#scholarly article

 “Mentalizing is the ability to flexibly hold and reflect on the affects, cognitions, and mental states of the self and others (Fonagy, Gergely, Jurist, & Target, 2004; Fonagy & Target, 2002). The theory of mentalization is remarkably complex in its conceptualization of both early and ongoing development and the potentially devastating effects of disorganization in early attachment relationships. For this case study, we focus primarily on mentalizing within the therapeutic setting, describing particular aspects of the theory in practice, including issues with what is referred to as psychic equivalence (Allen, Fonagy, & Bateman, 2008). 

As a developmentally based, attachment-oriented theory, the concept of mentalization works well with Bowlby’s idea of internal working models of self and others, with a theoretical foundation based on early experiences with caregivers. Bateman and Fonagy (2006) noted that the child is forced into fragmented states of mind in understanding self and others when the caregiver fails to provide “adaptive affect-reflective interactions” (Fonagy et al., 2004, p. 192) with a child’s internal experiences. That is, children are dependent on their caregivers for accurate reflections of their experience. When the caregiver fails to properly reflect the child’s state of mind, the child internalizes deviant mirroring styles, and these incongruent representations result in disorientation and disorganization within the self. The resulting disorganization within the early attachment relationship will negatively influence developing concepts of self and others, as well as foundational abilities to make sense of and regulate affect. The child’s ability to make sense of his or her own emotional states becomes impaired due to the failure and incongruence of the caregiver’s reflections of the child’s affective states. Based on Lynn’s developmental history, her relationships with her adoptive parents involved repeated, ongoing reflective impairment, including a chronic absence of reflection of Lynn’s mental states due to the neglect she experienced. 

Marked Mirroring and the “Alien Self” 

In an attuned and secure interaction between child and caregiver, the caregiver reflects the mental states of the child such that the reflection is “marked” (Bateman & Fonagy, 2004). That is, the reflected state is exaggerated or altered in a way that makes it clear to the child that the caregiver is specifically reflecting the child’s state of mind and that this mind, although different than the mind of the caregiver, is understood. In contrast, the misattuned and insecure caregiver might respond to the child in a way that is incongruent and frightening. For example, if a young child expresses delight with a particular toy, the attuned caregiver would be expected to provide an exaggerated reflection of that delight, as is often seen with widened eyes, an exaggerated smile, and alteration in tone (usually high in pitch, in a sing-song rhythm). Such a reflection is considered to be marked, referred to specifically as marked mirroring (Bateman & Fonagy, 2006). If an adult, however, responds to a child’s delight by grabbing the toy away, shouting angrily, or ignoring the child, the child will be left disoriented, often with no way of making sense of his or her own emotions, and at the same time, internalizing the caregiver’s response and developing a sense of shame (i.e., “I was treated badly. I caused that response, therefore I am bad”). 

The ongoing disorientation and internalization associated with problematic parental mirroring results in what is known as the alien self (Bateman & Fonagy, 2006), or the child’s assumptions about himself or herself based on the caregiver’s incongruent responses. With Lynn, each time a member of the care team encountered an EP for the first time, the EP would almost immediately present its view of its alien self. An angry child EP would label himself or Lynn as a whole as “bad” and “disgusting;” a lonely, shame-filled child EP would similarly emerge, proclaiming herself “too yucky” for anyone to tolerate, let alone love. This is consistent with research comparing survivors of childhood abuse versus survivors of traumatic experiences in adulthood (Zinzow & Jackson, 2009). Within a mentalizing approach, it is not the therapist’s role to oppose and challenge such beliefs. Instead, it is an opportunity for appropriate marked mirroring, in which the therapist can reflect and “hold” the EP’s feelings of shame or self-loathing while also holding his or her own feelings and reactions toward the EP (e.g., “You’re feeling disgusting and bad and as you talk about that. Those feelings seem like they are really overwhelming for you, yet when I sit here and see you, I feel warmth toward you and I care about what happens to you.”). This interaction models and facilitates mentalizing (see Figure 2), thought of as “holding mind in mind” (Allen et al., 2008), while also helping to contain the client’s overwhelming negative affects related to the alien self.” 

-The Application of Attachment Theory and Mentalization in Complex Tertiary Structural Dissociation: A Case Study. Stewart, Dadson, & Fallding. 

( image @packedice )

Duncan, S. (2011). Minecraft, Beyond Construction and Survival. Well Played: A Journal on Video Games, Value and Meaning. 1(1), 1-22. 

In this article, Duncan summarizes the concept and popularity of the game Minecraft and talks about the idea of Minecraft being more than just a fun video game, but an educational game as well. Whereas the game was initially promoted for swords and exploding creepers, Duncan points out when you first open the game your character is usually placed on a beach, or a ‘sandbox.’ This refers to how the game is open to the players creativity, you can explore or create whatever your heart desires. He references Legos, in how it relates to the creative process and the game design itself. 

I found this on a digital scholarly article site, ACM. This was referred to me by the Ball State Library. I did admire the fact that this was written by a university professor, but of course even a professors’ writing can’t be proven fact without citations, which he included at the end of his paper. In one section of the article he did use personal experience; students using the game to create a puzzle or minigame to prove how interactive the game is in itself and how it connects to problem solving and creativity. At the moment, I’m deciding between topics to write about for my research paper. I thought it would be interesting to research Minecraft and how it’s more than just killing monsters and finding diamonds. Fans of Minecraft really do enjoy the creativity that can be put into the game, a friend of mine spent weeks building a castle and village (just to burn it all down as she finished). Nevertheless, it’s incredible how the game has inspired players to study architecture, construction management, physics, etc. If I do write about Minecraft, I want to continue to uncover how the game has inspired and really defined fans lives as well as my own.

8.29.18

Interesting 18 pg article from 1990. A bit dated, but I’d never run across it before. Some interesting angles looking at Zuka compared to other traditional Japanese theater. Bits from the author’s interview with Tsurugi Miyuki and other Moon Troupe stars in ‘87.