Epistemic Justice and Neurodiversity: Mentalization–Based Treatment with Children in the Autistic Spectrum from a Dimensional Perspective

ABSTRACT

Neurodiverse individuals often suffer the consequences of epistemic injustice, that lead to isolation and helplessness. By attempting to apply a mentalization lens to ASD, we seek to highlight the concept of neurodiversity as an invitation to “mentalize differences” that arise primarily as a response to the marginalization of people with autism spectrum disorders. We seek to move away from the non-mentalizing impact of the categoric deficit model, providing an integration of both existing theoretical and empirical clinical data into an intervention to address the heterogeneity of neurodiversity. An adaptation of mentalization-based treatment for children (MBT-C) to the needs of children and adolescents functioning in the Autistic Spectrum is discussed. A clinical model that integrates findings of developmental research, dyadic clinical psychodynamic intervention models and neuroscientific data with the aim to develop an integrative therapeutic intervention both relational and developmental in nature. A mentalization informed dimensional approach is applied to the scaffolding process necessary to accommodate the heterogeneity and overall unique needs of this population. The article explores the need for further empirical research which substantiates the need for both systemic and individual interventions which address the subjective experience of ASD children and adolescents and that of their families.

Disclosure statement

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

Additional information

Notes on contributors

Norka T. Malberg

Norka T. Malberg, PsyD Assistant Clinical Professor, Yale Child Study Center, New Haven, CT. Director, IMAGINA Center, Barcelona, Spain.

Ilenia Gori

Ilenia Gori, MD, Child and Adolescent Neuropsychiatrist, PhD. Candidate at Blanquerna , Ramon Lull University, Barcelona, Spain.