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https://8y1wh49hn1.execute-api.eu-west-2.amazonaws.com/prod/
4s50tg1b4toisc43c4q42gsceq
eu-west-2:2756d3cb-8b8b-47a9-8248-595a9d254d91
[img width=150 [SiteIcon]]<br/>{{SiteTitle}}
<div style="margin-bottom:2em;margin-top:2em;">
[img width=160 [$:/_AFC/grey-wordmark.svg]]
</div>
<$reveal type="nomatch" state=<<folded-state>> text="hide" tag="div" retain="yes" animate="yes">
<div class="tc-xememex-tiddler-info tc-subtitle">
Bag: <$view tiddler="$:/state/federatial/xememex/tiddlers/bag" index=<<currentTiddler>>>(none)</$view>
</div>
</$reveal>
\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline
@font-face {
font-family: "Effra";
font-style: light;
font-weight: 200;
src: url('https://manuals.annafreud.org/fonts/$:/_fonts/Effra Light.woff') format("woff");
}
@font-face {
font-family: "Effra";
font-style: bold;
font-weight: 600;
src: url('https://manuals.annafreud.org/fonts/$:/_fonts/Effra Bold.woff') format("woff");
}
@font-face {
font-family: "Verdana";
font-style: normal;
font-weight: 400;
src: url('https://manuals.annafreud.org/fonts/$:/_fonts/Verdana.woff') format("woff");
}
html {
font-family: "Verdana";
}
.tc-top-menu,
.tc-site-title,
.tc-site-subtitle,
h1, h2, h3, h4, h5, h6 {
font-family: "Effra";
font-weight: 600;
text-align: left;
}
.tc-site-title {
font-weight: bold;
}
body .tc-titlebar h2 {
font-weight: 700;
}
\define image(title,width,height)
<$image source=<<__title__>> width=<<__width__>> height=<<__height__>>/>
\end
\define embed-video(code)
<$reveal state="$:/state/consent-banner/accepted" type="match" text="yes" tag="div">
<iframe width="560" height="315" src="https://www.youtube.com/embed/$code$" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe>
</$reveal>
<$reveal state="$:/state/consent-banner/accepted" type="nomatch" text="yes" tag="div">
<iframe width="560" height="315" src="https://www.youtube-nocookie.com/embed/$code$" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe>
</$reveal>
\end
<<embed-video KtCUr83XgyE>>
afc-white: #ffffff
afc-black: #222222
afc-green: #209377
afc-pale-green: #6cbeaf
afc-blue: #155dac
afc-purple: #925195
afc-orange: #eb7837
afc-brown: #786e65
afc-light-grey: #e2e2e2
afc-very-light-grey: #f2f2f2
afc-mid: rgba(232, 232, 232, 0.84)
menubar-background: <<colour afc-purple>>
menubar-foreground: <<colour afc-white>>
page-footer-background: <<colour afc-green>>
page-footer-foreground: <<colour afc-white>>
alert-background: <<color afc-white>>
alert-border: #b99e2f
alert-highlight: #881122
alert-muted-foreground: #b99e2f
background: #fff
blockquote-bar: <<colour muted-foreground>>
button-background:
button-foreground:
button-border:
code-background: #f7f7f9
code-border: #e1e1e8
code-foreground: #dd1144
dirty-indicator: #ff0000
download-background: #34c734
download-foreground: <<colour background>>
dragger-background: <<colour foreground>>
dragger-foreground: <<colour background>>
dropdown-background: <<colour background>>
dropdown-border: <<colour muted-foreground>>
dropdown-tab-background-selected: #fff
dropdown-tab-background: #ececec
dropzone-background: rgba(0,200,0,0.7)
external-link-background-hover: inherit
external-link-background-visited: inherit
external-link-background: inherit
external-link-foreground-hover: inherit
external-link-foreground-visited: #0000aa
external-link-foreground: #0000ee
foreground: <<color afc-black>>
message-background: #ecf2ff
message-border: #cfd6e6
message-foreground: #547599
modal-backdrop: <<colour foreground>>
modal-background: <<colour background>>
modal-border: #999999
modal-footer-background: #f5f5f5
modal-footer-border: #dddddd
modal-header-border: #eeeeee
muted-foreground: #bbb
notification-background: #ffffdd
notification-border: #999999
page-background: <<color afc-light-grey>>
pre-background: #f5f5f5
pre-border: #cccccc
primary: <<colour afc-purple>>
sidebar-button-foreground: <<colour foreground>>
sidebar-controls-foreground-hover: #000000
sidebar-controls-foreground: #aaaaaa
sidebar-foreground-shadow: rgba(255,255,255, 0.8)
sidebar-foreground: #acacac
sidebar-muted-foreground-hover: #444444
sidebar-muted-foreground: #c0c0c0
sidebar-tab-background-selected: #f4f4f4
sidebar-tab-background: #e0e0e0
sidebar-tab-border-selected: <<colour tab-border-selected>>
sidebar-tab-border: <<colour tab-border>>
sidebar-tab-divider: #e4e4e4
sidebar-tab-foreground-selected:
sidebar-tab-foreground: <<colour tab-foreground>>
sidebar-tiddler-link-foreground-hover: #444444
sidebar-tiddler-link-foreground: #999999
site-title-foreground: <<colour tiddler-title-foreground>>
static-alert-foreground: #aaaaaa
tab-background-selected: #ffffff
tab-background: #d8d8d8
tab-border-selected: #d8d8d8
tab-border: #cccccc
tab-divider: #d8d8d8
tab-foreground-selected: <<colour tab-foreground>>
tab-foreground: #666666
table-border: #dddddd
table-footer-background: #a8a8a8
table-header-background: #f0f0f0
tag-background: #ec6
tag-foreground: #ffffff
tiddler-background: <<colour background>>
tiddler-border: <<colour background>>
tiddler-controls-foreground-hover: #888888
tiddler-controls-foreground-selected: #444444
tiddler-controls-foreground: #cccccc
tiddler-editor-background: #f8f8f8
tiddler-editor-border-image: #ffffff
tiddler-editor-border: #cccccc
tiddler-editor-fields-even: #e0e8e0
tiddler-editor-fields-odd: #f0f4f0
tiddler-info-background: #f8f8f8
tiddler-info-border: #dddddd
tiddler-info-tab-background: #f8f8f8
tiddler-link-background: <<colour background>>
tiddler-link-foreground: <<colour primary>>
tiddler-subtitle-foreground: #c0c0c0
tiddler-title-foreground: #182955
toolbar-new-button:
toolbar-options-button:
toolbar-save-button:
toolbar-info-button:
toolbar-edit-button:
toolbar-close-button:
toolbar-delete-button:
toolbar-cancel-button:
toolbar-done-button:
untagged-background: #999999
very-muted-foreground: #888888
<$action-setfield $tiddler="$:/state/showeditpreview" $value="yes"/>
<$action-setfield $tiddler="$:/state/editpreviewtype" $value="$:/core/ui/EditTemplate/body/preview/output"/>
/* ------------------------------------------
PURE CSS SPEECH BUBBLES
by Nicolas Gallagher
- http://nicolasgallagher.com/pure-css-speech-bubbles/
http://nicolasgallagher.com
http://twitter.com/necolas
Created: 02 March 2010
Version: 1.2 (03 March 2011)
Dual licensed under MIT and GNU GPLv2 Nicolas Gallagher
------------------------------------------ */
/* NOTE: Some declarations use longhand notation so that it can be clearly
explained what specific properties or values do and what their relationship
is to other properties or values in creating the effect */
/* ============================================================================================================================
== BUBBLE WITH AN ISOCELES TRIANGLE
** ============================================================================================================================ */
/* THE SPEECH BUBBLE
------------------------------------------------------------------------------------------------------------------------------- */
.bubbles-triangle-isosceles {
position:relative;
padding:15px;
margin:1em 0 3em;
color:#000;
background:#f3961c; /* default background for browsers without gradient support */
/* css3 */
background:-webkit-gradient(linear, 0 0, 0 100%, from(#f9d835), to(#f3961c));
background:-moz-linear-gradient(#f9d835, #f3961c);
background:-o-linear-gradient(#f9d835, #f3961c);
background:linear-gradient(#f9d835, #f3961c);
-webkit-border-radius:10px;
-moz-border-radius:10px;
border-radius:10px;
}
/* Variant : for top positioned triangle
------------------------------------------ */
.bubbles-triangle-isosceles.bubbles-top {
background:-webkit-gradient(linear, 0 0, 0 100%, from(#f3961c), to(#f9d835));
background:-moz-linear-gradient(#f3961c, #f9d835);
background:-o-linear-gradient(#f3961c, #f9d835);
background:linear-gradient(#f3961c, #f9d835);
}
/* Variant : for left/right positioned triangle
------------------------------------------ */
.bubbles-triangle-isosceles.bubbles-left {
margin-left:50px;
background:#f3961c;
}
/* Variant : for right positioned triangle
------------------------------------------ */
.bubbles-triangle-isosceles.bubbles-right {
margin-right:50px;
background:#f3961c;
}
/* THE TRIANGLE
------------------------------------------------------------------------------------------------------------------------------- */
/* creates triangle */
.bubbles-triangle-isosceles:after {
content:"";
position:absolute;
bottom:-15px; /* value = - border-top-width - border-bottom-width */
left:50px; /* controls horizontal position */
border-width:15px 15px 0; /* vary these values to change the angle of the vertex */
border-style:solid;
border-color:#f3961c transparent;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* Variant : top
------------------------------------------ */
.bubbles-triangle-isosceles.bubbles-top:after {
top:-15px; /* value = - border-top-width - border-bottom-width */
right:50px; /* controls horizontal position */
bottom:auto;
left:auto;
border-width:0 15px 15px; /* vary these values to change the angle of the vertex */
border-color:#f3961c transparent;
}
/* Variant : left
------------------------------------------ */
.bubbles-triangle-isosceles.bubbles-left:after {
top:16px; /* controls vertical position */
left:-50px; /* value = - border-left-width - border-right-width */
bottom:auto;
border-width:10px 50px 10px 0;
border-color:transparent #f3961c;
}
/* Variant : right
------------------------------------------ */
.bubbles-triangle-isosceles.bubbles-right:after {
top:16px; /* controls vertical position */
right:-50px; /* value = - border-left-width - border-right-width */
bottom:auto;
left:auto;
border-width:10px 0 10px 50px;
border-color:transparent #f3961c;
}
/* ============================================================================================================================
== BUBBLE WITH A RIGHT-ANGLED TRIANGLE
** ============================================================================================================================ */
/* THE SPEECH BUBBLE
------------------------------------------------------------------------------------------------------------------------------- */
.bubbles-triangle-right {
position:relative;
padding:15px;
margin:1em 0 3em;
color:#fff;
background:#075698; /* default background for browsers without gradient support */
/* css3 */
background:-webkit-gradient(linear, 0 0, 0 100%, from(#2e88c4), to(#075698));
background:-moz-linear-gradient(#2e88c4, #075698);
background:-o-linear-gradient(#2e88c4, #075698);
background:linear-gradient(#2e88c4, #075698);
-webkit-border-radius:10px;
-moz-border-radius:10px;
border-radius:10px;
}
/* Variant : for top positioned triangle
------------------------------------------ */
.bubbles-triangle-right.bubbles-top {
background:-webkit-gradient(linear, 0 0, 0 100%, from(#075698), to(#2e88c4));
background:-moz-linear-gradient(#075698, #2e88c4);
background:-o-linear-gradient(#075698, #2e88c4);
background:linear-gradient(#075698, #2e88c4);
}
/* Variant : for left positioned triangle
------------------------------------------ */
.bubbles-triangle-right.bubbles-left {
margin-left:40px;
background:#075698;
}
/* Variant : for right positioned triangle
------------------------------------------ */
.bubbles-triangle-right.bubbles-right {
margin-right:40px;
background:#075698;
}
/* THE TRIANGLE
------------------------------------------------------------------------------------------------------------------------------- */
.bubbles-triangle-right:after {
content:"";
position:absolute;
bottom:-20px; /* value = - border-top-width - border-bottom-width */
left:50px; /* controls horizontal position */
border-width:20px 0 0 20px; /* vary these values to change the angle of the vertex */
border-style:solid;
border-color:#075698 transparent;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* Variant : top
------------------------------------------ */
.bubbles-triangle-right.bubbles-top:after {
top:-20px; /* value = - border-top-width - border-bottom-width */
right:50px; /* controls horizontal position */
bottom:auto;
left:auto;
border-width:20px 20px 0 0; /* vary these values to change the angle of the vertex */
border-color:transparent #075698;
}
/* Variant : left
------------------------------------------ */
.bubbles-triangle-right.bubbles-left:after {
top:16px;
left:-40px; /* value = - border-left-width - border-right-width */
bottom:auto;
border-width:15px 40px 0 0; /* vary these values to change the angle of the vertex */
border-color:transparent #075698;
}
/* Variant : right
------------------------------------------ */
.bubbles-triangle-right.bubbles-right:after {
top:16px;
right:-40px; /* value = - border-left-width - border-right-width */
bottom:auto;
left:auto;
border-width:15px 0 0 40px; /* vary these values to change the angle of the vertex */
border-color:transparent #075698 ;
}
/* ============================================================================================================================
== BUBBLE WITH AN OBTUSE TRIANGLE
** ============================================================================================================================ */
/* THE SPEECH BUBBLE
------------------------------------------------------------------------------------------------------------------------------- */
.bubbles-triangle-obtuse {
position:relative;
padding:15px;
margin:1em 0 3em;
color:#fff;
background:#c81e2b;
/* css3 */
background:-webkit-gradient(linear, 0 0, 0 100%, from(#f04349), to(#c81e2b));
background:-moz-linear-gradient(#f04349, #c81e2b);
background:-o-linear-gradient(#f04349, #c81e2b);
background:linear-gradient(#f04349, #c81e2b);
-webkit-border-radius:10px;
-moz-border-radius:10px;
border-radius:10px;
}
/* Variant : for top positioned triangle
------------------------------------------ */
.bubbles-triangle-obtuse.bubbles-top {
background:-webkit-gradient(linear, 0 0, 0 100%, from(#c81e2b), to(#f04349));
background:-moz-linear-gradient(#c81e2b, #f04349);
background:-o-linear-gradient(#c81e2b, #f04349);
background:linear-gradient(#c81e2b, #f04349);
}
/* Variant : for left positioned triangle
------------------------------------------ */
.bubbles-triangle-obtuse.bubbles-left {
margin-left:50px;
background:#c81e2b;
}
/* Variant : for right positioned triangle
------------------------------------------ */
.bubbles-triangle-obtuse.bubbles-right {
margin-right:50px;
background:#c81e2b;
}
/* THE TRIANGLE
------------------------------------------------------------------------------------------------------------------------------- */
/* creates the wider right-angled triangle */
.bubbles-triangle-obtuse:before {
content:"";
position:absolute;
bottom:-20px; /* value = - border-top-width - border-bottom-width */
left:60px; /* controls horizontal position */
border:0;
border-right-width:30px; /* vary this value to change the angle of the vertex */
border-bottom-width:20px; /* vary this value to change the height of the triangle. must be equal to the corresponding value in :after */
border-style:solid;
border-color:transparent #c81e2b;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* creates the narrower right-angled triangle */
.bubbles-triangle-obtuse:after {
content:"";
position:absolute;
bottom:-20px; /* value = - border-top-width - border-bottom-width */
left:80px; /* value = (:before's left) + (:before's border-right/left-width) - (:after's border-right/left-width) */
border:0;
border-right-width:10px; /* vary this value to change the angle of the vertex */
border-bottom-width:20px; /* vary this value to change the height of the triangle. must be equal to the corresponding value in :before */
border-style:solid;
border-color:transparent #fff;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* Variant : top
------------------------------------------ */
.bubbles-triangle-obtuse.bubbles-top:before {
top:-20px; /* value = - border-top-width - border-bottom-width */
bottom:auto;
left:auto;
right:60px; /* controls horizontal position */
border:0;
border-left-width:30px; /* vary this value to change the width of the triangle */
border-top-width:20px; /* vary this value to change the height of the triangle. must be equal to the corresponding value in :after */
border-color:transparent #c81e2b;
}
.bubbles-triangle-obtuse.bubbles-top:after {
top:-20px; /* value = - border-top-width - border-bottom-width */
bottom:auto;
left:auto;
right:80px; /* value = (:before's right) + (:before's border-right/left-width) - (:after's border-right/left-width) */
border-width:0;
border-left-width:10px; /* vary this value to change the width of the triangle */
border-top-width:20px; /* vary this value to change the height of the triangle. must be equal to the corresponding value in :before */
border-color:transparent #fff;
}
/* Variant : left
------------------------------------------ */
.bubbles-triangle-obtuse.bubbles-left:before {
top:15px; /* controls vertical position */
bottom:auto;
left:-50px; /* value = - border-left-width - border-right-width */
border:0;
border-bottom-width:30px; /* vary this value to change the height of the triangle */
border-left-width:50px; /* vary this value to change the width of the triangle. must be equal to the corresponding value in :after */
border-color:#c81e2b transparent;
}
.bubbles-triangle-obtuse.bubbles-left:after {
top:35px; /* value = (:before's top) + (:before's border-top/bottom-width) - (:after's border-top/bottom-width) */
bottom:auto;
left:-50px; /* value = - border-left-width - border-right-width */
border:0;
border-bottom-width:10px; /* vary this value to change the height of the triangle */
border-left-width:50px; /* vary this value to change the width of the triangle. must be equal to the corresponding value in :before */
border-color:#fff transparent;
}
/* Variant : right
------------------------------------------ */
.bubbles-triangle-obtuse.bubbles-right:before {
top:15px; /* controls vertical position */
bottom:auto;
left:auto;
right:-50px; /* value = - border-left-width - border-right-width */
border:0;
border-bottom-width:30px; /* vary this value to change the height of the triangle */
border-right-width:50px; /* vary this value to change the width of the triangle. must be equal to the corresponding value in :after */
border-color:#c81e2b transparent;
}
.bubbles-triangle-obtuse.bubbles-right:after {
top:35px; /* value = (:before's top) + (:before's border-top/bottom-width) - (:after's border-top/bottom-width) */
bottom:auto;
right:-50px; /* value = - border-left-width - border-right-width */
left:auto;
border:0;
border-bottom-width:10px; /* vary this value to change the height of the triangle */
border-right-width:50px; /* vary this value to change the width of the triangle. must be equal to the corresponding value in :before */
border-color:#fff transparent;
}
/* ============================================================================================================================
== BUBBLE WITH A BORDER AND TRIANGLE
** ============================================================================================================================ */
/* THE SPEECH BUBBLE
------------------------------------------------------------------------------------------------------------------------------- */
.bubbles-triangle-border {
position:relative;
padding:15px;
margin:1em 0 3em;
border:5px solid #5a8f00;
color:#333;
background:#fff;
/* css3 */
-webkit-border-radius:10px;
-moz-border-radius:10px;
border-radius:10px;
}
/* Variant : for left positioned triangle
------------------------------------------ */
.bubbles-triangle-border.bubbles-left {
margin-left:30px;
}
/* Variant : for right positioned triangle
------------------------------------------ */
.bubbles-triangle-border.bubbles-right {
margin-right:30px;
}
/* THE TRIANGLE
------------------------------------------------------------------------------------------------------------------------------- */
.bubbles-triangle-border:before {
content:"";
position:absolute;
bottom:-20px; /* value = - border-top-width - border-bottom-width */
left:40px; /* controls horizontal position */
border-width:20px 20px 0;
border-style:solid;
border-color:#5a8f00 transparent;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* creates the smaller triangle */
.bubbles-triangle-border:after {
content:"";
position:absolute;
bottom:-13px; /* value = - border-top-width - border-bottom-width */
left:47px; /* value = (:before left) + (:before border-left) - (:after border-left) */
border-width:13px 13px 0;
border-style:solid;
border-color:#fff transparent;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* Variant : top
------------------------------------------ */
/* creates the larger triangle */
.bubbles-triangle-border.bubbles-top:before {
top:-20px; /* value = - border-top-width - border-bottom-width */
bottom:auto;
left:auto;
right:40px; /* controls horizontal position */
border-width:0 20px 20px;
}
/* creates the smaller triangle */
.bubbles-triangle-border.bubbles-top:after {
top:-13px; /* value = - border-top-width - border-bottom-width */
bottom:auto;
left:auto;
right:47px; /* value = (:before right) + (:before border-right) - (:after border-right) */
border-width:0 13px 13px;
}
/* Variant : left
------------------------------------------ */
/* creates the larger triangle */
.bubbles-triangle-border.bubbles-left:before {
top:10px; /* controls vertical position */
bottom:auto;
left:-30px; /* value = - border-left-width - border-right-width */
border-width:15px 30px 15px 0;
border-color:transparent #5a8f00;
}
/* creates the smaller triangle */
.bubbles-triangle-border.bubbles-left:after {
top:16px; /* value = (:before top) + (:before border-top) - (:after border-top) */
bottom:auto;
left:-21px; /* value = - border-left-width - border-right-width */
border-width:9px 21px 9px 0;
border-color:transparent #fff;
}
/* Variant : right
------------------------------------------ */
/* creates the larger triangle */
.bubbles-triangle-border.bubbles-right:before {
top:10px; /* controls vertical position */
bottom:auto;
left:auto;
right:-30px; /* value = - border-left-width - border-right-width */
border-width:15px 0 15px 30px;
border-color:transparent #5a8f00;
}
/* creates the smaller triangle */
.bubbles-triangle-border.bubbles-right:after {
top:16px; /* value = (:before top) + (:before border-top) - (:after border-top) */
bottom:auto;
left:auto;
right:-21px; /* value = - border-left-width - border-right-width */
border-width:9px 0 9px 21px;
border-color:transparent #fff;
}
/* ============================================================================================================================
== SPEECH BUBBLE ICON
** ============================================================================================================================ */
.bubbles-example-commentheading {
position:relative;
padding:0;
color:#b513af;
}
/* creates the rectangle */
.bubbles-example-commentheading:before {
content:"";
position:absolute;
top:9px;
left:-25px;
width:15px;
height:10px;
background:#b513af;
/* css3 */
-webkit-border-radius:3px;
-moz-border-radius:3px;
border-radius:3px;
}
/* creates the triangle */
.bubbles-example-commentheading:after {
content:"";
position:absolute;
top:15px;
left:-19px;
border:4px solid transparent;
border-left-color:#b513af;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* ============================================================================================================================
== BLOCKQUOTE WITH RIGHT-ANGLED TRIANGLE
** ============================================================================================================================ */
.bubbles-example-right {
position:relative;
padding:15px 30px;
margin:0;
color:#fff;
background:#5a8f00; /* default background for browsers without gradient support */
/* css3 */
background:-webkit-gradient(linear, 0 0, 0 100%, from(#b8db29), to(#5a8f00));
background:-moz-linear-gradient(#b8db29, #5a8f00);
background:-o-linear-gradient(#b8db29, #5a8f00);
background:linear-gradient(#b8db29, #5a8f00);
-webkit-border-radius:10px;
-moz-border-radius:10px;
border-radius:10px;
}
/* display of quote author (alternatively use a class on the element following the blockquote) */
.example-right + p {margin:15px 0 2em 85px; font-style:italic;}
/* creates the triangle */
.bubbles-example-right:after {
content:"";
position:absolute;
bottom:-50px;
left:50px;
border-width:0 20px 50px 0px;
border-style:solid;
border-color:transparent #5a8f00;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* ============================================================================================================================
== BLOCKQUOTE WITH OBTUSE TRIANGLE
** ============================================================================================================================ */
.bubbles-example-obtuse {
position:relative;
padding:15px 30px;
margin:0;
color:#000;
background:#f3961c; /* default background for browsers without gradient support */
/* css3 */
background:-webkit-gradient(linear, 0 0, 0 100%, from(#f9d835), to(#f3961c));
background:-moz-linear-gradient(#f9d835, #f3961c);
background:-o-linear-gradient(#f9d835, #f3961c);
background:linear-gradient(#f9d835, #f3961c);
/* Using longhand to avoid inconsistencies between Safari 4 and Chrome 4 */
-webkit-border-top-left-radius:25px 50px;
-webkit-border-top-right-radius:25px 50px;
-webkit-border-bottom-right-radius:25px 50px;
-webkit-border-bottom-left-radius:25px 50px;
-moz-border-radius:25px / 50px;
border-radius:25px / 50px;
}
/* display of quote author (alternatively use a class on the element following the blockquote) */
.example-obtuse + p {margin:10px 150px 2em 0; text-align:right; font-style:italic;}
/* creates the larger triangle */
.bubbles-example-obtuse:before {
content:"";
position:absolute;
bottom:-30px;
right:80px;
border-width:0 0 30px 50px;
border-style:solid;
border-color:transparent #f3961c;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* creates the smaller triangle */
.bubbles-example-obtuse:after {
content:"";
position:absolute;
bottom:-30px;
right:110px;
border-width:0 0 30px 20px;
border-style:solid;
border-color:transparent #fff;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* ============================================================================================================================
== TWITTER
** ============================================================================================================================ */
.bubbles-example-twitter {
position:relative;
padding:15px;
margin:100px 0 0.5em;
color:#333;
background:#eee;
/* css3 */
-webkit-border-radius:10px;
-moz-border-radius:10px;
border-radius:10px;
}
.bubbles-example-twitter p {font-size:28px; line-height:1.25em;}
/* this isn't necessary, just saves me having to edit the HTML of the demo */
.bubbles-example-twitter:before {
content:url(twitter-logo.gif);
position:absolute;
top:-60px;
left:0;
width:155px;
height:36px;
/* reduce the damage in FF3.0 */
display:block;
}
/* creates the triangle */
.bubbles-example-twitter:after {
content:"";
position:absolute;
top:-30px;
left:50px;
border:15px solid transparent;
border-bottom-color:#eee;
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
/* display of quote author (alternatively use a class on the element following the blockquote) */
.bubbles-example-twitter + p {padding-left:15px; font:14px Arial, sans-serif;}
/* ============================================================================================================================
== NUMBER
** ============================================================================================================================ */
.bubbles-example-number {
position:relative;
width:200px;
height:200px;
margin:50px 0 200px;
text-align:center;
font:140px/200px Arial, sans-serif;
color:#fff;
background:#C91F2C;
}
/* creates the larger triangle */
.bubbles-example-number:before {
content:"";
position:absolute;
bottom:-140px;
right:0;
border-width:0 0 140px 140px;
border-style:solid;
border-color:transparent #C91F2C;
}
/* creates the larger triangle */
.bubbles-example-number:after {
content:"";
position:absolute;
bottom:-140px;
right:85px;
border-width:0 0 140px 55px;
border-style:solid;
border-color:transparent #fff;
}
/* ============================================================================================================================
== PINCHED SPEECH BUBBLE (more CSS3)
** ============================================================================================================================ */
.bubbles-pinched {
position:relative;
padding:15px;
margin:50px 0 3em;
text-align:center;
color:#fff;
background:#333;
/* css3 */
-webkit-border-radius:10px;
-moz-border-radius:10px;
border-radius:10px;
}
/* creates a rectangle of the colour wanted for the pointy bit */
.bubbles-pinched:before {
content:"";
position:absolute;
top:-20px;
left:50%;
width:100px;
height:20px;
margin:0 0 0 -50px;
background:#333;
}
/* creates a rounded rectangle to cover part of the rectangle generated above */
.bubbles-pinched:after {
content:"";
position:absolute;
top:-20px;
left:0;
width:50%;
height:20px;
background:#fff;
/* css3 */
-webkit-border-bottom-right-radius:15px;
-moz-border-radius-bottomright:15px;
border-bottom-right-radius:15px;
}
/* creates the other rounded rectangle */
.bubbles-pinched > :first-child:before {
content:"";
position:absolute;
top:-20px;
right:0;
width:50%;
height:20px;
background:#fff;
/* css3 */
-webkit-border-bottom-left-radius:15px;
-moz-border-radius-bottomleft:15px;
border-bottom-left-radius:15px;
}
/* ============================================================================================================================
== OVAL SPEECH BUBBLE (more CSS3)
** ============================================================================================================================ */
.bubbles-oval-speech {
position:relative;
width:270px;
padding:50px 40px;
margin:1em auto 50px;
text-align:center;
color:#fff;
background:#5a8f00;
/* css3 */
background:-webkit-gradient(linear, 0 0, 0 100%, from(#b8db29), to(#5a8f00));
background:-moz-linear-gradient(#b8db29, #5a8f00);
background:-o-linear-gradient(#b8db29, #5a8f00);
background:linear-gradient(#b8db29, #5a8f00);
/*
NOTES:
-webkit-border-radius:220px 120px; // produces oval in safari 4 and chrome 4
-webkit-border-radius:220px / 120px; // produces oval in chrome 4 (again!) but not supported in safari 4
Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
*/
-webkit-border-top-left-radius:220px 120px;
-webkit-border-top-right-radius:220px 120px;
-webkit-border-bottom-right-radius:220px 120px;
-webkit-border-bottom-left-radius:220px 120px;
-moz-border-radius:220px / 120px;
border-radius:220px / 120px;
}
.bubbles-oval-speech p {font-size:1.25em;}
/* creates part of the curve */
.bubbles-oval-speech:before {
content:"";
position:absolute;
z-index:-1;
bottom:-30px;
right:50%;
height:30px;
border-right:60px solid #5a8f00;
background:#5a8f00; /* need this for webkit - bug in handling of border-radius */
/* css3 */
-webkit-border-bottom-right-radius:80px 50px;
-moz-border-radius-bottomright:80px 50px;
border-bottom-right-radius:80px 50px;
/* using translate to avoid undesired appearance in CSS2.1-capabable but CSS3-incapable browsers */
-webkit-transform:translate(0, -2px);
-moz-transform:translate(0, -2px);
-ms-transform:translate(0, -2px);
-o-transform:translate(0, -2px);
transform:translate(0, -2px);
}
/* creates part of the curved pointy bit */
.bubbles-oval-speech:after {
content:"";
position:absolute;
z-index:-1;
bottom:-30px;
right:50%;
width:60px;
height:30px;
background:#fff;
/* css3 */
-webkit-border-bottom-right-radius:40px 50px;
-moz-border-radius-bottomright:40px 50px;
border-bottom-right-radius:40px 50px;
/* using translate to avoid undesired appearance in CSS2.1-capabable but CSS3-incapable browsers */
-webkit-transform:translate(-30px, -2px);
-moz-transform:translate(-30px, -2px);
