29: 1204–15.CrossRefGoogle ScholarPubMed
Rossouw, T. The structure of therapy. In: Rossouw, T, Wiwe, M, Vrouva, I, eds. Mentalization-Based Treatment for Adolescents: A Practical Treatment Guide. Abingdon, UK: Routledge, 2021; 5773.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×