Podcasts about mentalizing

Tune into an enlightening discussion with Max Bennett as he compares the evolutionary paths of biological systems and AI. Delve into the unique challenges AI faces with incremental learning and understand the evolutionary pressures that sculpt both natural and artificial forms of intelligence. Whether you're a technology enthusiast or just starting to explore this field, this episode promises to deepen your understanding and spark your curiosity about the dynamic interplay between biology and technology. Consider this conversation a must-listen for anyone looking to grasp the complexities of AI and its future potential. For more insights into AI and business transformation, download our latest white paper 'Harnessing AI in Business Transformation Management' – https://url.sap/wt005t Subscribe to Process Transformers on SAP Podcasts – https://podcast.opensap.info/process-transformers/

This newsletter is quite the multi-media shop. It gave me a new tool here on Substack, and I'll use it less-than-polishedly. I wrote a column earlier this week on infidelity, which seemed to strike a chord. This video experiment was created in response to reader feedback on that piece of writing. It's a new format for me and far from perfect. Let me know if you dig it anyway.Remember—I've got music on Spotify!I'm broadly not very talented in a wide range of media.The Frontier Psychiatrists is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit thefrontierpsychiatrists.substack.com/subscribe

Free guide on emotional intelligence: https://newsletter.sankalpgarud.org/52waysguide In this episode, I sit down with the esteemed Professor Robin Dunbar, emeritus professor of evolutionary psychology at the University of Oxford. We dive into Dunbar's Number and the science behind the limits of human relationships. Our discussion spans various topics, including the formation of friendships, the importance of shared humor, gender differences in attraction, and the dynamics of dating. We also explore how cultural and environmental factors influence social networks, the impact of online dating, and the intriguing neuroscience of relationships. Join us for a deep dive into how our relationships shape our health, happiness, and wellbeing. 00:00 Introduction to the Episode 00:07 Meet Professor Robin Dunbar 02:07 The Importance of Friendships 05:14 The Science Behind Friendships 08:06 Understanding Dunbar's Number 10:23 Layers of Relationships 35:54 Gender Differences in Friendships 57:41 Understanding Social Styles and Their Origins 59:50 The Role of Mentalizing and Inhibition in Social Systems 01:01:00 Diplomacy and Gender Differences in Social Skills 01:02:27 Romantic Relationships: Polyamory, Monogamy, and Pair Bonding 01:17:02 Gender Differences in Attraction and Relationship Dynamics 01:37:28 The Impact of Online Dating and Social Media on Relationships 01:51:56 Concluding Thoughts and Key Takeaways

Unlock the secrets to healthier, more fulfilling relationships with insights from renowned psychologist Dr. Leslie Becker-Phelps. We explore how childhood attachment styles shape our adult relationships.  Discover her innovative STEAM model, designed to enhance self-awareness and cultivate secure attachments, and get a sneak peek into her transformative new book, "The Insecure in Love Workbook."Key Topics Discussed:1. Attachment Theory and Adult Relationships.       -How early interactions shape our "model of others" and "model of self"      -The impact on expectations and self-worth in relationships.2. The STEAM Model for Self-Awareness      - Sensations, Thoughts, Emotions, Actions, and Mentalizing.       - Structured approach to improving self-awareness and emotional regulation3. Overcoming Anxious Tendencies in Relationships       - Understanding pursuit-withdrawal cycles       - Tips for moving towards secure attachment 4. Developing Compassionate Self-Awareness        - Strategies for cultivating self-compassion         - Resources for transformative healing5. Addressing Attachment Issues in Relationships        - Importance of understanding partner's attachment style        - Using the STEAM model for relationship growthCompassionate self-awareness is a key focus of Dr. Leslie Becker-Phelps' approach to mental health and relationships.  It involves developing a deeper understanding of oneself while maintaining a kind and nurturing attitude. .  Compassionate self-awareness is linked to building emotional resilience.  By understanding and accepting oneself, individuals can better navigate life's challenges.   Connect with Dr. LeslieWebsitePurchase:  Insecure in Love WorkbookFacebookYoutubeSend us a Text Message! Support the Show.PLEASE VOTE FOR ME! I'm thrilled to announce that I am a nominee in the Women in Podcasting Awards! Please vote for me in the [your category]. It would be a huge help to me. Your vote would go a long way in helping me gain visibility and get my message out into the world. Instructions: Go HERE to vote between August 1st to October 1st: Connect with Rose!Rose's WebsiteInstagram: Rose WippichYoutube: Rose Wippich WellnessFacebook Group: Rose Wippich WellnessEmail: rose@rosewippich.comRose's RecommendationsPlease SUBSCRIBE AND SHARE (Thank you!)Check out my online course: New Energy! New You! Create a new journey towards your most authentic self. ...

Rejection sensitivity holding you back? Join us for an insightful conversation with Dr. Leslie Becker-Phelps, a distinguished psychologist and author, as we unpack the roots of this complex issue and its ties to insecurity. You'll learn how early relationships, particularly with parents and caregivers, shape your self-perception and sense of worth. Dr. Leslie offers her wisdom and shares her transition from positive psychology to tackling deeper struggles with attachment and insecurity. Building confidence and overcoming rejection is crucial for personal growth. We discuss ways to address anxieties and fears head-on with techniques such as self-affirmations and thorough preparation for challenging situations. You'll hear practical advice on engaging in social settings, showing genuine interest, and learning from feedback to maintain your self-worth. Personal anecdotes emphasize the importance of handling rejection healthily, contributing to a more resilient mindset and a stronger sense of self.Discover the transformative power of self-awareness and compassion with the STEAM framework—Sensations, Thoughts, Emotions, Actions, and Mentalizing. Dr. Leslie delves into how this method can help you achieve greater self-awareness and manage your internal dialogues effectively. We highlight the significance of compassionate self-awareness and its role in building deeper connections with yourself and others. This episode is a treasure trove of insights and tools designed to foster resilience, self-acceptance, and genuine relationships. Tune in to embark on a journey towards a more fulfilling and emotionally secure life.Learn More about Dr. Leslie's work here: https://www.drbecker-phelps.com/ Support the Show.Follow Playing Injured on Instagram: https://www.instagram.com/playinginjured/

Kennt ihr das? Ihr beobachtet eine unangenehme Situation und alles in euch zieht sich zusammen? Ihr wollt euch sofort zusammenkauern und eine Decke über den Kopf ziehen? Willkommen im Cringe! In Folge 4 sprechen die beiden Sabbel-Senatoren Jannis und Luca über unangenehme Situationen, sie diskutieren zum ersten Mal die Frage einer Hörerin und diskutieren, ob Kinder vielleicht Zombies sind. Literatur Müller-Pinzler, L., Rademacher, L., Paulus, F. M. & Krach, S. (2015). When your friends make you cringe: social closeness modulates vicarious embarrassment-related neural activity. Social Cognitive And Affective Neuroscience, 11(3), 466 475. https://doi.org/10.1093/scan/nsv130 Paulus, F. M., Müller-Pinzler, L., Jansen, A., Gazzola, V. & Krach, S. (2014). Mentalizing and the Role of the Posterior Superior Temporal Sulcus in Sharing Others' Embarrassment. Cerebral Cortex, 25(8), 2065–2075. https://doi.org/10.1093/cercor/bhu011

