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Mentalization Episode 10. How Parents Build A Child Who Can Reflect · Inside The Consulting Room - Understanding the Child Behind the Behaviour

• 0:01
  SPEAKER_00: Hello, and welcome to this final episode in the series about mentalization.
• 0:08
  SPEAKER_00: We've covered quite a lot in these preceding nine episodes, and my hope is that people have got something of a more composite understanding of what mentalization is, how it works, how it develops, how it's, in a sense, there in the background, and something that happens as a consequence of internalization.
• 0:33
  SPEAKER_00: And the child takes in the experiences and the feelings that the experiences create, and bit by bit they form a kind of composite in the child's developing mind.
• 0:48
  SPEAKER_00: And why this is so important, I think, is probably self-evident because mentalization, although it begins in early childhood, doesn't stop there, it continues throughout the life course.
• 1:00
  SPEAKER_00: And I think there are times when certainly when I see adults and I listen to what they tell me about themselves and their experiences, in many ways, I although I'm I'm interested to hear about what has happened, what I'm also interested in is their capacity to understand, their capacity to be able to make some kind of sense that isn't just about feelings, but it's about thoughts and about the capacity to reflect, to make sense of things.
• 1:38
  SPEAKER_00: Sometimes I come into contact with parents who seem to have little understanding about what their child might be experiencing.
• 1:50
  SPEAKER_00: They make very detailed accounts of what their child is doing, because in a way that's the easy bit.
• 1:57
  SPEAKER_00: But the bit that I'm focused on and want to help parents to focus on is what's going on underneath.
• 2:05
  SPEAKER_00: What is it that is causing the reactions that they're describing, the repeated problematic behaviors?
• 2:13
  SPEAKER_00: So, in a sense, it's about their capacity to mentalise.
• 2:16
  SPEAKER_00: Because if the parent can't, then neither can the child.
• 2:20
  SPEAKER_00: So this I think is an incredibly important, this has been an important series, and it's introductory, because there are people who are really expert in this field, and I would recommend Daniel Siegel, Peter Fonegy, and or just simply Google the word mentalization.
• 2:43
  SPEAKER_00: There's a good deal to learn.
• 2:45
  SPEAKER_00: And I think there's also something here about how do I learn to mentalize?
• 2:51
  SPEAKER_00: How do I improve my mentalizing skills?
• 2:54
  SPEAKER_00: Well, you might think, well, I don't mean to do that because I'm not going to become a therapist, but actually mentalization is something that we we experience and practice every day or or is activated every day in relationships, in our dealings with other people.
• 3:11
  SPEAKER_00: So our capacity to read situations enables us to avoid misunderstanding or correct misunderstandings.
• 3:22
  SPEAKER_00: So mentalization is an incredibly important invisible skill.
• 3:28
  SPEAKER_00: And I think really throughout the series, what I've tried to do is to explore one incredible idea, and that is that human beings become capable of understanding themselves and others because somebody understood them.
• 3:46
  SPEAKER_00: Now, mentalization isn't a lesson, it's not a technique, and it's not something that children are taught in the traditional sense.
• 3:55
  SPEAKER_00: It's something they learn, as I've said, through experience and gradually something that they become.
• 4:03
  SPEAKER_00: Now, Peter Fonegie is really one of the leading figures in this area, and his work reminds us that children develop minds capable of understanding minds because they are repeatedly held in the minds of others.
• 4:22
  SPEAKER_00: Now, there's a really beautiful book called Held in Mind that I would recommend, and unfortunately, I can't remember the author's name.
• 4:30
  SPEAKER_00: However, but there are other people, Daniel Siegel, his work was phenomenal, and it reminds us that healthy development depends upon integration.
• 4:43
  SPEAKER_00: Now, this work, this word integration, I think, is really important because integration recognizes that we are made up of parts.
• 4:53
  SPEAKER_00: And sometimes, and certainly for very, very young children, those parts haven't come together.
• 5:01
  SPEAKER_00: So in a way, integration is the joining together of the parts.
• 5:07
  SPEAKER_00: And I think it's fair to say that this isn't something that necessarily happens automatically, and it doesn't by any means become fully accomplished through childhood.
• 5:18
  SPEAKER_00: But the integration is about the bringing together of parts, and as Siegel says, that healthy development depends upon this.
