Bridges between people: nonverbal mediation in an intercultural perspective and training proposals

Starting from the meaning of terms prejudices and mediation, the paper will deal with the theme of “intercultural mediation”, discussing aspects that characterize it, focusing on the non-verbal and creative elements. It will than reflect upon the necessary professional skills and on possible trainings through the body-artistic language (focusing on dance-movement therapy methodology), drawing inspiration from training experiences with professionals who face emergency situations within very complex social contexts. Italy receives 89% of the unaccompanied foreign minors arriving in Europe. However, Italy does not have adequate laws in place to initiate life projects and social inclusion which could help the overwhelming influx of refugees and migrants. In this very complex situation non-verbal competences can give the possibility to build bridges between people and to create social networks, that could help bring about more effective actions and, may be, political chang

Mentalization in counseling processes

The purpose of this literature review is to demonstrate the profound influences and numerous applications the concept of mentalization has within counseling processes. The skill of mentalizing extends across theoretical orientations within existing counseling frameworks and has been suggested to be a core factor within the counseling process (Allen, Fonagy, & Bateman, 2008). Mentalizing capacities have been linked to positive therapeutic alliances (Markowitz & Milrod, 2011), positive client outcomes (Bernbach, 2002; Bouchard et al., 2008; Fonagy & Target, 1996; Karlsson & Kermott, 2006; Levy et. al., 2006; Meehan, Levy, Reynoso, Hill, & Clarkin, 2009), and counselor effectiveness (Cologon, 2013); and as such is an essential skill for counselors and clients to develop

Mindreading in individuals with an empathizing versus systemizing cognitive style An fMRI study

Our fMRI study compares the neural correlates of face-based mindreading in healthy individuals with an empathizing (n=12) versus systemizing cognitive style (n=12). The empathizing group consists of individuals that score high on empathizing and low on systemizing, while the systemizing group consists of individuals with an opposite cognitive pattern. We hypothesize that the empathizing group will show stronger simulation-type neural activity (e.g., in mirror neuron areas, medial prefrontal cortex, anterior cingulate cortex) or simulation-related neural activity (e.g., in areas involved in perspective taking and experiential processing) compared to the systemizing group. As hypothesized, our study reveals that the empathizing group shows significantly stronger activity in mirror neuron areas of the brain, such as the left inferior frontal gyrus and inferior parietal lobe, and in temporal areas involved in perspective taking and autobiographical memory. Moreover, the empathizing group, but not the systemizing group, shows activity in the medial prefrontal cortex and anterior cingulate cortex which have been related to simulation-type neural activity in the brain and are central to mindreading. Also, the systemizing group shows significantly stronger activity in the left parahippocampal gyrus. In conclusion, both the empathizing and systemizing individuals show simulation-type and simulation-related neural activity during face-based mindreading. However, more neural activity indicative of simulation-based processing is seen in the empathizing individuals, while more neural activity indicative of non-simulation-based processing is seen in the systemizing individuals

Interpersonal emotion regulation: a review of social and developmental components

A staple theme in clinical psychology, emotion regulation, or the ability to manage one's emotions, is directly linked with personal wellbeing and the ability to effectively navigate the social world. Until recently, this concept has been limited to a focus on intrapersonal processes, such as suppression. Less emphasis has been placed on developmental, social, and cultural aspects of emotion regulation. We argue here that as social beings, our engagement in emotion regulation may often occur interpersonally, with trusted others helping us to regulate our emotions. This review will highlight recent research on interpersonal emotion regulation processes.Dr Hofmann receives financial support from the Alexander von Humboldt Foundation (as part of the Humboldt Prize), NIH/NCCIH (R01AT007257), NIH/NIMH (R01MH099021, U01MH108168), and the James S. McDonnell Foundation 21st Century Science Initiative in Understanding Human Cognition - Special Initiative. He receives compensation for his work as an advisor from the Palo Alto Health Sciences and for his work as a Subject Matter Expert from John Wiley & Sons, Inc. and SilverCloud Health, Inc. He also receives royalties and payments for his editorial work from various publishers. (Alexander von Humboldt Foundation; R01AT007257 - NIH/NCCIH; R01MH099021 - NIH/NIMH; U01MH108168 - NIH/NIMH; James S. McDonnell Foundation 21st Century Science Initiative in Understanding Human Cognition - Special Initiative)Accepted manuscrip

Predicting Empathy From Resting State Brain Connectivity: A Multivariate Approach.