Challenges related to attachment in relationships - especially in the context of romantic relationships - can evoke very strong emotions and behavioral urges that can often backfire, sometimes causing the very thing we fear most; namely, the dissolution of a relationship.  Psychologist, author, speaker & teacher, Dr. Leslie Becker-Phelps joins us for a discussion of her latest release, The Insecure In Love Workbook.  In this discussion we cover:    what inspired Dr. Becker-Phelps to write The Insecure in Love Workbook and the clinical realties of this challenge that she had in mind when constructing her approacha brief overview attachment and how it relates to our relationships how early life experiences influence our attachment styles in adulthooddifferentiating between normal relationship challenges and issues stemming from insecure attachment patternsthe most common self-defeating patterns that people engage in when an attachment feels threatened the critical importance of self-awareness in managing issues related to attachmentDr. Becker-Phelps' STEAM model (5 domains of self-awareness: Sensations, Thoughts, Emotions, Actions, Mentalizing)helping clients navigate challenges related to self-acceptance and compassionate self-awarenesswhat determines sustainable compatibility whether it is healthy to accommodate or even “give in” to one's attachment stylenavigating an intense attraction to someone from the lens of attachment the line between co-regulation & subjugation/unhealthy accommodation in a relationship Comments or feedback?  Email us at: oicbtpodcast@gmail.com Dr. Leslie Becker-Phelps is dedicated to helping people understand themselves and what they need to do to become emotionally and psychologically healthy. She is in private practice, hosts a YouTube channel, and is a prolific writer. She has authored The Insecure in Love Workbook, Insecure in Love, and Bouncing Back from Rejection. She also writes the Authentically You blog and the Making Change blog on Psychology Today. To learn more about Dr. Becker-Phelps, visit www.drbecker-phelps.com

In this episode, Nathan sits down with Max Bennett, author of the book: A Brief History of Intelligence. They discuss the five major breakthroughs in evolution that resulted in human brains and cognition. They delve deeper into the workings of each breakthrough, the evolution of intelligence, and how AI can benefit from understanding these principles. If you need an ecommerce platform, check out our sponsor Shopify: https://shopify.com/cognitive for a $1/month trial period. We're hiring across the board at Turpentine and for Erik's personal team on other projects he's incubating. He's hiring a Chief of Staff, EA, Head of Special Projects, Investment Associate, and more. For a list of JDs, check out: eriktorenberg.com. LINKS: A Brief History of Intelligence: https://a.co/d/6VPWTf7 SPONSORS: The Brave search API can be used to assemble a data set to train your AI models and help with retrieval augmentation at the time of inference. All while remaining affordable with developer first pricing, integrating the Brave search API into your workflow translates to more ethical data sourcing and more human representative data sets. Try the Brave search API for free for up to 2000 queries per month at https://brave.com/api Omneky is an omnichannel creative generation platform that lets you launch hundreds of thousands of ad iterations that actually work customized across all platforms, with a click of a button. Omneky combines generative AI and real-time advertising data. Mention "Cog Rev" for 10% off www.omneky.com NetSuite has 25 years of providing financial software for all your business needs. More than 36,000 businesses have already upgraded to NetSuite by Oracle, gaining visibility and control over their financials, inventory, HR, eCommerce, and more. If you're looking for an ERP platform ✅ head to NetSuite: http://netsuite.com/cognitive and download your own customized KPI checklist. X/SOCIAL: @labenz (Nathan) @maxsbennett (Max) @CogRev_Podcast TIMESTAMPS: (00:00) Intro (06:00) Max's background on commercializing AI in technology (09:53) AI has taught us a lot of our intuitions are wrong (11:22) Why we're better off avoiding defining intelligence (14:38) The Five Breakthrough Model - steering, reinforcing, simulating, mentalizing, and speaking (15:43) Sponsor - Brave Search API | Shopify (18:20) The story of the first breakthrough - Steering (21:40) Evolution doesn't have forethought and every generation has to survive (23:05) The study of nematodes - how did this first brain emerge? (27:10) yet in bilaterians, but the idea is you classify things in the world into good and bad. (33:00) Netsuite by Oracle | Omneky (36:16) The story of the second breakthrough - Reinforcing (1:32:44) The story of the fourth breakthrough - Mentalizing (1:45:57) The story of the fourth breakthrough - Speaking (pls listen to the audio book / read the book) (1:46:46) How evolutionary paradigms will shape up in the future (1:55:03) A unified theory of value or moral patienthood that can be applied to the five breakthroughs (1:59:21) Wrap + Sponsor | Omneky

  Prof. Dr. Gitta Strehlow is Professor of Music Therapy at the University of Music and Drama Hamburg in Germany and a Music therapist at the Clinic for Psychiatry and Psychotherapy at the AGAPLESION Bethesda Hospital Hamburg-Bergedorf, Germany. Her research areas include: psychodynamic music therapy, trauma, psychiatry and mentalization. She undertook special education teacher training with music as a subject, University of Hamburg and Hamburg University of Music and Drama (1986-1994), field research in Indonesia exploring gamelan music (1994-1995). She was a teacher at a special school (1997-2000) before embarking on a diploma in music therapy at the University of Music and Theater Hamburg (1997-2000). Practical research: music therapy with sexually abused children and adolescents, Institute for Music Therapy at the University of Music and Theatre Hamburg (Prof. Dr. Decker-Voigt) in conjunction with the association Dunkelziffer e.V. (1997-2005). Self-employed there. Music therapist from 2005. Gitta has been a music therapist at the Clinic for Psychiatry and Psychotherapy at Bethesda Hospital Hamburg-Bergedorf (since 2000). Further training in psychodynamic-imaginative trauma therapy (2002). National and international lecturing and teaching activities (since 2004). Further training in Mentalization-Based-Treatment (MBT) with P. Fonagy and A. Bateman (2007). Her doctorate was entitled "Töne an der Grenze, Interaktionsmuster in der musiktherapeutischen Begegnung mit Patienteninnen, die unter einer Borderline-Pönlichkeitsstörung leiden" (“Tones on the borderline, interaction patterns in music therapy encounters with patients who suffer from borderline personality disorder“). She has also conducted post-doctoral research into Borderline personality disorder patients in music therapy in Belfast in 2015). She has held a part-time professorship "Psychoanalysis/Psychodynamic Theory and Practice" at the Institute for Music Therapy at the Hamburg University of Music and Drama since October 2019. Webpage: https://www.hfmt-hamburg.de/hochschule/organisation/personen/gitta-strehlow   PUBLICATIONS Strehlow, G. (2023 in press) Selected contemporary approaches to music therapy in psychiatry. Music & Medicine, Volume 15/ 4 Strehlow, G. (2023) Alliance Rupture in Musiktherapie In. Die Psychotherapie, 68/4, S. 289-295 Strehlow, G. (2023) Hamburg Institute for Music Therapy: A Model for free Improvisation within Psychodynamic Music Therapy. In:  K. Goodman (Ed.) Developing Issues in World Music Therapy Education and Training: A Plurality of Views. Charles C. Thomas. P. 49-71. Strehlow, G.  (2021) Trust development is essential in music therapy, Nordic Journal of Music Therapy, Vol. 30, No1,97-99. DOI: 10.1080/08098131.2020.1812272 Strehlow, G. (2021). Trauma, Mentalisierung und künstlerische Therapien, Band Trauma II, Forum für Kunsttherapien, Fachverband für Gestaltende Psychotherapie und Kunsttherapie, Schweiz (S. 13-18)  Strehlow, G. (2021). Stichwörter „Borderline-Persönlichkeitsstörung“ und „Mentalisierung“. In: H.-H. Decker-Voigt & E. Weymann (Hg): Lexikon Musiktherapie, 3. Auflage Göttingen u.a.: Hogrefe Verlag, S. 83-88; 340-346. Strehlow, G. & Spitzer C. (2020). Dissoziative Störungen. In U. Schmidt, T. Stegemann, C. Spitzer (Hg.): Musiktherapie bei psychiatrischen und psychosomatischen Störungen. München: Elsevier Urban & Fischer, S. 112-118 Strehlow, G. & Schmidt, U. (2020). Borderline-Persönlichkeitsstörungen. In: U. Schmidt, T. Stegemann, C. Spitzer (Hg.): Musiktherapie bei psychischen und psychosomatischen Störungen. Elsevier Urban & Fischer, S. 135-138 Strehlow, G. (2020). Musiktherapie mit Opfern sexueller Gewalt. In: A.Wölfl & S. Siebert (Hg.). Musiktherapie mit Opfern von Missbrauch und Gewalt. Wiesbaden: Reichert Verlag. S. 47-59 Strehlow, G. (2020). Traumata und deren Auswirkung. In: Spektrum der Musiktherapie. VdM (Verband deutscher Musikschulen). S. 84-86 Strehlow, G. (2019). How Neuro Research supports Music Therapy with Children who have experienced Sexual Abuse. In: Music Therapy Today, open access, music-therapy-today, special issue: Trauma. S. 59-77   (Mentalising) Strehlow, G. (2019): Musiktherapeutische Cochrane Studien im Bereich der Psychiatrie. In: GMS Journal of Arts Therapies – Journal of Art-, Music-, Dance-, Drama- and Poetry-Therapy. GMS J Art Ther 2019;1:Doc04 Strehlow, G. & Hannibal, N. (2019). Mentalizing in improvisational music therapy, In: Nordic Journal of Music Therapy, 28:4, 333-346, DOI: 10.1080/08098131.2019.1574877 Keller, J.; Strehlow, G.; Wiesmüller, E.; Wolf, H.G. & Wölfl, A. (2018): Methodische Modifikationen für die musiktherapeutische Behandlung von Patientinnen mit Traumafolgestörungen. In: MU, 39(1), S. 12-22 Fenner, F.; Abdelazim, R.; Bräuninger I.; Strehlow, G. & Seifert, S. (2017): Provision of arts therapies for people with severe mental illness. In: Curr Opin Psychiatry, 30, 306 – 311 Strehlow, G. & Schmidt, U. (2017): Musiktherapie bei Patienten mit Borderline-Persönlichkeitsstörung. In PTT, Schattauer 2, S. 129-138.  Strehlow, G. (2016). Traumatische Erfahrungen und ihre Behandlungsmöglichkeiten in der Musiktherapie. Musik und Gesundheit, Hg. Decker-Voigt. Wiesbaden: Reichert Verlag. 30, S.14-18 Strehlow, G. & Lindner, R. (2016): Music therapy interaction patterns in relation to Borderline Personality Disorder (BPD) patients. In: Nordic Journal of Music Therapy, 2, 134-158. Strehlow, G. & Schmidt, U. (2015). Musiktherapie bei Patienten mit Borderline-Persönlichkeitsstörung – ein Überblick. Musik und Gesundsein, Hg. Decker-Voigt, Wiesbaden: Reichert Verlag. S. 15-21. Strehlow, G. (2014): Förderung der Mentalisierungsfähigkeit in der Gruppenmusiktherapie. Hg. (DMtG) Jahrbuch Musiktherapie. Wiesbaden: Reichert, S. 197-214 Strehlow, G. (2013): Music versus shard. In: Metzner, S. (Ed.): Reflected Sounds. Case Studies from Music Therapy. E-book. Gießen: Psychosozial-Verlag. Übersetzung von 2007 Strehlow, G. (2013): Mentalisierung und ihr Bezug zur Musiktherapie. In: MU, 34(2), S. 135-145  Strehlow, G. (2012): Scham und Musiktherapie bezogen auf die Problematik des sexuellen Missbrauchs. In: MU, 33(3), S. 228-237. Monographie: Strehlow, G. (2011): Töne an der Grenze. Interaktionsmuster in der musiktherapeutischen Begegnung mit Patientinnen, die unter einer Borderline-Persönlichkeitsstörung leiden. Online Veröffentlichung der Dissertation: http://www.sub.uni-hamburg.de/opus/volltexte/2011/4968 Strehlow, G. (2009a): Mentalisierung und ihr Nutzen für die Musiktherapie. In: MU, 30(2), S.89-101. Strehlow, G. (2009b): The use of music therapy in treating sexually abused children. In: Nordic Journal of Music Therapy, 18(2), S. 167–183.                  

