Intervenções promotoras da capacidade de mentalização e função reflexiva: uma revisão integrativa

Márcia Pinheiro Schaefer; Português; Tagma Marina Schneider Donelli

doi:10.22235/cp.v17i1.2478

Authors

Márcia Pinheiro Schaefer Universidade do Vale do Rio dos Sinos https://orcid.org/0000-0002-4060-5261
Português Português https://orcid.org/0000-0002-5556-2567
Tagma Marina Schneider Donelli Universidade do Vale do Rio dos Sinos https://orcid.org/0000-0003-3083-0083

DOI:

https://doi.org/10.22235/cp.v17i1.2478

Keywords:

mentalization, intervention, reflective functioning

Abstract

This scoping review explores research conducted between 2008 to 2019, that aims to understand the conceptual use of mentalization (M) and reflective functioning (RF) and explore possibilities for interventions that promote these skills. The review utilized the descriptors “reflective functioning OR mentalizing OR mentalization AND intervention”. Reviewed papers were written in English, Portuguese or Spanish, and covered several research areas. The analysis considered several categories, including aims, study design, participants, type of intervention, intervention assessments and outcomes. Thirty-four papers were considered, most of them using a quantitative approach and addressed to adults and parents/caregivers-infants. The present review highlights the need to develop specific assessments procedures to evaluate RF and M, as well as studies that consider the Brazilian context. The study also emphasizes the need for theoretical systematization of M and RF concepts, considering they are frequently used as synonyms.

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Author Biographies

Português, Português

Graduação em Psicologia pela Universidade do Vale do Rio dos Sinos- UNISINOS (2014), bolsista de iniciação científica (UNIBIC) (2011-2012) no Grupo de pesquisa Relações Interpessoais (PPG Psicologia/UNISINOS). Mestrado em Psicologia pela Universidade do Vale do Rio dos Sinos (UNISINOS- Bolsista CAPES-PROSUC) (2018-2020) e atualmente é doutoranda em Psicologia (bolsista CAPES-PROSUC) na mesma universidade, participando do grupo de pesquisa Centro de Estudos Relacionados ao Bebê (CER-Bebê).

Tagma Marina Schneider Donelli, Universidade do Vale do Rio dos Sinos

Graduação em Psicologia pela Universidade do Vale do Rio dos Sinos - UNISINOS (1998), especialização em Psicologia Hospitalar pela Universidade Luterana do Brasil - ULBRA (1999), mestrado em Psicologia do Desenvolvimento (2003) e doutorado em Psicologia (2008) pela Universidade Federal do Rio Grande do Sul - UFRGS. Professora e pesquisadora do Programa de Pós-graduação em Psicologia Clínica da UNISINOS.

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