-ms-transform:translate(-30px, -2px);
-o-transform:translate(-30px, -2px);
transform:translate(-30px, -2px);
}
/* ============================================================================================================================
== OVAL THOUGHT BUBBLE (more CSS3)
** ============================================================================================================================ */
.bubbles-oval-thought {
position:relative;
width:270px;
padding:50px 40px;
margin:1em auto 80px;
text-align:center;
color:#fff;
background:#075698;
/* css3 */
background:-webkit-gradient(linear, 0 0, 0 100%, from(#2e88c4), to(#075698));
background:-moz-linear-gradient(#2e88c4, #075698);
background:-o-linear-gradient(#2e88c4, #075698);
background:linear-gradient(#2e88c4, #075698);
/*
NOTES:
-webkit-border-radius:220px 120px; // produces oval in safari 4 and chrome 4
-webkit-border-radius:220px / 120px; // produces oval in chrome 4 (again!) but not supported in safari 4
Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
*/
-webkit-border-top-left-radius:220px 120px;
-webkit-border-top-right-radius:220px 120px;
-webkit-border-bottom-right-radius:220px 120px;
-webkit-border-bottom-left-radius:220px 120px;
-moz-border-radius:220px / 120px;
border-radius:220px / 120px;
}
.bubbles-oval-thought p {font-size:1.25em;}
/* creates the larger circle */
.bubbles-oval-thought:before {
content:"";
position:absolute;
bottom:-20px;
left:50px;
width:30px;
height:30px;
background:#075698;
/* css3 */
-webkit-border-radius:30px;
-moz-border-radius:30px;
border-radius:30px;
}
/* creates the smaller circle */
.bubbles-oval-thought:after {
content:"";
position:absolute;
bottom:-30px;
left:30px;
width:15px;
height:15px;
background:#075698;
/* css3 */
-webkit-border-radius:15px;
-moz-border-radius:15px;
border-radius:15px;
}
/* ============================================================================================================================
== OVAL SPEECH BUBBLE WITH QUOTATION MARKS (more CSS3)
** ============================================================================================================================ */
.bubbles-oval-quotes {
position:relative;
width:400px;
height:350px;
margin:2em auto 10px;
color:#000;
background:#ffed26;
/* css3 */
/*
NOTES:
-webkit-border-radius:Apx Bpx; // produces oval in safari 4 and chrome 4
-webkit-border-radius:Apx / Bpx; // produces oval in chrome 4 (again!) but not supported in safari 4
Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
*/
-webkit-border-top-left-radius:400px 350px;
-webkit-border-top-right-radius:400px 350px;
-webkit-border-bottom-right-radius:400px 350px;
-webkit-border-bottom-left-radius:400px 350px;
-moz-border-radius:400px / 350px;
border-radius:400px / 350px;
}
/* creates opening quotation mark */
.bubbles-oval-quotes:before {
content:"\201C";
position:absolute;
z-index:1;
top:20px;
left:20px;
font:80px/1 Georgia, serif;
color:#ffed26;
}
/* creates closing quotation mark */
.bubbles-oval-quotes:after {
content:"\201D";
position:absolute;
z-index:1;
bottom:0;
right:20px;
font:80px/0.25 Georgia, serif;
color:#ffed26;
}
.bubbles-oval-quotes p {
width:250px;
height:250px;
padding:50px 0 0;
margin:0 auto;
text-align:center;
font-size:35px;
}
/* creates smaller curve */
.bubbles-oval-quotes p:before {
content:"";
position:absolute;
z-index:-1;
bottom:-30px;
right:55%;
width:180px; /* wider than necessary to make it look a bit better in IE8 */
height:60px;
background:#fff; /* need this for webkit - bug in handling of border-radius */
/* css3 */
-webkit-border-bottom-right-radius:40px 50px;
-moz-border-radius-bottomright:40px 50px;
border-bottom-right-radius:40px 50px;
/* using translate to avoid undesired appearance in CSS2.1-capabable but CSS3-incapable browsers */
-webkit-transform:translate(-30px, -2px);
-moz-transform:translate(-30px, -2px);
-ms-transform:translate(-30px, -2px);
-o-transform:translate(-30px, -2px);
transform:translate(-30px, -2px);
}
/* creates larger curve */
.bubbles-oval-quotes p:after {
content:"";
position:absolute;
z-index:-2;
bottom:-30px;
right:25%;
height:80px;
border-right:200px solid #ffed26;
background:#ffed26; /* need this for webkit - bug in handling of border-radius */
/* css3 */
-webkit-border-bottom-right-radius:200px 100px;
-moz-border-radius-bottomright:200px 100px;
border-bottom-right-radius:200px 100px;
/* using translate to avoid undesired appearance in CSS2.1-capabable but CSS3-incapable browsers */
-webkit-transform:translate(0, -2px);
-moz-transform:translate(0, -2px);
-ms-transform:translate(0, -2px);
-o-transform:translate(0, -2px);
transform:translate(0, -2px);
/* reduce the damage in FF3.0 */
display:block;
width:0;
}
.bubbles-oval-quotes + p {
position:relative; /* part of the IE8 width compromise */
width:150px;
margin:0 0 2em;
font-size:18px;
font-weight:bold;
}
/* ============================================================================================================================
== RECTANGLE-BORDER STYLE WITH CURVE
** ============================================================================================================================ */
.bubbles-rectangle-speech-border {
position:relative;
padding:50px 15px;
margin:1em 0 3em;
border:10px solid #5a8f00;
text-align:center;
color:#333;
background:#fff;
/* css3 */
-webkit-border-radius:20px;
-moz-border-radius:20px;
border-radius:20px;
}
/* creates larger curve */
.bubbles-rectangle-speech-border:before {
content:"";
position:absolute;
z-index:10;
bottom:-40px;
left:50px;
width:50px;
height:30px;
border-style:solid;
border-width:0 10px 10px 0;
border-color:#5a8f00;
background:transparent;
/* css3 */
-webkit-border-bottom-right-radius:80px 50px;
-moz-border-radius-bottomright:80px 50px;
border-bottom-right-radius:80px 50px;
/* reduce the damage in FF3.0 */
display:block;
}
/* creates smaller curve */
.bubbles-rectangle-speech-border:after {
content:"";
position:absolute;
z-index:10;
bottom:-40px;
left:50px;
width:20px;
height:30px;
border-style:solid;
border-width:0 10px 10px 0;
border-color:#5a8f00;
background:transparent;
/* css3 */
-webkit-border-bottom-right-radius:40px 50px;
-moz-border-radius-bottomright:40px 50px;
border-bottom-right-radius:40px 50px;
/* reduce the damage in FF3.0 */
display:block;
}
/* creates a small circle to produce a rounded point where the two curves meet */
.bubbles-rectangle-speech-border > :first-child:before {
content:"";
position:absolute;
bottom:-40px;
left:45px;
width:10px;
height:10px;
background:#5a8f00;
/* css3 */
-webkit-border-radius:10px;
-moz-border-radius:10px;
border-radius:10px;
}
/* creates a white rectangle to cover part of the oval border*/
.bubbles-rectangle-speech-border > :first-child:after {
content:"";
position:absolute;
bottom:-10px;
left:76px;
width:24px;
height:15px;
background:#fff;
}
/* ============================================================================================================================
== OVER SPEECH BUBBLE, EMPTY, WITH BORDER (more CSS3)
** ============================================================================================================================ */
.bubbles-oval-speech-border {
position:relative;
padding:70px 30px;
margin:1em auto 60px;
border:10px solid #f3961c;
text-align:center;
color:#333;
background:#fff;
/* css3 */
/*
NOTES:
-webkit-border-radius:240px 140px; // produces oval in safari 4 and chrome 4
-webkit-border-radius:240px / 140px; // produces oval in chrome 4 (again!) but not supported in safari 4
Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
*/
-webkit-border-top-left-radius:240px 140px;
-webkit-border-top-right-radius:240px 140px;
-webkit-border-bottom-right-radius:240px 140px;
-webkit-border-bottom-left-radius:240px 140px;
-moz-border-radius:240px / 140px;
border-radius:240px / 140px;
}
/* creates larger curve */
.bubbles-oval-speech-border:before {
content:"";
position:absolute;
z-index:2;
bottom:-40px;
right:50%;
width:50px;
height:30px;
border-style:solid;
border-width:0 10px 10px 0;
border-color:#f3961c;
margin-right:-10px;
background:transparent;
/* css3 */
-webkit-border-bottom-right-radius:80px 50px;
-moz-border-radius-bottomright:80px 50px;
border-bottom-right-radius:80px 50px;
/* reduce the damage in FF3.0 */
display:block;
}
/* creates smaller curve */
.bubbles-oval-speech-border:after {
content:"";
position:absolute;
z-index:2;
bottom:-40px;
right:50%;
width:20px;
height:31px;
border-style:solid;
border-width:0 10px 10px 0;
border-color:#f3961c;
margin-right:20px;
background:transparent;
/* css3 */
-webkit-border-bottom-right-radius:40px 50px;
-moz-border-radius-bottomright:40px 50px;
border-bottom-right-radius:40px 50px;
/* reduce the damage in FF3.0 */
display:block;
}
/* creates a small circle to produce a rounded point where the two curves meet */
.bubbles-oval-speech-border > :first-child:before {
content:"";
position:absolute;
z-index:1;
bottom:-40px;
right:50%;
width:10px;
height:10px;
margin-right:45px;
background:#f3961c;
/* css3 */
-webkit-border-radius:10px;
-moz-border-radius:10px;
border-radius:10px;
}
/* creates a white rectangle to cover part of the oval border*/
.bubbles-oval-speech-border > :first-child:after {
content:"";
position:absolute;
z-index:1;
bottom:-10px;
right:50%;
width:30px;
height:15px;
background:#fff;
}
/* ============================================================================================================================
== OVER THOUGHT BUBBLE, EMPTY, WITH BORDER (more CSS3)
** ============================================================================================================================ */
.bubbles-oval-thought-border {
position:relative;
padding:70px 30px;
margin:1em auto 80px;
border:10px solid #c81e2b;
text-align:center;
color:#333;
background:#fff;
/* css3 */
/*
NOTES:
-webkit-border-radius:240px 140px; // produces oval in safari 4 and chrome 4
-webkit-border-radius:240px / 140px; // produces oval in chrome 4 (again!) but not supported in safari 4
Not correct application of the current spec, therefore, using longhand to avoid future problems with webkit corrects this
*/
-webkit-border-top-left-radius:240px 140px;
-webkit-border-top-right-radius:240px 140px;
-webkit-border-bottom-right-radius:240px 140px;
-webkit-border-bottom-left-radius:240px 140px;
-moz-border-radius:240px / 140px;
border-radius:240px / 140px;
}
/* creates the larger circle */
.bubbles-oval-thought-border:before {
content:"";
position:absolute;
z-index:10;
bottom:-40px;
right:100px;
width:50px;
height:50px;
border:10px solid #c81e2b;
background:#fff;
/* css3 */
-webkit-border-radius:50px;
-moz-border-radius:50px;
border-radius:50px;
/* reduce the damage in FF3.0 */
display:block;
}
/* creates the smaller circle */
.bubbles-oval-thought-border:after {
content:"";
position:absolute;
z-index:10;
bottom:-60px;
right:50px;
width:25px;
height:25px;
border:10px solid #c81e2b;
background:#fff;
/* css3 */
-webkit-border-radius:25px;
-moz-border-radius:25px;
border-radius:25px;
/* reduce the damage in FF3.0 */
display:block;
}
\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline
.tc-ext-doc-link {
color: <<color primary>>;
fill: <<color primary>>;
font-size: 1.2em;
font-weight: bold;
font-family: Effra;
text-decoration: none;
border-radius: 4px;
padding: 0.3em;
margin: 0.3em -0.3em 0.3em -0.3em;
border: 2px solid transparent;
}
.tc-ext-doc-link svg {
vertical-align: middle;
height: 0.75em;
}
.tc-ext-doc-link img {
vertical-align: middle;
height: 1.3em;
}
.tc-ext-doc-link:hover {
color: <<color background>>;
fill: <<color background>>;
background: <<color primary>>;
border: 2px solid rgba(0,0,0,0.5);
}
\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline
@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {
<<if-sidebar """
.tc-sidebar-scrollable {
background: linear-gradient(to right,rgba(255,255,255,0) 0%,rgba(255,255,255,0.85) 42px,rgba(255,255,255,0.85) 100%);
}
""">>
}
@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {
<<if-sidebar """
.tc-sidebar-scrollable {
background: linear-gradient(to right,rgba(255,255,255,0.85) 0%,rgba(255,255,255,0.85) 100%);
}
""">>
}
\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline
html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-btn-\%24\%3A\%2Fcore\%2Fui\%2FButtons\%2Fedit,
html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-btn-\%24\%3A\%2Fcore\%2Fui\%2FButtons\%2Finfo,
html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-btn-\%24\%3A\%2Fcore\%2Fui\%2FButtons\%2Fmore-tiddler-actions,
html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-tags-wrapper,
html body.tc-body .tc-tiddler-frame.tc-tagged-HideEditButton .tc-tagged-by {
display: none;
}
/* Make links bolder */
button.tc-tiddlylink, a.tc-tiddlylink {
font-weight: bold;
}
\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline
.tc-topbar-right {
top: 0;
right: 0;
}
.tc-topbar-left {
display: inline-block;
top: 0;
left: 0;
width: 100%;
}
nav.tc-top-menu p {
margin: 0;
}
nav.tc-top-menu > ul {
position: relative;
list-style-type: none;
margin: 0;
padding: 0 0 0 42px;
text-transform: uppercase;
background: <<colour top-menu-background>>;
<<box-shadow "1px 1px 5px rgba(0, 0, 0, 0.3)">>
}
nav.tc-top-menu > ul > li {
display: inline-block;
margin: 0;
padding: 0;
}
nav.tc-top-menu > ul > li > a,
nav.tc-top-menu > ul > li > button {
display: block;
font-weight: 700;
color: <<colour top-menu-foreground>>;
fill: <<colour top-menu-foreground>>;
text-decoration: none;
padding: 0.5em;
margin: 0;
background: none;
border: none;
cursor: pointer;
text-transform: inherit;
border-radius: 0;
text-decoration: none;
}
nav.tc-top-menu > ul > li > a.tc-selected,
nav.tc-top-menu > ul > li > button.tc-selected {
background: <<colour top-menu-foreground>>;
color: <<colour top-menu-background>>;
fill: <<colour top-menu-background>>;
}
nav.tc-top-menu > ul > li svg {
width: 1em;
height: 1em;
fill: <<colour top-menu-foreground>>;
}
nav.tc-top-menu > ul > li > a:hover,
nav.tc-top-menu > ul > li > button:hover {
background: rgba(0,0,0,0.25);
border-radius: 0;
text-decoration: none;
}
nav.tc-top-menu .tc-drop-down {
max-height: 70vh;
overflow: auto;
}
nav.tc-top-menu .tc-drop-down a {
text-decoration: none;
}
nav.tc-top-menu .tc-drop-down button {
display: inline-block;
width: auto;
}
nav.tc-top-menu .tc-drop-down ol {
margin: 0;
}
<$list filter="[{$:/_AFC/SurveyBanner/URL}!is[blank]]" variable="ignore">
<a href={{$:/_AFC/SurveyBanner/URL}} target="_blank" class="tc-survey-banner">
<div class="tc-survey-banner-heading">
{{$:/core/images/plugin-generic-language}}
Help us improve
</div>
<div class="tc-survey-banner-body">
We are hoping to gather valuable feedback on your use and opinion of the Wiki Manuals. By sharing your thoughts and opinions, you will contribute directly to ongoing improvements. It will take no longer than 10 minutes of your time to complete.
</div>
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line-height: 1.2;
text-decoration: none;
display: block;
margin-right: 1em;
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font-weight:bold;
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<hr/>
<$button class="tc-btn-invisible">
<$set name="tags" filter="[<currentTiddler>]">
<$action-sendmessage $message="tm-new-tiddler" tags=<<tags>>/>
Create new tiddler tagged '<$text text=<<currentTiddler>>/>'
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background-color:#94d2e3;
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{{left}} previous
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<$button class="tc-tag-navigation-button tc-tag-navigation-button-next">
<$action-setfield $tiddler=<<state>> $value={{{ [<__tag__>tagging[]after<currentTiddler>] }}}/>
next {{right}}
</$button>
</$list>
</div>
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<div class="tc-tag-navigation">
<$set name="state" value=<<qualify "$:/state/tag-navigation">>>
<$set name="state" value={{{ [<state>addsuffix[/]addsuffix<__tag__>] }}}>
<$tiddler tiddler={{{ [<state>get[text]] ~[<__tag__>tagging[]first[]] }}}>
<<tag-navigation-buttons>>
<div class="tc-tag-navigation-body">
<h1><$text text={{!!title}}/></h1>
<$transclude mode="block"/>
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<<tag-navigation-buttons>>
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<textarea readonly="readonly" style="width:100%;height:10em;"><$text text={{!!text}}/></textarea>
<$button message="tm-login" class="tc-consent-button tc-btn-invisible">
Login
</$button>
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<path d="M123.607,76.632 C121.303,72.037 116.978,65.453 114.616,62.665 C114.607,62.655 114.599,62.646 114.591,62.637 C113.775,61.695 112.946,60.845 112.071,59.942 C109.061,56.838 105.822,53.998 102.345,51.588 C102.069,51.397 101.826,51.247 101.566,51.07 C90.871,43.795 77.968,39.847 64.736,39.643 C64.416,39.638 62.509,39.654 61.573,39.678 C59.368,43.843 57.693,48.32 56.649,53.046 C56.574,53.385 56.518,53.724 56.45,54.064 C56.448,54.071 56.447,54.078 56.446,54.085 C56.417,54.23 56.397,54.376 56.369,54.52 C71.051,52.674 88.203,58.332 97.369,65.961 C97.425,66.007 97.479,66.059 97.535,66.106 C98.935,67.279 100.289,68.52 101.577,69.849 C103.96,72.306 106.069,74.956 107.903,77.757 C107.938,77.81 107.967,77.867 108.001,77.92 C113.652,86.618 116.614,96.786 116.451,107.389 C116.401,110.7 116.042,113.984 115.385,117.201 L115.385,117.203 C115.385,117.204 115.395,117.215 115.4,117.221 C115.739,117.579 126.182,128.566 126.231,128.616 C126.356,128.496 127.246,127.69 127.711,126.457 C128.429,124.55 129.45,120.662 129.745,118.903 C129.929,117.708 130.071,116.627 130.187,115.589 C130.482,112.945 130.585,110.611 130.632,107.608 C130.801,96.685 128.366,86.125 123.607,76.632" id="Fill-52" fill="#888" mask="url(#mask-4)"></path>
<path d="M115.384,117.204 C112.973,117.504 110.604,117.806 108.089,117.827 C102.554,117.872 97.018,117.028 91.741,115.36 C86.848,113.813 82.206,111.522 77.95,108.656 C74.818,110.235 71.547,111.59 68.143,112.683 C66.168,113.317 64.175,113.826 62.176,114.273 C78.329,129.021 101.385,135.615 123.671,130.025 C125.196,129.643 126.122,128.718 126.232,128.615 C126.182,128.565 115.739,117.579 115.4,117.221 C115.394,117.215 115.384,117.204 115.384,117.204" id="Fill-54" fill="#888" mask="url(#mask-4)"></path>
<path d="M95.413,1.917 C94.412,0.954 93.102,0.391 91.885,0.179 C91.885,0.179 88.77,14.749 88.628,15.407 C90.211,17.329 91.783,19.198 93.18,21.361 C96.182,26.012 98.434,31.139 99.851,36.489 C101.109,41.239 101.645,46.158 101.566,51.07 C101.826,51.247 102.069,51.397 102.345,51.588 C105.822,53.998 109.061,56.838 112.071,59.942 C112.946,60.845 113.775,61.695 114.591,62.637 C118.634,40.921 111.907,17.777 95.413,1.917" id="Fill-55" fill="#888" mask="url(#mask-4)"></path>
<path d="M91.886,0.179 C89.621,-0.203 87.826,0.322 86.587,0.682 C85.194,1.086 83.7,1.792 82.07,2.514 C78.173,4.304 75.681,5.746 72.155,7.997 C62.946,13.873 55.474,21.723 50.173,30.924 C48.058,34.595 46.333,38.502 44.938,42.563 C44.105,44.985 43.361,47.449 42.8,49.987 C42.112,53.103 41.657,56.234 41.414,59.36 C40.292,73.75 43.834,88.052 51.735,100.434 C51.965,100.794 52.215,101.135 52.451,101.49 C56.267,101.137 60.072,100.378 63.809,99.179 C65.032,98.787 66.228,98.339 67.408,97.865 C66.092,96.255 64.829,94.591 63.69,92.806 C56.38,81.349 53.818,67.811 56.369,54.52 C56.397,54.376 56.417,54.23 56.446,54.085 C56.447,54.078 56.448,54.071 56.45,54.064 C56.518,53.724 56.574,53.385 56.649,53.046 C57.693,48.32 59.368,43.843 61.573,39.678 C61.621,39.587 61.662,39.49 61.711,39.399 C65.921,31.557 72.075,24.872 79.784,19.952 C82.596,18.157 85.557,16.636 88.628,15.407 C88.77,14.749 91.876,0.226 91.886,0.179" id="Fill-56" fill="#888" mask="url(#mask-4)"></path>
</g>
</g>
</svg>
\define image-link-body(image,caption,width,height,color,background-color,icon)
<div class="tc-thumbnail-wrapper" style="width:$width$px;height:$height$px;">
<div class="tc-thumbnail-image">[img[$image$]]</div><div class="tc-thumbnail-icon" style="fill:$color$;color:$color$;">
$icon$
</div><div class="tc-thumbnail-caption">
$caption$
</div>
</div>
\end
\define image-link(link,image,caption,width,height,color,background-color,icon)
<$link to="""$link$"""><$macrocall $name="image-link-body" icon=<<__icon__>> color=<<__color__>> background-color=<<__background-color__>> image=<<__image__>> caption=<<__caption__>> width=<<__width__>> height=<<__height__>>/></$link>
\end
\define image-link-ext(link,image,caption,width,height,color,background-color,icon)
<a href="""$link$""" target="_blank" rel="noopener noreferrer"><$macrocall $name="image-link-body" icon=<<__icon__>> color=<<__color__>> background-color=<<__background-color__>> image=<<__image__>> caption=<<__caption__>> width=<<__width__>> height=<<__height__>>/></a>
\end
\define link-doc(caption,url,type:"docs")
<a href="""$url$""" class="tc-ext-doc-link" style="" target="_blank" rel="noopener noreferrer" title="Open in Google Docs">
{{$:/core/images/chevron-right}}<$image source={{{ [tag[$:/_GoogleDocsIcon]caption<__type__>] }}}/> $caption$
</a>
\end
\define link-pdf(caption,url,colour:"#55c6a7")
<a href="""$url$""" class="tc-btn-big-green" style="background-color:$colour$;" target="_blank" rel="noopener noreferrer">
{{$:/core/images/file}} $caption$
</a>
\end
\define embed-video(code)
<iframe width="560" height="315" src="https://www.youtube.com/embed/$code$" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe>
\end
<div class="tc-table-of-contents">
<<toc-selective-expandable 'MBTF-Contents'>>
</div>
! Our use of cookies
We use necessary cookies to make our site work. We’d also like to set optional analytics to help us improve it. We won’t set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.
Anna Freud provides this wiki platform for external teams who are responsible for the content, including cookies, that are added to their individual manuals. Guidance for teams on how to embed correctly has been added to the user guide.
For more detailed information about the cookies we use, see our <a href="https://www.annafreud.org/your-privacy/" class="tc-tiddlylink-external" target="_blank" rel="noopener noreferrer">Cookies page</a>.
---
!! Necessary cookies
Necessary cookies enable core functionality such as security, network management, and accessibility. You may disable these by changing your browser settings, but this may affect how the website functions.
---
!! Analytics cookies
We’d like to set non-essential cookies, such as Google Analytics, to help us to improve our website by collecting and reporting information on how you use it. The cookies collect information in a way that does not directly identify anyone. For more information on how these cookies work, please see our <a href="https://www.annafreud.org/your-privacy/" class="tc-tiddlylink-external" target="_blank" rel="noopener noreferrer">Cookies page</a>. If you are 16 or under, please ask a parent or carer for consent before accepting.
---
<$list filter={{$:/core/Filters/Drafts!!filter}} >
<div class="tc-menu-list-item">
<$link><$view field="title"/></$link> <$list filter="[all[current]frombag{$:/plugins/federatial/xememex/config/recipe}]" variable="listItem"><span style="display:inline-block;background:#ff4;border:1px solid #cc0;color:black;padding:0 2px;border-radius:4px;font-size:0.8em;line-height:1.3;">local</span></$list>
</div>
</$list>
<$transclude tiddler="$:/core" subtiddler="$:/core/ui/ViewTemplate/subtitle"/>
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
\whitespace trim
\define print-button()
<$button tooltip="print" aria-label="print" class=<<tv-config-toolbar-class>>>
<$action-sendmessage $message="tm-open-window" template="$:/plugins/federatial/print/window" windowTitle={{$:/config/plugins/federatial/print/window-title}}/>
<$list filter="[<tv-config-toolbar-icons>prefix[yes]]">
{{$:/core/images/print-button}}
</$list>
<$list filter="[<tv-config-toolbar-text>prefix[yes]]">
<span class="tc-btn-text">
<$text text="print"/>
</span>
</$list>
</$button>
\end
<$list filter="[<currentTiddler>tagging[]role[heading]limit[1]]" variable="ignore" emptyMessage=<<print-button>>>
<$text text=""/>
</$list>
\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline
.tc-export-controls {
background: #dfddf9;
margin: -1em -1em 0 -1em;
padding: 1em;
border-bottom: 2px solid black;
}
.tc-export-controls textarea {
width: 100%;
}
.tc-export-header {
margin-top: 1em;
padding: 1em;
border: 1px solid black;
}
@media print {
.tc-unprintable {
display: none;
}
}
<$transclude tiddler="$:/plugins/federatial/print/template/inner" mode="block"/>
! <$view field="title"/>
{{!!text}}
\whitespace trim
<$set name="themeTitle" value={{$:/view}}>
<$set name="tempCurrentTiddler" value=<<currentTiddler>>>
<$set name="currentTiddler" value={{$:/language}}>
<$set name="languageTitle" value={{!!name}}>
<$set name="currentTiddler" value=<<tempCurrentTiddler>>>
<$importvariables filter="[[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]">
<div class="tc-unprintable tc-export-controls">
<$button message="tm-print" tooltip="Print this page">
Print
</$button>
</div>
<$transclude tiddler="$:/plugins/federatial/print/template" mode="block"/>
</$importvariables>
</$set>
</$set>
</$set>
</$set>
</$set>
!! This tiddler is present to disable the default login status pill that Xememex provides
{"tiddlers":{"$:/plugins/tiddlywiki/consent-banner/banner":{"title":"$:/plugins/tiddlywiki/consent-banner/banner","tags":"$:/tags/PageTemplate","text":"\\whitespace trim\n\n<$reveal state=\"$:/state/consent-banner/accepted\" type=\"match\" text=\"\" tag=\"div\">\n\n<div class=\"tc-consent-backdrop\">\n\n</div>\n\n<div class=\"tc-consent-banner tc-consent-banner-left\">\n\n<$transclude tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/greeting-message\" mode=\"block\"/>\n\n<div class=\"tc-consent-buttons\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ConsentBanner/Button]]\">\n\n<$transclude tiddler=<<currentTiddler>> mode=\"inline\"/>\n\n</$list>\n\n</div>\n\n</div>\n\n</$reveal>\n"},"$:/plugins/tiddlywiki/consent-banner/blocked-embed-message-wrapper":{"title":"$:/plugins/tiddlywiki/consent-banner/blocked-embed-message-wrapper","text":"\\define styles()\nwidth:$(width)$;height:$(height)$;\n\\end\n\n<div class=\"tc-blocked-embedded-content\" style=<<styles>>>\n<div class=\"tc-blocked-embedded-content-inner\">\n<div class=\"tc-blocked-embedded-content-inner-inner\">\n<$transclude tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/blocked-embed-message\" mode=\"inline\"/>\n</div>\n</div>\n</div>\n"},"$:/plugins/tiddlywiki/consent-banner/buttons/accept":{"title":"$:/plugins/tiddlywiki/consent-banner/buttons/accept","tags":"$:/tags/ConsentBanner/Button","text":"<$button message=\"tm-consent-accept\" class=\"tc-consent-button tc-consent-button-default tc-btn-invisible\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption}}\n</$button>\n"},"$:/plugins/tiddlywiki/consent-banner/buttons/decline":{"title":"$:/plugins/tiddlywiki/consent-banner/buttons/decline","tags":"$:/tags/ConsentBanner/Button","text":"<$button message=\"tm-consent-decline\" class=\"tc-consent-button tc-btn-invisible\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption}}\n</$button>\n"},"$:/config/DefaultColourMappings/consent-banner-backdrop-background":{"title":"$:/config/DefaultColourMappings/consent-banner-backdrop-background","text":"rgba(0,0,0,0.2)"},"$:/config/DefaultColourMappings/consent-banner-background":{"title":"$:/config/DefaultColourMappings/consent-banner-background","text":"#009677"},"$:/config/DefaultColourMappings/consent-banner-button-background":{"title":"$:/config/DefaultColourMappings/consent-banner-button-background","text":"transparent"},"$:/config/DefaultColourMappings/consent-banner-button-border":{"title":"$:/config/DefaultColourMappings/consent-banner-button-border","text":"#fff"},"$:/config/DefaultColourMappings/consent-banner-button-default-background":{"title":"$:/config/DefaultColourMappings/consent-banner-button-default-background","text":"#fff"},"$:/config/DefaultColourMappings/consent-banner-button-default-foreground":{"title":"$:/config/DefaultColourMappings/consent-banner-button-default-foreground","text":"#009677"},"$:/config/DefaultColourMappings/consent-banner-button-foreground":{"title":"$:/config/DefaultColourMappings/consent-banner-button-foreground","text":"#fff"},"$:/config/DefaultColourMappings/consent-banner-button-hover-background":{"title":"$:/config/DefaultColourMappings/consent-banner-button-hover-background","text":"#fff"},"$:/config/DefaultColourMappings/consent-banner-button-hover-border":{"title":"$:/config/DefaultColourMappings/consent-banner-button-hover-border","text":"#fff"},"$:/config/DefaultColourMappings/consent-banner-button-hover-foreground":{"title":"$:/config/DefaultColourMappings/consent-banner-button-hover-foreground","text":"#009577"},"$:/config/DefaultColourMappings/consent-banner-foreground":{"title":"$:/config/DefaultColourMappings/consent-banner-foreground","text":"#fff"},"$:/config/DefaultColourMappings/consent-banner-hr-background":{"title":"$:/config/DefaultColourMappings/consent-banner-hr-background","text":"rgba(255,255,255,.25)"},"$:/config/DefaultColourMappings/consent-banner-link-foreground":{"title":"$:/config/DefaultColourMappings/consent-banner-link-foreground","text":"#fff"},"$:/config/plugins/tiddlywiki/consent-banner/block-embedded-content":{"title":"$:/config/plugins/tiddlywiki/consent-banner/block-embedded-content","text":"yes"},"$:/config/plugins/tiddlywiki/consent-banner/blocked-embed-message":{"title":"$:/config/plugins/tiddlywiki/consent-banner/blocked-embed-message","text":"Blocked embedded content from<br/><a href=<<url>> class=\"tc-tiddlylink-external\" target=\"_blank\" rel=\"noopener noreferrer\"><$text text=<<url>>/></a>\n\n<hr/>\n\n{{$:/plugins/tiddlywiki/consent-banner/buttons/accept}} cookies to unblock"},"$:/config/plugins/tiddlywiki/consent-banner/blocked-raw-message":{"title":"$:/config/plugins/tiddlywiki/consent-banner/blocked-raw-message","text":"<div class=\"tc-blocked-embedded-content\" style=\"width:100%;\">\n\n<div class=\"tc-blocked-embedded-content-inner\">\n\n<div class=\"tc-blocked-embedded-content-inner-inner\">\n\nBlocked raw content\n\n<hr/>\n\n{{$:/plugins/tiddlywiki/consent-banner/buttons/accept}} cookies to unblock\n\n</div>\n\n</div>\n\n</div>\n"},"$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption":{"title":"$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption","text":"Accept"},"$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint":{"title":"$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint","text":"Accept cookies"},"$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/caption":{"title":"$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/caption","text":"Clear"},"$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/hint":{"title":"$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/hint","text":"Clear cookies"},"$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption":{"title":"$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption","text":"Decline"},"$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint":{"title":"$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint","text":"Decline cookies"},"$:/config/cookie-consent-required":{"title":"$:/config/cookie-consent-required","text":"yes"},"$:/config/plugins/tiddlywiki/consent-banner/greeting-message":{"title":"$:/config/plugins/tiddlywiki/consent-banner/greeting-message","text":"! Our use of cookies\n\nWe use necessary cookies to make our site work. We’d also like to set optional analytics to help us improve it. We won’t set optional cookies unless you enable them. Using this tool will set a cookie on your device to remember your preferences.\n\n---\n\n!! Necessary cookies\n\nNecessary cookies enable core functionality such as security, network management, and accessibility. You may disable these by changing your browser settings, but this may affect how the website functions.