What is interoceptive awareness and can it play a role in the development of eating disorders? What is interoceptive exposure and how can it be used in the treatment of eating disorders? In this podcast episode, Kate Fisch speaks with Dr. Melanie Smith about interoceptive exposure and awareness. She discusses how interoceptive exposure can help assist our clients and develop more effective treatments. MEET DR. MELANIE SMITH Melanie Smith, PhD, LMHC, CEDS-S, is the Director of Training for The Renfrew Center. In this role, she provides ongoing training, supervision and consultation to clinicians across disciplines for the purpose of continually assessing and improving competence in the treatment of eating disorders. Dr. Smith is co-author of The Renfrew Unified Treatment for Eating Disorders and Comorbidity Therapist Guide and Workbook (Oxford University Press), is a Certified Eating Disorders Specialist and Approved Supervisor, and is a Certified Therapist & Trainer for the Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders (UP).  Visit Melanie Smith to find out more.   IN THIS PODCAST What is interoception? What is interoceptive awareness? How can we use interoceptive exposure to help clients? The brain and body image.   Where do we start in terms of interoception? “Let's start with interoception in and of itself. This is just our body's internal perception, so our bodily senses of what is happening inside our body.” Dr. Melanie Smith Our clients are always looking for as many tools as they can to treat their eating disorder clients. It is important for us, as therapists, to understand all the factors that can influence eating disorders… “When we think about eating disorder application; our ability to sense if I'm hungry, if I'm full, if my stomach doesn't feel good; all of that is what we're talking about when we're talking about interoception.” Dr. Melanie Smith   What then is interoceptive awareness? “Interoceptive awareness is the level to which we are consciously aware of the things happening inside our bodies.” Dr. Melanie Smith   It is important to understand what level of interoceptive awareness a client has and how they react to what is happening inside the body, because most of us, most of the time, shouldn't be (or aren't) noticing things such as our heart beating or ourselves breathing. “Heightened levels of interoceptive awareness also results in heightened anxiety about what is happening inside our body. So we might start to overthink it or overinterpret what it means.” Dr. Melanie Smith   How can we use interoceptive exposure to help clients?   “The ultimate goal with interoceptive exposure is to intentionally evoke those same unpleasant, uncomfortable sensations. So, we're going to allow ourselves to experience that emotion, allow it to rise, BUT allow it to fall and learn that this is actually something we can tolerate.” Dr. Melanie Smith   Interoceptive exposure seems to align with other methods and skills that we already understand as therapists or clinicians. If we were to think about Mentalizing, Acceptance and Commitment Therapy or Dialectic Behavioral Therapy. “Those same principles are absolutely at work here, which is why I would suggest it as a wonderful adjunctive that could nicely coincide with any of those treatment approaches.” Dr. Melanie Smith   When was this developed and is there any current research into the method?   “The first places you'll see it in the literature as a proposed intervention, from an experimental standpoint, was back in the late 80s, maybe early 90s. But I think in the 80s specifically, it was proposed as a Cognitive behavioral exposure-based intervention for panic disorders.” “There's also a lot of really interesting evidence out there and people doing more trials with this with individuals with PTSD because when you think about trauma response and the way that trauma is held within the body, and that bodily reaction, you're not going to talk someone out of that. There have been really successful applications with other chronic illnesses and chronic pain.” Dr Melanie Smith   When talking to a family or talking to a client and trying to explain what is happening to us or to your brain start by explaining; You have your brain which is the organ which Neurologists take care of, and then you have your mind which is a little bit less tangible and it's what us therapists take care of. One of the issues that we have is that our civilization, which is backed by our minds, has actually evolved faster than our brains have so our brains get activated by perceived threat and still think tigers are chasing us. It's still our brain, that primitive Caveman Limbic system, deep in the depths of our primitive brain that is not aware that it's not a tiger. That's that overinterpretation of threat. When our brain is not aware that it is not a tiger. So it is still dropping all of those neurochemicals associated with running for your life. Now our minds are thinking; “there's not a tiger - so why is my heart beating this fast?”. My heart's beating that fast because my brain told it to because it thinks I'm running from a tiger.  There's something about that idea of separating the brain from the mind that really helps people understand that they're not defective. They're not doing something wrong, or their loved one isn't doing something wrong or isn't broken. In fact, you're the opposite of broken. Your brain is working magnificently, it's doing exactly what it's designed to do. Now our mind needs to override that brain part and that feels like such a good starting point.   “Those teaching examples and metaphors I think are so brilliant. I literally start with that one, usually the tiger. That's one of my teaching examples.” Dr. Melanie Smith   Let's talk about what this all looks like in a therapy room and any examples you may have. “All of the education kind of stuff we just talked about, you have to bring in the room with a client using language that is appropriate developmentally and, again, relationally; like it's not a science class but we are teaching them about science.” Dr Melanie Smith   It is clear that introspective exposure is a tool that therapists and clinicians can incorporate, but as a method of treatment, this is not something you're going to start off with. We need to get past certain stages in therapy and have foundational blocks before we move onto using interoceptive exposure with clients. This is a fascinating topic and Dr. Melanie Smith provides valuable insights, information and examples throughout the podcast. To read the article or find the book mentioned in the podcast, follow the links below.   RESOURCES MENTIONED AND USEFUL LINKS Visit National Library of Medicine to read the article mentioned in the podcast. Visit this  Amazon Link to get the book mentioned in the podcast.   Rate, review, and subscribe to this podcast on Apple Podcasts, Stitcher, Google Podcasts, TuneIn, and Spotify.