Recent task fMRI studies suggest that individual differences in trait empathy and empathic concern are mediated by patterns of connectivity between self-other resonance and top-down control networks that are stable across task demands. An untested implication of this hypothesis is that these stable patterns of connectivity should be visible even in the absence of empathy tasks. Using machine learning, we demonstrate that patterns of resting state fMRI connectivity (i.e. the degree of synchronous BOLD activity across multiple cortical areas in the absence of explicit task demands) of resonance and control networks predict trait empathic concern (n = 58). Empathic concern was also predicted by connectivity patterns within the somatomotor network. These findings further support the role of resonance-control network interactions and of somatomotor function in our vicariously driven concern for others. Furthermore, a practical implication of these results is that it is possible to assess empathic predispositions in individuals without needing to perform conventional empathy assessments

Fostering empathy in children: A literature review and proposal

Empathy links separate beings together as it enhances interpersonal relationships and motivates justice and prosocial behavior. Therefore, it is beneficial to reflect upon how empathy is first instilled and enhanced, as well as how it is suppressed. With such information, strategies can be devised to foster empathy by means of structured guidance. The experience of empathy involves both cognitive precursors and affective experiences that allow the observer to become involved in the complex, emotional, inner-world of the subject. Moreover the observer\u27s expression of empathy and an individual\u27s feelings of concern for the subject can be prompted or inhibited by a variety of antecedents such as personal disposition, self-other differentiation, and emotional regulation. The proposed empathy fostering program utilizes aspects of factors that enhance empathy, such as parenting practices, school environment, and self-motivation. These are translated into self-exploration exercises, roleplaying techniques, and content-reflection that afford expressively enveloping experiences while promoting a deeper understanding of thoughts and emotions

Neuroimaging Research on Empathy and Shared Neural Networks

Understanding other people’s feelings and perspectives is an important part of effective social communication and interaction. Empathy is the phenomenon that enables us to infer the feelings of others and understand their mental states. It aids in social learning and bonding and is thought to be impaired in individuals with social deficits like schizophrenia and autism spectrum disorder (ASD). Advances in neuroimaging technology have allowed social neuroscientists to study brain activity during this complex social process. A growing body of empathy literature demonstrates that multiple brain regions are involved in empathy. Current theories propose that empathy is enabled through the activation of various dynamic neural networks, each made up of several different regions. These networks respond differently depending on specific contexts and available information. This chapter reviews the networks involved in empathy and highlights the current theories and limitations of empathy research

Exploring ways White children are taught about race and racism

In this theoretical study, I will explore ways White children are taught about race and racism, and ways this subject can be explored with White youth in therapeutic contexts. In the United States, racism continues to have a significant negative impact on the material and psychological experiences of people of color, limiting life chances while it is largely ignored by White individuals and White-dominated institutions. One factor that serves to maintain the existence and influence of racist systems is White people\u27s ignorance of the degree to which racism is present in our institutions, dominant discourse and ideology, and in ourselves. There is a need for research on ways White children are taught about race and racism, and ways to support children in developing the intellectual awareness and emotional and social abilities to engage in working toward racial justice. I will examine literature on how children are commonly taught about racism, how they learn to understand race, and on how clinicians have addressed race in therapy. I will use critical race theory and the theory of self psychology to analyze factors that influence the learning of children on the subject of race and racism, and offer suggestions for White therapists who choose to talk about race and racism with young White clients in clinical practice