\n\n---\n\n!! Analytics cookies\n\nWe’d like to set non-essential cookies, such as Google Analytics, to help us to improve our website by collecting and reporting information on how you use it. The cookies collect information in a way that does not directly identify anyone.\n\n---\n"},"$:/plugins/tiddlywiki/consent-banner/tv-block-embedded-content":{"title":"$:/plugins/tiddlywiki/consent-banner/tv-block-embedded-content","tags":"$:/tags/Macro","text":"<$set name=\"tv-block-embedded-content\" value={{{ [{$:/config/cookie-consent-required}else[no]match[yes]then{$:/state/consent-banner/accepted}!match[yes]then[yes]] }}}/>\n"},"$:/plugins/tiddlywiki/consent-banner/config":{"title":"$:/plugins/tiddlywiki/consent-banner/config","text":"! [[Greeting Message|$:/config/plugins/tiddlywiki/consent-banner/greeting-message]]\n\n<div style=\"\">\n\n<div style=\"display:inline-block;vertical-align:top;width:45%;\">\n\n<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/greeting-message\" tag=\"textarea\" class=\"tc-edit-texteditor\"/>\n\n</div>\n\n<div style=\"display:inline-block;vertical-align:top;width:45%;margin:0.5em;border:1px solid black;padding:0.5em;\" class=\"tc-consent-banner\">\n\n<$transclude tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/greeting-message\" mode=\"block\"/>\n\n</div>\n\n</div>\n\n! Buttons\n\n|[[Accept caption|$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption]] |<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption\" tag=\"input\"/> |\n|[[Accept hint|$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint]] |<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint\" tag=\"input\"/> |\n|[[Decline caption|$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption]] |<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption\" tag=\"input\"/> |\n|[[Decline hint|$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint]] |<$edit-text tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint\" tag=\"input\"/> |\n\n! [[Consent Accepted Status|$:/state/consent-banner/accepted]]\n\nCurrent status: {{$:/state/consent-banner/accepted}} (blank indicates that consent has not yet been granted or declined)\n\n<$button message=\"tm-consent-accept\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/accept/caption}}\n</$button>\n\n<$button message=\"tm-consent-decline\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/decline/caption}}\n</$button>\n\n<$button message=\"tm-consent-clear\" tooltip={{$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/hint}}>\n{{$:/config/plugins/tiddlywiki/consent-banner/buttons/clear/caption}}\n</$button>\n\n! Embedded Content Blocking\n\n//Requires page reload//\n\n<$checkbox tiddler=\"$:/config/plugins/tiddlywiki/consent-banner/block-embedded-content\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> Block all embedded content such as <iframe>, <embed> and <object> unless consent has been granted</$checkbox>\n"},"$:/plugins/tiddlywiki/consent-banner/docs":{"title":"$:/plugins/tiddlywiki/consent-banner/docs","text":"! Features\n\nIf the same wiki is opened in multiple tabs then once the warning has been accepted or declined in one tab then the other tabs will autonatically follow suit.\n\nConsent is automatically granted if the user logged in (ie the tiddler [[$:/status/IsLoggedIn]] is set to `yes`).\n\n! Consent Banner Palette Entries\n\nAdd these entries to your current colour palette to change the colours used by the consent banner:\n\n* ''consent-banner-backdrop-background'' - the colour of the backdrop behind the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-backdrop-background}})\n* ''consent-banner-background'' - the background colour of the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-background}})\n* ''consent-banner-button-background'' - the background colour of buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-background}})\n* ''consent-banner-button-border'' - the border colour of buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-border}})\n* ''consent-banner-button-default-background'' - the background colour for the default button within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-default-background}})\n* ''consent-banner-button-default-foreground'' - the foreground colour for the default button within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-default-foreground}})\n* ''consent-banner-button-foreground'' - the foreground colour of buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-foreground}})\n* ''consent-banner-button-hover-background'' - the background colour of hovered buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-hover-background}})\n* ''consent-banner-button-hover-border'' - the border colour of hovered buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-hover-border}})\n* ''consent-banner-button-hover-foreground'' - the foreground colour of hovered buttons within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-button-hover-foreground}})\n* ''consent-banner-foreground'' - the foreground colour of the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-foreground}})\n* ''consent-banner-hr-background'' - the background colour of horizontal rules within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-hr-background}})\n* ''consent-banner-link-foreground'' - the foreground colour of tiddler links within the consent banner (defaults to {{$:/config/DefaultColourMappings/consent-banner-link-foreground}})\n\n! Embedded Content Blocking\n\nUnless disabled via the config tab, content embedded via <iframe>, <embed> or <object> is blocked until the user consents to accept cookies.\n\n!! Implementation Details\n\nEmbedded content is blocked if the variable `tv-block-embedded-content` is set to `yes`. It is set to the current consent status by a [[global macro|$:/plugins/tiddlywiki/consent-banner/tv-block-embedded-content]]:\n\n<$codeblock code={{$:/plugins/tiddlywiki/consent-banner/tv-block-embedded-content}}/>\n\n! ~YouTube macro\n\nA simple macro for embedding ~YouTube videos is provided to show how to adapt content according to whether consent has been granted. It works by checking the tiddler [[$:/state/consent-banner/accepted]] for the following values:\n\n* ''empty or missing'' - the user has yet to accept or decline to give their consent\n* `yes` - the user has granted consent\n* `no` - the user has declined consent\n\n! Customising banner buttons\n\nThe [[\"accept\"|$:/plugins/tiddlywiki/consent-banner/buttons/accept]] and [[\"decline\"|$:/plugins/tiddlywiki/consent-banner/buttons/decline]] buttons in the banner are individual tiddlers with the tag [[$:/tags/ConsentBanner/Button]], allowing them to be customised and extended.\n\nA common use case is to add a \"login\" button allowing users to login directly to bypass the banner. This could be implemented as a tiddler tagged [[$:/tags/ConsentBanner/Button]] with the following text:\n\n```\n<$button message=\"tm-login\" class=\"tc-consent-button tc-btn-invisible\">\nLogin\n</$button>\n```\n\n! Integration with other plugins\n\nThird party plugins that set cookies can configure themselves to defer setting cookies until the user grants consent. There are several parts to this mechanism:\n\n* The consent-banner plugin includes a shadow tiddler [[$:/config/cookie-consent-required]] with the text `yes`. The third-party plugin should inspect this tiddler at startup; if it is not set to \"yes\" then it can proceed to set tiddlers immediately\n* Otherwise, the third-party plugin should listen for changes to the tiddler [[$:/state/consent-banner/accepted]] and only start setting cookies when and if the value changes to \"yes\"\n\nThe [[Google Analytics plugin|https://github.com/Jermolene/TiddlyWiki5/tree/master/plugins/tiddlywiki/googleanalytics]] shows an example of how this mechanism can be implemented.\n"},"$:/core/modules/widgets/raw.js":{"title":"$:/core/modules/widgets/raw.js","text":"/*\\\ntitle: $:/core/modules/widgets/raw.js\ntype: application/javascript\nmodule-type: widget\n\nAn override of the raw widget that blocks raw content until the user has consented to accept cookies\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RawWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRawWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRawWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.execute();\n\tthis.blocked = this.getVariable(\"tv-block-embedded-content\",\"no\") === \"yes\";\n\tif(this.blocked) {\n\t\tthis.makeChildWidgets([{\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: \"$:/config/plugins/tiddlywiki/consent-banner/blocked-raw-message\"}\n\t\t\t}\n\t\t}]);\n\t\t// Render child widgets\n\t\tthis.renderChildren(parent,null);\n\t} else {\n\t\tvar div = this.document.createElement(\"div\");\n\t\tdiv.innerHTML=this.parseTreeNode.html;\n\t\tparent.insertBefore(div,nextSibling);\n\t\tthis.domNodes.push(div);\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nRawWidget.prototype.execute = function() {\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRawWidget.prototype.refresh = function(changedTiddlers) {\n\tif(this.blocked) {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t} else {\n\t\treturn false;\t\t\n\t}\n};\n\nexports.raw = RawWidget;\n\n})();\n","type":"application/javascript","module-type":"widget"},"$:/plugins/tiddlywiki/consent-banner/readme":{"title":"$:/plugins/tiddlywiki/consent-banner/readme","text":"The ''consent-banner'' plugin helps make websites that are compliant with \"cookie legislation\" such as the [[EU General Data Protection Regulation|https://gdpr.eu/cookies/]].\nIt presents a banner inviting the user to accept or reject cookies, keeping track of their consent in local storage so that the banner can be hidden on subsequent visits.\n\nBy default, content embedded with <iframe>, <embed> and <object> is blocked unless the user consents to accept cookies.\n\nConsent status is available via a configuration tiddler so that it is possible to construct content that behaves differently depending upon whether consent has been granted. As an example, a macro is provided for embedding ~YouTube videos that automatically uses the youtube-nocookie.com variant of video URLs unless the user has accepted cookies.\n\nPlease note that using this plugin does not guarantee compliance with any particular legislation. You will need to understand the technical issues specific to your situation, and if necessary seek legal advice.\n"},"$:/plugins/tiddlywiki/consent-banner/startup.js":{"title":"$:/plugins/tiddlywiki/consent-banner/startup.js","text":"/*\\\ntitle: $:/plugins/tiddlywiki/consent-banner/startup.js\ntype: application/javascript\nmodule-type: startup\n\nStartup initialisation\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"consent-banner\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.before = [\"render\"];\nexports.synchronous = true;\n\nvar CHECK_CONSENT_INTERVAL = 1000, // Milliseconds between checking local storage\n\tIS_LOGGED_IN_TITLE = \"$:/status/IsLoggedIn\",\n\tCONSENT_KEY = \"COOKIE_CONSENT\", // Local storage keyname\n\tCONSENT_TITLE = \"$:/state/consent-banner/accepted\", // \"\": undeclared, \"yes\": accepted, \"no\": declined\n\tCONFIG_BLOCK_EMBEDDED_CONTENT_TITLE = \"$:/config/plugins/tiddlywiki/consent-banner/block-embedded-content\",\n\tEMBEDDED_MESSAGE_WRAPPER_TITLE = \"$:/plugins/tiddlywiki/consent-banner/blocked-embed-message-wrapper\";\n\nexports.startup = function() { \n\tvar consentState = \"\",\n\t\tsetConsentStatus = function(state) {\n\t\t\tif(consentState !== state) {\n\t\t\t\tconsentState = state;\n\t\t\t\t// Write to local storage\n\t\t\t\twindow.localStorage.setItem(CONSENT_KEY,state);\n\t\t\t\t// Write to a state tiddler\n\t\t\t\t$tw.wiki.addTiddler(new $tw.Tiddler({\n\t\t\t\t\ttitle: CONSENT_TITLE,\n\t\t\t\t\ttext: state\n\t\t\t\t}));\n\t\t\t}\n\t\t},\n\t\tcalculateConsentStatus = function() {\n\t\t\t// Consent is implied for logged in users, otherwise we check local storage\n\t\t\treturn ($tw.wiki.getTiddlerText(IS_LOGGED_IN_TITLE) === \"yes\" && \"yes\") || window.localStorage.getItem(CONSENT_KEY) || \"\";\n\t\t},\n\t\tcheckConsentStatus = function() {\n\t\t\tsetConsentStatus(calculateConsentStatus());\n\t\t\tif(consentState === \"\") {\n\t\t\t\tpollConsentStatus();\n\t\t\t}\n\t\t},\n\t\tpollConsentStatus = function() {\n\t\t\tsetTimeout(checkConsentStatus,CHECK_CONSENT_INTERVAL);\n\t\t};\n\t// Set the current consent status\n\tcheckConsentStatus();\n\t// Listen for consent messages\n\t$tw.rootWidget.addEventListener(\"tm-consent-accept\",function(event) {\n\t\tsetConsentStatus(\"yes\");\n\t});\n\t$tw.rootWidget.addEventListener(\"tm-consent-decline\",function(event) {\n\t\tsetConsentStatus(\"no\");\n\t});\n\t$tw.rootWidget.addEventListener(\"tm-consent-clear\",function(event) {\n\t\tsetConsentStatus(\"\");\n\t});\n\t// Add our element rendering hook\n\tif($tw.wiki.getTiddlerText(CONFIG_BLOCK_EMBEDDED_CONTENT_TITLE,\"no\") === \"yes\") {\n\t\t$tw.hooks.addHook(\"th-rendering-element\",function(parseTreeNodes,widget) {\n\t\t\tif(parseTreeNodes) {\n\t\t\t\treturn parseTreeNodes;\n\t\t\t}\n\t\t\tif([\"iframe\",\"object\",\"embed\"].indexOf(widget.tag) !== -1 && widget.getVariable(\"tv-block-embedded-content\",\"no\") === \"yes\") {\n\t\t\t\tvar url = widget.getAttribute(\"src\"),\n\t\t\t\t\taddUnitsIfMissing = function(str) {\n\t\t\t\t\t\tstr = \"\" + str;\n\t\t\t\t\t\treturn str + ((\"\" + parseInt(str,10)) === str ? \"px\" : \"\");\n\t\t\t\t\t},\n\t\t\t\t\twidth = addUnitsIfMissing(widget.getAttribute(\"width\",\"\")),\n\t\t\t\t\theight = addUnitsIfMissing(widget.getAttribute(\"height\",\"\"));\n\t\t\t\treturn [\n\t\t\t\t\t{\n\t\t\t\t\t\ttype: \"vars\",\n\t\t\t\t\t\tattributes: {\n\t\t\t\t\t\t\turl: {type: \"string\", value: url},\n\t\t\t\t\t\t\twidth: {type: \"string\", value: width},\n\t\t\t\t\t\t\theight: {type: \"string\", value: height}\n\t\t\t\t\t\t},\n\t\t\t\t\t\tchildren: [\n\t\t\t\t\t\t\t{\n\t\t\t\t\t\t\t\ttype: \"transclude\",\n\t\t\t\t\t\t\t\tattributes: {\n\t\t\t\t\t\t\t\t\ttiddler: {type: \"string\", value: EMBEDDED_MESSAGE_WRAPPER_TITLE},\n\t\t\t\t\t\t\t\t\tmode: {type: \"string\", value: \"inline\"}\n\t\t\t\t\t\t\t\t}\n\t\t\t\t\t\t\t}\n\t\t\t\t\t\t]\n\t\t\t\t\t}\n\t\t\t\t];\n\t\t\t}\n\t\t\treturn null;\n\t\t});\n\t}\n};\n\n})();\n","type":"application/javascript","module-type":"startup"},"$:/plugins/tiddlywiki/consent-banner/styles":{"title":"$:/plugins/tiddlywiki/consent-banner/styles","tags":"$:/tags/Stylesheet","text":".tc-consent-backdrop {\n\tz-index: 1999;\n\tposition: fixed;\n\tleft: 0;\n\tright: 0;\n\ttop: 0;\n\tbottom: 0;\n\tbackground: <<colour consent-banner-backdrop-background>>;\n}\n\n.tc-consent-banner-left {\n\tz-index: 2000;\n\tposition: fixed;\n\tleft: 0;\n\ttop: 0;\n\tbottom: 0;\n\tmax-width: 500px;\n\toverflow-y: auto;\n}\n\n.tc-consent-banner {\n\tpadding: 1em;\n\tbackground: <<colour consent-banner-background>>;\n\tcolor: <<colour consent-banner-foreground>>;\n\tbox-shadow: 0 0 20px rgba(0,0,0,.2);\n}\n\n.tc-consent-banner a.tc-tiddlylink-external {\n\ttext-decoration: underline;\n\tcolor: <<colour consent-banner-link-foreground>>;\n\tbackground-color: inherit;\n}\n\n.tc-consent-banner a.tc-tiddlylink-external:visited {\n\tcolor: <<colour consent-banner-link-foreground>>;\n\tbackground-color: inherit;\n}\n\n.tc-consent-banner hr {\n\tclear: both;\n\tpadding: 0;\n\twidth: 100%;\n\toverflow: hidden;\n\ttext-align: left;\n\tborder: 0 none;\n\tmargin: 24px 0;\n\theight: 1px;\n\tmax-height: 1px;\n\tbackground: <<colour consent-banner-hr-background>>;\n}\n\n.tc-consent-buttons {\n\t\n}\n\n.tc-consent-banner .tc-consent-button {\n\tmargin-right: 1em;\n}\n\n.tc-consent-button {\n\tborder: 1px solid <<colour consent-banner-button-border>>;\n\tmargin-top: 1em;\n\tpadding: 0.75em 1.5em;\n\tcolor: <<colour consent-banner-button-foreground>>;\n\tbackground: <<colour consent-banner-button-background>>;\n\tfont-weight: bold;\n}\n\n.tc-consent-button:hover {\n\tcolor: <<colour consent-banner-button-hover-foreground>>;\n\tborder-color: <<colour consent-banner-button-hover-border>>;\n\tbackground: <<colour consent-banner-button-hover-background>>;\n\topacity: .6;\n}\n\n.tc-consent-button-default {\n\tcolor: <<colour consent-banner-button-default-foreground>>;\n\tbackground: <<colour consent-banner-button-default-background>>;\n}\n\n.tc-blocked-embedded-content {\n\tdisplay: inline-block;\n\toverflow: hidden;\n\tcolor: <<colour background>>;\n\tbackground: <<colour muted-foreground>>;\n\tborder: 1px solid <<colour foreground>>;\n\t<<box-shadow \"inset 0 0 8px rgba(0, 0, 0, 0.15)\">>\n}\n\n.tc-blocked-embedded-content-inner {\n display: flex;\n justify-content: center;\n align-items: center;\n width: 100%;\n height: 100%;\n}\n\n.tc-blocked-embedded-content-inner-inner {\n\tdisplay: inline-block;\n\ttext-align: center;\n}\n\n.tc-blocked-embedded-content-inner-inner hr {\n background: <<colour foreground>>;\n height: 1px;\n width: 80%;\n border: none;\n}\n"},"$:/plugins/tiddlywiki/consent-banner/youtube":{"title":"$:/plugins/tiddlywiki/consent-banner/youtube","tags":"$:/tags/Macro","text":"\\define embed-video-with-consent(code)\n<$set name=\"tv-block-embedded-content\" value=\"no\">\n<$reveal state=\"$:/state/consent-banner/accepted\" type=\"match\" text=\"yes\" tag=\"div\">\n<iframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/$code$\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" allowfullscreen></iframe>\n</$reveal>\n<$reveal state=\"$:/state/consent-banner/accepted\" type=\"nomatch\" text=\"yes\" tag=\"div\">\n<iframe width=\"560\" height=\"315\" src=\"https://www.youtube-nocookie.com/embed/$code$\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" allowfullscreen></iframe>\n</$reveal>\n</$set>\n\\end\n\n! Macro source\n\n<$codeblock code={{$:/plugins/tiddlywiki/consent-banner/youtube}}/>\n\n! Example\n\n<<embed-video-with-consent KtCUr83XgyE>>\n"}}}
{"tiddlers":{"$:/plugins/tiddlywiki/googleanalytics/googleanalytics.js":{"title":"$:/plugins/tiddlywiki/googleanalytics/googleanalytics.js","text":"/*\\\ntitle: $:/plugins/tiddlywiki/googleanalytics/googleanalytics.js\ntype: application/javascript\nmodule-type: startup\n\nRuns Google Analytics with the measurement ID in the tiddler `$:/GoogleAnalyticsMeasurementID`\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"google-analytics\";\nexports.platforms = [\"browser\"];\nexports.synchronous = true;\n\nvar CONFIG_CONSENT_REQUIRED_TITLE = \"$:/config/cookie-consent-required\", // \"yes\" or \"no\" (the default)\n\tCONSENT_TITLE = \"$:/state/consent-banner/accepted\"; // \"\": undeclared, \"yes\": accepted, \"no\": declined\n\nexports.startup = function() {\n\tvar hasInitialised = false,\n\t\tinitialiseGoogleAnalytics = function() {\n\t\t\tconsole.log(\"Initialising Google Analytics\");\n\t\t\thasInitialised = true;\n\t\t\tvar gaMeasurementID = $tw.wiki.getTiddlerText(\"$:/GoogleAnalyticsMeasurementID\",\"\").replace(/\\n/g,\"\");\n\t\t\tvar url =\"https://www.googletagmanager.com/gtag/js?id=\" + gaMeasurementID;\n\t\t\twindow.dataLayer = window.dataLayer || [];\n\t\t\twindow.gtag = function() { window.dataLayer?.push(arguments); };\n\t\t\twindow.gtag(\"js\",new Date());\n\t\t\twindow.gtag(\"config\",gaMeasurementID);\n\t\t\tconst scriptElement = window.document.createElement(\"script\");\n\t\t\tscriptElement.async = true;\n\t\t\tscriptElement.src = url;\n\t\t\twindow.document.head.appendChild(scriptElement);\n\t\t};\n\t// Initialise now if consent isn't required\n\tif($tw.wiki.getTiddlerText(CONFIG_CONSENT_REQUIRED_TITLE) !== \"yes\") {\n\t\tinitialiseGoogleAnalytics();\n\t} else {\n\t\t// Or has been granted already\n\t\tif($tw.wiki.getTiddlerText(CONSENT_TITLE) === \"yes\") {\n\t\t\tinitialiseGoogleAnalytics();\n\t\t} else {\n\t\t\t// Or when our config tiddler changes\n\t\t\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\t\t\tif(changes[CONSENT_TITLE]) {\n\t\t\t\t\tif(!hasInitialised && $tw.wiki.getTiddlerText(CONSENT_TITLE) === \"yes\") {\n\t\t\t\t\t\tinitialiseGoogleAnalytics();\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t}\n};\n\n\n\n})();\n","type":"application/javascript","module-type":"startup"},"$:/plugins/tiddlywiki/googleanalytics/readme":{"title":"$:/plugins/tiddlywiki/googleanalytics/readme","text":"This plugin enables you to use Google Analytics to track access to your online TiddlyWiki document.\n\nBy default, the user is not asked for permission before initialising Google Analytics. This plugin also optionally integrates with the \"Consent Banner\" plugin (also found in the official plugin library) so that Google Analytics is not initialised until the user grants explicit permission.\n\n[[Source code|https://github.com/Jermolene/TiddlyWiki5/blob/master/plugins/tiddlywiki/googleanalytics]]\n"},"$:/plugins/tiddlywiki/googleanalytics/settings":{"title":"$:/plugins/tiddlywiki/googleanalytics/settings","text":"''[[Google Analytics Measurement ID|$:/GoogleAnalyticsMeasurementID]]'': (mandatory) a code of the form `G-XXXXXXXXXX` where X are digits or uppercase letters<br/><$edit-text tiddler=\"$:/GoogleAnalyticsMeasurementID\" default=\"\" tag=\"input\"/>\n\n"},"$:/plugins/tiddlywiki/googleanalytics/usage":{"title":"$:/plugins/tiddlywiki/googleanalytics/usage","text":"!! Create a Google Analytics account\n\nIf you don't already have an account:\n\n# Go to the Google Analytics website: http://www.google.com/analytics/\n# Click the ''Access Google Analytics'' button and follow instructions to set up your account\n# Enter the URL where the wiki is hosted\n# Note the Tracking ID for this domain of the form `G-XXXXXXXXXX`\n\n!! Install the plugin on your local copy of the TiddlyWiki\n\n# ''Backup your TiddlyWiki''. Just in case\n# Install the plugin via the plugin manager in control panel\n# Save the TiddlyWiki andrefresh the page to load the plugin\n# Go to [[$:/ControlPanel]] > Plugins tab and unfold the Google Analytics Plugin\n# Go to the //settings// tab and edit the parameters\n# Save the TiddlyWiki\n\n!! Upload the new version of your TiddlyWiki\n\n# Upload the saved TiddlyWiki to Tiddlyhost, GitHub, GitLab or other web host\n# Return to your Google Analytics page to check that your site is being tracked\n"}}}
{"tiddlers":{"$:/config/DefaultColourMappings/menubar-foreground":{"title":"$:/config/DefaultColourMappings/menubar-foreground","text":"#fff"},"$:/config/DefaultColourMappings/menubar-background":{"title":"$:/config/DefaultColourMappings/menubar-background","text":"#5778d8"},"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/pagecontrols":{"title":"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/pagecontrols","text":"hide"},"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/server":{"title":"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/server","text":"hide"},"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/sidebar":{"title":"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/sidebar","text":"hide"},"$:/config/plugins/menubar/TableOfContents/Tag":{"title":"$:/config/plugins/menubar/TableOfContents/Tag","text":"TableOfContents"},"$:/config/plugins/menubar/breakpoint":{"title":"$:/config/plugins/menubar/breakpoint","text":"620px"},"$:/plugins/tiddlywiki/menubar/config":{"title":"$:/plugins/tiddlywiki/menubar/config","tags":"$:/tags/ControlPanel/Toolbars","caption":"Menu Bar","text":"\\define config-base() $:/config/plugins/menubar/MenuItems/Visibility/\n\n! Menu Bar Configuration\n\n!! Menu Items\n\nSelect which menu items will be shown. You can also drag items to reorder them.\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/MenuBar\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/ItemTemplate\"/>\n\n</$set>\n\n</$set>\n\n!! Breakpoint Position\n\nThe breakpoint position between narrow and wide screens. Should include CSS units (eg. `400px`).\n\n<$edit-text tiddler=\"$:/config/plugins/menubar/breakpoint\" default=\"\" tag=\"input\"/>\n\n!! Contents Tag\n\nThe tag for the ~TableOfContents used in the Contents dropdown\n\n<$edit-text tiddler=\"$:/config/plugins/menubar/TableOfContents/Tag\" default=\"\" tag=\"input\"/>\n\n!! Menu Bar Colours\n\nTo change the colour of the menu bar, define the colours `menubar-foreground` and `menubar-background` in the currently selected palette\n"},"$:/plugins/tiddlywiki/menubar/items/contents":{"title":"$:/plugins/tiddlywiki/menubar/items/contents","caption":"Contents","description":"Table of Contents","is-dropdown":"yes","tags":"$:/tags/MenuBar","text":"<div class=\"tc-table-of-contents\">\n\n<$macrocall $name=\"toc-selective-expandable\" tag={{$:/config/plugins/menubar/TableOfContents/Tag}}/>\n\n</div>\n"},"$:/plugins/tiddlywiki/menubar/items/hamburger":{"title":"$:/plugins/tiddlywiki/menubar/items/hamburger","tags":"$:/tags/MenuBar","caption":"Hamburger","description":"Show the full menu bar on a narrow screen","custom-menu-content":"{{$:/plugins/tiddlywiki/menubar/items/hamburger}}","show-when":"narrow","text":"<$list filter=\"[[$:/state/popup/menubar/hamburger]get[text]else[no]match[no]]\">\n<$button set=\"$:/state/popup/menubar/hamburger\" setTo=\"yes\">\n{{$:/core/images/menu-button}}\n</$button>\n</$list>\n<$list filter=\"[[$:/state/popup/menubar/hamburger]get[text]else[no]match[yes]]\">\n<$button set=\"$:/state/popup/menubar/hamburger\" setTo=\"no\">\n{{$:/core/images/close-button}}\n</$button>\n</$list>\n"},"$:/plugins/tiddlywiki/menubar/items/pagecontrols":{"title":"$:/plugins/tiddlywiki/menubar/items/pagecontrols","tags":"$:/tags/MenuBar","description":"Page controls from the sidebar","caption":"Page controls","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/pagecontrols\" mode=\"inline\"/>","text":"\\whitespace trim\n\\define config-title()\n$:/config/PageControlButtons/Visibility/$(listItem)$\n\\end\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]\" variable=\"listItem\">\n<$set name=\"hidden\" value=<<config-title>>>\n<$list filter=\"[<hidden>!text[hide]]\" storyview=\"pop\" variable=\"ignore\">\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n</$set>\n</$list>\n</$set>\n</$list>\n"},"$:/plugins/tiddlywiki/menubar/items/search":{"title":"$:/plugins/tiddlywiki/menubar/items/search","custom-menu-content":"{{$:/plugins/tiddlywiki/menubar/items/search}}","description":"Search","caption":"Search","tags":"$:/tags/MenuBar","text":"\\define cancel-search-actions()\n<$set name=\"userInput\" value={{{ [<__storeTitle__>get[text]] }}}>\n<$list filter=\"[<__tiddler__>get[text]!match<userInput>]\" emptyMessage=\"\"\"<$action-deletetiddler $filter=\"[<__storeTitle__>] [<__tiddler__>] [<__selectionStateTitle__>]\"/>\"\"\">\n<$action-setfield $tiddler=<<__tiddler__>> text=<<userInput>>/><$action-setfield $tiddler=<<__refreshTitle__>> text=\"yes\"/>\n</$list>\n</$set>\n\\end\n\n\\define input-accept-actions() <$list filter=\"[{$:/config/Search/NavigateOnEnter/enable}match[yes]]\" emptyMessage=\"\"\"<$list filter=\"[<__tiddler__>get[text]!is[missing]] ~[<__tiddler__>get[text]is[shadow]]\"><$action-navigate $to={{{ [<__tiddler__>get[text]] }}}/></$list>\"\"\"><$action-navigate $to={{{ [<__tiddler__>get[text]] }}}/></$list>\n\n\\define input-accept-variant-actions() <$list filter=\"[{$:/config/Search/NavigateOnEnter/enable}match[yes]]\" emptyMessage=\"\"\"<$list filter=\"[<__tiddler__>get[text]!is[missing]] ~[<__tiddler__>get[text]is[shadow]]\"><$list filter=\"[<__tiddler__>get[text]minlength[1]]\"><$action-sendmessage $message=\"tm-edit-tiddler\" $param={{{ [<__tiddler__>get[text]] }}}/></$list></$list>\"\"\"><$list filter=\"[<__tiddler__>get[text]minlength[1]]\"><$action-sendmessage $message=\"tm-edit-tiddler\" $param={{{ [<__tiddler__>get[text]] }}}/></$list></$list>\n\n\\define set-next-input-tab(beforeafter:\"after\") <$macrocall $name=\"change-input-tab\" stateTitle=\"$:/state/tab/search-results/sidebar\" tag=\"$:/tags/SearchResults\" beforeafter=\"$beforeafter$\" defaultState={{$:/config/SearchResults/Default}} actions=\"\"\"<$action-setfield $tiddler=\"$:/state/search/currentTab\" text=<<nextTab>>/>\"\"\"/>\n\n\\whitespace trim\n<$vars searchTiddler=\"$:/temp/menubarsearch/input\" searchListState=<<qualify \"$:/state/search-list/selected-item\">>>\n<span style=\"margin: 0 0.5em;\">\n<$keyboard key=\"((input-tab-right))\" actions=<<set-next-input-tab>>>\n<$keyboard key=\"((input-tab-left))\" actions=<<set-next-input-tab \"before\">>>\n<form class=\"tc-form-inline\">\n<$macrocall $name=\"keyboard-driven-input\" tiddler=\"$:/temp/menubarsearch\" storeTitle=<<searchTiddler>> selectionStateTitle=<<searchListState>> \n\t\trefreshTitle=\"$:/temp/menubarsearch/refresh\" tag=\"input\" type=\"search\" focusPopup=\"$:/state/popup/menubar-search-dropdown\" \n\t\tclass=\"tc-popup-handle tc-menu-show-when-wide\" placeholder=\"Search...\" default=\"\" cancelPopups=\"yes\" \n\t\tinputAcceptActions=<<input-accept-actions>> inputAcceptVariantActions=<<input-accept-variant-actions>> inputCancelActions=<<cancel-search-actions>> \n\t\tfilterMinLength={{$:/config/Search/MinLength}} configTiddlerFilter=\"[[$:/state/search/currentTab]!is[missing]get[text]] ~[{$:/config/SearchResults/Default}]\" />\n</form>\n</$keyboard>\n</$keyboard>\n</span>\n<$reveal tag=\"div\" class=\"tc-block-dropdown-wrapper\" state=\"$:/state/popup/menubar-search-dropdown\" type=\"nomatch\" text=\"\" default=\"\">\n\n<div class=\"tc-block-dropdown tc-search-drop-down\">\n\n<$list filter=\"[<searchTiddler>get[text]minlength[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">Type your search terms</div>\"\"\" variable=\"ignore\">\n\n<$list filter=\"[<searchTiddler>get[text]minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n<$vars configTiddler={{{ [[$:/state/search/currentTab]!is[missing]get[text]] ~[{$:/config/SearchResults/Default}] }}} userInput={{{ [<searchTiddler>get[text]] }}}>\n\n{{$:/core/ui/SearchResults}}\n\n</$vars>\n\n</$list>\n\n</$list>\n\n</div>\n\n</$reveal>\n\n</$vars>\n"},"$:/plugins/tiddlywiki/menubar/items/server":{"title":"$:/plugins/tiddlywiki/menubar/items/server","tags":"$:/tags/MenuBar","description":"Server options","caption":"Server","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/server\" mode=\"inline\"/>","text":"<$list filter=\"[[$:/status/IsLoggedIn]get[text]else[no]match[yes]]\" variable=\"ignore\">\n<$transclude tiddler=\"$:/core/ui/Buttons/save-wiki\" mode=\"inline\"/>\n</$list>\n<$list filter=\"[[$:/status/IsLoggedIn]get[text]else[no]match[no]]\" variable=\"ignore\">\n<$button message=\"tm-login\">\nLogin\n</$button>\n</$list>\n"},"$:/plugins/tiddlywiki/menubar/items/sidebar":{"title":"$:/plugins/tiddlywiki/menubar/items/sidebar","caption":"Sidebar","description":"Sidebar","is-dropdown":"yes","tags":"$:/tags/MenuBar","text":"<$scrollable fallthrough=\"none\" class=\"tc-popup-keep tc-menubar-dropdown-sidebar\">\n\n<$transclude tiddler=\"$:/core/ui/SideBarSegments/tabs\" mode=\"inline\"/>\n\n</$scrollable>\n"},"$:/plugins/tiddlywiki/menubar/items/topleftbar":{"title":"$:/plugins/tiddlywiki/menubar/items/topleftbar","tags":"$:/tags/MenuBar","description":"Items from $:/tags/TopLeftBar","caption":"Legacy Top Left Bar","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/topleftbar\" mode=\"inline\"/>","text":"<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopLeftBar]!has[draft.of]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>"},"$:/plugins/tiddlywiki/menubar/items/toprightbar":{"title":"$:/plugins/tiddlywiki/menubar/items/toprightbar","tags":"$:/tags/MenuBar","description":"Items from $:/tags/TopRightBar","caption":"Legacy Top Right Bar","custom-menu-content":"<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/toprightbar\" mode=\"inline\"/>","custom-menu-styles-wide":"float: right;","text":"<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopRightBar]!has[draft.of]reverse[]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>"},"$:/plugins/tiddlywiki/menubar/menu":{"title":"$:/plugins/tiddlywiki/menubar/menu","tags":"$:/tags/PageTemplate","text":"\\define menubar-inner(size)\n<ul class=\"tc-menubar-list\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/toprightbar]]\">\n<$list filter=\"[<currentTiddler>addprefix[$:/config/plugins/menubar/MenuItems/Visibility/]get[text]] ~show +[match[show]]\" variable=\"ignore\">\n<$list filter=\"[[$size$]match[wide]] ~[<currentTiddler>get[show-when]match[$size$]] ~[{$:/state/popup/menubar/hamburger}match[yes]]\" variable=\"ignore\">\n<li style={{!!custom-menu-styles-$size$}} class={{{ [<currentTiddler>get[show-when]addprefix[tc-menubar-]] tc-menubar-item +[join[ ]] }}}>\n<$list filter=\"[<currentTiddler>!is-dropdown[yes]]\" variable=\"listItem\" emptyMessage=\"\"\"\n\t<!