In this three-part Papers Podcast, Professor Jonathan Hill discusses his JCPP paper ‘The social domains organization of mentalizing processes in adolescents: a contribution to the conceptualization of personality function and dysfunction in young people'. This three-part podcast explores the controversy surrounding personality function and dysfunction, focuses on mentalizing, the mentalizing processes, and social domains, and provides an overview of the paper, methodology, key findings, and implications for practice.

In this three-part Papers Podcast, Professor Jonathan Hill discusses his JCPP paper ‘The social domains organization of mentalizing processes in adolescents: a contribution to the conceptualization of personality function and dysfunction in young people'. This three-part podcast explores the controversy surrounding personality function and dysfunction, focuses on mentalizing, the mentalizing processes, and social domains, and provides an overview of the paper, methodology, key findings, and implications for practice.

In this three-part Papers Podcast, Professor Jonathan Hill discusses his JCPP paper ‘The social domains organization of mentalizing processes in adolescents: a contribution to the conceptualization of personality function and dysfunction in young people'. This three-part podcast explores the controversy surrounding personality function and dysfunction, focuses on mentalizing, the mentalizing processes, and social domains, and provides an overview of the paper, methodology, key findings, and implications for practice.

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.07.25.550477v1?rss=1 Authors: Chang, L.-A., Engelmann, J. B. Abstract: While the effects of anxiety on various cognitive processes, including memory, attention, and learning, have been relatively well documented, the neurobiological effects of anxiety on social cognitive processes remain largely unknown. We address this gap using threat-of-shock to induce incidental anxiety while participants performed two false-belief tasks, a standard and an economic-games version. During belief formation and belief inferences, regions in a canonical social cognition network showed activation reflecting mentalizing, including the temporoparietal junction (TPJ), precuneus, and dorsomedial prefrontal cortex (dmPFC). At the same time, we found threat-related suppression of social cognition regions during belief inferences. A conjunction analysis confirmed that a network of regions was simultaneously engaged during mentalizing and suppressed by anxiety: bilateral TPJ, bilateral IFG, and putamen. We examined how threat impacted the connectivity between seed regions from the conjunction analyses and its targets. During belief formation, we found that anxiety suppressed the connectivity between the precuneus seed and two key mentalizing nodes, the dmPFC and right TPJ. Moreover, during belief inferences threat specificallty suppressed belief-based connectivity between putamen and its targets in IPS and dlPFC, and dispositional distress significantly modulated threat-related suppression of connectivity between the left TPJ seed and left IPS. Our results highlight important effects of incidental and dispositional anxiety on specific nodes of the social cognition network. Taken together, our study uncovers novel interactions between the reward, social cognition, and attentional systems, indicating that social cognitive processes rely on support from other large-scale networks, and that these network interactions are disrupted under incidental anxiety. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

We've all heard about mindfulness. But what about "mentalization"? We are talking about how this little-known concept helps us understand ourselves (creating more self-compassion), understand others (leading to more empathy), and connect to God. Our guest, Dr. Lina Ponder is a clinical psychologist, psychoanalyst, and spiritual director—so she is perfect for this podcast. She has trained with international experts on the role of early life bonding on the quality of relationships and well-being throughout life. She loves to teach and facilitate the Spiritual Exercises of St. Ignatius as she marvels at the profound convergence of developmental psychology and developmental spirituality.Discover the critical importance of developing emotional awareness and mentalization skills from infancy, and how our caregivers shape these abilities. Learn how experiences beyond childhood can help overcome early limitations in our mentalizing capacity. Dr. Ponder also shares her insights on accessing our inner worlds through spirituality, reflecting on the spiritual exercises of St. Ignatius, and how they can powerfully enhance our understanding of ourselves, others, and our connection with God. Don't miss this enlightening episode that merges the worlds of psychology and spirituality, offering transformative insights and practical applications for personal growth.Support the showStay Connected: Need spiritual coaching that aligns with this podcast? Connect with Cyd Holsclaw here. Join the Embodied Faith community to stay connected and get posts, episodes, & resources. Support the podcast with a one-time or regular gift (to keep this ad-free without breaking the Holsclaw's bank).

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.05.03.538867v1?rss=1 Authors: Allen, T., Hallquist, M. N., Dombrovski, A. Y. Abstract: The evolution of human social cognitive capacities such as mentalizing was associated with the expansion of frontoparietal cortical networks, particularly the default network. Mentalizing supports prosocial behaviors, but recent evidence indicates it may also serve a darker side of human social behavior. Using a computational reinforcement learning model of decision-making on a social exchange task, we examined how individuals optimized their approach to social interactions based on a counterpart's behavior and prior reputation. We found that learning signals encoded in the default network scaled with reciprocal cooperation and were stronger in individuals who were more exploitative and manipulative, but weaker in those who were more callous and less empathic. These learning signals, which help to update predictions about others' behavior, accounted for associations between exploitativeness, callousness, and social reciprocity. Separately, we found that callousness, but not exploitativeness, was associated with a behavioral insensitivity to prior reputation effects. While the entire default network was involved in reciprocal cooperation, sensitivity to reputation was selectively related to the activity of the medial temporal subsystem. Overall, our findings suggest that the emergence of social cognitive capacities associated with the expansion of the default network likely enabled humans to not only cooperate effectively with others, but to exploit and manipulate others as well. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

https://psychiatry.dev/wp-content/uploads/speaker/post-12263.mp3?cb=1678945059.mp3 Playback speed: 0.8x 1x 1.3x 1.6x 2x Download: Investigating the neural correlates of affective mentalizing and their association with general intelligence in patients with schizophrenia – Wladimir Tantchik et al.Full EntryInvestigating the neural correlates of affective mentalizing and their association with general intelligence in patients with schizophrenia –

