Customer Service | Help | FAQ | PEP-Easy | Report a Data Error | About
Tip: To see translations of this article…

PEP-Web Tip of the Day

When there are translations of the current article, you will see a flag/pennant icon next to the title, like this: 2015-11-06_11h14_24 For example:


Click on it and you will see a bibliographic list of papers that are published translations of the current article. Note that when no published translations are available, you can also translate an article on the fly using Google translate.


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

Hartmann, L.K. Neubert, V. Läzer, K.L. Ackermann, P. Schreiber, M. Fischmann, T. Leuzinger-Bohleber, M. (2015). Mentalization and the Impact of Psychoanalytic Case Supervision. J. Amer. Psychoanal. Assn., 63(3):NP20-NP22.

(2015). Journal of the American Psychoanalytic Association, 63(3):NP20-NP22

Mentalization and the Impact of Psychoanalytic Case Supervision

Lorena Katharina Hartmann, Verena Neubert, Katrin Luise Läzer, Peter Ackermann, Maria Schreiber, Tamara Fischmann and Marianne Leuzinger-Bohleber

Empirical studies have demonstrated that securely attached children show better social behavior, less aggression, more creative problem-solving skills, and better cognitive functioning; disorganized attached children, by contrast, have a poor prognosis in these areas (Moss et al. 1996; Fonagy 2002). Project EVA involves the evaluation of two psychoanalytically based prevention programs, Faustlos and Early Steps (Frühe Schritte), looking at their differential effectiveness. The aim is to support and help insecure and disorganized attached children and their families. This dissertation project focuses on teachers working with this high-risk sample and examines their capacity for reflectivity. Teachers today play an important role in the development of children, in particular when they are able to offer the child a stable emotional relationship, which is greatly aided by mentalizing skills. The research question is whether psychoanalytic case supervision will have an enhancing effect on teachers’ mentalizing capacity. To answer this question, a group that has received psychoanalytic case supervision (Early Steps) was compared with a control group (Faustlos).

Aim of the Study

The study's aim is to determine whether teachers who have received psychoanalytic case supervision (Early Steps) show higher mentalizing skills on the Reflective Self Functioning Scale (Fonagy et al. 1998) than the control group (Faustlos). The Early Steps program offers 14-day psychoanalytic case supervision, weekly parent and teacher counseling, therapy, and Faustlos (a German adaptation of the prevention program Second Step, which inculcates socio-emotional skills for early learning). The duration of these interventions is two years. The sample is drawn from fourteen randomly chosen daycare centers in socially disadvantaged neighborhoods, determined by a representative survey and social indicators.

[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.]

Copyright © 2021, Psychoanalytic Electronic Publishing, ISSN 2472-6982 Customer Service | Help | FAQ | Download PEP Bibliography | Report a Data Error | About

WARNING! This text is printed for personal use. It is copyright to the journal in which it originally appeared. It is illegal to redistribute it in any form.