-- Dropdown -->\n\t<$set name=\"dropdown-state\" value=<<qualify \"$:/state/popup/topmenu/dropdown/\">>>\n\t<$set name=\"dropdown-state\" value={{{ [<dropdown-state>addsuffix<currentTiddler>] }}}>\n\t<$button popup=<<dropdown-state>> selectedClass=\"tc-selected\">\n\t<$set name=\"tv-wikilinks\" value=\"no\">\n\t<$transclude field=\"caption\" mode=\"inline\"/>\n\t<$text text=\" \"/>\n\t<span class=\"tc-menubar-dropdown-arrow\">\n\t<$transclude tiddler=\"$:/core/images/down-arrow\" mode=\"inline\"/>\n\t</span>\n\t</$set>\n\t</$button>\n\t</$set>\n\t</$set>\n\"\"\">\n<$list filter=\"[<currentTiddler>has[custom-menu-content]]\" variable=\"listItem\" emptyMessage=\"\"\"\n\t<!-- Link -->\n\t<$link to={{!!target}}>\n\t<$set name=\"tv-wikilinks\" value=\"no\">\n\t<$transclude field=\"caption\" mode=\"inline\"/>\n\t</$set>\n\t</$link>\n\"\"\">\n<!-- Custom content -->\n<$transclude field=\"custom-menu-content\" mode=\"inline\"/>\n</$list>\n</$list>\n</li>\n</$list>\n</$list>\n</$list>\n</ul>\n\\end\n\n<$list filter=\"[<tv-config-static>!match[yes]]\" variable=\"ignore\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/toprightbar]] +[limit[1]]\" variable=\"listItem\">\n<nav class=\"tc-menubar tc-adjust-top-of-scroll\">\n<div class=\"tc-menubar-narrow\">\n<<menubar-inner narrow>>\n</div>\n<div class=\"tc-menubar-wide\">\n<<menubar-inner wide>>\n</div>\n<div style=\"clear:both;\"/>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]is-dropdown[yes]]\">\n<$list filter=\"[<currentTiddler>addprefix[$:/config/plugins/menubar/MenuItems/Visibility/]get[text]] ~show +[match[show]]\" variable=\"ignore\">\n<$set name=\"dropdown-state\" value=<<qualify \"$:/state/popup/topmenu/dropdown/\">>>\n<$set name=\"dropdown-state\" value={{{ [<dropdown-state>addsuffix<currentTiddler>] }}}>\n<$reveal type=\"popup\" state=<<dropdown-state>> position={{{ [<currentTiddler>get[dropdown-position]else[below]] }}} class={{{ [<currentTiddler>get[class]] }}} tag=\"div\">\n<div class=\"tc-drop-down\">\n<$transclude/>\n</div>\n</$reveal>\n</$set>\n</$set>\n</$list>\n</$list>\n</nav>\n</$list>\n</$list>\n"},"$:/core/ui/PageTemplate/topleftbar":{"title":"$:/core/ui/PageTemplate/topleftbar","text":"<!-- The menubar plugin overrides this tiddler to remove the core top left menu. The menu items that it would include are instead included in the menubar -->"},"$:/core/ui/PageTemplate/toprightbar":{"title":"$:/core/ui/PageTemplate/toprightbar","text":"<!-- The menubar plugin overrides this tiddler to remove the core top right menu. The menu items that it would include are instead included in the menubar -->"},"$:/plugins/tiddlywiki/menubar/readme":{"title":"$:/plugins/tiddlywiki/menubar/readme","text":"!! Introduction\n\nThis plugin provides a menu bar with the following features:\n\n* Menu items take the form of simple text links, dropdowns, or entirely custom content\n* Menu items can be individually enabled via the control panel\n* Responds to reduced screen width by abbreviating the menu items to a \"hamburger\" dropdown\n\n!! Menu Item Tiddlers\n\nMenu items are tagged <<tag $:/tags/MenuBar>>. The following fields are used by this plugin:\n\n|!Field Name |!Purpose |\n|title |Each menu item must have a unique title (not shown to the user) |\n|description |Description for use in listings |\n|tags |Must contain `$:/tags/MenuBar` |\n|caption |The text that is displayed for the menu item. Avoid links, using `~` to suppress CamelCase links if required |\n|target |For simple link menu items specifies a tiddler title as the target of the link |\n|is-dropdown |Set to `yes` to indicate a dropdown menu item |\n|dropdown-position |Optional position for the dropdown (can be ''left'', ''above'', ''aboveleft'', ''aboveright'', ''right'', ''belowleft'', ''belowright'' or ''below'') |\n|text |For dropdown menu items, specifies the body of the dropdown |\n|custom-menu-content |Optional wikitext to be displayed in place of the caption |\n|custom-menu-styles-wide |Optional string of styles to be applied to menu item when the menubar is wide |\n|custom-menu-styles-narrow |Optional string of styles to be applied to menu item when the menubar is narrow |\n\nCustom menu items should make sure that the clickable link or button is an immediate child, and not wrapped in another element.\n\nNote that menu items can be pushed to the right of the menu bar setting the ''custom-menu-styles'' field to `float: right;`.\n"},"$:/plugins/tiddlywiki/menubar/styles":{"title":"$:/plugins/tiddlywiki/menubar/styles","tags":"[[$:/tags/Stylesheet]]","text":"\\define breakpoint-plus-one()\n<$text text={{{ [{$:/config/plugins/menubar/breakpoint}removesuffix[px]add[1]addsuffix[px]] ~[{$:/config/plugins/menubar/breakpoint}] }}} />\n\\end\n\n\\define sidebarbreakpoint-minus-one()\n<$text text={{{ [{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}removesuffix[px]subtract[1]addsuffix[px]] ~[{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}] }}} />\n\\end\n\n\\define set-sidebar-scrollable-top-if-hamburger()\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/MenuBar]] -[all[tiddlers+shadows]prefix[$:/config/plugins/menubar/MenuItems/Visibility/]regexp:text[hide]removeprefix[$:/config/plugins/menubar/MenuItems/Visibility/]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[$:/plugins/tiddlywiki/menubar/items/toprightbar]] -$:/plugins/tiddlywiki/menubar/items/hamburger +[limit[1]]\">\n\n\t.tc-sidebar-scrollable {\n\t\tmargin-top: 2em;\n\t}\n\n</$list>\n\\end\n\n\\define set-sidebar-scrollable-top()\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/MenuBar]] -[all[tiddlers+shadows]prefix[$:/config/plugins/menubar/MenuItems/Visibility/]regexp:text[hide]removeprefix[$:/config/plugins/menubar/MenuItems/Visibility/]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[$:/plugins/tiddlywiki/menubar/items/toprightbar]] +[limit[1]]\">\n\n\t.tc-sidebar-scrollable {\n\t\tmargin-top: 2em;\n\t}\n\n</$list>\n<$reveal state=\"$:/state/popup/menubar/hamburger\" type=\"match\" text=\"yes\">\n\n\t<$set name=\"itemCount\" value={{{ [all[tiddlers+shadows]tag[$:/tags/MenuBar]] -[all[tiddlers+shadows]prefix[$:/config/plugins/menubar/MenuItems/Visibility/]regexp:text[hide]removeprefix[$:/config/plugins/menubar/MenuItems/Visibility/]] -[all[tiddlers+shadows]tag[$:/tags/TopLeftBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/topleftbar]] -[all[tiddlers+shadows]tag[$:/tags/TopRightBar]limit[1]then[]else[$:/plugins/tiddlywiki/menubar/items/toprightbar]] +[count[]] }}}>\n\n\t\t.tc-sidebar-scrollable {\n\t\t\tmargin-top: calc(<<itemCount>> * 2em);\n\t\t}\n\n\t</$set>\n\n</$reveal>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline\n\nnav.tc-menubar {\n\tposition: fixed;\n\tz-index: 850;\n\tdisplay: inline-block;\n\ttop: 0;\n\tright: 0;\n\tleft: 0;\n}\n\nnav.tc-menubar ul.tc-menubar-list {\n\tposition: relative;\n\tlist-style-type: none;\n\tmargin: 0;\n\tpadding: 0 0 0 42px;\n\tbackground: <<colour background>>;\n\tbackground: <<colour menubar-background>>;\n\t<<box-shadow \"1px 1px 5px rgba(0, 0, 0, 0.3)\">>\n}\n\n@media (max-width: <<sidebarbreakpoint-minus-one>>) {\n\n\thtml nav.tc-menubar ul.tc-menubar-list {\n\t\tpadding: 0 0 0 8px;\n\t}\n\n}\n\nnav.tc-menubar li.tc-menubar-item {\n\tdisplay: inline-block;\n\tmargin: 0;\n\tpadding: 0;\n}\n\nnav.tc-menubar .tc-menubar-narrow li.tc-menubar-item {\n\tdisplay: block;\n}\n\nnav.tc-menubar li.tc-menubar-item > a,\nnav.tc-menubar li.tc-menubar-item > button {\n\tdisplay: inline-block;\n/*\ttext-transform: uppercase; */\n\tline-height: 1;\n\tfont-weight: 700;\n\tcolor: <<colour foreground>>;\n\tcolor: <<colour menubar-foreground>>;\n\tfill: <<colour foreground>>;\n\tfill: <<colour menubar-foreground>>;\n\ttext-decoration: none;\n\tpadding: 0.5em;\n\tmargin: 0;\n\tbackground: none;\n\tborder: none;\n\tcursor: pointer;\n\tborder-radius: 0;\n\ttext-decoration: none;\n}\n\nnav.tc-menubar li.tc-menubar-item > a.tc-selected,\nnav.tc-menubar li.tc-menubar-item > button.tc-selected {\n\tbackground: <<colour foreground>>;\n\tbackground: <<colour menubar-foreground>>;\n\tcolor: <<colour background>>;\n\tcolor: <<colour menubar-background>>;\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n}\n\nnav.tc-menubar li.tc-menubar-item svg {\n\ttransition: none;\n\twidth: 1em;\n\theight: 1em;\n\tfill: <<colour foreground>>;\n\tfill: <<colour menubar-foreground>>;\n}\n\nnav.tc-menubar li.tc-menubar-item .tc-menubar-dropdown-arrow svg {\n\twidth: 0.5em;\n\theight: 0.5em;\n}\n\nnav.tc-menubar li.tc-menubar-item > a.tc-selected svg,\nnav.tc-menubar li.tc-menubar-item > button.tc-selected svg {\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n}\n\nnav.tc-menubar li.tc-menubar-item > a:hover,\nnav.tc-menubar li.tc-menubar-item > button:hover svg,\nnav.tc-menubar li.tc-menubar-item > button:hover {\n\tbackground: <<colour foreground>>;\n\tbackground: <<colour menubar-foreground>>;\n\tcolor: <<colour background>>;\n\tcolor: <<colour menubar-background>>;\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n\tborder-radius: 0;\n\ttext-decoration: none;\n}\n\nnav.tc-menubar li.tc-menubar-item > a:active,\nnav.tc-menubar li.tc-menubar-item > button:active svg,\nnav.tc-menubar li.tc-menubar-item > button:active {\n\tbackground: <<colour foreground>>;\n\tbackground: <<colour menubar-foreground>>;\n\tcolor: <<colour background>>;\n\tcolor: <<colour menubar-background>>;\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n\tborder-radius: 0;\n\ttext-decoration: none;\n}\n\nnav.tc-menubar .tc-drop-down,\nnav.tc-menubar .tc-block-dropdown {\n\tmax-width: 70vw;\n\tmax-height: 70vh;\n\toverflow: auto;\n}\n\nnav.tc-menubar .tc-drop-down a {\n\ttext-decoration: none;\n}\n\nnav.tc-menubar .tc-drop-down .tc-table-of-contents button {\n\tdisplay: inline-block;\n\twidth: auto;\n}\n\nnav.tc-menubar .tc-drop-down ol {\n\tmargin: 0;\n}\n\nnav.tc-menubar .tc-drop-down .tc-menubar-dropdown-sidebar a,\nnav.tc-menubar .tc-drop-down .tc-menubar-dropdown-sidebar button {\n\tdisplay: inline;\n\twidth: auto;\n}\n\nnav.tc-menubar .tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button {\n\tdisplay: block;\n\twidth: 100%;\n}\n\n@media (max-width: {{$:/config/plugins/menubar/breakpoint}}) {\n\n\t.tc-menubar-wide {\n\t\tdisplay: none;\n\t}\n\n}\n\n@media (min-width: <<breakpoint-plus-one>>) {\n\n\tnav.tc-menubar li.tc-menubar-item.tc-menubar-narrow,\n\t.tc-menubar-narrow {\n\t\tdisplay: none;\n\t}\n\n}\n\n@media (max-width: <<sidebarbreakpoint-minus-one>>) {\n\n\t<<set-sidebar-scrollable-top-if-hamburger>>\n\n}\n\n@media (max-width: {{$:/config/plugins/menubar/breakpoint}}) {\n\n\t<<set-sidebar-scrollable-top>>\n\n}\n@media print {\n\n\tnav.tc-menubar {\n\t\tdisplay: none;\n\t}\n\n}\n"},"$:/tags/MenuBar":{"title":"$:/tags/MenuBar","list":"$:/plugins/tiddlywiki/menubar/items/hamburger $:/plugins/tiddlywiki/menubar/items/topleftbar $:/plugins/tiddlywiki/menubar/items/contents $:/plugins/tiddlywiki/menubar/items/search $:/plugins/tiddlywiki/menubar/items/pagecontrols $:/plugins/tiddlywiki/menubar/items/server $:/plugins/tiddlywiki/menubar/items/toprightbar"}}}
!Why am I here?
* Your team has identified an area of your work that is not covered adequately in the manual.
* You want to [[Edit]] new content for your team's local version.
!What to do
* See below a list of buttons - Select the broad category for the area of work that you want to "[[manualize|Manualization]]", click the button to open a "blank page", and follow the instructions from there.
!Manualizing buttons:
<<newJournal label:"Make new P.C.S. item" focus:title text:"Keep to the RULES about manualizing the team's work: THIS IS A WHOLE-TEAM RESPONSIBILITY, NOT AN INDIVIDUAL'S PRIVATE DECISION.
1. Do check you are not duplicating content, by using the SEARCH facility (top right in the sidebar menu)!
2. After reading them (!), DELETE these instructions to replace them with a brief description of a new RISK MANAGEMENT problem that the team has identified as relevant to local practice.
3. Add basic instructions for team members: What to look for, what questions to ask, etc, etc..
4. Add LINKS (use double square brackets ([) and be careful with spellings/upper/lower case in copying the title of Thought you wish to link) to relevant other Thoughts in the manual.
5. If you don't finish editing this new task, then be sure to add '[[Local Manualization Tasks]]' to the [[Tags]] on this Tiddler, so that it remains listed as an outstanding task." title:"Type brief title here" tag:"Parent Consultation Service""Local Protocols">>
<<newJournal label:"Make new Manage RISK item" focus:title text:"Keep to the RULES about manualizing the team's work: THIS IS A WHOLE-TEAM RESPONSIBILITY, NOT AN INDIVIDUAL'S PRIVATE DECISION.
1. Do check you are not duplicating content, by using the SEARCH facility (top right in the sidebar menu)!
2. After reading them (!), DELETE these instructions to replace them with a brief description of a new RISK MANAGEMENT problem that the team has identified as relevant to local practice.
3. Add basic instructions for team members: What to look for, what questions to ask, etc, etc..
4. Add LINKS (use double square brackets ([) and be careful with spellings/upper/lower case in copying the title of Thought you wish to link) to relevant other Thoughts in the manual.
5. If you don't finish editing this new task, then be sure to add '[[Local Manualization Tasks]]' to the [[Tags]] on this Tiddler, so that it remains listed as an outstanding task." title:"Type brief title here" tag:"Manage RISK""Local Protocols">>
<<newJournal label:"Make new Manage CLIENT RELATIONSHIP item" focus:title text:"Keep to the RULES about manualizing the team's work: THIS IS A WHOLE-TEAM RESPONSIBILITY, NOT AN INDIVIDUAL'S PRIVATE DECISION.
1. Do check you are not duplicating content, by using the SEARCH facility (top right in the sidebar menu)!
2. After reading them (!), DELETE these instructions to replace them with a brief description of a new Managing CLIENT RELATIONSHIP problem/tip that the team has identified as relevant to local practice. This is anything relating to the relationship between therapist/keyworker/service and client (not other relationships in the client's life which would be a CLINICAL PROBLEM.)
3. Add basic instructions for team members: What to look for, what questions to ask, etc, etc..
4. Add LINKS (use double square brackets ([) and be careful with spellings/upper/lower case in copying the title of Thought you wish to link) to relevant other Thoughts in the manual.
5. If you don't finish editing this new task, then be sure to add 'Local Manualization Tasks]]' to the [[Tags]] on this Tiddler, so that it remains listed as an outstanding task." title:"Type brief title here" tag:"Manage CLIENT RELATIONSHIP""Local Protocols">>
<<newJournal label:"Make new Manage CLINICAL PROBLEM item" focus:title text:"Delete these instructions and replace them with a brief description of a new CLINICAL PROBLEM that the team has identified as relevant to local practice.
Check you are not duplicating content, by using the SEARCH facility!
Add basic instructions for team members.
Add LINKS (use double square brackets ([) and be careful with spellings/upper/lower case) to relevant other Thoughts in the manual.
N.B. If you don't finish editing this new task, then be sure to add '[[Local Manualization Tasks]]' to the [[Tags]] on this Tiddler, so that it remains listed as an outstanding task." title:"Type brief title here" tag:"Manage CLINICAL PROBLEM""Local Protocols">>
<<newJournal label:"Make new Manage NETWORK PROBLEM item" focus:title text:"Delete these instructions and replace them with a brief description of a new NETWORK PROBLEM that the team has identified as relevant to local practice.
Check you are not duplicating content, by using the SEARCH facility!
Add basic instructions for team members.
Add LINKS (use double square brackets ([) and be careful with spellings/upper/lower case) to relevant other Thoughts in the manual.
N.B. If you don't finish editing this new task, then be sure to add '[[Local Manualization Tasks]]' to the [[Tags]] on this Tiddler, so that it remains listed as an outstanding task." title:"Type brief title here" tag:"Manage NETWORK PROBLEM""Local Protocols">>
<<newJournal label:"Record a new LOCAL RESOURCE" focus:title text:"Keep to the RULES about manualizing the team's work: THIS IS A WHOLE-TEAM RESPONSIBILITY, NOT AN INDIVIDUAL'S PRIVATE DECISION.
1. Do check you are not duplicating content, by using the SEARCH facility (top right in the sidebar menu)!
2. After reading them (!), DELETE these instructions to replace them with a brief description of the LOCAL RESOURCE that the team has identified as relevant to local practice.
3. Add basic instructions/descriptions for team members: What is the resource you have identified for, where it is, how to access it, etc, etc..
4. Add LINKS (use double square brackets ([) and be careful with spellings/upper/lower case in copying the title of Thought you wish to link) to relevant other Thoughts in the manual.
5. If you don't finish editing this new task, then be sure to add '[[Local ManualizationTasks]]' to the [[Tags]] on this Tiddler, so that it remains listed as an outstanding task." title:"Type brief title here" tag:"Our Resources">>
<<newJournal label:"Make a new LOCAL Teamwork and Governance item" focus:title text:"Delete these instructions and replace them with a brief description of a new LOCAL TEAM WORKING or GOVERNANCE issue, that the team has identified as relevant to local practice.
Check you are not duplicating content, by using the SEARCH facility!
Add basic instructions for team members on a new aspect of team working that your team has identified as part of your practice.
Add LINKS (use double square brackets ([) and be careful with spellings/upper/lower case) to relevant other pages in the manual.
N.B. If you don't finish editing this new task, then be sure to add '[[Local Manualization Tasks]]' to the [[Tags]] on this Tiddler, so that it remains listed as an outstanding task." title:"Type brief title here" tag:"Local Protocols""OUR LOCAL Teamwork and Governance">>
<<newJournal label:"Make new MBTF-OutcomesFramework item" focus:title text:"Keep to the RULES about manualizing the team's work: THIS IS A WHOLE-TEAM RESPONSIBILITY, NOT AN INDIVIDUAL'S PRIVATE DECISION.
1. Do check you are not duplicating content, by using the SEARCH facility (top right in the sidebar menu)!
2. After reading them (!), DELETE these instructions to replace them with a brief description of a new RISK MANAGEMENT problem that the team has identified as relevant to local practice.
3. Add basic instructions for team members: What to look for, what questions to ask, etc, etc..
4. Add LINKS (use double square brackets ([) and be careful with spellings/upper/lower case in copying the title of Thought you wish to link) to relevant other Thoughts in the manual.
5. If you don't finish editing this new task, then be sure to add '[[Local Manualization Tasks]]' to the [[Tags]] on this Tiddler, so that it remains listed as an outstanding task." title:"Type brief title here" tag:"MBTF-OutcomesFramework""Local Protocols">>
<<newJournal label:"Make new SUSTAIN best practice item" focus:title text:"Delete these instructions and replace them with a brief description of a new SUSTAIN best practice issue that the team has identified as relevant to your local situation/setting.
Check you are not duplicating content, by using the SEARCH facility!
Add basic instructions for team members.
Add LINKS (use double square brackets ([) and be careful with spellings/upper/lower case) to relevant other Thoughts in the manual.
N.B. If you don't finish editing this new task, then be sure to add '[[Local Manualization Tasks]]' to the [[Tags]] on this Tiddler, so that it remains listed as an outstanding task." title:"Type brief title here" tag:"SUSTAIN best practice""Local Protocols">>
>@@color(purple): __''WHERE ARE THE BUTTONS?!''__ @@
>You must be both [[logged in|Log in]] as a ''MEMBER of this space'', __and__ the manual must be switched to ''EDITING MODE'' (see the [[Mode and Login panel]] top right), in order to see any of the content editing buttons displayed above!
>If you have switched to [[edit mode|Mode and Login panel]] //after this page was already opened//, then you will just need to //close and re-open this page// to reveal the editing buttons. (Hint, you can use the [[History recorder]] to find this page again!)
!Help!?
* See ManualizationBoundaries: __''NB this is a TEAM TASK''__, not an individual team member's choice...
* See [[Video introduction to editing a tiddlymanual]] which demonstrates how to do this.
!Tips on what to manualize?
* See also existing __''@@color(blue):|<<tag [[Local Manualization Homework Tasks]]>>|@@''__ where outstanding manualization tasks for a local team are listed.
!Technical fixes
Use the [[Feedback please!]] form to give technical reports of glitches, or other suggestions for improvements, please.
The [[Anna Freud Centre|http://www.annafreudcentre.org/]]
There is a local VERSION of the Core content of the MBT-F manual that the Family Support Service curates, which is accessed separately at http://mbtf-afc.tiddlyspace.com).
!Catchment area:
The AFC Family Support Service is funded for 9 Boroughs:
* Barnet
* Brent
* Camden
* Westminster
* Ealing
* Hammersmith and Fulham
* Harrow
* Kensington and Chelsea
* City of London
!Funders:
John Lyons
Priory Foundation
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htmlToAdd.push('</ul>\n</li>');
});
htmlToAdd.push('<li><a href="#">'+aimResults.title+'</a></li>'),
$aimMenu.html(htmlToAdd.join('\n'));
},
displayItem: function(tiddler, item) {
var heading = item.number+" - "+item.label,
description = store.getTiddlerText(tiddler.title+"##description"),
breakdown = store.getTiddlerText(tiddler.title+"##breakdown"),
bits = breakdown.split("<br>\n"),
bitsRegex = new RegExp(/(\d\+?)/),
content = wikifyStatic('!'+heading+"\n",null,tiddler) +
"<p>" + wikifyStatic(description,null,tiddler) +
"</p>\n",
breakdownPieces = [],
existingValue = item.value,
isKeyProblem = item.isKeyProblem,
$item;
// add key problem checkbox
breakdownPieces.push('<div class="choice">\n' +
'<input type="checkbox" value="yes" name="key_problem" class="choice" id="key_problem" />\n' +
'<label id="key_problem_label" for="key_problem"><strong>Is this a key problem?</strong></label>\n' +
'</div>');
$.each(bits, function(i, bit) {
var matches = bitsRegex.exec(bit),
value = matches && matches[1];
if(value) {
breakdownPieces.push('<div class="choice">\n' +
'<input type="radio" value="'+value+'" name="question" class="choice" id="'+value+'" />\n' +
'<label for="'+value+'">'+wikifyStatic(bit,null,tiddler)+'</label>\n' +
'</div>');
}
});
content += breakdownPieces.join('\n');
$item = $('#aimForm div.question div.item');
$item.find('div.error').remove();
$item.html(content);
if(existingValue) {
$item.find('input[value="'+existingValue+'"]').attr('checked','checked');
}
if(isKeyProblem) {
$item.find('input[type=checkbox]').attr('checked','checked');
}
$item.find('input[type=checkbox]').change(function(e) {
var plugin = config.macros.AIMForm,
keyProblemCount = plugin.keyProblemCount || 0,
$choiceBox = $(this).parent();
$choiceBox.prev('div.error').remove();
if(!$('#aimForm').find('div.item input[type=radio]:checked').length) {
$('<div class="error">Please choose an option first</div>').insertBefore($choiceBox);
this.checked = false;
return true; // don't pay attention if there is no item selected
}
if(this.checked) {
if(keyProblemCount>=6) { // this allows six to be selected
$('<div class="error">'+store.getRecursiveTiddlerText('AIMFormKeyProblemErrorMessage', 'too many key problems selected', 0)+'</div>').insertBefore($choiceBox);
this.checked = false;
} else {
plugin.keyProblemCount = ++keyProblemCount;
// make the item active
config.macros.AIMForm.$activeItem.addClass("keyProblem");
}
} else {
plugin.keyProblemCount = --keyProblemCount;
// make the item inactive
config.macros.AIMForm.$activeItem.removeClass("keyProblem");
}
});
},
closeItem: function($activeItem) {
if(!$activeItem || $activeItem.hasClass('category')) {
return false;
}
var $openItem = $('#aimForm').find('div.item'),
$selected = $openItem.find('input[type=radio]:checked'),
value = $selected.val(),
isKeyProblem = !!$openItem.find('input[type=checkbox]:checked').length,
$uncheckedItems,
item = config.macros.AIMForm.getItemFromElement($activeItem);
if(value && item) {
$activeItem.addClass("done");
$uncheckedItems = $activeItem.siblings().filter(function() {
return !$(this).hasClass("done");
});
if($uncheckedItems.length===0) {
$activeItem.parent().parent().addClass("done");
}
item.value = value;
item.isKeyProblem = isKeyProblem;
// setOption("AIM_"+item.tiddlerTitle,value); - Do this if I want to save between sessions in cookies
}
},
getItemFromElement: function($item) {
var categories = config.macros.AIMForm.categories,
category = $item.parent().parent().children('a').text(),
items = categories[category],
label = $item.children('a').text(),
matchingItem;
if(items) {
$.each(items, function(i, item) {
if(item.label===label) {
matchingItem = item;
return false;
}
});
}
return matchingItem;
},
getAllItems: function() {
var items = {};
$.each(config.macros.AIMForm.categories, function(i, category) {
$.each(category, function(j, item) {
items[item.tiddlerTitle] = item;
});
});
return items;
},
addBehaviour: function() {
var $container = $('#aimForm'),
$navArrows = $container.find('.navigation').find('a'),
$categories = $container.children('ul').children('li'),
$items = $categories.children('ul').children('li'),
plugin = config.macros.AIMForm,
$itemHolder = $container.find('div.question'),
clickedPrev,
openAimItem = function($item) {
var item = config.macros.AIMForm.getItemFromElement($item),
tiddler = store.getTiddler(item.tiddlerTitle);
config.macros.AIMForm.displayItem(tiddler,item);
},
findToOpen = function(selector) {
var move = $(selector).hasClass('next') ? 'next' : 'prev',
$toOpen = plugin.$activeItem[move](),
$newCategory;
if($toOpen.length) {
return $toOpen;
} else {
if(plugin.$activeItem.hasClass('category')) {
$newCategory = plugin.$activeItem[move]();
} else {
$newCategory = plugin.$activeItem.parent().parent()[move](); // assumes a li inside a ul inside a li
}
if($newCategory.length) {
return $newCategory;
}
}
},
toggleNavArrows = function() {
$navArrows.each(function(i, arrow) {
if(!findToOpen(arrow)) {
$(arrow).css('visibility','hidden');
} else {
$(arrow).css('visibility','visible');
}
});
};
$navArrows.click(function() {
if(!plugin.$activeItem) {
return false;
}
var $toOpen = findToOpen(this);
if($toOpen.length) {
$toOpen.click();
}
return false;
});
$categories.click(function(e) {
var openLast = false,
$items = $(this).children('ul').children('li'),
clickIndex = openLast ? $items.length-1 : 0,
title,
tiddler,
content,
$nextButton,
$place = $('#aimForm div.question div.item');
if($items.length) {
$(this)
.addClass('active')
.children('ul')
.show()
.end()
.siblings()
.removeClass('active')
.children('ul')
.hide();
$items.eq(clickIndex).click();
} else {
// it has no children, so it's probably the intro or results
config.macros.AIMForm.closeItem(plugin.$activeItem);
title = $(this).find('a').text();
tiddler = store.getTiddler(title);
plugin.$activeItem = $(this).addClass('active');
plugin.$activeItem
.siblings()
.removeClass('active');
/*content = wikifyStatic('!~'+tiddler.title+"\n",null,tiddler) +
"<p>" + wikifyStatic(tiddler.text,null,tiddler) +
"</p>\n";*/
//$('#aimForm div.question div.item').html(content);
wikify('!~'+tiddler.title+"\n",$place.empty().get(0));
wikify(tiddler.text, $place.get(0));
/*if($('#aimForm input[option]').length) {
$('#aimForm input[option]').change(function(e) {
config.macros.option.genericOnChange.apply(this,arguments);
});
}*/
toggleNavArrows();
}
return false;
});
$items.click(function(e) {
config.macros.AIMForm.closeItem(plugin.$activeItem);
plugin.$activeItem = $(this).addClass('active');
plugin.$activeItem
.siblings()
.removeClass('active');
openAimItem(plugin.$activeItem);
toggleNavArrows();
return false;
});
$categories.eq(0).click();
},
handler: function(place,macroName,params) {
var template = params[0],
tag = params[1];
$(place).append(store.getTiddler(template).text);
config.macros.AIMForm.loadItems(tag);
config.macros.AIMForm.addBehaviour();
}
};
/* Add a custom type of option that doesn't store a cookie */
config.macros.option.privateOnChange = function(e) {
// based on config.macros.option.genericOnChange
var opt = this.getAttribute('option');
if(opt) {
var optType = opt.substr(0,3);
var handler = config.macros.option.types[optType];
if(handler.elementType && handler.valueField)
config.macros.option.propagateOptionPrivate(opt,handler.valueField,this[handler.valueField],handler.elementType,this);
}
return true;
};
config.macros.option.propagateOptionPrivate = function(opt,valueField,value,elementType,elem) {
// based on config.macros.option.propagateOption
config.options[opt] = value;
// saveOption(opt); // don't do this in this function!
var t,nodes = document.getElementsByTagName(elementType);
for(t=0; t<nodes.length; t++) {
var optNode = nodes[t].getAttribute('option');
if(opt == optNode && nodes[t]!=elem)
nodes[t][valueField] = value;
}
};
config.macros.option.types.pri = {
elementType: 'input',
valueField: 'value',
eventName: 'onchange',
className: 'txtOptionInput',
create: config.macros.option.genericCreate,
onChange: config.macros.option.privateOnChange
};
/*}}}*/
<!--{{{-->
<div id="aimForm">
<div class="navigation left">
<a class="previous button">Prev<span></span></a>
<a class="next button">Next<span></span></a>
</div>
<ul class="AIMmenu">
</ul>
<div class="question">
<div class="item"></div>
<div class="navigation">
<a class="next button">Next<span></span></a>
</div>
</div>
</div>
<!--}}}-->
/*{{{*/
config.macros.AMBITFormatterChanges = {
init: function() {
for(var i=0;i<formatter.formatters.length;i++)
{
if(formatter.formatters[i].name=="heading") //(say)
{
formatter.formatters[i].handler = function(w) {
var headingCount = w.matchLength + 2;
if(headingCount > 6) {
headingCount = 6;
}
w.subWikifyTerm(createTiddlyElement(w.output,"h" + headingCount),this.termRegExp);
};
} else if(formatter.formatters[i].name=="table") {
formatter.formatters[i]._handler = formatter.formatters[i].handler;
formatter.formatters[i].handler = function(w) {
var _output = w.output;
w.output = createTiddlyElement(w.output, "div", null, "tableContainer");
this._handler.apply(this,arguments);
w.output = _output;
};
}
}
}
};
/*}}}*/
/*{{{*/
config.macros.AMBITFormatterChanges = {
init: function() {
for(var i=0;i<formatter.formatters.length;i++)
{
if(formatter.formatters[i].name=="heading") //(say)
{
formatter.formatters[i].handler = function(w) {
var headingCount = w.matchLength + 2;
if(headingCount > 6) {
headingCount = 6;
}
w.subWikifyTerm(createTiddlyElement(w.output,"h" + headingCount),this.termRegExp);
};
} else if(formatter.formatters[i].name=="table") {
formatter.formatters[i]._handler = formatter.formatters[i].handler;
formatter.formatters[i].handler = function(w) {
var _output = w.output;
w.output = createTiddlyElement(w.output, "div", null, "tableContainer");
this._handler.apply(this,arguments);
w.output = _output;
};
}
}
}
};
/*}}}*/
This is a necessarily abbreviated list of references and influences - mainly including systemic rather than cognitive behavioural or psychodynamic references, although these are certainly also highly influential on the model.