• 5:28
  SPEAKER_00: John Bowlby, who I talk about quite a lot, talks about and taught us that secure attachment provides the foundation upon which emotional understanding is built.
• 5:40
  SPEAKER_00: And for those of you who want to learn more about attachment, I've done a series on this in terms of what attachment is, what it really means, that it's not the same as bonding, that attachment breaks down into different types.
• 5:59
  SPEAKER_00: Another really important contributor was Alan Shaw, and I think he was perhaps one of the first people who talked about the plasticity of the brain, mainly saying that the brain is not fixed, and that in spite of whatever has happened in our lives and how the brain is shaped metaphorically and literally, its plasticity allows growth and change and repair.
• 6:27
  SPEAKER_00: But he really illustrated the point that emotional regulation, the capacity to manage emotional states, not have the states, but to manage them, begins within relationships.
• 6:42
  SPEAKER_00: Stephen Borges, also another eminent figure, talked about how safety and and connection are biological necessities, just like Balby did when he first talked about the purpose of attachment in primates.
• 7:01
  SPEAKER_00: And perhaps I think all of this, all of them have been telling us in different ways exactly the same thing, that children grow best in relationships where they feel seen.
• 7:13
  SPEAKER_00: And it doesn't have to be perfectly seen, but seen enough.
• 7:18
  SPEAKER_00: So what does that mean for parents?
• 7:20
  SPEAKER_00: Well, perhaps it means that raising emotionally healthy children is less complicated than we might we might think.
• 7:28
  SPEAKER_00: It's not easy, but it's simpler.
• 7:31
  SPEAKER_00: It means becoming interested in minds, including our own, because children learn more from what we are than from what we say.
• 7:40
  SPEAKER_00: So if we're curious about ourselves, they learn curiosity.
• 7:45
  SPEAKER_00: If we repair after mistakes, they learn repair.
• 7:49
  SPEAKER_00: If we tolerate uncertainty, and tolerate means being able to cope, they learn flexibility.
• 7:58
  SPEAKER_00: If we remain interested in their inner world, they gradually become interested in it too.
• 8:06
  SPEAKER_00: So one of the most powerful things a parent can say, and I often say this in the consulting room, is help me understand.
• 8:14
  SPEAKER_00: Not explain yourself, not stop behaving like that, or what's wrong with you, but help me understand.
• 8:21
  SPEAKER_00: Because underneath the behavior, there is always a mind.
• 8:25
  SPEAKER_00: And beneath every mind, there's a story.
• 8:28
  SPEAKER_00: Now, of course, children need boundaries, of course they do.
• 8:31
  SPEAKER_00: But boundaries are most effective when they're held within relationships.
• 8:36
  SPEAKER_00: Consequences matter again, I I I think consequences, and I, you know, I in some ways I'm sort of prompted to think about a series just on this because very often people say, but what consequences can I put in place?
• 8:54
  SPEAKER_00: You know, I've taken all the devices away, I've threatened to have them adopted.
• 8:59
  SPEAKER_00: That last one was a joke.
• 9:01
  SPEAKER_00: But but but actually, consequences have to be meaningful.
• 9:05
  SPEAKER_00: And I think uh there isn't room in this episode to go any further on that, but I think I will do something.
• 9:12
  SPEAKER_00: But understanding matters alongside consequences, it's it's not an either-all.
• 9:18
  SPEAKER_00: Because accountability without understanding just creates shame, and and shame really doesn't teach anything.
• 9:27
  SPEAKER_00: Children don't need parents who never become angry.
• 9:31
  SPEAKER_00: They don't need parents who never make mistakes.
• 9:35
  SPEAKER_00: They don't need parents who are being careful and who are trying to get it exactly right.
• 9:40
  SPEAKER_00: And they don't need parents who understand everything.
• 9:42
  SPEAKER_00: What they need are parents who come back, parents who say, I'm sorry, I got that wrong, think I understand better now.
• 9:49
  SPEAKER_00: Let's try again.
• 9:50
  SPEAKER_00: These moments of repair teach something profoundly important.
• 9:55
  SPEAKER_00: Relationships survive.
• 9:57
  SPEAKER_00: And I think you know, this is really so so evident when I when I look at couples where there are ruptures but there are no repairs.
• 10:08
  SPEAKER_00: Now, what that does is to create an environment where you don't dare get it wrong.
