Article Version of Record

Promoting Mentalization in Clinical Psychology at Universities: A Linguistic Analysis of Student Accounts

Author(s) / Creator(s)

Freda, Maria Francesca
Esposito, Giovanna
Quaranta, Teresa

Abstract / Description

This study investigated the structure of mentalization (Bateman & Fonagy, 2012) in a training context. The dual purpose was to evaluate the effectiveness of practicum student training and whether the Linguistic Inquiry method (Pennebaker, 2000) could be used to evaluate the three dimensions of mentalization — relational, cognitive, and emotional. The training utilized the groups and their accounts as devices and mediators to conceptualize the relationship between self-mentalizing training, the academic context and the practicum experience. Accounts from 38 Italian students pursuing master degree in Clinical, Dynamic, and Community Psychology were analyzed by LIWC software. The Wilcoxon test showed a significant increase in mentalizing words during the middle and end of the term, as compared with the beginning. The results displayed a need to promote mentalization within academic settings and indicated the value of this competence for clinical psychology.

Keyword(s)

account mentalization linguistic inquiry practicum university training

Persistent Identifier

Date of first publication

2015-02-27

Journal title

Europe's Journal of Psychology

Volume

11

Issue

1

Page numbers

34–49

Publisher

PsychOpen GOLD

Publication status

publishedVersion

Review status

peerReviewed

Is version of

Citation

Freda, M. F., Esposito, G., & Quaranta, T. (2015). Promoting Mentalization in Clinical Psychology at Universities: A Linguistic Analysis of Student Accounts. Europe's Journal of Psychology, 11(1), 34–49. https://doi.org/10.5964/ejop.v11i1.812
  • Author(s) / Creator(s)
    Freda, Maria Francesca
  • Author(s) / Creator(s)
    Esposito, Giovanna
  • Author(s) / Creator(s)
    Quaranta, Teresa
  • PsychArchives acquisition timestamp
    2018-11-21T09:59:18Z
  • Made available on
    2018-11-21T09:59:18Z
  • Date of first publication
    2015-02-27
  • Abstract / Description
    This study investigated the structure of mentalization (Bateman & Fonagy, 2012) in a training context. The dual purpose was to evaluate the effectiveness of practicum student training and whether the Linguistic Inquiry method (Pennebaker, 2000) could be used to evaluate the three dimensions of mentalization — relational, cognitive, and emotional. The training utilized the groups and their accounts as devices and mediators to conceptualize the relationship between self-mentalizing training, the academic context and the practicum experience. Accounts from 38 Italian students pursuing master degree in Clinical, Dynamic, and Community Psychology were analyzed by LIWC software. The Wilcoxon test showed a significant increase in mentalizing words during the middle and end of the term, as compared with the beginning. The results displayed a need to promote mentalization within academic settings and indicated the value of this competence for clinical psychology.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • Citation
    Freda, M. F., Esposito, G., & Quaranta, T. (2015). Promoting Mentalization in Clinical Psychology at Universities: A Linguistic Analysis of Student Accounts. Europe's Journal of Psychology, 11(1), 34–49. https://doi.org/10.5964/ejop.v11i1.812
  • ISSN
    1841-0413
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/930
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.1122
  • Language of content
    eng
  • Publisher
    PsychOpen GOLD
  • Is version of
    https://doi.org/10.5964/ejop.v11i1.812
  • Keyword(s)
    account
    en_US
  • Keyword(s)
    mentalization
    en_US
  • Keyword(s)
    linguistic inquiry
    en_US
  • Keyword(s)
    practicum
    en_US
  • Keyword(s)
    university training
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    Promoting Mentalization in Clinical Psychology at Universities: A Linguistic Analysis of Student Accounts
    en_US
  • DRO type
    article
  • Issue
    1
  • Journal title
    Europe's Journal of Psychology
  • Page numbers
    34–49
  • Volume
    11
  • Visible tag(s)
    Version of Record