The developers of Mentalization-based practices are at pains to repeat that in many important ways there is nothing //new// in theories of mentalizing, and its application in therapeutic work. Indeed, Prof Fonagy has written that
>//"mentalization-based therapy is the least novel approach imaginable..."//
There is a reasonable argument to be made that //most// therapeutic approaches, insofar as they are successful, are probably acting by stimulating, or repairing mentalizing function. The only difference in the MB approaches is the extent to which this function is explicitly focused on as the target for treatment, and to some extent the 'stance' and core features that support this.
!MBT-F Specific References
Fearon, P., Target, M., Sargent, J., Williams, L. L., McGregor, J., Bleiberg, E., et al. (2006). Short-Term Mentalization and Relational Therapy (SMART): An Integrative Family Therapy for Children and Adolescents. In J. G. Allen & P. Fonagy (Eds.), Handbook of Mentalization Based Treatment. Chichester: John Wiley and Sons Ltd.
Asen, E., & Fonagy, P. (In press) Mentalization-based Therapeutic Interventions for families. Journal of Family Therapy, x, 1-24.
Keaveny, E., Midgley, N., Asen, E., Bevington, D., Fearon, P., Fonagy, P., Jennings-Hobbs, J. & Wood, S. (In press) Minding the Family Mind: The development and evaluation of Mentalization Based Treatment for Families at the Anna Freud Centre in London. In N. Midgley & I. Vrouva (Eds.), Minding the Child: Mentalization-based Interventions with Children, Young People and their Families. London: Routledge.
!Mentalization References
Allen, J.G., and Fonagy P., (Eds.) Handbook of ~Mentalization-Based Treatment, 2006, Chichester, UK: John Wiley & Sons
Bateman, A., & Fonagy, P. (2004). Mentalization based treatment of borderline personality disorder. Journal of Personality Disorder, 18, 36-51.
Fonagy, P., Bateman, A., & Bateman, A. (2011) Commentary: The widening scope of mentalizing: A discussion. Psychology and Psychotherapy: Theory, Research and Practice, 84, 98-110.
Fonagy, P., Gergely, G., Jurist,E., and Target, M. Affect Regulation, Mentalization, and the Development of the Self, pub. 2002 by Other Press
Fonagy, P., Steele, H., Moran, G., Steele, M., & Higgitt, A. (1991). The capacity for understanding mental states: The reflective self in parent and child and its significance for security of attachment. Infant Mental Health Journal, 13, 200-217.
Fonagy, P., & Target, M. (1996). Playing with reality I: Theory of mind and the normal development of psychic reality. International Journal of Psychoanalysis, 77, 217-233.
Luyten, P., Mayes, L., Fonagy, P., & Van Houdenhove, B. (2009) The interpersonal regulation of stress. Unpublished manuscript.
!Systemic References
Byng-Hall, J. (1995). Rewriting Family Scripts. New York, London: Guilford Press. New York, London: Guilford Press.
Cecchin, G. (1987). Hypothesising, circularity and neutrality revisited: an invitation to curiosity. Family Process, 26, 405-413.
de Shazer, S. (1982). Patterns of Brief Therapy: An Ecosystemic Approach. New York: Guilford Press.
Diamond, G. S., & Josephson, A. (2005). Family based treatment research: a 10 year update. Journal of American Academy of Child and Adolescent Psychiatry, 44(9), 872-887.
Donovan, M. (2009). Reflecting processes and reflective functioning: shared concerns and challenges in systemic and psychoanalytic therapeutic practice. In C. Flaskas & D. Pocock (Eds.), Systems and Psychoanalysis. Contemporary Integrations in Family Therapy. London: Karnac.
Larner, G. (2000). Towards a common ground in psychoanalysis and family therapy: on knowing not to know. Journal of Family Therapy, 22, 61-82.
Minuchin, S. (1974). Families and Family Therapy. Cambridge, Mass: Harvard University Press.
Pocock, D. (2009). Working with emotional systems: four new maps. In C. Flaskas & D. Pocock (Eds.), Systems and Psychoanalysis. Contemporary Integrations in Family Therapy. London: Karnac.
Rober, P. (1999). The therapist's inner conversation in family therapy practice: some ideas about the self of the therapist, therapeutic impasse and the process of reflection. Family Process, 38, 209-228.
Selvini Palazzoli, M., Boscolo, L., Cecchin, G., & Prata, G. (1980). Hypothesizing-circularity-neutrality; three guidelines for the conductor of the session. Family Process, 19, 3-12.
!Evaluation References
Attride-Stirling, J. (2002). Development of methods to capture users' views of child and adolescent mental health services in clinical governance reviews: Commission for Health Improvement.
Goodman, R. (1999). The extended version of the Strengths and Difficulties Questionnaire as a guide to child psychiatric caseness and consequent burden. Journal of Child Psychology and Psychiatry, 40(5), 791-801.
Gowers, S. G., Harrington, R. C., Whitton, A., Lelliott, P., Beevor, A., Wing, J., et al. (1999). Brief Scale for measuring the outcomes of emotional and behavioural disorders in children: Health of the Nation Outcome Scales for Children and Adolescents (HoNOSCA). British Journal of Psychiatry, 174(5), 413-416.
Shaffer, D., Gould, M. S., Brasic, J., Ambrosini, P., Fisher, P., Bird, H. R., et al. (1983). A Children’s Global Assessmemt Scale (CGAS). Archives of General Psychiatry, 40, 1228-1231.
!What is an Affect Storm?
When feelings ("Affect") run high in a particular situation, a person’s ability to mentalize is at risk of being impaired. If family members are present, this can be ‘infectious’, leading to ‘emotional knee jerk’ reflexes all round.
In family sessions one can then observe heated interactions, with the participants blaming each other:
''//“you never….”'' or ''“you always”//''
Here the therapist’s task is to reduce the heat, so as to help family members to recover some degree of successful mentalization.
!What to do in an affect storm
See:
* [[Simmering Down]]
* [[Taking a break]]
* [[Therapist's use of Self]]
* [[When to do an individual Child-focused Intervention]]
Here is a role play of a (gentle) affect storm:
<html><object width="640" height="360"><param name="movie" value="//www.youtube.com/v/Mj1VpFYSvac?hl=en_US&version=3&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/Mj1VpFYSvac?hl=en_US&version=3&rel=0" type="application/x-shockwave-flash" width="640" height="360" allowscriptaccess="always" allowfullscreen="true"></embed></object></html>
This could be seen as the 'highest order' of mentalizing, in what could be seen as a hierachy, each higher order relying on the presence of lower orders before it can be sustained:
#[[Implicit Mentalization]]
#[[Explicit Mentalization]]
#[[Affective Mentalization]]
Creating a more accurate narrative (see [[Explicit Mentalization]]) is not the ultimate goal of Mentalization Based Work.
Feelings have to be felt in order to be brought under a degree of conscious control. In order for this to arise, a relational context must be created in which it is safe to explore one's own mind in the mind of another. The development of mentalizing in the context of a secure attachment relationship normally fosters capacities for //Affect Regulation//.
The concept of ''mentalized affectivity'' points to the relation between mentalizing and affect regulation. Mentalizing effectively entails simultaneously feeling //and// thinking-about-feeling, and is a precondition for affect regulation, both at the level of the individual and at the level of the family system. The creation of a safe environment within the family for all its members is a precondition for this process to be initiated. Feeling recognized as an individual creates an analogue of the secure base experience and permits the activation of associated mental models with confidence to experience distress knowing that it will not overwhelm or permanently dysregulate one's capacity to function.
Affective Mentalization is a key capacity that the worker must use in Mentalization Based Family Therapy, and fostering this capacity in the young person and family members is an aim in therapeutic work.
!Concept of BOUNDARIES Vs. RULES:
"What one thing could YOU offer and what one thing would like the other to offer to demonstrate good will sufficient to keep on track...?" - offer to leave them to discuss this alone and come back in 5 minutes.
Space to reflect on this exercise.
/*{{{*/
config.macros.footerSlider = {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
var $ = jQuery,
$sliderButton = $('<a class="slider button" title="Show or hide related information for this tiddler">show/hide related information</a>').appendTo(place),
$topicsContainer = $("<div></div>")
.appendTo(place)
.css('display', 'none'),
topicsElem = $topicsContainer.get(0);
$sliderButton.click(function() {
$topicsContainer.slideToggle();
});
config.macros.ambitTags.handler(topicsElem,"ambitTags",params,wikifier,paramString,tiddler);
$topicsContainer.append("<br />");
config.macros.ambitTagging.handler(topicsElem,"ambitTags",params,wikifier,paramString,tiddler);
$topicsContainer.append("<br />");
}
};
// based on tags macro
config.macros.ambitTags = {};
config.macros.ambitTags.handler = function(place,macroName,params,wikifier,paramString,tiddler) {
params = paramString.parseParams("anon",null,true,false,false);
var ul = createTiddlyElement(place,"ul");
var title = getParam(params,"anon","");
if(title && store.tiddlerExists(title))
tiddler = store.getTiddler(title);
var sep = getParam(params,"sep"," ");
var lingo = config.views.wikified.tag;
if(tiddler.tags.length===0) {
createTiddlyElement(ul,"li",null,null,"no topic");
}
for(var t=0; t<tiddler.tags.length; t++) {
var tag = store.getTiddler(tiddler.tags[t]);
if(!tag || !tag.tags.contains("excludeLists")) {
createTagButton(createTiddlyElement(ul,"li"),tiddler.tags[t],tiddler.title);
if(t<tiddler.tags.length-1)
createTiddlyText(ul,sep);
}
}
};
// based on tagging macro
config.macros.ambitTagging = {};
config.macros.ambitTagging.handler = function(place,macroName,params,wikifier,paramString,tiddler) {
params = paramString.parseParams("anon",null,true,false,false);
var ul = createTiddlyElement(place,"ul");
var title = getParam(params,"anon","");
if(title == "" && tiddler instanceof Tiddler)
title = tiddler.title;
var sep = getParam(params,"sep"," ");
ul.setAttribute("title",config.macros.tagging.tooltip.format([title]));
var tagged = store.getTaggedTiddlers(title);
if(tagged.length===0) {
createTiddlyElement(ul,"li",null,"listTitle","no topics");
} else {
for(var t=0; t<tagged.length; t++) {
if(!tagged[t].tags || !tagged[t].tags.contains("excludeLists")) {
createTiddlyLink(createTiddlyElement(ul,"li"),tagged[t].title,true);
if(t<tagged.length-1)
createTiddlyText(ul,sep);
}
}
}
};
// newHere plugin - http://mptw.tiddlyspot.com/#NewHerePlugin
config.macros.newHere = {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
$(place).attr({
refresh: 'macro',
macroName: 'newHere'
}).data('args', arguments);
wikify("<<newTiddler "+paramString+" tag:[["+tiddler.title+"]]>>",place,null,tiddler);
},
refresh: function(place, params) {
var args = $(place).empty().data('args');
this.handler.apply(this, args);
}
};
config.macros.ambitRevisions = {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
config.macros.toolbar.createCommand(place,"revisions",tiddler);
}
};
config.macros.ambitReferences = {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
config.macros.toolbar.createCommand(place,"references",tiddler);
}
};
(function($) {
$(document).bind('startup', function() {
$('.panelToggle').live('click', function() {
$(this)
.toggleClass('open')
.closest('.headingPanel')
.find('.infoPanel')
.slideToggle();
return false;
});
});
}(jQuery))
config.macros.ambitElsewhere = {
searchURL: '/search.json?q=title:"%0"',
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
var url = config.macros.ambitElsewhere.searchURL.format(encodeURIComponent(tiddler.title)),
$ = jQuery,
whitelist = store.getTiddler('Trained/Training MBT-F services manualizing their work').text.split('\n'),
bagFilters = [];
$.each(whitelist, function(i, line) {
var pieces = line.split(':'),
space = pieces[0],
url = pieces[1];
bagFilters.push("bag:"+space+"_public");
});
url += "%20("+bagFilters.join(" OR ")+")";
$.ajax({
url: url,
dataType: "json",
success: function(tiddlers) {
tiddlers = $.grep(tiddlers, function(t, i) {
return t.bag.indexOf('mbtf')!==-1 && t.bag!==tiddler.fields['server.bag'];
});
var count = tiddlers.length;
$(place).prepend(count);
if(count) {
config.macros.ambitElsewhere.wrapWithElsewhereLink(place, tiddlers, tiddler);
}
},
error: function() {
$(place).prepend('(error)');
}
});
},
wrapWithElsewhereLink: function(place, tiddlers, tiddler) {
var $ = jQuery;
var $place = $(place)
.wrap("<a></a>")
.parent().click(function() {
var popup = Popup.create(this),
$ul,
bag,
space,
diffURL = "diff?rev1=bags/"+tiddler.fields['server.bag']+"/"+encodeURIComponent(tiddler.title)+"/"+tiddler.fields['server.page.revision']+"&rev2=bags/<bag>/"+encodeURIComponent(tiddler.title)+"/<revision>&format=horizontal";
if(popup) {
$popup = $(popup);
$.each(tiddlers, function(i, t) {
bag = t.bag;
space = bag.substring(0, bag.lastIndexOf('_'));
$popup.append('<li><a href="'+diffURL.replace("<bag>",bag).replace("<revision>",t.revision)+'" target="_blank">'+space+'</li>');
});
}
Popup.show();
return false;
});
}
};
/*}}}*/
/*{{{*/
// settings
config.options.chkBackstage = false;
readOnly = true;
config.extensions.ambitLoader = {
dispatch: function() {
// go get the content of app.js and eval them
var text = store.getTiddlerText('app.js');
eval(text);
}
};
jQuery(document).bind("startup", config.extensions.ambitLoader.dispatch);
/*}}}*/
/***
|''Name''|AmbitSearchPlugin|
|''Description''|based on SimpleSearchPlugin by FND|
|''Authors''|Jonathan Lister|
|''Version''|0.1|
|''Status''|stable|
|''Source''|http://ambit-plugins.tiddlyspace.com/AmbitSearchPlugin|
|''License''|[[MIT|http://www.opensource.org/licenses/mit-license.php]]|
|''Keywords''|search|
Note: this does not add styles - there are sample styles in http://ambit-theme.tiddlyspace.com/Stylesheet
!Code
***/
//{{{
if(!version.extensions.AmbitSearchPlugin) { //# ensure that the plugin is only installed once
version.extensions.AmbitSearchPlugin = { installed: true };
if(!config.extensions) { config.extensions = {}; }
var $ = jQuery;
config.extensions.AmbitSearchPlugin = {
heading: "Search Results",
containerId: "searchResults",
btnCloseLabel: "close",
btnCloseTooltip: "dismiss search results",
btnCloseId: "search_close",
btnOpenLabel: "Open all",
btnOpenTooltip: "open all search results",
btnOpenId: "search_open",
displayElsewhereResults: function(tiddlers) {
var spaces = {};
$(tiddlers).each(function(i, t) {
var bag = t.bag,
space = bag.substring(0, bag.lastIndexOf('_'));
if(!spaces[space]) {
spaces[space] = [];
}
spaces[space].push(t);
});
var $searchResults = $('#searchResults');
if(tiddlers.length) {
$.each(spaces, function(space, tiddlers) {
//createTiddlyLink($li.get(0),match.title,true);
var $li = $('<li>'+space+' ('+tiddlers.length+')<ul></ul></li>').appendTo($searchResults),
$ul = $li.children('ul');
$(tiddlers).each(function(i, t) {
var $item = $('<li></li>').appendTo($ul),
url = "//"+space+".tiddlyspace.com/#[["+t.title+"]]";
createExternalLink($item.get(0), url, t.title);
});
});
} else {
//$searchResults.append('<span>no results for '+query+'</span>');
}
$('#searchResults li.loading').hide();
},
displayResults: function(matches, query) {
var $searchResults = $('#searchResults').empty(),
$thisSpaceLi,
$thisSpaceList,
count = matches.length || 0;
$searchResults.append('<li class="loading">searching across all manuals...</li>');
$thisSpaceLi = $('<li>This manual ('+count+')<ul></ul></li>').appendTo($searchResults);
$thisSpaceList = $thisSpaceLi.children('ul');
story.refreshAllTiddlers(true); // update highlighting within story tiddlers
window.scrollTo(0,0);
if(matches.length) {
$(matches).each(function(i, match) {
//$searchResults.append('<li><a href="#">'+match.title+'</a></li>');
var $li = $('<li></li>').appendTo($thisSpaceList);
createTiddlyLink($li.get(0),match.title,true);
});
} else {
$thisSpaceList.append('<span>no results for '+query+'</span>');
}
// if we're only searching this space, click the space name to open it
if(!$('#searchBox input[type=checkbox]').prop('checked')) {
$('#searchResults li:not(".loading"):eq(0)').click();
}
$('#searchBox input[type=search]').click();
/*query = '"""' + query + '"""'; // prevent WikiLinks
var $container = $('<div id="'+this.containerId+'"><div class="jbasewrap"><div class="overlay"></div></div></div>').insertAfter('#header'),
el = $container.find('.overlay').get(0),
msg = "!" + this.heading + "\n";
if(matches.length > 0) {
msg += "''" + config.macros.search.successMsg.format([matches.length.toString(), query]) + ":''\n";
this.results = [];
for(var i = 0 ; i < matches.length; i++) {
this.results.push(matches[i].title);
msg += "* [[" + matches[i].title + "]]\n";
}
} else {
msg += "''" + config.macros.search.failureMsg.format([query]) + "''"; // XXX: do not use bold here!?
}
createTiddlyButton(el, this.btnCloseLabel, this.btnCloseTooltip, config.extensions.AmbitSearchPlugin.closeResults, "button", this.btnCloseId);
createTiddlyButton(el, this.btnOpenLabel, this.btnOpenTooltip, config.extensions.AmbitSearchPlugin.openAll, "button", this.btnOpenId);
wikify(msg, el);
createTiddlyButton(el, this.btnCloseLabel, this.btnCloseTooltip, config.extensions.AmbitSearchPlugin.closeResults, "button", this.btnCloseId);
createTiddlyButton(el, this.btnOpenLabel, this.btnOpenTooltip, config.extensions.AmbitSearchPlugin.openAll, "button", this.btnOpenId);
$container.click(function(e) {
if($(e.target).hasClass('tiddlyLink')) {
config.extensions.AmbitSearchPlugin.closeResults();
}
return false;
});*/
},
closeResults: function() {
var el = document.getElementById(config.extensions.AmbitSearchPlugin.containerId);
removeNode(el);
config.extensions.AmbitSearchPlugin.results = null;
highlightHack = null;
},
openAll: function(ev) {
story.displayTiddlers(null, config.extensions.AmbitSearchPlugin.results);
return false;
}
};
// override Story.search()
Story.prototype.search = function(text, useCaseSensitive, useRegExp) {
highlightHack = new RegExp(useRegExp ? text : text.escapeRegExp(), useCaseSensitive ? "mg" : "img");
var matches = store.search(highlightHack, null, "excludeSearch"),
q = useRegExp ? "/" : "'";
config.extensions.AmbitSearchPlugin.displayResults(matches, q + text + q);
};
// override TiddlyWiki.search() to sort by relevance
TiddlyWiki.prototype.search = function(searchRegExp, sortField, excludeTag, match) {
var candidates = this.reverseLookup("tags", excludeTag, !!match),
primary = [],
secondary = [],
tertiary = [],
t,
results;
for(t = 0; t < candidates.length; t++) {
if(candidates[t].title.search(searchRegExp) != -1) {
primary.push(candidates[t]);
} else if(candidates[t].tags.join(" ").search(searchRegExp) != -1) {
secondary.push(candidates[t]);
} else if(candidates[t].text.search(searchRegExp) != -1) {
tertiary.push(candidates[t]);
}
}
results = primary.concat(secondary).concat(tertiary);
if(sortField) {
results.sort(function(a, b) {
return a[sortField] < b[sortField] ? -1 : (a[sortField] == b[sortField] ? 0 : +1);
});
}
return results;
};
} //# end of "install only once"
//}}}
Type the text for 'AnotherTag'
!Additional points to cover
NB - see [[MBFTSession1]] for core content
#Remind about GP contact/liaison
#Negotiate financial donations if not already clarified.
#Remind about the Research Project
##have they received questionnaires and have they filled them in?
##Emphasise that research information is stored separately from clinical record - it is ''not accessible by therapist''.
!Authors
Peter Fonagy, Laurel Williams, Pasco Fearon, Eia Asen, Efrain Bleiberg, Mary Target, Jacquie ~McGregor, Ellen Safier, Nick Midgely, Dickon Bevington
!TiddlyManual author:
Dickon Bevington
The Authors retain all copyright. Use of this TiddlyManual is restricted by its [[Licensed]] status.
Note the TiddlyWiki format is an open source technology, and is licensed separately. We acknowledge the generous support of Jeremy Ruston and [[BT-Osmosoft|http://www.osmosoft.com/]] in the development of this resource.
This is a more dramatic technique of being curious, by enlarging - caricaturing - what has been stated or alluded to by family members. The therapist ‘blows up’ (balloons) what has been said, dramatising it via emotional tone and wordings:
>//“I don’t quite get it… can you help me….so how is it that your mother says you do this [imitates and caricatures]– do you understand //why// she says that? //I don’t get it myself!// – why, just //why// would she say that? What do you think is going on in her head that she comes up with that?"//
/***
|Name|BreadcrumbsPlugin|
|Author|Eric Shulman|
|Source|http://www.TiddlyTools.com/#BreadcrumbsPlugin|
|Documentation|http://www.TiddlyTools.com/#BreadcrumbsPluginInfo|
|Version|2.0.0|
|License|[[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|plugin|
|Requires||
|Overrides|Story.prototype.displayTiddler,TiddlyWiki.prototype.deleteTiddler|
|Options|##Configuration|
|Description|list/jump to tiddlers viewed during this session plus "back" button/macro|
This plugin provides a list of links to all tiddlers opened during the session, creating a "trail of breadcrumbs" from one tiddler to the next, allowing you to quickly navigate to any previously viewed tiddler, or select 'home' to reset the display to the initial set of tiddlers that were open at the start of the session (i.e., when the document was loaded into the browser).
!!!!!Documentation
<<<
see [[BreadcrumbsPluginInfo]]
<<<
!!!!!Configuration
<<<
<<option chkCreateDefaultBreadcrumbs>> automatically create breadcrumbs display (if needed)
<<option chkShowBreadcrumbs>> show/hide breadcrumbs display
<<option chkReorderBreadcrumbs>> re-order breadcrumbs when visiting a previously viewed tiddler
<<option chkBreadcrumbsHideHomeLink>> omit 'Home' link from breadcrumbs display
<<option chkShowStartupBreadcrumbs>> show breadcrumbs for 'startup' tiddlers
<<option chkBreadcrumbsReverse>> show breadcrumbs in reverse order (most recent first)
<<option chkBreadcrumbsLimit>> limit breadcrumbs display to {{twochar{<<option txtBreadcrumbsLimit>>}}} items
<<option chkBreadcrumbsLimitOpenTiddlers>> limit open tiddlers to {{twochar{<<option txtBreadcrumbsLimitOpenTiddlers>>}}} items
<<<
!!!!!Revisions
<<<
2008.05.01 [2.0.0] added 'limit open tiddlers' feature (with safety check for tiddler in edit mode)
| Please see [[BreadcrumbsPluginInfo]] for previous revision details |
2006.02.01 [1.0.0] initial release
<<<
!!!!!Code
***/
//{{{
version.extensions.breadCrumbs = {major: 2, minor: 0, revision: 0, date: new Date("May 1, 2008")};
var co=config.options; // abbreviation
// show/hide display option (default is to SHOW breadcrumbs)
if (co.chkShowBreadcrumbs===undefined) co.chkShowBreadcrumbs=true;
// REORDER breadcrumbs when visiting previously viewed tiddler (default)
if (co.chkReorderBreadcrumbs===undefined) co.chkReorderBreadcrumbs=true;
// create default breadcrumbs display as needed (default is to CREATE)
if (co.chkCreateDefaultBreadcrumbs===undefined) co.chkCreateDefaultBreadcrumbs=true;
// show breadcrumbs for 'startup' tiddlers (default is FALSE = only show crumbs for tiddlers opened after startup)
if (co.chkShowStartupBreadcrumbs===undefined) co.chkShowStartupBreadcrumbs=false;
// show crumbs in reverse order (most recent first)
if (co.chkBreadcrumbsReverse===undefined) co.chkBreadcrumbsReverse=false;
// limit number of crumbs displayed
if (co.chkBreadcrumbsLimit===undefined) co.chkBreadcrumbsLimit=false;
if (co.txtBreadcrumbsLimit===undefined) co.txtBreadcrumbsLimit=5;
// limit number of open tiddlers
if (co.chkBreadcrumbsLimitOpenTiddlers===undefined) co.chkBreadcrumbsLimitOpenTiddlers=false;
if (co.txtBreadcrumbsLimitOpenTiddlers===undefined) co.txtBreadcrumbsLimitOpenTiddlers=3;
// omit home link from breadcrumbs display
if (co.chkBreadcrumbsHideHomeLink===undefined) co.chkBreadcrumbsHideHomeLink=false;
config.macros.breadcrumbs = {
crumbs: [], // the list of current breadcrumbs
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
var area=createTiddlyElement(place,"span",null,"breadCrumbs",null);
area.setAttribute("homeSep",params[0]?params[0]:this.homeSeparator); // custom home separator
area.setAttribute("crumbSep",params[1]?params[1]:this.crumbSeparator); // custom crumb separator
this.render(area);
},
add: function (title) {
var thisCrumb = title;
var ind = this.crumbs.indexOf(thisCrumb);
if(ind === -1)
this.crumbs.push(thisCrumb);
else if (config.options.chkReorderBreadcrumbs)
this.crumbs.push(this.crumbs.splice(ind,1)[0]); // reorder crumbs
else
this.crumbs=this.crumbs.slice(0,ind+1); // trim crumbs
if (config.options.chkBreadcrumbsLimitOpenTiddlers)
this.limitOpenTiddlers();
this.refresh();
return false;
},
getAreas: function() {
var crumbAreas=[];
// find all DIVs with classname=="breadCrumbs"
// Note: use try/catch to avoid "Bad NPObject as private data" fatal error caused when
// some versions of embedded QuickTime player element is accessed by hasClass() function.
var all=document.getElementsByTagName("*");
for (var i=0; i<all.length; i++)
try{ if (hasClass(all[i],"breadCrumbs")) crumbAreas.push(all[i]); } catch(e) {;}
// find single DIV w/fixed ID (backward compatibility)
var byID=document.getElementById("breadCrumbs")
if (byID && !hasClass(byID,"breadCrumbs")) crumbAreas.push(byID);
if (!crumbAreas.length && config.options.chkCreateDefaultBreadcrumbs) {
// no existing crumbs display areas... create one...
var defaultArea = createTiddlyElement(null,"span",null,"breadCrumbs",null);
defaultArea.style.display= "none";
var targetArea= document.getElementById("tiddlerDisplay");
targetArea.parentNode.insertBefore(defaultArea,targetArea);
crumbAreas.push(defaultArea);
}
return crumbAreas;
},
refresh: function() {
var crumbAreas=this.getAreas();
for (var i=0; i<crumbAreas.length; i++) {
crumbAreas[i].style.display = config.options.chkShowBreadcrumbs?"block":"none";
removeChildren(crumbAreas[i]);
this.render(crumbAreas[i]);
}
},
render: function(here) {
var out=""
var homeSep=here.getAttribute("homeSep"); if (!homeSep) homeSep=this.homeSeparator;
var crumbSep=here.getAttribute("crumbSep"); if (!crumbSep) crumbSep=this.crumbSeparator;
if (!config.options.chkBreadcrumbsHideHomeLink) {
createTiddlyButton(here,"Home",null,this.home,"tiddlyLink tiddlyLinkExisting");
out+=homeSep;
}
for (c=0; c<this.crumbs.length; c++) // remove non-existing tiddlers from crumbs
if (!store.tiddlerExists(this.crumbs[c]) && !store.isShadowTiddler(this.crumbs[c]))
this.crumbs.splice(c,1);
var count=this.crumbs.length;
if (config.options.chkBreadcrumbsLimit && config.options.txtBreadcrumbsLimit<count)
count=config.options.txtBreadcrumbsLimit;
var list=[];
for (c=this.crumbs.length-count; c<this.crumbs.length; c++) list.push('[['+this.crumbs[c]+']]');
if (config.options.chkBreadcrumbsReverse) list.reverse();
out+=list.join(crumbSep);
wikify(out,here);
},
home: function() {
story.closeAllTiddlers();
restart();
config.macros.breadcrumbs.crumbs = [];
var crumbAreas=config.macros.breadcrumbs.getAreas();
for (var i=0; i<crumbAreas.length; i++) crumbAreas[i].style.display = "none";
return false;
},
limitOpenTiddlers: function() {
var limit=config.options.txtBreadcrumbsLimitOpenTiddlers; if (limit<1) limit=1;
for (c=this.crumbs.length-1; c>=0; c--) {
var tid=this.crumbs[c];
var elem=document.getElementById(story.idPrefix+tid);
if (elem) { // tiddler is displayed
if (limit <=0) { // display limit has been reached
if (elem.getAttribute("dirty")=="true") { // tiddler is being edited
var msg="'"+tid+"' is currently being edited.\n\n";
msg+="Press OK to save and close this tiddler\nor press Cancel to leave it opened";
if (confirm(msg)) { story.saveTiddler(tid); story.closeTiddler(tid); }
}
else
story.closeTiddler(this.crumbs[c]);
}
limit--;
}
}
}
};
if (config.macros.breadcrumbs.homeSeparator==undefined) // note: not a cookie
config.macros.breadcrumbs.homeSeparator=" | ";
if (config.macros.breadcrumbs.crumbSeparator==undefined) // note: not a cookie
config.macros.breadcrumbs.crumbSeparator=" > ";
config.commands.previousTiddler = {
text: 'back',
tooltip: 'view the previous tiddler',
hideReadOnly: false,
dateFormat: 'DDD, MMM DDth YYYY hh:0mm:0ss',
handler: function(event,src,title) {
var here=story.findContainingTiddler(src); if (!here) return;
var crumbs=config.macros.breadcrumbs.crumbs;
if (crumbs.length>1) {
var crumb=crumbs[crumbs.length-2];
story.displayTiddler(here,crumb);
}
else
config.macros.breadcrumbs.home();
return false;
}
};
config.macros.previousTiddler= {
label: 'back',
prompt: 'view the previous tiddler',
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
var label=params.shift(); if (!label) label=this.label;
var prompt=params.shift(); if (!prompt) prompt=this.prompt;
createTiddlyButton(place,label,prompt,function() {
var crumbs=config.macros.breadcrumbs.crumbs;
if (crumbs.length>1) {
var crumb=crumbs[crumbs.length-2];
story.displayTiddler(place,crumb);
}
else
config.macros.breadcrumbs.home();
});
}
}
// hijack story.displayTiddler() so crumbs can be refreshed when a tiddler is displayed
if (Story.prototype.breadCrumbs_coreDisplayTiddler==undefined)
Story.prototype.breadCrumbs_coreDisplayTiddler=Story.prototype.displayTiddler;
Story.prototype.displayTiddler = function(srcElement,tiddler,template,animate,slowly)
{
var title=(tiddler instanceof Tiddler)?tiddler.title:tiddler;
this.breadCrumbs_coreDisplayTiddler.apply(this,arguments);
// if not displaying tiddler during document startup, then add it to the breadcrumbs
// note: 'startingUp' flag is a global, set/reset by the core init() function
if (!startingUp || config.options.chkShowStartupBreadcrumbs) config.macros.breadcrumbs.add(title);
}
// hijack store.removeTiddler() so crumbs can be refreshed when a tiddler is deleted
if (TiddlyWiki.prototype.breadCrumbs_coreRemoveTiddler==undefined)
TiddlyWiki.prototype.breadCrumbs_coreRemoveTiddler=TiddlyWiki.prototype.removeTiddler;
TiddlyWiki.prototype.removeTiddler= function(title)
{
this.breadCrumbs_coreRemoveTiddler.apply(this,arguments);
config.macros.breadcrumbs.refresh();
}
//}}}
!Clinical Global Assessment Scale
Use intermediary levels (e.g., 35, 58, 62). Rate actual functioning regardless of treatment or prognosis. The examples of behaviour provided are only illustrative and are not required for a particular rating.