What is mentalization, Mentalization Based Therapy and how does it affect people with Borderline Personality Disorder? On this podcast we discuss it all and so much more! So, sit back - relax - and enjoy! Carla Sharp, Ph.D. is Professor of Clinical Psychology at the University of Houston and Associate Dean for Faculty and Research. She also directs the Adolescent Diagnosis Assessment Prevention and Treatment Center and the Developmental Psychopathology Lab at the University of Houston. Her work has significantly advanced the scientific understanding of the phenomenology, causes, correlates and treatment of personality and pathology in youth. Her work makes use of mentalization-based framework to understand, prevent and treat personality and pathology in young people. She is the recipient of the 2016 Mid-career award, North American Society for the Study of Personality Disorders and the 2018 Award for Achievement in the Field of Severe Personality Disorders from the Personality Disorders Institute in New York. She is past president of the International Society for the Study of Personality Disorders, the current Associate Editor for APA journal Personality Disorders: Theory, Research and Treatment, editor of Personality and Mental Health, and a workgroup member for updating the American Psychiatric Association practice guidelines for Borderline Personality Disorder. She has published over 300 peer-reviewed publications in addition to numerous chapters and books with an h-index of 66. She is the lead author on Handbook of Borderline Personality Disorder in Children and Adolescents (Springer, 2014), Growing up resilience: the Mediational Intervention for Sensitizing Caregivers (Routledge, 2022), and Mentalizing in psychotherapy: A guide for practitioners (Wiley, 2022). Her work has been funded by the NICHD, NIAAA, NIMH, the Brain and Behavior Research Foundation and other foundations. Click the link to listen to more https://www.youtube.com/watch?v=8s-CrPGKSY8 ------------------------------------------------ Thank you so much for tuning into this Show! If you've enjoyed it then share, subscribe, and leave a review if you haven't already :) Join us on social media: Instagram: @bpdbravery Facebook: www.facebook.com/BPD-Bravery-Borderline-Personality-Disorder-401267653957962 and feel free to contact us via email at braverybpd@gmail.com --- Support this podcast: https://podcasters.spotify.com/pod/show/bpd-bravery/support

Dr. Grace Chang, Cognitive Neuroscientist at EY, joins the show to continue our discussion on cohort learning. Last episode we focused on the design, and in this episode we focus on the science and why it is so effective. We also go into the role of trust, why mentalizing and storytelling matters, the potential risks when not designed properly, why we need more research in neurodiversity in cohort learning, and much more. CONNECT WITH USIf you have any feedback or want to join in on the conversation, connect with us via LinkedIN, Twitter (@bobbyhollywood), or email our show at learninggeekspod@gmail.com. DISCLAIMERAll thoughts and views are of our own.

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.02.13.528423v1?rss=1 Authors: Friedrich, E. V. C., Hilla, Y., Sterner, E. F., Ostermeier, S. S., Behnke, L., Sauseng, P. Abstract: It has long been thought that coordination of briefly maintained information (so-called working memory) and higher social cognition (mentalizing) rely on mutually exclusive brain mechanisms. However, here we show that slow rhythmical brain activity in the dorsomedial prefrontal cortex controls distributed networks associated with working memory as well as mentalizing during cognitively demanding visual and social tasks. Depending on the effort necessary for cognitive operations, the phase of slow frontal oscillations is used to precisely tune communication with posterior brain areas. For participants having low autistic personality traits, this mechanism is identical across tasks - no matter whether visual or social information is processed. This underpins a unified function of the mentioned oscillatory brain mechanism in working memory and mentalizing. Participants with high autistic personality traits - thus, with difficulty in social cognition - however, have an inability to efficiently tune brain communication depending on cognitive effort in visual information processing. Even more striking, in higher social cognition they fail to implement coordination of distributed brain networks by slow frontal oscillations completely. So, while these findings suggest a unified function of brain oscillations in cognitive coordination they also explain why individuals with high autistic personality traits can have difficulties with demanding cognitive processing across domains. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Mentalizing continued! And start your new year off with a Mettagroup intensive! We have an upcoming Level One in January as well as a Level Two in February. Sign up now at: https://www.mettagroup.org/classes#intensives Episode originally recorded 12/17/22

We continue our conversation on Mentalizing and jump in straight from the beginning with a discussion on newborns and cognitive development. Episode originally recorded 12/08/22

It is intuitive that is useful to see things from a different perspective but how do we break our fixed understanding of the world and why is it so difficult to do so? Learn more about this and more on the latest issue of the I love You Keep Going Podcast with George Haas!

On this episode we discuss the ways in which Metta and Vipassanā support each other and how you can use Metta to further develop your capacity to mentalize. Recorded live May, 12 2022.

We got all the way through Advanced Mentalizing and now it is time to go back to the Basics! Recorded live May, 5 2022.

In this episode we continue our discussion of advanced mentalizing!

After a short break the I love You Keep Going podcast is back and picking up right where we left off! And join us for our signature Level Two course happening now!

We continue our conversation on Advanced Mentalizing and get into Depth. Sign up now for our Spring Virtual Retreat from 4/9 - 4/16 and join us in our signature Level Two course beginning 4/7!

"Guernica" by Picasso at MOMA, NYC. Gotfryd, Bernard, photographer. Courtesy Library of Congress. What happens when our basic trust in the world is challenged, and the social dimension of reality is disrupted as a consequence of collective trauma? In this episode, Werner Bohleber addresses the theme of traumatic experiences and does so starting from the two main models around which psychoanalytic thought has sought to understand trauma: the freudian psycho-economic model and the object-relational model. Reflecting on what he so effectively defines as "the symbolic web that carries us", Bohleber considers the implications of man-made disasters, and those that befall our individual and collective memory.   Werner Bohleber, Dr. phil, is a psychoanalyst in private practice in Frankfurt am Main. He is training analyst and former President of the German Psychoanalytical Association. He has long served on committees of the IPA, the last from 2009-2013 as Chair of the IPA Committee on Conceptual Integration. From 1997 to 2017 he was main editor of the journal PSYCHE.  His research subjects and main publication themes are: late adolescence and young adulthood; psychoanalytic theory; transgenerational consequences of the Nazi period and the war on the second and third generation; nationalism, terrorism, anti-Semitism; trauma research. In 2007, he was awarded the Mary S. Sigourney Award for his diverse contributions, especially those relating to the traumatic aftermath of the Holocaust, National Socialism, and World War II.   link to the paper https://docs.google.com/document/d/18yMyiZ6darmN6ouxVoQmUwlci44UCnCQ/edit?usp=sharing&ouid=112457875385152358388&rtpof=true&sd=true   this episode is available also in German   Bibliography Allen, J. (2013). Mentalizing in the development and treatment of attachment trauma. London: Karnac. Amery J. (1996): Die Tortur. Merkur, 50, 502-515. Balint M (1969). Trauma and object relationship. Int. J. Psycho-Anal. 50: 429-36. Baranger M, Baranger W, Mom JM (1988). The infantile psychic trauma from us to Freud: Pure trauma, retroactivity and reconstruction. Int. J. Psycho-Anal. 69: 113-28. Bohleber, W (2010). Destructiveness, Intersubjectivity, and Trauma. The Identity Crisis of Modern Psychoanalysis. London: Karnac. Cooper, A. (1986), Toward a limited definition of psychic trauma. In: The Reconstruction of Trauma. Its Significance in Clinical Work, ed. A. Rothstein. Madison, CT: International Universities Press,  pp. 41-56. Erikson E.H. (1968):  Identity. Youth and crisis. Nem York: Norton. Ferenczi S (1949). Confusion of the tongues between the adults and the child [1933]. Int. J. Psycho-Anal. 30: 225-30. Freud S (1920). Beyond the pleasure principle. Standard Edition 18, p. 7-64 Freud S (1926). Inhibitions, symptoms and anxiety. Standard Edition 20, p. 77-174. Freud S. (1939). Moses and Monotheistism. SE 23: 1-138. (GW 16: 103–246) Garland, C. (1998). Thinking about trauma. In: Garland, C. (Hg.). Understanding trauma. A psychoanalytic approach. London (Karnac). Krystal, H. (1988). Integration and  Self-Healing. Affect, Trauma, Alexithymia. Hillsdale: Analytic Press. Langer L.L. (1995): Memory's time: Chronology and duration in Holocaust testimonies. In:  Langer, L.L.: Admitting the Holocaust: Collected essays. New York/Oxford: John Hopkins University Press, pp.13-23.  Leys R. (2000). Trauma: A genealogy. Chicago, Ill.: University of Chicago Press. Morris D. J. (2015):  The evil hours. A biography of post-traumatic stress disorder. Boston/New York: Houghton Mifflin Harcourt. Oliner M. (2012): Psychic reality in context. Perspectives on psychoanalysis, personal history, and trauma. London: Karnac  Shalev A.Y. (1996), Stress Versus Traumatic stress. From Acute Homeostatic Reactions to Chronic Psychopathology. In: Traumatic Stress. The Effects of Overwhelming Experience on Mind, Body and Society, ed. B. van der Kolk, A., Mc Farlane & L.Weisaeth. New York NY: Guilford Press, pp. 77-101. Steele BF (1994). Psychoanalysis and the maltreatment of children. J. Amer. Psychoanal. Assn. 42: 1001-25. Van der Kolk B. (1996). Trauma and memory. In: B. van der Kolk, B., A. McFarlane & L. Weisath (Eds.) Traumatic stress. The effects of overwhelming experience on mind, body and society.  New York: Guilford Press, pp. 279-302. van der Kolk B. (2014): The body keeps the score. Mind, brain, and the body in the healing of trauma London: Penguin Books.   CREDITS Editing: Agustín Ruiz Brussain

On this episode we continue our conversation on Advanced Mentalizing, but first we start off with a roundtable on Daylight Savings Time. Sign up now for our Spring Virtual Retreat from 4/9 - 4/16 and join us in our signature Level Two course beginning 4/7!