• 10:14
  SPEAKER_00: Now, if you're a child in that environment, the same will apply.
• 10:18
  SPEAKER_00: You're you're careful.
• 10:20
  SPEAKER_00: And if the repairs don't happen, then uh the the behaviors and the ruptures can either go underground or be avoided, the eggshell syndrome, or they perpetuate them.
• 10:33
  SPEAKER_00: So we build resilience through this, and perhaps this is especially important for children who may have ADHD, autism, traumatic histories, anxiety, or emotional difficulties.
• 10:48
  SPEAKER_00: And many parents often say, What if I get this wrong?
• 10:51
  SPEAKER_00: And the truth is you will.
• 10:53
  SPEAKER_00: We all do.
• 10:54
  SPEAKER_00: Mentalization isn't affection, it's a willingness to keep wondering, to remain curious, to think about minds, especially when emotions are running high.
• 11:04
  SPEAKER_00: And sometimes, of course, when the emotions are running high, we just can't do it.
• 11:08
  SPEAKER_00: So we come back.
• 11:11
  SPEAKER_00: When children lose access to their minds, they often borrow ours.
• 11:17
  SPEAKER_00: When they can't think clearly, they need us to think for them.
• 11:22
  SPEAKER_00: When they can't regulate, they borrow our nervous systems.
• 11:26
  SPEAKER_00: When they lose perspective, they need us to hold on to theirs.
• 11:30
  SPEAKER_00: And one day, often slowly and almost imperceptibly, something remarkable happens.
• 11:38
  SPEAKER_00: The child begins to do for themselves what we once did for them.
• 11:42
  SPEAKER_00: They pause, they reflect, they wonder, they apologize, they regulate, they start thinking about other people.
• 11:51
  SPEAKER_00: They become capable of holding different perspectives.
• 11:55
  SPEAKER_00: In short, they'd become mentalizers.
• 11:58
  SPEAKER_00: Not perfect, not perfect people, but human human beings.
• 12:03
  SPEAKER_00: And those those same children may go on and probably will go on to raise their own children in ways that continue the trend.
• 12:20
  SPEAKER_00: Children who haven't grown up in environments where mentalizing has been learned will almost always go on to bring that into their own parenting.
• 12:35
  SPEAKER_00: Because actually, as I've said before, our style as parents is so strongly informed by how we were parented.
• 12:45
  SPEAKER_00: And that doesn't mean that we automatically replicate, but the the strands and the patterns that have developed in us neurologically, psychologically, emotionally, and behaviorally will be activated and find expression.
• 13:04
  SPEAKER_00: So therefore, we're not just investing in our children, we're investing in our children's children.
• 13:13
  SPEAKER_00: And perhaps that's what love looks like when viewed through the lens of development.
• 13:21
  SPEAKER_00: Children become who they have repeatedly been held in mind to be.
• 13:29
  SPEAKER_00: And that may be one of the most wonderful truths in all of psychology.
• 13:34
  SPEAKER_00: Thank you for listening.
• 13:37
  SPEAKER_00: The next series has a very different quality, but I think really amplifies what happens when mentalization is absent.
• 13:48
  SPEAKER_00: And it's four stories, and these are four true stories about family systems.
• 13:57
  SPEAKER_00: And the reason for wanting to tell these stories is because very often I want to talk about how to get it as right as possible.
• 14:12
  SPEAKER_00: This is really intended to try and help people feel more equipped, as best that as that as that's that can be.
• 14:22
  SPEAKER_00: So it's a contribution.
• 14:24
  SPEAKER_00: But I also feel a duty to talk about what happens when it all goes very wrong.
• 14:32
  SPEAKER_00: And I suppose I don't want to do this in a dramatic way because that's not its purpose.
• 14:39
  SPEAKER_00: It's almost a way of explaining what can happen.
• 14:45
  SPEAKER_00: I've worked with a number of families where this has been the case, and where I have witnessed things going wrong because the corrective guidance has for whatever reason not been not been taken.
• 15:08
  SPEAKER_00: And I don't just mean corrective guidance from me.
• 15:12
  SPEAKER_00: Some cases that come to me have already reached a dramatic breakdown point that's been happening for a while, and other services may already be involved.
• 15:23
  SPEAKER_00: But I think it helps us to have an understanding of what this can look like.
• 15:31
  SPEAKER_00: The four stories will follow surely.