The experiences of consultees in Mentalization Based Consultation (MBC): A Narrative Inquiry.

Mentalization theory (Fonagy & Target, 1997) has been adapted into an applied, originally clinical use. It is described as the ability to keep the mind in mind; appreciating ones’ own and others’ needs, motivations, thoughts and feelings rather than conceiving others through unappreciative narratives that may lead to relational rupture. It may be of pertinence for Education & Child Psychologists (ECPs) when appreciating the dyadic relationships between adults and children where stressful situations may limit this capacity.
With the applied use of Mentalization in education relatively sparse, Mentalization Based Consultations (MBCs) were developed to explore whether more a psychological experience would be more helpful for consultees in stressful work-based situations.
This study details participant consultees’ experience of MBCs over 2 session (Pilot Study) and 3 sessions (Main Study) as an opportunity to explore their experiences of working closely with a child with Social, Emotional & Mental Health (SEMH) needs and Autism. 4 levels of analysis were completed. An Analysis of Narrative; searching for potential shifts in mentalization over 3 MBC sessions; A Narrative Process Coding System (NPCS; Angus & Hardkte, 1994) to appreciate the structure of narrative over sessions; A Narrative Analysis of Voice (adapted from Brown & Gilligan, 1993) and finally a Narrative Analysis of a summary interview based upon Buttina (2015).
Analysis suggested that MBC may allow ECPs to understand a richer understanding of consultees positioning. Consultees appear to develop what may be described as their meta-cognitive abilities, to reflect and adapt to needs more confidently and apply this to more than one child. It was appreciated as containing and restorative relative to the stress they experienced at work. 2/3 sessions of MBC did not seem to facilitate readiness for longer-term change. Prolonged consultative involvement is therefore proposed for staff working with complex needs.