Within- and between-session changes of in-session reflective functioning of mothers in dyadic parent-infant psychotherapy

This study investigated if in-session reflective functioning (RF) of mothers improved between and within sessions of brief dyadic focused parent-infant psychotherapy (fPIP) for the treatment of regulatory disorders in infants. In-session RF was coded for 44 therapy sessions from N = 11 mothers rando...

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Hauptverfasser: Georg, Anna (VerfasserIn) , Kasper, Lea A. (VerfasserIn) , Neubauer, Andreas B. (VerfasserIn) , Selic, Maximilian (VerfasserIn) , Taubner, Svenja (VerfasserIn)
Dokumenttyp: Article (Journal)
Sprache:Englisch
Veröffentlicht: 14 Mar 2024
In: Psychotherapy research
Year: 2024, Pages: 1-13
ISSN:1468-4381
DOI:10.1080/10503307.2024.2323617
Online-Zugang:Verlag, lizenzpflichtig, Volltext: https://doi.org/10.1080/10503307.2024.2323617
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Verfasserangaben:Anna Katharina Georg, Lea Amelie Kasper, Andreas B. Neubauer, Maximilian Selic, & Svenja Taubner

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520 |a This study investigated if in-session reflective functioning (RF) of mothers improved between and within sessions of brief dyadic focused parent-infant psychotherapy (fPIP) for the treatment of regulatory disorders in infants. In-session RF was coded for 44 therapy sessions from N = 11 mothers randomly selected from a RCT on the efficacy of fPIP as part of secondary analyses. A new rating system distinguished self-focused and child-focused in-session RF. Cumulative ordinal regression models were applied to analyze the dynamics of in-session RF within and across sessions, controlling for word count of each statement. While in-session RF improved significantly within sessions, between-session RF improved significantly only in the second session compared to the first with a significant decrease observed in the last session. Child-focused in-session RF was significantly lower than self-focused in-session RF at the beginning of the sessions but improved significantly stronger than self-focused in-session RF during sessions. In-session RF (particularly in child-focused statements) can be regarded as a dynamic change process relevant within each session of dyadic fPIP. Improvements made on a session-by-session basis may not be maintained until the next session. Implications for practitioners and in-session RF research are discussed. 
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