We discuss the mentalizing skills that we gain from a young age and the ways that these skills can be upset and also developed. Sign up now for our Spring Virtual Retreat from 4/9 - 4/16 and join us in our signature Level Two course beginning 4/7!

In order to have a better understanding of ourselves and others, we must first master the art of mentalizing. This skill helps us to mindfully assess our behavior and the behavior of others by being curious about how the other person might be feeling and reasons why. This episode gives an overview into the description and importance of this keystone concept.

Meta Marvin breaks down the difference between Mentalizing and Materializing . Watch Video: https://youtu.be/TDwaW5Y9wEU --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/thinkerslounge/support

Dr Cat Meyer, PsyD, LMFT, is evolving the relationship we have with sexuality and our bodies. A published researcher, yoga instructor, reiki practitioner, and licensed couples and sex therapist, Dr Meyer pulls from various fields of knowledge to inform her work helping people to “create a deeply fulfilling, prosperous relational and sexual life” through private practice, workshops, international retreats, and her podcast Eat.Play.Sex. 2:14 – Dr Meyer’s backstory 3:55 – Disconnect between body and mind 8:29 – What is attachment theory? 15:42 – Common misconceptions about attachment theory 19:01 – Compassionate methods of interacting with different types 21:26 – First dimension of Mentalizing: deciphering differences between us and them 23:20 – Second dimension: Internal versus external 26:04 – Third dimension: spontaneity versus monitoring 30:47 – Fourth dimension: cognitive versus affective Find Cat at: www.SexLoveYoga.com Instagram: @sexloveyoga Facebook: www.facebook.com/sexloveyogawithdrcat Her podcast “Eat.Play.Sex”: http://catmeyer.com/eat-play-sex-podcast/ Her online program “LOVE.body for Women”: http://sexloveyoga.com/love-body-for-women/ Don’t forget to grab your copy of the Amazon bestseller unHidden: A Book For Men and Those Confused by Them. It’s your easy-to-understand at-home guide to Robert’s living unHidden Framework. Get your copy today by visiting www.robertkandell.com/order OR, grab your free audio section of the book if you want to take it for a spin before you buy. And we promise this is NOT like movie trailers where they grab all the best pieces. Unhidden is pure relationship gold https://robertkandell.com/freeaudio Get More of Robert at: www.RobertKandell.com As well as: www.youtube.com/channel/UCA4BLzufNXxgKGUsLVDTnlQ Follows us at: www.facebook.com/robert.kandell www.instagram.com/robert.kandell/ Join the living unhidden Facebook group www.facebook.com/groups/unhidden/

The ability to mentalize - being aware of your own mind state as well as that of another person - is one of the key components in being able to make meaningful connections and maintain healthy relationships. It also has deep spiritual underpinnings in Buddhism. George breaks down how this works and what it means.

Sasha shares how the system is doing with avoiding avoidance. Dr. E explains that the opposite of avoidance (dissociation) is mentalizing - being present and accurately aware of yourself and others. She gives four reflective skills necessary for mentalizing. A big part of this, Sasha learns, is being empathetic with yourself and others inside. Two neutral examples are given in this episode: a dish breaking in the kitchen and missing therapy today, so no abuse details are shared in this episode.

It’s not too late to develop security in yourself, your children and your relationships. With this skill, you can increase attachment security today even without a long-term relationship or years of psychotherapy. Dr. Adkins and co-host Sue Marriott LCSW, CGP walk us through the steps. Mentalizing seems easy – but actually it is quite complex. Thinking accurately about our own and others minds is such a core skill that many consider it a pre-condition for self-soothing, empathy and other facets of emotional intelligence and social-emotional maturity. It is also something that one can learn at any time in life, so it’s never too late to improve in this capacity for yourself or your children! Mentalizing and Attachment Of course this is directly related to attachment styles, which is part of our interest. The coolest thing is that you don’t have to have even earned security to learn to do it and interrupt the unintended transmission of insecure relating! We now know that with short-term cognitive interventions we can teach this particular skill and that alone improves the attachment security outcome for children of high risk parents. This is exciting! When early caregivers are unable to reflect on their children’s state of mind, these kids do not receive the active and ongoing feedback they require to develop their own capacity of secure reflection. This is big, because without this skill they do not learn how to understand their own thoughts, feelings, and motivations, or the thoughts, feelings, and motivations of others. Mentalization is what enables us to develop a sense of identity and the capacity to understand both our own feelings and motivations; and those of others. Keeping Your Own and Others’ Minds in Mind Dr. Dan Siegel calls it Mindsight, it’s also been called Reflective Function and Metacognition, but it all basically refers to being able to accurately see your own mind as it works – body, feelings, thoughts, and other people’s minds as they are whirling away. It is the capacity to infer and predict attitudes, motivations, affect and feeling behind the thinking. The better we are at mentalizing the more likely we can securely relate. NOTE: You can be secure naturally with a history of attuned parenting probably by secure caregivers, but you can also “earn” security by working on it. The cool news is those with “Earned Secure” relating are actually better at mentalizing, most likely because of the work they’ve had to do on themselves. GO ALL OF US EARNED SECURE FOLKS!!! Dr. Adkins breaks down the concept and skills required, it’s simple but not as easy as it seems. Her work in the foster care system is truly revolutionary, but these skills can be applied to adoption, children in general, and adults wanting to improve on their feelings of insecurity in the world. Biography Tina Adkins, PhD, is a Research Associate at the University of Texas at Austin, School of Social Work. She completed her PhD in Theoretical Psychoanalysis under the direction of Peter Fonagy and Patrick Luyten at University College London and the Anna Freud Center, specializing in attachment based interventions for foster/adopted children and their families. Her work in London resulted in a promising psychoeducational intervention for foster/adoptive parents designed to increase their mentalizing skills. Her research and clinical work continue to focus on the development and assessment of mentalization in parents and families.   RESOURCES: Additional resources for this episode: Tina Adkins: : Family Minds An Attachment-based Mentalizing Psycho-Educational Intervention for Foster and Adoptive Parents Tina Adkins: Why being reflective is so important for foster and adopted children Peter Fonagy (2015): Affect Regulation Mentalization and the Development of the Self J O Hagelquist, foreward by Peter Fonagy (2016): The Mentalization Guidebook Regina Pally (2017): The Reflective Parent – How to Do Less and Relat...

