Repositorio Institucional
El repositorio institucional recoge la producción científica del personal docente e investigador de la Universidad de Deusto. Su propósito es reunir, archivar, preservar y aumentar la visibilidad en acceso abierto de los resultados de investigación.
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Envíos recientes
El efecto del florecimiento sobre la satisfacción con el aprendizaje basado en proyectos a través de la pasión armoniosa por el aprendizaje
(Dykinson, 2024) Martos Méndez, María José; Salas Rodríguez, Javier; García Cid, Alba; Ruiz Rodríguez, Iván
Evaluación de la autopercepción del alumnado en turismo respecto a su nivel de competencia en comunicación escrita: análisis comparativo pre y post intervención docente
(Dykinson, 2024) Goytia Prat, Ana; Fernández-Villarán Ara, Asunción; Erice González de Durana, Mónica
Renacimiento y modernización de la cultura vasca (1918-1930)
(Marcial Pons, 2024) Alberro Goikoetxea, Luzia
Impacto de la pasión por el aprendizaje y la autoestima en la satisfacción con la metodología de aprendizaje basado en proyectos en estudiantado universitario
(Dykinson, 2024) García Cid, Alba; Melguizo Garín, Anabel; Salas Rodríguez, Javier; Peláez Fernández, María Ángeles
Progress in mentalizing ability among people with psychosis through dialogic literary gatherings
(2025) Fernández Villardón, Aitana; Sáez de Ibarra, Alfonso; Domínguez Panchón, Ana; García Carrión, Rocío
BACKGROUND: People with psychosis often experience a fragmented sense of self, making it difficult to integrate perceptions, memories, thoughts, and emotions related to themselves and others. Enhancing mentalization processes and fostering reflection are crucial for comprehensive recovery. As these processes are naturally developed through meaningful interactions and dialogue, incorporating a dialogic approach into the treatment of psychotic disorders may significantly support recovery. METHODS: This study examines the impact of Dialogic Literary Gatherings (DLGs) on the ability of mentalizing in individuals with psychosis. A quasi-experimental mixed-methods study was conducted with 23 participants (6 women and 17 men) diagnosed with psychosis. Over five months, participants engaged in 18 DLG sessions. Mentalizing ability was assessed using the Mentalization Scale (MentS), and qualitative data included interviews (n = 2) and focus groups (n = 3), to explore changes in mentalization. RESULTS: Participants reported an increase in mentalizing towards others and toward him or herself, and in motivation to mentalize. Dialogues during DLGs fostered empathy, awareness of individual differences, and deeper engagement with others' emotions. Besides, sharing feelings in this dialogic environment enabled participants to reflect on past experiences and find purpose in life. Consistently, patients reported that these dialogues provided a platform for expressing emotions, re-evaluating life perspectives, and achieving greater self-awareness. CONCLUSIONS: This study highlights Dialogic Literary Gatherings as a valuable tool for enhancing the ability to mentalize in clinical populations, offering a complementary approach to traditional psychotherapeutic interventions for individuals with psychosis.