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Tip: To use the Information icon…

PEP-Web Tip of the Day

The Information icon (an i in a circle) will give you valuable information about PEP Web data and features. You can find it besides a PEP Web feature and the author’s name in every journal article. Simply move the mouse pointer over the icon and click on it for the information to appear.

For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Cohen, P. Remez, A. Edelman, R.C. Golub, A. Pacifici, A. Santillan, Y. Wolfe, L. (2016). Promoting Attachment and Mentalization for Parents and Young Children in the Foster Care System: Implementing a New Training and Treatment Approach in an Agency. J. Infant Child Adolesc. Psychother., 15(2):124-134.

(2016). Journal of Infant, Child & Adolescent Psychotherapy, 15(2):124-134

Promoting Attachment and Mentalization for Parents and Young Children in the Foster Care System: Implementing a New Training and Treatment Approach in an Agency

Phyllis Cohen, Ph.D., Andrea Remez, Ph.D., Rachel C. Edelman, Psy.D., Ashley Golub, Psy.D., Amy Pacifici, LCSW-R, Yadira Santillan, LMSW, CAS and Lisa Wolfe, LCSW

The Building Blocks Program is an innovative psychodynamic treatment approach that was designed to fit within a social service agency structure. It is based on concepts of attachment, attunement, and mentalization and builds on the research of Beatrice Beebe (2003), Peter Fonagy and colleagues (2002), Arietta Slade (2005), Howard and Miriam Steele (2008), and Dan Stern (1985). The Building Blocks Program targets birth mothers and their young children under age 5 who have been or are in danger of being removed from their families. In the beginning of the program, the Building Blocks therapists faced many challenges. As noted (Remez, this issue), many of the therapists were unfamiliar with a Reflective Supervision model of learning. They were accustomed to a more traditional pedagogical approach that emphasized critiquing their work, with a focus on their clients’ pathology. The Building Blocks model focuses on therapist and client safety and support, prompting a paradigm shift in the therapists’ thinking about supervision and how to conduct therapy.

[This is a summary excerpt from the full text of the journal article. The full text of the document is available to journal subscribers on the publisher's website here.]

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