!RECORD SCORES
#After first meeting
#At 3 months and/or at end of treatment.
#If possible, repeat at 3 months post treatment.
!100 – 91
Superior functioning in all areas (at home, at school, and with peers); involved in a wide range of activities and has many interests (e.g., hobbies or participates in extra-curricular activities or belongs to an organised group, such as scouts, etc.); likeable, confident; ‘everyday’ worries never get out of hand; doing well in school; no symptoms.
!90 – 81
Good functioning in all areas, secure in family, school and with peers; there may be transient difficulties and ‘everyday’ worries that occasionally get out of hand (e.g. mild anxiety associated with an important exam, occasional ‘blow-ups’ with siblings, parents or peers).
!80 - 71
No more than slight impairment in functioning at home, at school, or with peers; some disturbance of behaviour or emotional distress may be present in response to life stresses (e.g. parental separations, deaths, birth of a sibling) but these are brief and interference with functioning is transient; such children are only minimally disturbing to others and are not considered deviant by those who know them.
!70 - 61
Some difficulty in single area but generally functioning pretty well (e.g. sporadic or isolated antisocial acts, such as occasionally playing hooky or petty theft: consistent minor difficulties with school work; mood changes of brief duration; fears and anxieties which do not lead to gross avoidance behaviour, self-doubts); has some meaningful interpersonal relationships; most people who do not know the child well would not consider him/her deviant but those who do not him/her well might express concern.
!60 - 51
Variable functioning with sporadic difficulties or symptoms in several but not all social areas; disturbance would be apparent to those who encounter the child in a dysfunctional setting or time but not to those who see the child in other settings.
!50 - 41
Moderate degree of interference in functioning in most social areas or severe impairment or functioning in one area, such as might result from, for example, suicidal preoccupations and ruminations, school refusal and other forms of anxiety, obsessive rituals, major conversion symptoms, frequent anxiety attacks, poor or inappropriate social skills, frequent episodes of aggressive or other anti-social behaviour with some preservation of meaningful social relations.
!40 – 31
Major impairment in functioning in several areas and unable to function in one of these areas, is, disturbed at home, at school, with peers, or in society at large, e.g. persistent aggression without clear instigation; markedly withdrawn and isolated behaviour due to either mood or thought disturbance, suicidal attempts with clear lethal intent; such children are likely to require special schooling and/or hospitalisation or withdrawal from school (but this is not a sufficient criterion for inclusion in this category).
!30 – 21
Unable to function in almost all areas e.g. stays at home, in ward, or in bed all day without taking part in social activities or severe impairment in reality testing or serious impairment in communication (e.g. sometimes incoherent or inappropriate).
!20 - 11
Needs considerable supervision to prevent hurting others and self (e.g. frequently violent, repeated suicide attempts) or to maintain personal hygiene or gross impairment in all forms of communication, e.g. severe abnormalities in verbal and gestural communication, marked social aloofness, stupor, etc.
!10 - 1
Needs constant supervision (24 hour care) due to severely aggressive or self-destructive behaviour or gross impairment in reality testing, communication, cognition, affect or personal hygiene.
!Principle
People in the family may assume that they see things in the same way, but from a mentalizing stance this would need to be checked (See [[Checking]]).
!Action
If someone uses ‘we’ then that person can be asked, in a mildly challenging way:
>//"Just then, you said 'we thought that...' do you think you could check that out with the others - is that how they saw it too?"//
>//"Can we think about the pros and cons of referring to ‘we’ in this situation?."//
The implication is that in using "We" the speaker may well be assuming knowledge of other people's thoughts or motivations in a way that could be defined as "intrusive mentalizing" - an example of [[Pseudo-mentalization difficulties]]. This may bring to light differences and failures of mentalizing which can be used to demonstrate how mentalizing works, and reward further exploration.
!//Checking// is a powerful enactment of the [[Therapist's Stance|MBFT-Core1 - Therapist's Stance]]
Respectful curiosity, expressed tentatively, about mental states.
!//Checking// the Links
Accurate mentalizing increases the narrative coherence of an event, and reinforces the assumption that our understanding of behaviours is improved when they are perceived as being embedded within (and to some extent contingent upon) a wider context, including repetitive historical patterns. Linking an observed interaction, such as a momentary loss of mentalizing in a family, with previous accounts or reports of problems is an important beginning of the task to [[Generalize (and Consider Change)]].
!//Checking// as confirming the limits of our 'mind-reading'.
Checking understandings also powerfully affirms the mentalizing notion that //we do not have privileged access to the contents of each other's minds// (mentalizing is never the same as mind-reading). It is an enactment of the [[MBFT-Core1 - Therapist's Stance]] which offers a //tentative// stance, that is inquisitive about other people's mental states.
!//Checking// as affirming of the value of mentalizing.
Implicit in our checking understandings and feelings is that //we affirm the importance of understanding other peoples' mental states.// This is an enactment of the [[MBFT-Core1 - Therapist's Stance]] which constantly affirms the value and signficance of mentalizing.
!//Checking// at the end of the loop
By the end of a session it is important to conclude a therapeutic sequence by getting each family members to view what happened from a meta-perspective. This is, in effect [[Mentalized affectivity]].
This helps to evaluate what may have been a new and emotionally charged experience, giving them the opportunity to reflect together about what happened and the possible consequences.
>//“What did you make of what happened? Can you talk together about what this was like for each and all of you? Are there any conclusions you can draw from this?”//
<!--{{{-->
<h2><!--<<view title>>--></h2>
<!--<<view text wikified>>-->
<hr/>
<!--}}}-->
<!--{{{-->
<h1 style="page-break-before:always"><!--<<view title>>--></h1>
<!--<<view text wikified>>-->
<!--}}}-->
//{{{
jQuery(document).bind("startup", function() {
var _tmpCloneTiddlerHandler = config.commands.cloneTiddler.handler;
config.commands.cloneTiddler.handler = function(ev, src, title) {
_tmpCloneTiddlerHandler.apply(this, arguments);
var tiddler = store.getTiddler(title);
if(tiddler) {
tiddler.fields["server.workspace"] = config.extensions.tiddlyspace.getCurrentWorkspace("public"); // the default is private
}
};
});
//}}}
/***
|Name:|CloseOnCancelPlugin|
|Description:|Closes the tiddler if you click new tiddler then cancel. Default behaviour is to leave it open|
|Version:|3.0.1 ($Rev: 3861 $)|
|Date:|$Date: 2008-03-08 10:53:09 +1000 (Sat, 08 Mar 2008) $|
|Source:|http://mptw.tiddlyspot.com/#CloseOnCancelPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#TheBSDLicense|
***/
//{{{
merge(config.commands.cancelTiddler,{
handler_mptw_orig_closeUnsaved: config.commands.cancelTiddler.handler,
handler: function(event,src,title) {
this.handler_mptw_orig_closeUnsaved(event,src,title);
if (!store.tiddlerExists(title) && !store.isShadowTiddler(title))
story.closeTiddler(title,true);
return false;
}
});
//}}}
!Application:
This might relate to a situation where the child was not thought about properly, but could not elicit a response from the parents that would have focused them to see the child’s feelings and thoughts as these were at the time.
!Activity:
The therapist suggests some ways of responding that the child may not have thought of during the moment. For example, the therapist might say:
>//"When your mom was talking about your room being messy, I saw you start to get upset. I wonder what might have happened if instead you…"//
!!Note:
The purpose is not to correct the experience but to encourage flexibility in the child’s behaviour repertoire in relation to this type of experience. This activity can also be used with parents in the absence of the child.
Mental states are opaque and being curious about them is a natural tendency for most people.
The stance of curiosity, as described by Cecchin (1989), implies the mentalization of relational issues. It aims to create continuously new perspectives of the family’s interactions, thereby widening and changing the field of vision.
This stance has much in common with the approach used by Lieutenant Colombo, as portrayed by the actor Peter Falk in the American TV series of the same name. ''Colombo style curiosity means investigating observed or reported interactions in a seemingly naïve if not ‘stupid’ and rather slow way''.
The Colombo-inspired therapist frequently mentalizes aloud, ''entering the arena of safe uncertainty, sharing his hunches and observations as he investigates''. He attempts to get clarification and elaboration (usually whilst scratching his head):
>//“This may sound stupid, but can I just check this? Do you mind if I look around? I think I may be on a wild goose chase, but do you mind if I….?//
>//...Oh, one thing I almost forgot…to you, does it sound like a reasonable explanation? I don’t you want to get offended what I am going to say, but is it possible that you may have got that wrong? There are a couple of loose ends I need to tie up….Whatever happened to ... It makes you kind of wonder …it could be that... or could it be something else?"//
>//"I know this sounds ridiculous….there is one other thing…"//
>//"It occurs to me that… There is something I wanted to talk to you about..."//
In the video example below (with a young actor), note the attempts by the therapist to share their own ideas //as ideas or hypotheses, that may well be quite inaccurate//, and the [[Marking|Marked mirroring]] of what is //"just my thinking about this"// by using hand gestures (tapping one's own head):
<html><object width="640" height="360"><param name="movie" value="//www.youtube.com/v/vQod7sDLz8w?version=3&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/vQod7sDLz8w?version=3&hl=en_GB&rel=0" type="application/x-shockwave-flash" width="640" height="360" allowscriptaccess="always" allowfullscreen="true"></embed></object></html>
Here is Columbo himself - watch out for the fact that (of course!) Columbo actually "always got his man" - i.e. you could argue that he was in [[Psychic equivalence]] and //knew// what was in the bad guy's mind... which as curious therapists we should always studiously //avoid// doing!
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/*
Title: Community of Practice macro
Description: provides display of editing activity across different manuals
Version: v0.4
Changelog:
v0.4: July 30th, 2013
- fixed problems with cloned tiddlers not acquiring correct fields and permissions
v0.3: June 25th, 2013
- removed core manuals from whitelist
- changed GO-TO button so it opens tiddlers in-situ in their manuals
- made it possible to switch between 'core' and 'community' changes by using the 'manuals:community|core' parameter; defaults to 'community'
v0.2: June 24rd, 2013
- put snippet into own container and styled
v0.1: June 20th, 2013
*/
/*{{{*/
config.macros.communityOfPractice = {
/*
1. DONE
- get the data (changes across all manuals)
- get top 10 by date
- spit it out as a table
2. DONE
- make page title a link
- add hover popup
- add text
- add link to original
3. DONE
- change snippet of text to centre on the area of difference
- add styling for diff
*/
searchURL: '/search.json?fat=1&q=',
feedPath: '/bags/%0_public/tiddlers.json?fat=1',
refresh: function() {
console.log('refreshing',arguments);
},
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
var plugin = config.macros.communityOfPractice,
$ = jQuery,
$place = $('<div>loading Community of Practice data...</div>').appendTo(place),
feedPath = plugin.feedPath,
whitelist = store.getTiddler('AMBIT community of practice - members').text.split('\n'),
bagFilters = [],
params = paramString.parseParams(null, null, true),
communityOrCore = getParam(params,'manuals','community'), // defaults to 'community'
url;
$.each(whitelist, function(i, line) {
var pieces = line.split(':'),
space = pieces[0],
isCore = line.indexOf('| core')!==-1;
if(space) {
// if we want community changes, just include non-core manuals
if(communityOrCore==="community" && !isCore) {
bagFilters.push("bag:"+space+"_public");
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// if we want core changes, just include core manuals
bagFilters.push("bag:"+space+"_public");
}
}
});
url = plugin.searchURL + "("+bagFilters.join(" OR ")+")";
// TO-DO: potentially add cacheing here, so multiple macro calls share the same tiddlers array
$.ajax({
url: url,
dataType: "json",
success: function(tiddlers) {
// make sure we are not including any non-ambit tiddlers, which shouldn't be the case anyway
tiddlers = $.grep(tiddlers, function(t, i) {
return t.bag.indexOf('ambit')!==-1;
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plugin.processResults($place, tiddlers);
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error: function() {
$place.prepend('(error)');
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processResults: function($place, tiddlers) {
// create results table
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host = window.location.protocol+"//"+window.location.host,
$place = $place.empty(),
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$tbody = $table.find('tbody');
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$snippet = $("<div class='snippet'>").appendTo($popup),
snippet = $snippet.get(0),
snippetText,
diffURL,
newTiddler = config.adaptors.tiddlyweb.toTiddler(tiddler, host),
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// - we're in edit mode
// - the tiddler doesn't exist in this space
cloningEnabled = config.commands.cloneTiddler.isEnabled(newTiddler) && !localTiddler;
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$('<a href="#" class="button" title="Click to make a clone of this page in your manual for customisation">Clone and customise</a>')
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story.displayTiddler(e,newTiddler.title,DEFAULT_EDIT_TEMPLATE,null,null,newTiddler.fields);
config.commands.cloneTiddler.handler(null,null,newTiddler.title);
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return false; // without this the popup doesn't appear. I don't know why, but it ends up not attached to any element
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extractFirstDiff: function(text) {
/*
1. Select the first diff (as delimited by @@ ... @@)
2. Remove everything before the content (as delimited by the last _hash: ...)
Example diff:
---
+++
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...
-_hash: 1a1bee67501d45074a2ffd7227b0136692b0429f
+_hash: 7e87f2d158e20809bd934cc20422ff421c181572
-t
!Purpose
to help new users become familiar with basic knowledge about AMBIT.
*/
var diffs = text.split(/@@.+?@@\n/),
diff = diffs[1],
parts = diff.split(/_hash:.+?\n/),
content = parts.slice(-1)[0];
return content;
},
snippet: function(text, limit) {
// return a snippet of text ready for wikification
// TO-DO return with the difference highlighted
return text.length>limit ? text.substr(0, limit-3)+"..." : text;
}
/* NOT necessary in this macro?
wrapWithElsewhereLink: function(place, tiddlers, tiddler) {
var $ = jQuery;
var $place = $(place)
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var popup = Popup.create(this),
$ul,
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space,
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// newHere plugin - http://mptw.tiddlyspot.com/#NewHerePlugin
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handler: function(place,macroName,params,wikifier,paramString,tiddler) {
$(place).attr({
refresh: 'macro',
macroName: 'newHere'
}).data('args', arguments);
wikify("<<newTiddler "+paramString+" tag:[["+tiddler.title+"]]>>",place,null,tiddler);
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!Conversely, there are [[Components of Successful Mentalizing]]!
But many families coming for therapy are coming in contexts where mentalizing is under pressure, or almost extinct:
<html><iframe width="560" height="315" src="https://www.youtube.com/embed/tKrGJXYu9wA" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe></html>
!Specific Mentalizing failures:
There are several ways in which mentalization may be impeded, which in turn generate, maintain, reinforce or exacerbate emotional, behavioural and/or interpersonal difficulties. You can see individual examples of ways in which [[Mentalization]] may break down, ''by clicking the [[Show references and info]] panel to the left of the title of this page.''
!Pre-mentalistic Stances
From a subjective point of view we can identify three main [[Pre-mentalistic stances]] that the individual may "roll back" into using (much as a computer that crashes may "roll back" to earlier set-ups, that had their value, but may have been inadequate to the most challenging of tasks.)
More generally we can distinguish Generalized and Partial Mentalizing difficulties:
!Generalised difficulties:
From an objective view, we may observe generalized or trait deficits in mentalizing ability in one member of the family, for example in a child presenting with oppositional behaviour:
!!!!Oppositional behaviour
Typically represents a non-mentalistic, physical effort by the child to control his feelings and generate a response in others.
!!!!Angry or violent outbursts
These have the effect of forcing caregivers to experience what the child experiences thus offering the child a sense that their feelings can have an impact. However, in the medium term, this immediate impact fails to secure effective support reciprocity, control or self-coherence. Instead the child’s non-mentalistic, coercive behaviour evokes non-mentalistic efforts of behavioural control from the caretakers, with resulting self-reinforcing and self-perpetuating cycles of non-mentalizing, coercive interactions.
!Partial Mentalization
!!!Intermittent Mentalization:
The capacity of family members to mentalize may break down intermittently __when dealing with //particular// thoughts and feelings.__
For example, parents who suffered physical abuse may ‘lose’ the capacity to mentalize when faced with a reminder of their own states of helplessness, anger or shame. Their child’s distress may be such a reminder.
Intermittent mentalization of the child may arise because each parent reflects only one side of the child’s experience. Each parent may well accurately perceive different aspects of the child’s mental state, but fail to integrate these between them. In other instances the alternative view of the child’s mental state is not fully expressed and a partial understanding of the child and her state(s) of mind predominates.
!!!Episodic Mentalizing
An individual family member’s, or indeed the entire family’s, mentalizing capacity may become impaired in an episodic, state-dependent fashion. For example, a child who is depressed may experience her thoughts and feelings about herself as entirely real, and ‘lose’ the perspective that would allow her to think differently about herself or others or to realize that her feelings might change. A feeling of hopelessness is thus taken to be an objective reality by the child as soon as it is experienced and it cannot be treated as ‘just a thought’, which could be challenged. The parents of the depressed child or adolescent, may then resonate with their child’s vulnerability (e.g. they all may feel that having few friends is a hopeless situation) or because the child’s behaviour may be experienced by them as an expression of their own failure or incompetence.
!!!Context-specific Mentalizing
Problems in mentalizing may also be context specific. For example, a parent may keep a great deal of distance from some areas of his or her adolescent child’s life, for example sexuality. As a result they are unable to mentalize that aspect of his or her child’s life. Context-specific loss of mentalization is usually associated with stress. When exposed to huge pressure, most people can lose their capacity to think about thoughts and feelings in others.
There is more material on [[Examples of Context-specific mentalizing failures]]
Conversely, there are also [[Components of Impaired Mentalizing]]
Successful mentalizing can be recognized in individuals and in their interactions by a range of characteristics. These are known as mentalizing strengths and it is possible to distinguish four different categories, which are listed as sub-topics (click the [[Show references and info]] panel to reveal the sub-topics under this heading.)
These are just one category of the [[Components of Impaired Mentalizing]]
These can manifest themselves in a general lack of attention to the thoughts, feelings and wishes others, or interpreting one’s own behaviour in terms of the influence of situational or physical constraints rather than feelings and thoughts in oneself or in others around one. This often happens when family conversations invariably focus on concrete concerns, such as who did what and explanations of behaviour in terms of physical circumstances and influences (e.g. we always argue when we travel long distances in the car).
The typical features of concrete understanding or simplistic mentalization are:
!!Difficulty in emotion recognition
Not understanding positive or negative emotions
!!Confusing a feeling with a thought
E.g. because I feel sad, the world is a miserable place (aim to be able to see that you can feel sad without drawing conclusions from it). This confusion may be because feelings are leading to automatic thoughts outside awareness, or because the child notices how he feels and decides that this is what it must mean
!!Understanding behaviour in ‘concrete’ terms
E.g. in terms of external circumstances or other behaviours rather than in terms of internal states; e had a fight because it was hot rather than being able to recognize that one was irritable and had difficulty in hearing the other person.
!!Difficulty in observing one’s own thoughts and feelings
...and in identifying changes in them
!!Not recognizing the impact of one’s thoughts, feelings and actions on others
Manifested as insensitivityy to each other's emotional needs.
!!Not being able to see how one thing has led to another
E.g. a thought led to a feeling which led to an action, and a reaction from someone else
!!Over-generalizing from mental states
E.g. feeling that because one upsetting thing happened, everything has gone wrong
!!Not being able to be flexible
E.g. difficulty in playing with different ways of thinking about situations
!!Feeling that somebody else’s thoughts are dangerous
E.g. that if someone disagrees that means that your own point of view is obliterated or that they hate you etc
!!Struggling to relate thoughts to reality
E.g. The individual in this condition tends to end up going round in unproductive circles and only becomes more anxious
!!Acting without thinking, or avoidance of thinking.
In this category a parent-child relationship may be described as simplistic or concrete if the parent reacts to behaviour without being aware of the child’s feelings or wishes, which are motivating the behaviour. There is an absence of mentalizing of the child. The parent may thus be angry, over-reactive, blaming, and prescriptive. The child’s mental states are obscured and treated as unimportant. This may also happen when there is an identified problem, e.g. ADHD or a physical condition, and either the condition is ignored or every behaviour is explained on the bases of it. The child may be treated as an object, a machine, an extension of the parent’s identity, without curiosity about or recognition of him/her as an individual. Another way this kind of situation can arise is when there is a passive resignation or withdrawal of awareness from the child and non-thinking over a period of time on the part of the parent. Thus as in the previous case, his/her approach has become unthinking, concrete and behavioural. The parent may be depressed or overwhelmed and too tired to focus on the child unless situations have escalated when the parent falls back on a stock response, without trying to understand the specifics. The child recognises that only amplified behaviour will get through the parent’s preoccupation or distraction, so that the situation begins already in an exaggerated and distorted way.
This is a tag that gathers together any thoughts concerning the broad issue of confidentiality.
Although not every session will be videoed, the use of video as a training aid within a team, as a means of measuring fidelity to the treatment model, and potentially as a teaching aid for wider use, is acknowledged by MBFT. Some teams will find it easier to promote the use of regular recording of all sessions, as this normalises the experience.
You can access a model [[Video consent form]] here.
!Purpose
This is a map of the manual.
The sitemap is most easily found in the side bar, under the heading ''"Contents"''. It consists of a series of major topics - ''clicking on the > character'' beside these will 'unfold' further sub-topics within these larger headings:
<html><div class="tc-table-of-contents"></html>
<<toc-selective-expandable 'MBTF-Contents'>>
<html></div></html>
Core Templates refer to the broader templates that are made available for new teams planning to work to AMBIT principles to download and start off with.
At this early stage there is only one Core Template.
In due course, a differentiated array of Core Templates should be available - with basic adaptations attuned for:
*Different target groups
*Different geographic settings
*Different cultural milieux.
These differentiated Core Templates will be [[TeamTemplate]]s that have been adapted and evaluated so that their target group, and local details will be available alongside the outcome data.
Heather to create a FAQ section
DONE! [[Frequently Asked Q's]]
!Age
Families with children of 7yrs - 17yrs is the age range that MBT-F is currently being used (and evaluated) for, on the grounds that much of the method relies on a certain amount of language skill.
!Severity
Short intervention appropriate (This is not to say that a Mentalization-based approach would be unhelpful in more chronic situations).
!Difficulties
Primarily, this intervention addresses ''__Relationship difficulties in Families__'' - which may make understanding and managing various comorbid problems much harder.
!Exclusion criteria:
Because of the broad remit and the fact that MBT-F is a 'plastic' therapy that may be a treatment-in-itself, as much as an augmentation of other therapeutic modalities, there are few if any exclusions.
Pervasive developmental disorders, where problems relating directly to the //disorder// are the key problem, as opposed to the relationships around this, are unlikely to benefit.
<<newTiddler "New idea"
label:"Add a new idea for the local manual"
text:"So, I had this great idea for the online manual..."
tag:[[Ideas]]>>
<<timeline filter:"[tag[Ideas]]">>
If someone says that another family members is not telling the truth, then s/he should be asked what her own point of view is...
>//“so it looks as if you see it differently, how do you see it?”//
...instead of accepting that one person can state someone else’s point of view, thereby emphasising that people might only be able to represent their own views.
[[Welcome to the AFC's local version of the MBT-F manual]]
The MBT-F Team decided to review the outcomes framework for development. A paper relating to the SCORE-15 (ref) was circulated prior to a meeting and in a team discussion we asked ourselves the following key questions:
*What do we want to measure?
*What are the core CORC requirements we need to use?
*How can we make clinical use of the measures we are using?
*What additional measure might be of clinical relevance to MBT-F?
We identified three broad areas that we would be interested in measuring:
1. Outcomes that can measure the efficacy of MBT-F as an overall model. Considered that there are multiple ways to answer this, and there are hopes for an RCT to be carried out
2. What is the process by which it works? How do we measure mentalizing- further research into the mechanism (future direction?)
3. clinical use of the measures with families and useful data gathering within our local MBT-F service for family goals
!!Clinical Utility
consideration of how the measures being clinically useful to clinician and family so that information or data is not just gathered and then lost.
Several suggestions were made including:
**generating discussion based on different perspectives of the items on the forms to integrate this with assessing and highlighting mentalizing or non-mentalizing of self and others in the family
**making use of these to draw out what shared goals their might be amongst family members integrate score based outcomes measures with the goal setting tool that CORC provides to set goals with the family at the start of the work.
!!Embedding outcomes in clinical work
questions and ideas considered by the team:
One rationale for using measures is to make use of for clinical feedback from families
it can be made use of clinically to plan and inform work
Discussed different ways of using the measures
*who fills out the measures in the family?
*When should they fill it out? Prior to the sessions
*balancing clinical considerations with getting the measures filled in
* what is the key guidance for families about how we want the forms filled in:
- each member of the family to fill in their own
- fill in individually from own perspective
- children under 11 years old do not need to fill in the form
Various linked theoretical frameworks Attachment theory, [[Mentalization]], Biology, Psychodynamic theory, Social Cognitive Theory, Social Ecology and Systems Theory are quite disparate, but we see each of them as contributing elements to the basis of intervention.
They can be integrated within an understanding of adolescent psychiatric crisis as something that occurs in relation to two developmental processes specific to adolescence.
# Separation from the family of origin, and the concomitant adjustment to integration into new social systems.
# [[NeuroDevelopmental]] changes - brain development in adolescence is only recently becoming clear, following the invention of new ways of imaging the brain.
!Brain changes in the adolescent - TED talk by Professor ~Sarah-Jayne Blakemore (UCL)
<html><iframe src="http://embed.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.html" width="560" height="315" frameborder="0" scrolling="no" webkitAllowFullScreen mozallowfullscreen allowFullScreen></iframe></html>
More text on this at NeuroDevelopmental.
!Adolescence: a mindfield
If you have Flash Player installed on your computer, you can watch a video of a public lecture about the developmental aspects of Adolescence given by Dickon Bevington at the Anna Freud Centre (November 2011) here:
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>>>>>><html><table style="width:auto;"><tr><td><img src="http://lh4.ggpht.com/_gdhyTZpT12g/TJ0Urk1sMGI/AAAAAAAAC9g/ZZygZvKtU8E/s144/logo_green.jpg" /></a></td></tr><tr><td style="font-family:arial,sans-serif; font-size:11px; text-align:right"></html>
!Restricted use:
The material in this TiddlyManual is Copyrighted to the [[Authors]], and and its use is restricted accorded to the terms of its [[Licensed]] status.
@@color(red):''TRAINING is recommended before the material in this manual can be used safely'' and at all times practitioners remain responsible for their own clinical practice.@@
Training is available from the [[Anna Freud Centre|http://annafreud.org]]
!AFC MBT-F team
Specific local adaptations are currently tagged with <<tag AFC>>, pending the move of the whole manual to the new TiddlyWeb configuration, which will greatly increase the functionality of the site. Other teams/users wishing to develop their own locally-attuned team version of the manual in TiddlyWeb, should contact dickon[dot]bevington[at]gmail[dot]com.
!Feedback!
We can only improve the manual if users give us [[Feedback please!]]. Please try to do this as often as you can.
!Recent Changes
[[TiddlyManual]]s are "works in progress", use this box to check on recent changes:
<<recentChanges 28>>
This technique can be used before things get too heated and when there is still some evidence of successful mentalization. Therapist:
>//“I am totally lost about where everyone was coming from….”//
>//“I can see that everyone here has strong feelings and this is important. But it also looks as if it all is getting a bit mixed up and that it is difficult to know what belongs to whom, and whether people can understand the feelings of others or even their own. I suggest that we try to break it down a bit... so... what is it that you, dad, are feeling right now…. Johnny, did you know that’s what you dad was feeling?”//
In addition, particularly when feelings are begining to run high - especially when anger is present - there may be //other// feeling states (sadness, helplessness, despair, fear) that are less easily articulated and more easily overlooked.
During family discussions of a problem-relevant situation, the therapist actively elicits a feeling state or, if one is mentioned //but not dwelt on//, the therapist highlights the importance of this feeling. The therapist actively encourages family members to label their feelings and, when they have done so, to reflect on what that must be like for each other. For example, the therapist might say;
>//“You say you were feeling angry, were there any other feelings you had at that time?”//
Often, simple probes like this will elicit a richer, and less hostile or hurtful, picture of someone’s thinking.
<html><iframe width="560" height="315" src="//www.youtube.com/embed/plHBv8QT25Q?rel=0" frameborder="0" allowfullscreen></iframe></html>
Ultimately, the therapist aims to learn from the person in question //what would need to happen to allow them to not feel this way// and, more specifically, //how this person would need other members of the family to think about them such that they would help them feel differently.//
No - there is high flexibility, so as to be contingent with the family's needs.
{{downloadButton{
|<<download>>|
[[Advanced options >>|Advanced download options]]
<!--{{{-->
<div class='toolbar' macro='toolbar [[ToolbarCommands::EditToolbar]] icons:yes'></div>
<div class='article editor'>
<div class='heading editorHeading'>
<div class='editor title' macro='edit title'></div>
<div class='tagClear'></div>
</div>
<div class='annotationsBox' macro='annotations'>
<!--<div class='editSpaceSiteIcon'
macro='tiddlerOrigin height:16 width:16 label:no interactive:no'>
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<div class="privacyEdit" macro='setPrivacy label:no interactive:no'></div>-->
<div class='tagClear'></div>
</div>
<div class='editor' macro='edit text'></div>
<div class='editorFooter'>
<div class='tagTitle'>tags</div>
<div class='editor' macro='edit tags'></div>
<div class='tagAnnotation'>
<span macro='message views.editor.tagPrompt'></span>
<span macro='tagChooser excludeLists'></span>
</div>
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|!Option|!Syntax|!Output|
|bold font|{{{''bold''}}}|''bold''|
|italic type|{{{//italic//}}}|//italic//|
|underlined text|{{{__underlined__}}}|__underlined__|
|strikethrough text|{{{--strikethrough--}}}|--strikethrough--|
|superscript text|{{{^^super^^script}}}|^^super^^script|
|subscript text|{{{~~sub~~script}}}|~~sub~~script|
|highlighted text|{{{@@highlighted@@}}}|@@highlighted@@|
|preformatted text|<html><code>{{{preformatted}}}</code></html>|{{{preformatted}}}|
!Block Elements
!!Headings
{{{
!Heading 1
!!Heading 2
!!!Heading 3
!!!!Heading 4
!!!!!Heading 5
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<<<
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* unordered list, level 1
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*** unordered list, level 3
# ordered list, level 1
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### unordered list, level 3
; definition list, term
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<<<
!!Blockquotes
{{{
> blockquote, level 1
>> blockquote, level 2
>>> blockquote, level 3
<<<
blockquote
<<<
}}}
<<<
> blockquote, level 1
>> blockquote, level 2
>>> blockquote, level 3
> blockquote
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<html><pre>
{{{
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|row 1, column 1|row 1, column 2|
|row 2, column 1|row 2, column 2|
|>|COLSPAN|
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|~| … |
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|caption|c
}}}
''Annotation:''
* The {{{>}}} marker creates a "colspan", causing the current cell to merge with the one to the right.
* The {{{~}}} marker creates a "rowspan", causing the current cell to merge with the one above.
