The use of the Reflexive Function Scale in Higher Education
| Autor: | ESPOSITO, GIOVANNA, RAINONE, NUNZIA, DE LUCA PICIONE, RAFFAELE |
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| Přispěvatelé: | Aydin Gökçen, Amodeo Anna Lisa, Artigas Maria Velia, Bruno Andreina, Capo Marianna, Capobianco Rosaria, Cuccurullo Alessia, De Fruyt Filip, De Luca Picione Raffaele, De Simone Gabriella, Duduciuc Alina, Duyck Wouter, Esposito Giovanna, Ewa Paja k–Waz˙na, Fonteyne Lot, Galdo Maria Carolina, Galimberti Andrea, Garcia–Valcárcel Ana, Gargiulo Anna, Giani Alberta, Gilardi Silvia, González González Miguel Alberto, González–Monteagudo José, Guidi Marco, Ignusci Emanuela, Iorga Elena–Madalina, Ivan Loredana, Jolanta Mackowicz, Lavié–Martínez José Manuel, Margherita Giorgia, Martin David, Martino Maria Luisa, Matos de Souza Rodrigo, Oliverio Stefano, Padilla–Carmona M. Teresa, Palano Francesca, Parlato Federica, Rainone Nunzia, Ricci Carmen, Stanescu Dan Florin, Stevenson Howard, Strain Eanan, Tan Eloise, Tejedor Francisco Javier, Troisi Gina, Venuleo Claudia, Vitale Alessia, Valerio Paolo, Yerin Güneri Oya, Freda, Maria Francesca, Esposito, Giovanna, Rainone, Nunzia, DE LUCA PICIONE, Raffaele |
| Jazyk: | angličtina |
| Rok vydání: | 2014 |
| Předmět: | |
| Popis: | The aim of this work is to evaluate the INSTALL European Project efficacy in fostering mentalization (Bateman & Fonagy, 2012) with students enrolled in the training programs. For this purpose, we administered to 59 Italian undearchieving students lagging behind with their studies an especially devised open–ended questionnaire before and after the INSTALL formative programs. The questionnaire comprises questions inspired by the demand questions used in the Adult Attachment Interview and adapted for the specific university context. Answers were scored on the basis of the Reflexive Function Scale (RFS) (Fonagy & Target, 1997). Analysis showed a positive trend toward increased RF in most of participants. We discuss how the RF increase is to be credited to the multimodal methodology of INSTALL Project and we bring into focus the innovative contexts, e.g., normative–formative contexts, in which mentalization theory could be applied. |
| Databáze: | OpenAIRE |
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