The Compassion Project: Mentalization-Based Therapy—Child (MBT-C) Clinical Interventions, Frequency, and Patterns in the Treatment of Children and Families with Attention Deficit/Hyperactivity Disorder

ABSTRACT

Neurological challenges such as delays in processing speed and chronic childhood adversity can contribute to neurological disorders like attention deficit hyperactivity disorder leading to difficulties in interpersonal relationships. The goal of Mentalization Based Therapy-Child (MBT-C) approach is to improve the child’s relationship with others by developing mentalization capacity in the parent and child. This study adopted MBT-C for ADHD treatment and a description of the treatment phases – beginning, middle and end – is provided. The study aims to identify 1) the MBT-C clinical interventions used in the treatment, 2) how frequently the interventions were used; and 3) where in the treatment – beginning, middle or end – the intervention occurred. Eighteen video-recorded sessions of the beginning, middle and end phase of treatment from six treatment cases was reviewed and analyzed using the Consensual Qualitative Research method for coding session transcripts. Three MBT-C clinical intervention categories were identified – Attention Control, Emotion Regulation, and Explicit Mentalization. The frequencies of the interventions were categorized into three groups – general, typical, and variant. Distinct patterns of when interventions were used emerged—1) across all three treatment phases, 2) beginning and middle phases, and 3) middle and ending phases. A case example of MBT-C treatment is presented demonstrating the beginning phase and the middle to ending phase of treatment. The study’s limitations and recommendations for further study are discussed.

Acknowledgments

I wish to thank many contributors to the Compassion Project, including the children and families, clinical supervisor Stephanie Lyon-Sterling, many doctoral students who have worked on this project, especially Alexis Mattia, and post-doctoral fellow Sarah Alsaidi who trained the students in the CQR method.

Disclosure statement

No potential conflict of interest was reported by the author(s).