<<<
|CssClass|k
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|row 1, column 1|row 1, column 2|
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|>|COLSPAN|
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|~| … |
|CssProperty:value;…| … |
|caption|c
<<<
!!Images /% TODO %/
cf. [[TiddlyWiki.com|http://www.tiddlywiki.com/#EmbeddedImages]]
!Hyperlinks
* [[WikiWords|WikiWord]] are automatically transformed to hyperlinks to the respective tiddler
** the automatic transformation can be suppressed by preceding the respective WikiWord with a tilde ({{{~}}}): {{{~WikiWord}}}
* [[PrettyLinks]] are enclosed in square brackets and contain the desired tiddler name: {{{[[tiddler name]]}}}
** optionally, a custom title or description can be added, separated by a pipe character ({{{|}}}): {{{[[title|target]]}}}<br>'''N.B.:''' In this case, the target can also be any website (i.e. URL).
!Custom Styling
* {{{@@CssProperty:value;CssProperty:value;…@@}}}<br>''N.B.:'' CSS color definitions should use lowercase letters to prevent the inadvertent creation of WikiWords.
* <html><code>{{customCssClass{…}}}</code></html>
* raw HTML can be inserted by enclosing the respective code in HTML tags: {{{<html> … </html>}}}
!Special Markers
* {{{<br>}}} forces a manual line break
* {{{----}}} creates a horizontal ruler
* [[HTML entities|http://www.tiddlywiki.com/#HtmlEntities]]
* {{{<<macroName>>}}} calls the respective [[macro|Macros]]
* To hide text within a tiddler so that it is not displayed, it can be wrapped in {{{/%}}} and {{{%/}}}.<br/>This can be a useful trick for hiding drafts or annotating complex markup.
* To prevent wiki markup from taking effect for a particular section, that section can be enclosed in three double quotes: e.g. {{{"""WikiWord"""}}}.
Getting two or more people to ‘enact the problem’ (Minuchin 1974) is often a good way of observing family interaction and gives glimpses of the problematic behaviours.
Such enactments are set up deliberately: the clinician asks for the ‘trouble’ to be demonstrated in vivo! Here are some ways of setting up enactments:
>1. //"Let me see what it is that you have to do or say for Mary to have the sort of temper tantrum that you find so difficult to cope with. What would you have to do or say now..."//
>2. //"Perhaps you and your husband could think now about an issue that you feel you might have an argument about...maybe money, the children, mother-in-law...what would you have to say to get him or her going?"//
or a child can be asked:
>3. //“what do your mum and dad mostly argue about? Can you suggest their favourite topic to them?”//
It is surprising how well people know which ‘button’ to press to make happen what they so often claim they have "no control whatsoever" over. ''Knowing how to make things happen is the first step to considering what not to do so that these things do not happen!''
When such an enactment happens it can become quite heated and the clinician may intensify things further by saying:
>//"Your little girl seems to be winning. Do you want her to win again? Do you want her to beat you all the time? So if you don't, why don't you see if you can be the boss in family, that she cannot get away with blackmailing you. If you wnat to try that, I"ll sit back and let you get on with it"//
This approach gets the family to enact problematic issues in the room. Based on these live observations the therapist is able to describe how parents, for example, may be giving incongruent and inconsistent messages to their child.
Quite dramatic temporary failures of mentalization can arise in individuals and families during emotionally intense interchanges or in relation to particular thoughts and feelings. Under such circumstances grossly inaccurate and malevolent feelings can be attributed to the other person and feelings of resentment and mistrust grow. The representation of the mind of the other is ‘obliterated’ and replaced by an empty or hostile image, for example when a parent becomes convinced that their child is deliberately provoking him or her.
At times, seemingly ordinary stresses can trigger catastrophic anti-mentalizing reactions. There can be other reasons for ignoring of the child’s state of mind, with the parent being variable in attention and interest: the parent is able to be responsive and attuned to the child at some times but not others. For example, the father may be preoccupied at certain times with work crises, the mother may be driven by jealousy and suspicion about her partner’s other relationships at certain times, and neither has space for the child’s feelings then. However, the child has had some experiences of being understood and is now confused and may feel displaced by the loss of interest. If this sense of displacement is not recognized, the problem is compounded. A similar context-specific lack of understanding may occur when a parent does not actually know the child in particular contexts, or cannot understand what is going on for him/her, for circumstantial reasons or because the child obscures his/her own mental states. Common examples would be that of a step-parent, or parent who has been separated for a long time, and may have too little information to understand what the child is concerned with.
!What to DO:
Look for "RED RAGS" (as in "red rag to a bull", that is, incidents that are likely to arouse affect and reduce mentalizing.
!PERSONAL INTERNAL TRIGGERS
* Relating to autobiography
* Different "domains" of relationship, or "mentalizing contexts", or "social mentalities" may trigger different responses and different 'levels' of mentalizing.
** //"When playing I CAN mentalize, when disciplining I suddenly CANNOT"//
** //"When my husband is teaching he CAN mentalize well, but when he is protecting, he can't..."//
!INTERPERSONAL EXTERNAL TRIGGERS
* May refer to CONTENT that is brought up
* May refer to COMMUNICATION STYLE (angry tone of voice, etc)
* May refer to CONTRADICTORY EXPECTATIONS of a relationship in this moment:
** //"I want you to PLAY, but you are wanting to DISCIPLINE."//
** //"I want some CARE-GIVING, you want to TEACH..."//
* Where an incident from the past is persistently 'resuscitated', or 're-lived' in a real-time enactment between two or more participants.
Explicit Mentalization refers to thinking reflectively about the actions of others and ourselves.
This occurs typically when something goes awry on the implicit level that challenges our usual interpretation of action. Whilst [[Implicit Mentalization]] is //non-conscious, unreflective and procedural//, ''explicit mentalizing'' is relatively //conscious, reflective and deliberate//.
!In therapy:
The therapist of any orientation engages in the act of explicating states of mind and their meaning with most client groups. Such explicit mentalizing brings the advantages of reflective consciousness in encouraging self monitoring, adapting to novelty and engaging in flexible problem solving.
The medium is language, which enables us to represent and adopt multiple mental perspectives on the same reality. ''Developing a language of minds'' enables us to be systematic about mental states and to organise these into coherent narratives, creating stories of what happened to us and how. This is the organizational work which psychotherapy at its best can excel at.
The content of explicit mentalization may vary according to the theoretical focus of the therapist, from unconscious defences and transference reactions Psychodynamic to automatic negative thoughts Cognitive Behavioural to recurrent relationship patterns (SystemicTherapy). Therapeutic explication serves as a highlighter drawing joint attention to one facet or another of the implicit process. Over time the patient is drawn into this process as an active collaborator in the explication. Conversing about an adolescent in crisis and the family's reaction to it forces the participants to integrate implicit and explicit mentalization and use language to draw attention to a range of perspectives that can exist in relation to individual action.
The creation of a coherent narrative, a systematic way of understanding the family's circumstances and the young person's predicament, deriving a causal, mentalistic account of how such a situation might have arisen, regenerates a sense of 'autobiographical agency'.
Emotions are named, and other, less obvious feelings that might easily be missed, or hidden by the "volume" of the more obviously expressed emotion are then explored. The analogy of //"peeling an onion"// has been used.
See also a more playful approach in [[Feeling Spinner game]] for helping families to identify different feeling states as each other represents them.
<html><object width="640" height="360"><param name="movie" value="//www.youtube.com/v/mFfhna5s40E?hl=en_US&version=3&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/mFfhna5s40E?hl=en_US&version=3&rel=0" type="application/x-shockwave-flash" width="640" height="360" allowscriptaccess="always" allowfullscreen="true"></embed></object></html>
//{{{
var $ = jQuery;
config.macros.exportAIM = {
tag: 'AIM',
csv: "",
setup: false,
handler: function(place) {
$(place).append('<a href="#" class="export marginbottomsmall button" title="Export AIM to CSV">Export AIM</a>');
this.setBehaviour();
},
setBehaviour: function() {
if(this.setup) {
return;
}
$('#aimForm').live('click', function(e) {
if($(e.target).hasClass('export')) {
config.macros.exportAIM.exportCSV();
}
});
this.setup = true;
},
onWindowOpen: function(newDocument) {
var $textarea = $('textarea', newDocument),
textarea = $textarea.get(0),
str = $textarea.val();
textarea.rows = str.split("\n").length+1;
},
exportCSV: function() {
var aimFormItems = config.macros.AIMForm.getAllItems(),
csv = "",
fields,
score,
keyOnly,
newWindow,
newDocument,
interventionLabel,
interventions,
writeInterventionsList = function(newDocument, interventions) {
newDocument.write("<ul>");
$.each(interventions, function(i, intervention) {
newDocument.write("<li>"+intervention.name+"<ul>");
$.each(intervention.AIMitems, function(j, AIMitem) {
newDocument.write("<li>"+AIMitem.title+" (rating "+aimFormItems[AIMitem.title].value+")</li>");
});
newDocument.write("</ul></li>");
});
newDocument.write("</ul>");
};
$.each(aimFormItems, function(i, AIMitem) {
if(AIMitem.value) {
csv += '"'+AIMitem.tiddlerTitle+'","'+AIMitem.value+'","'+(AIMitem.isKeyProblem ? 'key problem' : '')+'"\n';
}
});
if(!csv) {
csv = "the AIM has not been filled in yet";
}
config.macros.exportAIM.csv = csv;
newWindow = window.open("", "sourceWindow", "width=700,height=600,scrollbars=yes");
newWindow.focus();
newDocument = newWindow.document;
newDocument.write("<html><head><script type='text/javascript' src='//ajax.googleapis.com/ajax/libs/jquery/1.10.2/jquery.min.js'></script><title>AIM export to CSV</title>" +
'<style type="text/css">textarea { border: 2px inset #B5B5B5; width: 100%; }</style>' +
"</head><body onload=\"var exp = function() { window.opener.config.macros.exportAIM.save(); window.close(); }; var button = document.getElementsByTagName('button')[0]; if(button) { button.onclick=exp; } document.getElementsByTagName('textarea')[0].select(); \">" +
"<h1>AIM export to CSV</h1>" +
"<h2>Form information:</h2>" +
"<dl><dt>Name/Unique ID:</dt><dd>"+(config.options.txtAIM_ID || "not filled in")+"</dd>" +
"<dt>Date of assessment</dt><dd>"+(config.options.txtAIM_date || "not filled in")+"</dd>" +
"<dt>Name of assessor</dt><dd>"+(config.options.txtAIM_assessor || "not filled in")+"</dd></dl>" +
"<hr />");
if(!config.options.txtAIM_ID || !config.options.txtAIM_date || !config.options.txtAIM_assessor) {
newDocument.write("<p>Please go back and fill in the undefined details above</p><hr/>");
}
newDocument.write(wikifyStatic("<<tiddler ExportAIMInstructions>>") +
"<textarea>" +
csv +
"</textarea>");
newDocument.write("<h2>List of specific interventions:</h2>");
// now show the list of interventions, if there are any
keyOnly = true;
interventions = config.macros.AIMResults.createResults(keyOnly);
config.macros.AIMResults.analyseResults(interventions, "global_ranking");
newDocument.write("<h3>Global ranking (key problems only):</h3>");
writeInterventionsList(newDocument, interventions);
config.macros.AIMResults.analyseResults(interventions, "focal_ranking");
newDocument.write("<h3>Focal ranking (key problems only):</h3>");
writeInterventionsList(newDocument, interventions);
keyOnly = false;
interventions = config.macros.AIMResults.createResults(keyOnly);
config.macros.AIMResults.analyseResults(interventions, "global_ranking");
newDocument.write("<h3>Global ranking (all results):</h3>");
writeInterventionsList(newDocument, interventions);
config.macros.AIMResults.analyseResults(interventions, "focal_ranking");
newDocument.write("<h3>Focal ranking (all results):</h3>");
writeInterventionsList(newDocument, interventions);
newDocument.write("<script type='text/javascript'>$(document).ready(function() { window.opener.config.macros.exportAIM.onWindowOpen(document); });</script></body></html>");
newDocument.close();
},
save: function() {
// TiddlyTemplating.saveFile - http://svn.tiddlywiki.org/Trunk/contributors/JonathanLister/plugins/TiddlyTemplatingMacro.js
var filename = (config.options.txtAIM_ID+"_"+config.options.txtAIM_date+"_"+config.options.txtAIM_assessor+".csv").replace(/ /g," "),
content = config.macros.exportAIM.csv.replace(/<br\/>/g,"\n"),
localPath = getLocalPath(document.location.toString()),
savePath,
p,
fileSave;
config.messages.fileSaved = "file successfully saved";
config.messages.fileFailed = "file save failed";
if((p = localPath.lastIndexOf("/")) != -1) {
savePath = localPath.substr(0,p) + "/" + filename;
} else {
if((p = localPath.lastIndexOf("\\")) != -1) {
savePath = localPath.substr(0,p) + "\\" + filename;
} else {
savePath = localPath + "." + filename;
}
}
alert("saving AIM to file: "+savePath);
fileSave = saveFile(savePath,convertUnicodeToUTF8(content));
if(fileSave) {
displayMessage("saved... click here to load","file://"+savePath);
} else {
displayMessage(config.messages.fileFailed,"file://"+savePath);
}
}
};
//}}}
/***
|Name:|ExtentTagButtonPlugin|
|Description:|Adds a New tiddler button in the tag drop down|
|Version:|3.2 ($Rev: 3861 $)|
|Date:|$Date: 2008-03-08 10:53:09 +1000 (Sat, 08 Mar 2008) $|
|Source:|http://mptw.tiddlyspot.com/#ExtendTagButtonPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License|http://mptw.tiddlyspot.com/#TheBSDLicense|
***/
//{{{
window.onClickTag_mptw_orig = window.onClickTag;
window.onClickTag = function(e) {
window.onClickTag_mptw_orig.apply(this,arguments);
var tag = this.getAttribute("tag");
var title = this.getAttribute("tiddler");
// Thanks Saq, you're a genius :)
var popup = Popup.stack[Popup.stack.length-1].popup;
createTiddlyElement(createTiddlyElement(popup,"li",null,"listBreak"),"div");
wikify("<<newTiddler label:'Create new page as a sub topic of this one' tag:'"+tag+"'>>",createTiddlyElement(popup,"li"));
return false;
}
//}}}
/*!**
|''Name''|ExtraFilters|
|''Author''|Jon Robson|
|''Version''|0.6.8|
|''Status''|@@experimental@@|
|''Requires''|TiddlySpaceFilters ImageMacroPlugin|
|''CodeRepository''|<...>|
|''License''|[[BSD|http://www.opensource.org/licenses/bsd-license.php]]|
!Notes
* Updates shadow tiddlers to known TiddlySpace shadow tiddlers
* adds the following filters
{{{
[is[tiddler]] - allows you to match all tiddlers - useful for applying the isnot filter (see later)
[is[image]] - returns only image tiddlers (e.g. png, jpeg, gif etc..)
[is[shadow]] - returns if the tiddler is a known shadow tiddler
[is[svg]] - returns only svg tiddlers
[is[tagged]] - returns tiddlers with tags
[isnot[image]] - filters result of previous filters for ones that are not images
[notag[<tag>]] - filters result of previous filters for ones without a tag
[nofield[<field>]] - check for absence of field or field value in previous filters
[has[<field or attribute>]] - match tiddlers which have a field or attribute set.
[and[<filter expression>]] - e.g.[and[tag:foo]] checks all tiddlers from previous filters for a tag foo.
[nobag[foo]] - removes any tiddlers previously returned by a previous filter that belong to the given bag
[is[open]]
[startsWith[title,Foo]] returns all tiddlers who's titles start with Foo.
}}}
***/
//{{{
(function($) {
var _display = Story.prototype.displayTiddler;
Story.prototype.displayTiddler = function() {
var res = _display.apply(this, arguments);
$("[macroName=list]").each(function(i, el) {
config.macros.list.refresh(el);
});
return res;
};
var _close = Story.prototype.closeTiddler;
Story.prototype.closeTiddler = function() {
var res = _close.apply(this, arguments);
$("[macroName=list]").each(function(i, el) {
config.macros.list.refresh(el);
});
return res;
};
config.shadowTiddlers.SiteIcon = "";
config.shadowTiddlers.SiteInfo = "";
config.shadowTiddlers.SystemSettings = "";
config.shadowTiddlers[config.extensions.tiddlyspace.currentSpace.name + "SetupFlag"] = "";
config.filterHelpers["is"].image = config.macros.image.isImageTiddler;
config.filterHelpers["is"].svg = config.macros.image.isSVGTiddler;
config.filterHelpers["is"].tiddler = function(tiddler) {
return tiddler ? true : false;
}
config.filterHelpers["is"].open = function(tiddler) {
return story.getTiddler(tiddler.title) ? true : false;
}
config.filterHelpers["is"].shadow = function(tiddler) {
return tiddler && tiddler.title && tiddler.title in config.shadowTiddlers ? true : false;
}
config.filterHelpers["is"].tagged = function(tiddler) {
return tiddler && tiddler.tags.length > 0 ? true : false;
};
config.filterHelpers["is"].external = function(tiddler) {
var endsWith = config.extensions.BinaryTiddlersPlugin.endsWith;
var fields = tiddler.fields;
var bag = fields["server.bag"] || "";
var local = config.filterHelpers["is"].local(tiddler);
if(!local && endsWith(bag, "_public") || bag.indexOf("_") === -1) {
return true;
} else {
return false;
}
};
config.filterHelpers["is"].privateAndExternal = function(tiddler) {
var endsWith = config.extensions.BinaryTiddlersPlugin.endsWith;
var fields = tiddler.fields;
var bag = fields["server.bag"] || "";
return !config.filterHelpers["is"].local(tiddler) && endsWith(bag, "_private");
};
config.filters.isnot = function(candidates, match) {
var type = match[3];
var results = [];
for (var i = 0; i < candidates.length; i++) {
var tiddler = candidates[i];
var helper = config.filterHelpers.is[type];
if(helper && !helper(tiddler)) {
results.pushUnique(tiddler);
}
}
return results;
};
config.filters.nobag = function(results, match) {
var bag = match[3];
var newResults = [];
for(var i = 0; i < results.length; i++) {
var tiddler = results[i];
if(tiddler.fields["server.bag"] !== bag) {
newResults.push(tiddler);
}
}
return newResults;
};
config.filters.linksTo = function(results, match) {
var name = match[3];
results = this.getTiddlers();
var newResults = [];
for(var i = 0; i < results.length; i++) {
var tiddler = results[i];
var links = tiddler.getLinks("title", "excludeLists");
if(links.contains(name)) {
newResults.push(tiddler);
}
}
return newResults;
};
config.filters.notag = function(results, match) {
var tag = match[3];
var newResults = [];
for(var i = 0; i < results.length; i++) {
var tiddler = results[i];
if(!tiddler.tags.contains(tag)) {
newResults.push(tiddler);
}
}
return newResults;
};
config.filters.nofield = function(results, match) {
var fieldname = match[3];
var newResults = [];
for(var i = 0; i < results.length; i++) {
var tiddler = results[i];
if(!tiddler.fields[fieldname]) {
newResults.push(tiddler);
}
}
return newResults;
};
config.filters.and = function(results, match) {
var args = match[3].split(":");
var negationMode = false;
var handler = args[0];
if(handler.indexOf("!") === 0) {
handler = handler.substr(1);
negationMode = true;
}
var value = args[1];
if(config.filters[handler]) {
var titles = [];
var matches = config.filters[handler].call(this, [], [null, null, handler, value]); // note some filters require second argument :(
for(var i = 0; i < matches.length; i++) {
titles.push(matches[i].title);
}
var newResults = [];
for(var i = 0; i < results.length; i++) {
var tid = results[i];
if(!negationMode && titles.contains(tid.title)) {
newResults.push(tid);
} else if(negationMode && !titles.contains(tid.title)) {
newResults.push(tid);
}
}
return newResults;
} else {
return results;
}
};
config.filters.has = function(results, match) {
var field = match[3];
var results = [];
this.forEachTiddler(function(title, tid) {
if(tid[field] || tid.fields[field]) {
results.push(tid);
}
});
return results;
};
config.filters.startsWith = function(results, match) {
var args = match[3].split(",");
var field, str;
if(args.length === 1) {
field = "title";
str = args[0]
} else {
field = args[0];
str = args[1];
}
var newResults = [];
// use this to keep the current store context
this.forEachTiddler(function(i, tid) {
var val = this.getValue(tid, field);
if(val && val.indexOf(str) === 0) {
newResults.push(tid);
}
})
return newResults;
}
var scanMacro = config.macros.tsScan;
config.filterHelpers.loadingTiddler = new Tiddler("Loading...");
config.filterHelpers.loadingTiddler.text = "loading...";
config.filterHelpers.loadingTiddler.fields["msg.loading"] = "loading...";
config.filterHelpers.url = {};
config.filters.url = function(results, match) {
var url = match[3];
var tiddlers = config.filterHelpers.url[url];
if(tiddlers) {
return tiddlers;
} else if(!status) {
config.filterHelpers.url[url] = [ config.filterHelpers.loadingTiddler ];
$.ajax({type:"get", url: url, dataType: "json", success: function(jstiddlers) {
var tiddlers = scanMacro._tiddlerfy(jstiddlers, {});
config.filterHelpers.url[url] = tiddlers;
refreshDisplay();
}, error: function() {
displayMessage("unable to connect to %0".format(url));
}
});
}
return config.filterHelpers.url[url];
};
}(jQuery));
//}}}
This manual is constantly being changed and developed. It is like a working notebook rather than a finished textbook. [[TiddlyManual]]s are built to be constantly improved, and ''improvements rely on feedback!''
!Types of feedback:
#Glitches - links that don't work, text that doesn't make sense, stuff that annoys you rather than helps you.
#Omissions - stuff you think should be there, that is not there.
#Improvements - found a bit of text, etc, that you can write better? Send it in!
#Praise - if you must...
!Feedback form:
<html><div align="center"><iframe src="http://survey.constantcontact.com/survey/a07e941sszahta6e1ee/start" frameborder="0" width="100%" height="600"></iframe></div></html>
<html>
<img src="http://groups.google.com/intl/en/images/logos/groups_logo_sm.gif"
height=30 width=140 alt="Google Groups"></html>
!!!Discussion group
There is a Google Group for discussion of tiddlymanuals and ambit. You will need to request an invitation to join this group when you first go there. Click on the invitation below, and you will be able to do this.
[[Visit the ambit-tiddlymanuals Google Group|http://groups.google.com/group/ambit-tiddlymanuals]]
!NOT a helpline!
The ambit project does not have the resources to run a technical helpline, although we will try to be helpful wherever we can. If you get stuck with a technical problem you can generally find the solution inside the manual under [[Using the Manual]] or [[Understanding TiddlyManual format]].
!Tiddlywiki help:
You can go to the [[TiddlyWiki website|http://www.tiddlywiki.com]] which has lots of links to sources of help; as an open source project, TiddlyWiki is driven by a large and extremely helpful community of programmers, who are generally very happy to share their expertise and via the [[TiddlyWiki Google group|http://groups.google.com/group/tiddlywiki]] they are usually quick to respond to even the simplest and least technically-adept questions! Try going to this group - tell them briefly what you are stuck with, and give them the website URL (the address in your browser bar). If you can tell them what browser you are using (Internet Explorer, Forefox, Safari, etc) and whether you are on a Mac or a PC and what operating system (eg windows XP, or Windows 7, etc) that is all extra helpful.
!Application:
The child (or parent) who has difficulty in maintaining awareness of how different people's thoughts and feelings may be from one's own.
!Action:
<html><object width="480" height="385"><param name="movie" value="https://youtube.com/v/arQ16HDvCnQ?fs=1&hl=en_GB"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="https://youtube.com/v/arQ16HDvCnQ?fs=1&hl=en_GB" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>
The therapist explains to the child that you can work out why people feel different things by trying to understand what they were thinking. Sometimes, different people think and feel very different things even in the same situation. In fact, the therapist can exclaim that sometimes the same person can think and feel different things at different times even when the situation seems the same! The purpose of the activity is to work out what someone might have been thinking from what they seemed to be feeling. For this game one requires a spinner and a board on which different emotions are drawn.
- The therapist says, for example
>//“Let’s pretend you’ve just met your mom after school; let’s see what she was feeling”//
- The child then spins the spinner until the pointer stops at an emotion.
- The therapist then asks the child:
>//“So, what does the spinner say she was feeling?”//
- Once the child has replied... the therapist asks:
>//“If she felt like that, I wonder what she might have been thinking.”//
- The child then writes their answer down (or the therapist writes down the child’s answer) on a piece of paper cut out like a thought bubble.
- For each thought the child comes up with, the child and therapist ask the parent whether they sometimes think that, and whether doing so makes them feel that emotion. The child is encouraged to think of as many thoughts that would fit as he/she can.
!Note:
The purpose of the activity is to make the child more aware of how different other people’s thoughts and feelings can be from their own. This activity, once played with the child on his / her own, can be repeated with the whole family present. This provides the opportunity to check feelings and thoughts out with the other family member and correct these, if necessary.
!!Defintion:
Fillers are the "preferred non-mentalizing narratives" that tend to prevail in any family when misunderstandings arise.
>//E.g. who did what, when, what someone should or shouldn’t do, whose fault it is.//
!!Response to Fillers:
The therapist uses [[MBT-F Techniques]] to slow down interactions and focus the spotlight on ''how feelings were experienced, communicated (or mis-communicated) and reacted to, and how cycles of non-mentalizing interactions are thus perpetuated''.
/***
|''Name:''|FilterTiddlersPlugin|
|''Description:''|Filter the tiddlers in a TiddlyWiki|
|''Author''|JonathanLister|
|''CodeRepository:''|http://svn.tiddlywiki.org/Trunk/contributors/JonathanLister/plugins/FilterTiddlersPlugin.js |
|''Version:''|0.4|
|''Comments:''|Please make comments at http://groups.google.co.uk/group/TiddlyWikiDev |
|''License''|[[BSD License|http://www.opensource.org/licenses/bsd-license.php]] |
|''~CoreVersion:''|2.4|
! Usage
{{{
store.filterTiddlers(filter)
}}}
where "filter" is a filter expression, as explained below
Returns an array of Tiddler() objects that match the filter expression
! Filter expressions
Filter expressions are of the form:
{{{
filterStep | filterStep | ... // only one filterStep is required
}}}
where filterStep is of the form:
{{{
[filterElements]
}}}
where filterElements is one or more of the following:
* [TiddlerName]
* tag[TagName]
* sort[SortField]
* limit[NoOfResults]
***/
//{{{
if(!version.extensions.FilterTiddlersPlugin) {
version.extensions.FilterTiddlersPlugin = {installed:true};
TiddlyWiki.prototype.filterTiddlers = function(filter) {
var makeStore = function(tiddlers) {
if(tiddlers && tiddlers.length===0) {
return store;
}
var TW = new TiddlyWiki();
for(var i=0;i<tiddlers.length;i++) {
TW.addTiddler(tiddlers[i]);
}
return TW;
};
var findRawDelimiter = function(delimiter,text,start)
{
var d = text.indexOf(delimiter,start);
if(d==-1)
return -1;
var b = {start:-1,end:-1};
var bs = text.indexOf('[',start);
if(bs==-1 || bs >d)
return d;
var s1 = -1;
if(bs!=-1 && bs <d) {
var be = text.indexOf(']',bs);
if(be!=-1) {
b.start = bs;
b.end = be;
}
}
if(b.start!=-1 && d>b.start)
s1 = b.end+2;
return s1==-1 ? d : findRawDelimiter(delimiter,text,s1);
};
var filterTiddlers = function(filter,tiddlers)
{
var store = makeStore(tiddlers);
var results = [];
var accumulator = [];
var addToResults = function(results,tiddlers) {
for(var i=0;i<tiddlers.length;i++) {
results.pushUnique(tiddlers[i]);
}
};
var addAllToResults = function(results,toExclude) {
if(toExclude && toExclude.length) {
var titles = [];
for(var i=0;i<toExclude.length;i++) {
titles.push(toExclude[i].title);
}
store.forEachTiddler(function(title,tiddler) {
if(titles && !titles.contains(title)) {
results.pushUnique(tiddler);
}
});
} else {
store.forEachTiddler(function(title,tiddler) {
results.pushUnique(tiddler);
});
}
};
var removeFromResults = function(results,tiddlers) {
for(var i=0;i<tiddlers.length;i++) {
var n = results.indexOf(tiddler[i]);
if(n!=-1)
results.splice(n,1);
}
};
var tiddlerSort = function(field) {
// if the accumulator is empty, sort the results array
if(accumulator.length==0)
results = store.sortTiddlers(results,field);
else
accumulator = store.sortTiddlers(accumulator,field);
};
var limitResults = function(limit) {
// if the accumulator is empty, limit the results array
var arrayToSplice = accumulator.length==0 ? results : accumulator;
if(arrayToSplice.length>limit) {
arrayToSplice.splice(limit,arrayToSplice.length-limit);
}
};
if(filter) {
var tiddler, tiddlers;
var re = /([^ \[\]]+)|(?:\[((?:[ \w-+!]+\[[^\]]+\])+)\])|(?:\[\[([^\]]+)\]\])/mg;
var re_inner = /([ \w-+!]+)\[([^\]]+)]/mg;
var match = re.exec(filter);
while(match) {
if(match[1] || match[3]) {
var title = match[1] ? match[1] : match[3];
if(title=="*") {
addAllToResults(results);
} else {
tiddler = store.fetchTiddler(title);
if(tiddler) {
addToResults(results,[tiddler]);
} else if(store.isShadowTiddler(title)) {
tiddler = new Tiddler();
tiddler.set(title,store.getTiddlerText(title));
addToResults(results,[tiddler]);
}
}
} else if(match[2]) {
// loop through the nested matches of the form 'tag[word]'
var match_inner = re_inner.exec(match[2]);
while(match_inner) {
switch(match_inner[1]) {
// Note: all 'tag' case fall-through are intentional
case "-tag":
tiddlers = store.getTaggedTiddlers(match_inner[2]);
removeFromResults(accumulator,tiddlers);
break;
case "tag":
case "+tag":
tiddlers = store.getTaggedTiddlers(match_inner[2]);
addToResults(accumulator,tiddlers);
break;
case "!tag":
tiddlers = store.getTaggedTiddlers(match_inner[2]);
addAllToResults(accumulator,tiddlers);
break;
case "-sort":
// this is a syntax error
displayError(config.messages.filterSortError);
break;
case "+sort":
// this fall-through is intentional
case "sort":
tiddlerSort(match_inner[2]);
break;
case "limit":
limitResults(match_inner[2]);
break;
}
match_inner = re_inner.exec(match[2]);
}
}
// push accumulator onto results stack
for (var i=0; i<accumulator.length; i++) {
results.pushUnique(accumulator[i]);
}
accumulator = [];
match = re.exec(filter);
}
}
return results;
};
var results = [];
if(filter) {
var delimiter = "|";
var inc = delimiter.length;
var start = 0;
var end = findRawDelimiter(delimiter,filter,start);
while(end!=-1) {
results = filterTiddlers(filter.substr(start,end),results);
start = end+inc;
end = findRawDelimiter(delimiter,filter,start);
}
results = filterTiddlers(filter.substr(start),results);
}
return results;
};
// Move this to config.messages once approved
merge(config.messages,{
filterSortError:"Error in tiddler filter expression: '[-sort[field]]' is invalid; use '[sort[-field]]' instead"
});
} //# end of 'install only once'
//}}}
Ask each partner to take 5 minutes privately (in the session) to write down on a piece of paper an answer to the question:
!Things about me I would like you to be curious about...
Ask them to guess what each other has written? (if it feels safe to do so?)
Below presents a list of questions that often get asked about MBT-F and MBT-F as carried out clinically at the Anna Freud Centre. For some of these questions, answers can already be found within the current manual. For others the development of the answer is a work in progress and will be developed as part of the manual as it is ever evolving.
#Do you always see families all together? See [[MBFT-Consider who should be invited to attend the first session]]
#How does the mentalizing model apply when families are mandated to therapy or requested to attend by other agencies?
#How well does the model and theory apply cross-culturally?
#How does the fight/flight process link to attachment (cube from the training slide)?
#What about when there is a [[Misuse of mentalization]] or "good" mentalization is used in an abusive way?
#What happens when there is too little affect in the room? See [[Heating up and Monitoring Arousal]]
#How does monitoring outcomes fit within the mentalizing theory, frame and practice?
#When a goal is defined with a family, is this then worked on to the exclusion of other things?
#Should I explain the mentalizing model to families? What are the different ways I can explain the mentalizing model to families? See [[MBFT Session 1.2 - Therapist explains the approach]]
#How do I write therapeutic letters from a mentalizing framework?
#Who or what is Colombo? See [[Colombo style curiosity]]
#How do the initial and second session plan relate to the formulation of difficulties? See [[MBFT-Core4 - Formulating and Planning]] and [[MBFT-Generating hypotheses]]
In this category of the <<tag [[Components of Successful Mentalizing]]>> we describe some general values and attitudes which are characteristic of a person with good mentalization:
!!Tentativeness
This refers to the lack of absolute certainty about what is right or wrong and it also implies a preference of for viewing things as being relative and complex.