It’s not too late to develop security in yourself, your children and your relationships. With this skill, you can increase attachment security today even without a long-term relationship or years of psychotherapy. Dr. Adkins and co-host Sue Marriott LCSW, CGP walk us through the steps.Mentalizing seems easy – but actually it is quite complex. Thinking accurately about our own and others minds is such a core skill that many consider it a pre-condition for self-soothing, empathy and other facets of emotional intelligence and social-emotional maturity. It is also something that one can learn at any time in life, so it’s never too late to improve in this capacity for yourself or your children! Mentalizing and AttachmentOf course this is directly related to attachment styles, which is part of our interest. The coolest thing is that you don’t have to have even earned security to learn to do it and interrupt the unintended transmission of insecure relating! We now know that with short-term cognitive interventions we can teach this particular skill and that alone improves the attachment security outcome for children of high risk parents. This is exciting! When early caregivers are unable to reflect on their children’s state of mind, these kids do not receive the active and ongoing feedback they require to develop their own capacity of secure reflection. This is big, because without this skill they do not learn how to understand their own thoughts, feelings, and motivations, or the thoughts, feelings, and motivations of others. Mentalization is what enables us to develop a sense of identity and the capacity to understand both our own feelings and motivations; and those of others. Keeping Your Own and Others’ Minds in MindDr. Dan Siegel calls it Mindsight, it’s also been called Reflective Function and Metacognition, but it all basically refers to being able to accurately see your own mind as it works – body, feelings, thoughts, and other people’s minds as they are whirling away. It is the capacity to infer and predict attitudes, motivations, affect and feeling behind the thinking. The better we are at mentalizing the more likely we can securely relate. NOTE: You can be secure naturally with a history of attuned parenting probably by secure caregivers, but you can also “earn” security by working on it. The cool news is those with “Earned Secure” relating are actually better at mentalizing, most likely because of the work they’ve had to do on themselves. GO ALL OF US EARNED SECURE FOLKS!!! Dr. Adkins breaks down the concept and skills required, it’s simple but not as easy as it seems. Her work in the foster care system is truly revolutionary, but these skills can be applied to adoption, children in general, and adults wanting to improve on their feelings of insecurity in the world. BiographyTina Adkins, PhD, is a Research Associate at the University of Texas at Austin, School of Social Work. She completed her PhD in Theoretical Psychoanalysis under the direction of Peter Fonagy and Patrick Luyten at University College London and the Anna Freud Center, specializing in attachment based interventions for foster/adopted children and their families. Her work in London resulted in a promising psychoeducational intervention for foster/adoptive parents designed to increase their mentalizing skills. Her research and clinical work continue to focus on the development and assessment of mentalization in parents and families.   RESOURCES: (https://www.therapistuncensored.com/resources/) Additional resources for this episode: Tina Adkins: : Family Minds An Attachment-based Mentalizing Psycho-Educational Intervention for Foster and Adoptive Parents (https://www.therapistuncensored.com/wp-content/uploads/2017/05/Family-Minds-Summary-5.18.17-1.docx) Tina Adkins:  Why being reflective is so important for foster and adopted children... Support this podcast

Wired magazine once challenged 39 sci-fi writers and creative types to put their artistry to test by writing a 6-word story. Author of beloved Wicked series, Gregory Maguire came back with a clever riposte, “From torched skyscrapers, men grew wings.” These simple string of words sets the brain's into motion. It wonders, what are the men are thinking, what are they feeling, what was the author thinking, and what do the other readers make of this. While a good writer tickles the reader's imagination, a good reader imagines the mind and the inner workings of the imaginator extraordinaire. The brain's highly developed prefrontal cortex is responsible for the Theory of Mind or granting humans the ability to think about one's own thinking and thinking of others. This episode, my guest Dr. Carol Westby returns to discuss the ways to promote the development of Theory of Mind.About Carol Westby, Ph.D.Carol Westby, PhD, CCC-SLP, is a speech-language-pathologist and educational consultant. She has written and presented workshops nationally and internationally on play, language-literacy development and disabilities, theory of mind, social-communication impairments, and multicultural issues in assessment and intervention. She has received the Honors of the American Speech-Language-Hearing Association.ResourcesAn Interview with Carol WestbyCarol Westby's WebinarsSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Wired magazine once challenged 39 sci-fi writers and creative types to put their artistry to test by writing a 6-word story. Author of beloved Wicked series, Gregory Maguire came back with a clever riposte, “From torched skyscrapers, men grew wings.” These simple string of words sets the brain’s into motion. It wonders, what are the men are thinking, what are they feeling, what was the author thinking, and what do the other readers make of this. While a good writer tickles the reader’s imagination, a good reader imagines the mind and the inner workings of the imaginator extraordinaire. The brain’s highly developed prefrontal cortex is responsible for the Theory of Mind or granting humans the ability to think about one’s own thinking and thinking of others. Today, my guest Dr. Carol Westby returns to discuss the ways to promote the development of Theory of Mind.

In the world of limitless possibilities, there is a limit as to how much one can know about the minds of others. Take an example: Have you ever been in your head so much that your insecurities catch up with you and you fail to gauge what others are thinking and feeling? It all simply begins when a friend doesn't return your call; or at least not right away. You begin to guess what her reasons are to not call and from there on, it escalates into this drama inside where you end up wondering if your friend actually hates you or maybe, doesn't want anything to do with you. Then on Monday morning, you get a call from your friend saying that she went to her dentist on Friday and left her phone there. Your mind failed you! This episode, my guest, Dr. Carol Westby, will discuss the concept of Theory of Mind which enables us to understand others' intentions, feelings, and beliefs by directing our attention to “reading” the minds of others. She will explain how the key to unlock the social struggles of those with Executive function challenges often lies in this “mentalizing” ability.About Carol Westby, Ph.D.Carol Westby, PhD, CCC-SLP, is a speech-language-pathologist and educational consultant. She has written and presented workshops nationally and internationally on play, language-literacy development and disabilities, theory of mind, social-communication impairments, and multicultural issues in assessment and intervention. She has received the Honors of the American Speech-Language-Hearing Association.ResourcesAn Interview with Carol WestbyCarol Westby's WebinarsSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

In the world of limitless possibilities, there is a limit as to how much one can know about the minds of others. Take an example: Have you ever been in your head so much that your insecurities catch up with you and you fail to gauge what others are thinking and feeling? It all simply begins when a friend doesn't return your call; or at least not right away. You begin to guess what her reasons are to not call and from there on, it escalates into this drama inside where you end up wondering if your friend actually hates you or maybe, doesn’t want anything to do with you. Then on Monday morning, you get a call from your friend saying that she went to her dentist on Friday and left her phone there. Your mind failed you! Today, my guest, Dr. Carol Westby, will discuss the concept of Theory of Mind which enables us to understand others’ intentions, feelings, and beliefs by directing our attention to “reading” the minds of others. She will explain how the key to unlock the social struggles of those with Executive function challenges often lies in this “mentalizing” ability.

