Mentalizing, Epistemic Trust and the Phenomenology of Psychotherapy.

Epistemic trust Mentalizing Phenomenology Psychotherapy

Journal

Psychopathology
ISSN: 1423-033X
Titre abrégé: Psychopathology
Pays: Switzerland
ID NLM: 8401537

Informations de publication

Date de publication:
2019
Historique:
received: 10 02 2019
accepted: 17 06 2019
pubmed: 31 7 2019
medline: 26 11 2019
entrez: 31 7 2019
Statut: ppublish

Résumé

This paper seeks to elucidate the phenomenological experience of psychotherapy in the context of the theory of mentalizing and epistemic trust. We describe two related phenomenological experiences that are the domain of psychotherapeutic work. The first is the patient's direct experience of their own personal narrative being recognized, marked and reflected back to them by the therapist. Secondly, this intersubjective recognition makes possible the regulation and alignment of the patient's imaginative capacity in relation to phenomenological experiences. In describing three aspects of the communication process that unfold in effective psychotherapeutic interventions - (1) the epistemic match, (2) improving mentalizing and (3) the re-emergence of social learning - the way in which any effective treatment is embedded in metacognitive processes about the self in relation to perceptual social reality is explained. In particular, attention is drawn to wider social determinants of psychopathology. We discuss the possible mechanism for the relationship between the socioeconomic environment and psychopathology, and the implications of this for psychotherapeutic treatment.

Identifiants

pubmed: 31362289
pii: 000501526
doi: 10.1159/000501526
doi:

Types de publication

Journal Article Review

Langues

eng

Sous-ensembles de citation

IM

Pagination

94-103

Informations de copyright

© 2019 S. Karger AG, Basel.

Auteurs

Peter Fonagy (P)

Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom, p.fonagy@ucl.ac.uk.

Patrick Luyten (P)

Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom.
Faculty of Psychology and Educational Science, KU Leuven, Leuven, Belgium.

Elizabeth Allison (E)

Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom.

Chloe Campbell (C)

Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom.

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Classifications MeSH