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

Márcia Pinheiro Schaefer; Débora Becker; Tagma Marina Schneider Donelli

doi:10.22235/cp.v17i1.2478

Autores

Márcia Pinheiro Schaefer Universidade do Vale do Rio dos Sinos https://orcid.org/0000-0002-4060-5261
Débora Becker Universidade do Vale do Rio dos Sinos 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

Palavras-chave:

mentalização, intervenção, função reflexiva

Resumo

Esta revisão integrativa da literatura objetivou sistematizar as possibilidades de intervenções promotoras da Capacidade de Mentalização (CM) e Função Reflexiva (FR), publicadas entre 2008 a 2019. Utilizou-se os descritores “reflective functioning OR mentalizing OR mentalization AND intervention” e incluiu-se artigos empíricos, disponibilizados em Inglês, Português ou Espanhol, provenientes de diferentes áreas. Analisou-se os dados através das categorias: objetivos; delineamentos; participantes; tipo de intervenção utilizada; instrumentos de avaliação da intervenção empregados; resultados. Encontrou-se 34 artigos que predominantemente verificaram a eficácia das intervenções, possuíam delineamento quantitativo, voltados para adultos e, ainda, intervenções com potencial para fortalecer os vínculos pais/cuidadores-criança. Concluiu-se sobre a necessidade de se desenvolver instrumentos específicos para avaliar FR e CM, estudos que abordem a realidade brasileira e, ainda, a sistematização desses conceitos, que na maioria dos artigos, se apresentaram como sinônimos.

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Biografias Autor

Débora Becker, Universidade do Vale do Rio dos Sinos

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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