IN THIS EPISODE: Mentalizing: Breaking Down a Critical Component for Secure Relating with Tina Adkins, Phd Show Notes Mentalizing seems easy – but actually is quite complex. Thinking accurately about our own and others minds is such a core skill that many consider it a pre-condition for self-soothing, empathy and other facets of emotional intelligence and social-emotional maturity. It is also something that one can learn at any time in life, so it’s never too late to improve in this capacity for yourself or your children! Mentalizing and Attachment Of course this is directly related to attachment styles, which is part of our interest. The coolest thing is that you don’t have to have even earned security to learn to do it and interrupt the unintended transmission of insecure relating! We used to think you had to have years of intensive psychotherapy or a long-term secure relationship to convert to earned secure in order to naturally parent in a way that doesn’t transmit the insecure internal working models to our kids. Now we know that with short-term cognitive interventions we can teach this particular skill and that alone improves the attachment security outcome for children of high risk parents. This is exciting! When early caregivers are unable to reflect on their children’s state of mind, these kids do not receive the active and ongoing feedback they require to develop this important capacity. This is big, because without this skill they do not learn how to understand their own thoughts, feelings, and motivations; nor the thoughts, feelings, and motivations of others. Mentalization is what enables us to develop a sense of identity and the capacity to understand both our own feelings and motivations; and those of others. Keeping Your Own and Others’ Minds in Mind Dan Siegel calls it Mindsight, it’s also been called Reflective Function and Metacognition, but it all basically refers to being able to accurately see your own mind as it works – body, feelings, thoughts, and other people’s minds as they are whirling away, to infer the attitudes, motivations, affect and feeling behind the thinking. The better we are at mentalizing the more securely we relate. Dr. Adkins breaks down the concept and skills required, it’s simple but not as easy as it seems. Her work in the foster care system is truly revolutionary, but these skills can be applied to adoption, children in general, and adults wanting to improve on their feelings of insecurity in the world. Biography Tina Adkins, PhD, is a Research Associate at the University of Texas at Austin, School of Social Work. She completed her PhD in Theoretical Psychoanalysis under the direction of Peter Fonagy and Patrick Luyten at University College London and the Anna Freud Center, specializing in attachment based interventions for foster/adopted children and their families. Her work in London resulted in a promising psychoeducational intervention for foster/adoptive parents designed to increase their mentalizing skills. Her research and clinical work continue to focus on the development and assessment of mentalization in parents and families.   RESOURCES: Additional resources for this episode: Tina Adkins: : Family Minds An Attachment-based Mentalizing Psycho-Educational Intervention for Foster and Adoptive Parents Tina Adkins: Why being reflective is so important for foster and adopted children Peter Fonagy (2015): Affect Regulation Mentalization and the Development of the Self J O Hagelquist, foreward by Peter Fonagy (2016): The Mentalization Guidebook Regina Pally (2017): The Reflective Parent – How to Do Less and Relate More with Your Kids  These and other resources have been collected for you on our Resources page!   Tweet

IN THIS EPISODE:Mentalizing: Breaking Down a Critical Component for Secure Relating with Tina Adkins, PhdShow NotesMentalizing seems easy – but actually is quite complex. Thinking accurately about our own and others minds is such a core skill that many consider it a pre-condition for self-soothing, empathy and other facets of emotional intelligence and social-emotional maturity. It is also something that one can learn at any time in life, so it’s never too late to improve in this capacity for yourself or your children! Mentalizing and AttachmentOf course this is directly related to attachment styles, which is part of our interest. The coolest thing is that you don’t have to have even earned security to learn to do it and interrupt the unintended transmission of insecure relating! We used to think you had to have years of intensive psychotherapy or a long-term secure relationship to convert to earned secure in order to naturally parent in a way that doesn’t transmit the insecure internal working models to our kids. Now we know that with short-term cognitive interventions we can teach this particular skill and that alone improves the attachment security outcome for children of high risk parents. This is exciting! When early caregivers are unable to reflect on their children’s state of mind, these kids do not receive the active and ongoing feedback they require to develop this important capacity. This is big, because without this skill they do not learn how to understand their own thoughts, feelings, and motivations; nor the thoughts, feelings, and motivations of others. Mentalization is what enables us to develop a sense of identity and the capacity to understand both our own feelings and motivations; and those of others. Keeping Your Own and Others’ Minds in MindDan Siegel calls it Mindsight, it’s also been called Reflective Function and Metacognition, but it all basically refers to being able to accurately see your own mind as it works – body, feelings, thoughts, and other people’s minds as they are whirling away, to infer the attitudes, motivations, affect and feeling behind the thinking. The better we are at mentalizing the more securely we relate. Dr. Adkins breaks down the concept and skills required, it’s simple but not as easy as it seems. Her work in the foster care system is truly revolutionary, but these skills can be applied to adoption, children in general, and adults wanting to improve on their feelings of insecurity in the world. BiographyTina Adkins, PhD, is a Research Associate at the University of Texas at Austin, School of Social Work. She completed her PhD in Theoretical Psychoanalysis under the direction of Peter Fonagy and Patrick Luyten at University College London and the Anna Freud Center, specializing in attachment based interventions for foster/adopted children and their families. Her work in London resulted in a promising psychoeducational intervention for foster/adoptive parents designed to increase their mentalizing skills. Her research and clinical work continue to focus on the development and assessment of mentalization in parents and families.   RESOURCES: (https://www.therapistuncensored.com/resources/) Additional resources for this episode: Tina Adkins: : Family Minds An Attachment-based Mentalizing Psycho-Educational Intervention for Foster and Adoptive Parents (https://www.therapistuncensored.com/wp-content/uploads/2017/05/Family-Minds-Summary-5.18.17-1.docx) Tina Adkins:  Why being reflective is so important for foster and adopted children (https://www.therapistuncensored.com/wp-content/uploads/2017/05/Family-Minds-blog_Tina_1.23.17-1.docx) Peter Fonagy (2015):  Affect Regulation Mentalization and the Development of the Self (http://amzn.to/2q6nUM5) J O Hagelquist, foreward by Peter Fonagy (2016):  The Mentalization Guidebook (http://amzn.to/2r65YVW) Regina Pally (2017):  The Reflective Parent –... Support this podcast

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Interview with Ralph-Axel Müller, PhD, author of Atypical Cross Talk Between Mentalizing and Mirror Neuron Networks in Autism Spectrum Disorder

Theory of Mind is a mental process which can be critical to the understanding of the maintenance of psychic disorders and can have implications for their treatment. The idea of a conceptual organisation of the Theory of Mind is supported by current research from Developmental Psychology (see Perner, Mauer & Hildenbrand, 2011). We could show that Theory of Mind seems to develop with the understanding of identity and is based on a common conceptual basis: the understanding of the relationship between reference and representation. Theory of Mind means the ability to ascribe and reflect own mental states and mental states of others. The concept "Theory of Mind" is used very heterogeneousl and is defined very broadly in the research with adults. The aim of this work is to describe the theoretical and conceptual basis of the Theory of Mind and to show its importance for the Posttraumatic Stress Disorder and Chronic Depression with regards to aetiology concept as well as for its implications in the specific therapy methods [Dialectic Trauma Therapy of (Butollo and Karl, 2012) and the Cognitive Behavioral Analysis System for Psychotherapy (McCullough, 2000, 2006)]. I will take into account the attachment theory, the ability of perspective-taking and the integration of paradoxical information as well as the meaning of trauma as a determining factor in the organisation of the Theory of Mind. The differentiation between reference and representation forms the basis of the ability of perspective-taking as well as understanding identity. This work shows related concepts as well as established assumptions about the organisation of the Theory of Mind and Mentalizing and introduces a meta-representational concept to distinguish between reference and representation. The environment is seen as an external source of supply to the formation of mental representation. This work intends a systematic processing of the conceptual fundament of the Theory of Mind as a basis for the use in the clinical-therapeutic area.

From the 2005/2006 Distinguished Lecturer Series. Abstract: Impairments in social communication are the hallmark of autism spectrum disorders. Yet, the nature of these impairments, which can range from severe to mild, is hard to define. Thus, many different aspects of social interaction appear to be affected, resulting in a great deal of heterogeneity in the clinical picture. These aspects include poor emotion processing, poor imitation, poor verbal and non-verbal communication, poor face processing, poor gaze control, and poor language comprehension. One thread that runs through these impairments is what has been termed "mindblindness" or "lack of theory of mind". By this is meant the ability to attribute mental states to other people, or mentalizing for short. Mentalizing is not an intangible and highly sophisticated conscious process. Instead it is a cognitive capacity that is automatically triggered by specific stimuli, such as the movement of other agents, the orientation of eye gaze, or the form and content of speech. Mentalizing has probably evolved from the ability to understand others' actions and intentions and the necessity to react quickly to conspecifics and other creatures, who could be predators or prey. This mechanism has an identifiable basis in the brain and develops rapidly in early childhood. It enables human beings to read each other's minds - in a manner of speaking, and to predict remarkably well what others are going to do next. Behavioural studies over the last twenty years have shown that mentalizing is severely delayed or absent in individuals with autism spectrum disorders. This cognitive deficit may explain a number of their social impairments, such as persistent social naivety. Brain imaging studies have shown that in high-functioning individuals with autism spectrum disorders the brain's mentalizing system shows reduced activation and weaker connection between its components.