!!Humility (moderation)
This refers to having a balanced attitude to most statements about mental states, based on the acceptance of not being in a privileged position to know the contents of another person's mind.
!!Playfulness and humour
These permit interacting and reflecting in a relaxed and creative manner.
!!Flexibility
This is an attitude which allows individuals not to get ‘stuck’ in one point of view or position, but permits to change their minds in response to feedback, considering alternatives.
!!‘Give and take’
This enables individuals to solve problems, by involving others and appreciating turn-taking, implying an overall appreciation of one’s own as well as the other person’s thoughts and views. Turn-taking manifests itself of allowing space for each person to describe their experience ( “Let me tell you what I think or feel when such and such happens”) rather than defining other people’s experience or intentions.
!!‘Responsibility and accountability’
This is an attitude which takes ownership for one’s own thoughts, feelings and actions, rather than conveying a sense that these ‘happen’ to the person, implying a victim stance rather than a sense of agency.
!Moving towards the consideration and planning of change
This third step represents an attempt to move away from discussing a //specific interaction// that occurred during the session and to //'widen the lens’// towards:
#GENERALISING: Capturing more generalised understandings relating to this specific observation.
#INVITING VISION: Generating possible applications of these understandings, by "inviting vision" of alternative strategies.
#PLANNING: Planning the implementation of these changes.
<html><object width="480" height="385"><param name="movie" value="https://youtube.com/v/qFV9GUWpz3I?fs=1&hl=en_GB"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="https://youtube.com/v/qFV9GUWpz3I?fs=1&hl=en_GB" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>
!N.B. It may take a few "loops" to reach the point of considering and planning for CHANGE
!!1. GENERALISING
Family members are encouraged to come up with some more general observations and reflections on:
#How similar interactional patterns tend to evolve spontaneously at home.
#What feeling states these elicit.
“So we saw that mum feels sad and Johnny feels bad about having triggered this sadness….. maybe this is the only time it ever happened, but maybe it is not…. Can you talk together about whether you recognize this as something that happens at home…or elsewhere”
The effect of this intervention is that what was observed in the ‘here and now’ of the session is ‘looped out’ into life outside the session, in an attempt to identify recurring patterns which are experienced as being ‘dysfunctional’ by family members.
!!!!Relating to overarching treatment goals
A major aim of MBFT is to engage in family discussions of problem-relevant situations, to elicit and highlight emerging feeling states and their importance, and to foster within the family experiences of (and confidence in) practicing the kind of "curious interogative stance" that this kind of activity involves.
The therapist may ask people to tentatively speculate about and label hidden feeling states of one of its family member, or may indeed do this at times him or herself. The therapist actively encourages family members to label their own feelings, to reflect on what that must be like for them. Metaphors or wordings like the following can help:
“you may want to find out how feeling leads to doing”
“how a few snowflakes can launch an avalanche”
“how a little feeling can get out of control”
!!2. INVITING VISION
The therapist requests each family member to identify different ways of overcoming stuck interactions and to think about alternative ways dealing with recurring problematic interactions:
//“Given that you think this is not working, how would you like things to be….. what would x need to do differently for you to feel y? What might you need to say or do for your mother not to have these sad feelings – or at least less of them”//
In an attempt to elicit solutions from within the family, each person is encouraged to talk about their specific alternative ‘vision’. Once this is achieved, the therapist may ask family members to discuss each other’s ideas:
//“Can you talk together about this….about how for example dad’s idea would help mum to feel less sad….”//
__''Note:''__
At each step it is possible that entrenched interaction patterns re-emerge.
For example, two or three people may talk at the same time. The therapist can loop back to step 1 [[Noticing and Naming]] and make an observational statement, asking family members whether they have //also// noticed //''this''// particular interaction, etc. etc...
!!3. PLANNING FOR ACTION
This phase is designed to ask family members to consider ''specific'' and ''concrete'' actions that they could apply in the light of their understandings.
This may require them, in the first instance, to negotiate which particular ‘vision’ should be translated into action.
//"So we have three ideas... which are you going to opt for...? Please discuss this..."//
...followed by:
//“you say you’d like things to be this way…what would be the first step you would need to take for you to be on the way to that goal…? Maybe you want to do it right here and now…”//
!!!It is important that the first action step is both specific and do-able.
It has to be a relatively a small step – definitely not a leap.
People have a tendency to ask for major changes in a minimum of time and, as this is generally highly unrealistic, the therapist’s task is to slow down individuals jumping into action (the technique of ‘pro and con’ is handy here).
It may be helpful to say:
//“What is it that is stopping you…what would you have to say or do to convince them that you mean business…. So, what is the first step you can make now to convince them…?”//
or:
//“You say you want to talk about all these things you never talked about and how this makes you feel now…and you have all agreed that you might take the risk… how about doing this now? Talk to each other in such a way that allows you not to shut down, but to open up about your feelings”.//
To have an interface to delete stuff, include this space in the space where you want to delete things, then navigate to [[/bulkdelete|/bulkdelete]] to delete stuff!
As part of [[Developing the outcomes framework]] we have introduced the idea of using the Goal based measures to trial how well this works within the [[MBFTSession1]] plan
!!!!''Goal Setting''
Goal setting can be a useful way of establishing what the aims of the mentalising work is and would help clarify where the aims are different and whether they are congruent with the overall aim of MBT-F to increase mentalising within the family to improve family relationships.
Important because people like seeing progress, some research to suggest that they decrease drop out rates?
Consideration for session by session and how else can you take the temperature of a session
Goal setting to develop the contract for the work and by the end of the first/second session you all leave with a clear idea of the family goal //[insert scenarios/video clips for examples of how you pull together the goals within the mentalising approach]//.
Goals within a MBT-F model should be framed relationally and be agreed family goal(s). Examples of questions to elicit these might be:
//“What does this look like for you? How would this impact on your relationship”//
//“What would that be like for your partner/child/sibling?”//
Goals may frequently be brought by the family as behavioural goals e.g. for ”Jonny to stop doing/parents to have less shouting etc” from an Mz approach you are interested in ‘holding the balance’ (see [[MBFT-Core1 - Therapist's Stance]]) between action, thoughts and feelings by asking follow up questions such as
//“how will that make a difference to how you feel about it”//
//“how might that impact on the way you think about things with your partner/child”//
Section on top tips for navigating within mz approach if you have different goals in the family?
!What is this?
The deliberate attempt to INCREASE the affect in the family, in order to:
* re-create a scenario that the family are finding it hard to present in the room,
* extend/increase/exaggerate an existing interaction.
It is one of the responses that may be required (alongside its counter, [[Simmering Down]]) to maintain the [[Therapist's Stance|MBFT-Core1 - Therapist's Stance]] - particularly the notion of "HOLDING THE BALANCE".
!Why do this?
This may seem contrary to the theoretical stance, that mentalizing is often REDUCED in high affect scenarios; however, evidence suggests that SOME degree of affective arousal is required to stimulate explicit mentalization.
In families where there is very low affective expression this may be a form of pretend mode, or allow other preferred non-mentalizing narratives to continue.
!What to DO?
See [[Mini role plays – experimenting/rehearsing/changing places]] for some guidance, but in essence you are:
* Setting up a situation that deliberately provokes arousal of affect (re-enacting an argument, getting a parent to provide a clear boundary around a particular behaviour in the here-and-now of the session (that typically would provoke oppositional behaviour.)
* Simultaneously stimulating monitoring of the effects and repercussions of this interaction.
* This encourages the development of the capacity to perform [[Affective Mentalization]]
!Who to do this with?
This can be applied to whole families, couples, or individual children as required.
/*{{{*/
(function() {
var $ = jQuery,
$historyBox,
$historyList,
scrollingInterval;
config.macros.history = {
init: function() {
// add behaviour to tiddler opening
},
handler: function(place) {
if(!$historyBox) {
/* TW macro handlers get called twice (bug), but the first time, place is not set to the correct element - it is some mysterious element which ends up not in the document. So we have to let the HTML creation happen twice, but not the event binding */
$(document).bind("startup", this.dispatch);
}
$historyBox = $('<div class="historyBox"></div>')
.append('<div class="scrollBar"></div>')
.appendTo(place);
$historyList = $('<ul class="browsingTool"></ul>')
.appendTo($historyBox)
.css({
position: 'relative',
top: 0
}); // prepare for scrolling
/*$historyBox.find('.scrollBar span').mousedown(function(e) {
var direction = e.target.className === "up" ? 1 : -1;
scrollingInterval = window.setInterval(function() {
var top = parseInt($historyList.css('top'),10),
newTop = top;
if(direction > 0 && top < 0) {
newTop = top + 3;
} else if(direction < 0 && $historyList.height()+top > $historyBox.height()) {
newTop = top - 3;
}
$historyList.css({
top: newTop+"px"
});
}, 100);
}).mouseup(function(e) {
window.clearInterval(scrollingInterval);
}).mouseout(function(e) {
window.clearInterval(scrollingInterval);
});*/
},
listItem: function(title, active, addToBottom) {
var mostRecentTiddler = $historyList.find('li').eq(0).text();
if(title!==mostRecentTiddler) {
var link = createTiddlyLink(null,title,true,(active ? "active" : "")),
$newItem = $('<li></li>').append(link);
if(addToBottom) {
$historyList.append($newItem);
} else {
$historyList.prepend($newItem);
}
}
},
dispatch: function() {
// populate history from story
var title,
id,
idPrefix = "",
prefixLength = idPrefix.length,
plugin = config.macros.history;
$(story.getContainer())
.find('.tiddler')
.each(function(i, tid) {
title = $(tid).attr("tiddler");
plugin.listItem(title, i===0, 'bottom');
});
// add to history whenever tiddler is opened
var tmpDisplayTiddler = Story.prototype.displayTiddler;
Story.prototype.displayTiddler = function(srcElement,tiddler,template,animate,slowly) {
var t = story.chooseTemplateForTiddler(title, template);
if(t.indexOf('ViewTemplate')!==-1) {
var title = (tiddler instanceof Tiddler) ? tiddler.title : tiddler;
plugin.listItem(title);
}
tmpDisplayTiddler.apply(this, arguments);
};
}
};
}());
/*}}}*/
!Scale
0 = no problem
1 = minor problem requiring no action
2 = mild problem but definitely present
3 = moderately severe problem
4 = severe to very severe problem
!Areas to score
1. Problems with disruptive, antisocial or aggressive behaviour
Include physical or verbal aggression, antisocial behaviours such as lying, cheating, thieving etc.
2. Problems with overactivity, attention or concentration
Include restlessness, fidgeting, inattention, problems with concentration due to any cause including depression, drugs.
3. Non-accidental self-injury
Include self-cutting, suicide attempts etc.
4. Problems with alcohol, substance/solvent misuse
Take into account current age and societal norms. Don’t include aggressive/disruptive behaviour due to alcohol or drug use – rate at item 1
5. Problems with scholastic or language skills
Include problems in reading, spelling, speech or language, including those due to specific disorders or problems.
6. Physical illness or disability problems
Include problems that limit or prevent movement, impair sight or hearing, side effects from medication/drug/alcohol use.
7. Problems associated with hallucinations, delusions or abnormal perceptions
Include odd and bizarre behaviour associated with hallucinations and delusions., suspicious/paranoid thoughts.
8. Problems with non organic somatic symptoms
Include problems with gastrointestinal symptoms, sleep problems, chronic fatigue.
9. Problems with emotional and related symptoms
Include depression, anxiety, worries, fears, phobias, obsessions, compulsions etc.
10. Problems with peer relationships
Include problems forming satisfying peer relationships, withdrawal from social relationships, social rejection as result of bullying/aggressive behaviour.
11. Problems with self care and independence
Rate problems with basic self-care such as dressing, washing, feeding, include poor levels of functioning due to lack of motivation etc.
12. Problems with family life and relationships
Include parent-child & sibling relationship problems, emotional abuse, poor communication, criticism, enmeshment, overprotection etc.,
13. Poor school attendance
Include truancy, school withdrawal
[[Internal Working Models]]
Use the Uploader - you can ''use the one in the blue box below'' (you can copy this whole tiddler into your own wiki), or you can create another uploading "portal" anywhere, using this bit of code (just stick it in any tiddler, save the changes and away you go):
|bgcolor(beige): {{{<<binaryUploadPublic edit:title>>}}} |
|bgcolor(lightblue): ''UPLOADER''<br>Type the name of your image (to be the IMAGE TITLE) here:<br><<binaryUploadPublic edit:title>>Then select the image file you want to upload, click Upload, and you will create a tiddler which is an IMAGE with a TITLE |
|bgcolor(pink): Now, ''to EMBED that image in any OTHER page''... <br>you just use this code: <br><br> {{{<<image [[Paste the IMAGE TITLE here]] width:48 height:48>>}}} <br><br> You can set the ''Width'' and ''Height'' according to how big you want the photo to display (48x48 is quite small, 480x480 is middle sized, 600x600 is large, for instance) |
Like this:
!The NEW AMBIT Wheel
!!400x400
<<image [[AMBIT wheel 2014]] width:400 height:400>>
!!200x200
<<image [[AMBIT wheel 2014]] width:200 height:200>>
!!48x48
<<image [[AMBIT wheel 2014]] width:48 height:48>>
!The OLD AMBIT wheel
<<image [[Old AMBIT wheel]] width:400 height:390>>
/***
|Name|ImageMapPlugin|
|Source|http://www.TiddlyTools.com/#ImageMapPlugin|
|Documentation|http://www.TiddlyTools.com/#ImageMapPluginInfo|
|Version|1.2.2|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Description|apply image maps ('hotspots') with links to tiddlers|
!!!!!Documentation
>see [[ImageMapPluginInfo]]
!!!!!Revisions
<<<
2009.05.27 [1.2.2] improved autoscroll for {{{<<mapMaker>>}}} textarea
2009.05.14 [1.2.1] added cursor changes
see [[ImageMapPluginInfo]] for additional revision details
2009.05.09 [1.0.0] initial release
<<<
!!!!!Code
***/
//{{{
version.extensions.ImageMapPlugin= {major: 1, minor: 2, revision: 2, date: new Date(2009,5,27)};
//}}}
//{{{
config.macros.imageMap = {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
// image element must immediately precede macro
var img=place.lastChild; if (!img||img.nodeName!='IMG') return;
var map=params[0]; var items=store.getTiddlerText(map,'').split('\n----\n'); if (!items) return;
var out=['<MAP NAME="'+map+'">'];
var fmt='<AREA SHAPE="POLY" TIDDLER="%0" COORDS="%1" TITLE="%2" ALT="%2" ONCLICK="%3" STYLE="%4">';
var click="story.displayTiddler(story.findContainingTiddler(this),this.getAttribute('tiddler'));";
var style='cursor:pointer';
for (var i=0; i<items.length; i++) {
var lines=items[i].split('\n'); var tid=lines.shift(); var coords=lines.join('');
var tip=store.tiddlerExists(tid)?store.getTiddler(tid).getSubtitle():tid;
out.push(fmt.format([tid,coords,tip,click,style]));
}
out.push('</MAP>');
createTiddlyElement(place,'span').innerHTML=out.join('');
img.setAttribute('isMap',true);
img.setAttribute('useMap','#'+map);
img.style.border=0;
}
}
//}}}
//{{{
config.macros.mapMaker= {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
var img=place.lastChild; // image element must immediately precede macro
if (!img||img.nodeName!='IMG') return;
img.onmousemove=function(ev){ ev=ev||window.event;
var mX=!config.browser.isIE?ev.pageX:(ev.clientX+findScrollX());
var mY=!config.browser.isIE?ev.pageY:(ev.clientY+findScrollY());
var ta=this.nextSibling.getElementsByTagName('textarea')[0];
var lines=ta.value.split('\n'); var last=lines.length?lines.length-1:0;
var vals=lines[last].split(','); vals.pop(); vals.pop(); lines[last]=vals.join(',');
lines[last]+=(lines[last].length?',':'')+(mX-findPosX(this))+','+(mY-findPosY(this));
ta.value=lines.join('\n');
ta.scrollTop=ta.scrollHeight-ta.offsetHeight+this.emH*2;
ta.scrollLeft=lines[last].length*this.emW-ta.offsetWidth;
ta.focus();
};
img.onmouseout=function(ev){ ev=ev||window.event;
var ta=this.nextSibling.getElementsByTagName('textarea')[0];
var lines=ta.value.split('\n'); var last=lines.length?lines.length-1:0;
var vals=lines[last].split(','); vals.pop(); vals.pop(); lines[last]=vals.join(',');
ta.value=lines.join('\n');
ta.scrollTop=ta.scrollHeight-ta.offsetHeight+this.emH*2;
ta.scrollLeft=lines[last].length*this.emW-ta.offsetWidth;
};
img.onmouseover=img.onclick=function(ev) { ev=ev||window.event;
var mX=!config.browser.isIE?ev.pageX:(ev.clientX+findScrollX());
var mY=!config.browser.isIE?ev.pageY:(ev.clientY+findScrollY());
var ta=this.nextSibling.getElementsByTagName('textarea')[0];
ta.value+=(ta.value.length?',':'')+(mX-findPosX(this))+','+(mY-findPosY(this));
var lines=ta.value.split('\n'); var last=lines.length?lines.length-1:0;
ta.scrollTop=ta.scrollHeight-ta.offsetHeight+this.emH*2;
ta.scrollLeft=lines[last].length*this.emW-ta.offsetWidth;
ta.focus();
}
img.style.border='1px solid #999';
img.style.cursor='crosshair';
var map=params[0]||'';
var s=createTiddlyElement(place,'div');
s.style.height=s.style.width='1em';
img.emW=s.offsetWidth; img.emH=s.offsetHeight; // get font metrics (for auto scrolling)
s.style.height=s.style.width='';
s.innerHTML+='<div class="toolbar">'
+'<a href="javascript:;" '
+'onclick="config.macros.mapMaker.load(this.parentNode.nextSibling)">load map</a>'
+'<a href="javascript:;" '
+'onclick="config.macros.mapMaker.save(this.parentNode.nextSibling)">save map</a>'
+'</div>'
+'<textarea rows="8" style="display:block;clear:both;width:100%;" tiddler="'+map+'">'
+store.getTiddlerText(map,'')
+'</textarea>';
},
load: function(ta) {
var tid=prompt('Enter a tiddler title:',ta.getAttribute('tiddler')||'');
if (!tid||!tid.length) return; // cancelled by user
ta.value=store.getTiddlerText(tid,''); ta.setAttribute('tiddler',tid);
return false;
},
save: function(ta) {
var tid=prompt('Enter a tiddler title:',ta.getAttribute('tiddler')||'NewImageMap');
while (tid && tid.length && store.tiddlerExists(tid)) {
if(confirm(config.messages.overwriteWarning.format([tid]))) break;
var tid=prompt('Enter a different tiddler title:',tid);
}
if (!tid||!tid.length) return; // cancelled by user
store.saveTiddler(tid,tid,ta.value,config.options.txtUserName,new Date(),['imageMap'],{});
story.displayTiddler(null,tid);
displayMessage('image map saved to: '+tid);
ta.setAttribute('tiddler',tid);
return false;
}
}
//}}}
/***
|Name|ImageMapPluginInfo|
|Source|http://www.TiddlyTools.com/#ImageMapPlugin|
|Documentation|http://www.TiddlyTools.com/#ImageMapPluginInfo|
|Version|1.2.1|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|documentation|
|Description|documentation for ImageMapPlugin|
!!!Usage
<<<
{{{
[img[...]]<<imageMap MapName>>
}}}
applies an image map to the embedded image immediately preceding the macro. ''~MapName'' is the title of a tiddler (or a tiddler section) that contains an ''~HR-separated list'' of items, where the first line of each item is the ''tiddler to link to'' and the second line is a ''list of polygon coordinates'' using standard HTML <AREA COORDS="..."> syntax (e.g., a ''comma-separated series of X,Y pairs'': "x1,y1,x2,y2,x3,y3,...", that trace out the desired shape).
{{{
[img[...]]<<mapMaker MapName>>
}}}
adds interactive point-and-click calculation of X,Y map coordinates that are automatically entered into a text input field that you can then edit and save to a tiddler to create an ~HR-separated map definition.
<<<
!!!imageMap Example
<<<
{{{
[img[images/california.gif]]<<imageMap ImageMapPluginInfo##county_map>>
}}}
~~//(click a county to open a tiddler)//~~
[img[images/california.gif]]<<imageMap ImageMapPluginInfo##county_map>>
<<<
!!!mapMaker example
<<<
{{{
[img[images/california.gif]]<<mapMaker ImageMapPluginInfo##county_map>>
}}}
~~//(click anywhere inside image to record x,y coordinates)//~~
[img[images/california.gif]]<<mapMaker ImageMapPluginInfo##county_map>>
<<<
!!!Revisions
<<<
2009.05.14 1.2.1 added cursor changes
2009.05.13 1.2.0 add MAP/AREA elements using innerHTML
2009.05.12 1.1.1 fixed mapMaker event handling for IE
2009.05.10 1.1.0 added {{{<<mapMaker>>}}}
2009.05.10 1.0.1 open tiddlers following current tiddler instead of at top of story column
2009.05.09 1.0.0 initial release
<<<
!!!Sample Map
<<<
{{{
!county_map
San Francisco
50,231,51,225,54,222,55,226,55,231,50,231,50,231
----
San Mateo
59,252,60,242,58,239,55,238,54,232,49,233,50,240,50,244,50,249,54,253,59,252,59,252
----
Santa Clara
94,242,90,244,80,243,75,242,66,243,60,243,58,251,63,255,70,258,75,270,79,268,95,268,97,260,97,254,94,254,93,252,97,250,94,248,95,246,94,242,94,242
----
Alameda
94,223,95,242,90,243,80,242,75,241,65,242,66,235,63,225,70,224,80,226,94,221,94,224,95,225,95,231,94,223,94,223
----
Contra Costa
97,213,97,221,83,226,69,224,63,224,62,220,67,214,73,217,79,214,98,214,96,214,97,213,97,213
----
Santa Cruz
53,254,59,251,63,255,70,258,75,268,73,273,68,273,67,266,53,254,53,254
----
San Benito
117,292,116,302,114,304,110,302,111,307,104,304,101,306,91,292,91,288,87,288,87,285,73,273,75,271,78,269,96,270,116,292,117,292,117,292
----
Monterey
128,325,86,325,83,319,83,313,78,309,78,305,64,286,64,283,67,282,67,273,73,273,87,284,86,288,90,287,91,292,101,305,104,303,110,306,113,303,126,318,128,325,128,325
----
Fresno
123,266,133,278,149,271,164,269,170,261,176,261,176,257,181,258,182,254,190,252,194,245,203,237,211,243,213,248,211,253,218,267,221,276,215,276,214,278,195,278,195,282,179,282,177,285,166,285,162,289,154,291,152,294,146,294,146,302,126,318,116,304,118,302,116,299,117,290,106,278,123,265,123,266,123,266
----
Merced
114,249,117,245,142,238,145,245,148,249,153,251,152,256,143,256,136,258,130,262,125,263,106,278,96,269,97,261,99,255,113,250,114,249,114,249
----
Madera
167,243,173,243,174,239,178,238,179,234,192,227,194,228,193,235,198,232,203,236,192,245,188,252,180,254,180,258,172,257,175,261,168,260,163,269,146,270,132,278,122,266,124,263,130,262,135,258,142,256,151,256,152,252,167,243,167,243
----
Kings
162,324,161,303,164,302,164,295,162,294,162,289,153,291,151,295,146,295,146,303,128,318,128,325,161,324,162,324,162,324
----
Tulare
232,324,233,316,234,314,229,310,229,303,228,299,230,296,219,276,213,276,212,279,193,278,193,282,177,282,176,286,164,285,161,289,163,295,164,303,160,304,161,325,232,324,232,324
----
Mono
183,182,183,188,185,194,181,200,181,209,185,211,185,213,191,218,191,224,196,227,194,235,198,233,203,236,211,243,243,243,183,182,183,182
----
Inyo
241,243,320,324,233,324,233,317,235,314,229,310,229,303,228,299,231,295,220,276,217,267,211,253,213,247,211,242,242,244,241,243,241,243
----
San Luis Obispo
111,348,97,340,86,325,127,325,129,332,139,341,144,343,145,346,150,348,156,354,156,358,159,360,161,368,157,371,153,364,136,358,133,354,131,360,126,362,126,366,120,363,112,364,111,356,106,353,112,348,111,348,111,348
----
Santa Barbara
121,387,117,383,111,381,111,365,121,362,127,367,125,362,132,360,135,353,137,359,154,365,157,372,161,368,164,372,163,394,143,390,126,384,121,387,121,387
----
Ventura
186,402,175,401,163,395,163,372,166,369,172,371,177,376,186,376,193,397,186,402,186,402
----
Los Angeles
205,409,184,402,193,397,186,376,234,376,236,388,238,408,232,416,222,420,217,424,211,420,205,409,205,409
----
Kern
240,325,128,325,130,334,139,342,150,348,159,359,162,370,167,368,176,377,235,375,237,374,239,343,241,341,241,325,240,325,240,325
----
San Bernardino
392,401,320,324,240,325,241,342,238,345,236,374,234,377,237,407,256,422,264,413,290,414,303,417,386,414,390,409,392,401,392,401
----
Riverside
379,441,388,429,387,412,303,417,289,414,263,413,255,421,260,424,260,428,265,428,265,436,271,438,275,443,352,444,379,442,379,441,379,441
----
Orange
258,441,221,421,232,415,237,407,255,421,259,424,260,428,266,428,265,438,258,443,258,441,258,441
----
San Diego
322,482,284,484,280,475,276,464,270,451,258,440,264,437,272,438,275,443,283,445,321,444,321,483,322,482,322,482
----
Imperial
378,480,321,482,322,445,378,443,382,451,378,461,383,468,382,475,378,480,378,480
----
Stanislaus
113,229,95,240,98,257,113,249,118,244,141,237,132,228,127,214,124,230,112,229,113,229,113,229
----
Mariposa
168,228,154,225,151,228,148,227,147,231,144,231,145,236,141,237,143,245,151,254,165,242,172,243,172,238,177,238,177,234,191,227,194,226,189,224,184,221,181,223,178,220,169,229,157,226,153,226,151,229,152,229,168,228,168,228
----
Alpine
173,172,172,176,164,180,164,192,179,201,185,194,183,181,173,173,173,172,173,172
----
Calaveras
125,203,127,214,132,223,144,220,165,195,163,191,158,194,150,194,135,203,125,203,125,203
----
San Joaquin
108,205,97,213,97,222,94,225,95,240,113,229,124,229,127,215,125,203,120,206,107,206,108,205,108,205
----
Amador
125,189,126,194,125,203,135,203,150,194,158,194,163,191,164,179,154,186,142,189,124,189,125,189,125,189
----
Sacramento
83,212,96,213,107,205,118,205,124,203,125,195,123,188,120,180,104,180,106,189,103,197,102,203,94,206,93,210,79,212,83,212,83,212
----
Yolo
102,174,98,174,97,170,92,165,68,164,74,178,79,181,81,189,91,190,93,187,97,187,99,197,104,197,106,189,104,180,102,174,102,174
----
Solano
79,197,72,204,73,209,82,211,94,210,95,205,103,203,104,196,98,196,97,186,91,187,90,190,80,189,78,193,79,197,79,197
----
Napa
58,177,59,183,65,192,65,205,71,204,79,197,77,192,80,188,78,181,73,178,67,164,64,166,64,173,58,177,58,177
----
Sonoma
24,168,48,165,56,175,57,182,64,192,64,203,45,198,43,191,32,180,31,176,23,168,24,168,24,168
----
Marin
44,210,50,212,52,216,57,218,60,217,59,212,62,210,64,203,46,199,43,209,44,210,44,210
----
Tuolumne
165,195,144,219,131,223,132,227,142,237,146,236,145,230,149,230,149,226,154,228,155,225,169,228,178,220,182,222,185,221,190,225,190,218,185,213,185,210,180,209,180,200,165,193,164,196,165,195,165,195
----
Mendocino
10,107,16,116,16,126,15,132,20,151,21,161,24,169,50,165,43,158,46,155,46,150,43,145,45,137,53,132,53,114,56,109,11,108,10,107,10,107
----
Humboldt
21,38,17,50,19,59,12,70,9,70,1,85,2,92,10,107,31,108,33,73,32,65,39,65,39,59,45,53,43,51,44,42,33,43,30,37,21,37,21,38,21,38
----
Del Norte
24,14,19,24,20,37,29,37,32,43,37,42,38,37,35,34,42,31,43,21,50,15,24,14,24,14
----
Siskiyou
130,19,51,15,44,21,43,31,36,33,39,37,38,43,43,42,42,50,45,53,54,57,55,61,59,61,59,65,64,61,69,63,67,54,71,52,76,54,80,48,90,46,90,55,131,57,132,31,129,30,130,19,130,19
----
Modoc
183,22,130,19,131,57,179,60,182,22,183,22,183,22
----
Trinity
56,98,57,102,55,105,55,109,31,108,33,72,31,65,39,65,40,58,44,52,54,57,55,61,58,61,58,65,65,61,69,63,67,53,71,52,76,55,79,47,90,46,90,55,90,59,75,70,70,84,56,98,56,98
----
Shasta
124,95,120,96,115,94,111,96,94,96,83,97,78,95,71,98,67,96,57,98,69,84,74,70,90,59,89,54,131,57,132,93,124,95,124,95
----
Tehama
130,105,125,110,109,116,104,122,93,122,93,124,53,122,53,114,57,108,55,106,56,101,56,97,65,96,71,98,77,95,84,98,94,97,112,96,116,94,120,96,123,95,126,98,126,101,130,105,130,105
----
Lake
64,150,67,162,64,167,64,173,58,178,50,164,42,159,46,154,46,149,43,145,45,137,52,133,55,131,61,132,61,141,55,141,54,143,57,149,63,151,64,151,64,150,64,150
----
Colusa
95,143,92,149,92,156,94,164,67,163,64,151,57,149,53,143,56,141,83,142,84,140,87,141,89,143,95,143,95,143
----
Glenn
99,131,97,133,97,137,101,139,96,143,89,143,86,141,82,140,82,142,60,142,61,132,55,131,53,123,92,123,99,131,99,131
----
Sutter
113,166,111,170,111,179,103,180,102,174,97,173,97,169,93,164,92,156,91,149,108,151,108,157,113,166,113,166
----
Butte
120,143,115,144,115,146,107,151,91,149,95,143,101,139,96,137,96,132,99,131,92,123,102,122,109,116,125,109,128,117,126,124,130,128,132,135,126,140,121,138,120,143,120,143
----
El Dorado
170,160,163,160,157,164,149,164,148,167,131,166,122,177,126,188,143,188,155,185,162,180,172,176,173,172,170,169,170,160,170,160
----
Placer
171,152,146,151,138,158,135,158,129,163,121,161,113,165,111,170,111,179,120,179,122,177,131,166,146,168,150,164,157,164,163,161,171,160,171,153,171,152,171,152
----
Yuba
135,145,131,145,129,148,124,150,122,159,113,166,108,157,108,151,115,146,115,143,122,143,120,139,127,140,133,135,135,134,135,145,135,145
----
Nevada
172,143,150,142,146,139,136,144,131,144,129,148,124,150,122,161,130,164,136,157,138,158,146,151,170,152,171,143,171,144,172,143,172,143
----
Sierra
172,131,145,130,139,126,134,134,134,145,145,139,150,143,172,144,173,131,172,131,172,131
----
Plumas
141,94,124,94,126,102,130,105,125,110,128,117,126,124,130,129,132,134,140,126,145,130,168,131,171,124,169,117,154,102,149,103,148,106,141,102,141,93,141,94,141,94
----
Lassen
177,93,174,130,167,131,170,124,169,115,153,101,148,104,148,106,141,103,141,93,132,93,131,59,179,60,176,94,177,93,177,93
!end county_map
}}}
<<<
***/
This is the 'first order' of mentalizing, in what could be seen as a hierachy, each higher order relying on the presence of lower orders before it can be sustained:
#[[Implicit Mentalization]]
#[[Explicit Mentalization]]
#[[Affective Mentalization]]
By implicit mentalization we mean intuitive and unreflective interactions between people, which nevertheless imply (for their efficient and effective pursuit) considering the mental state of the other, or that of the self in relation to the other.
In one sense all social interaction 'exercises' implicit mentalization.
In //pathological// social environments, modes of interactions may be dramatically limited or distorted precisely in order to avoid the implicit mentalizing activity that such interactions might imply. (In some - particularly abusive - situations, the last thing a child may want to know about is the mental intentions and beliefs of the person who is behaving cruelly towards them, especially if that person is a family member whom they love, or are dependent upon.)
Therapeutically, mentalizing may be enhanced by changing modes of interaction between members of a family, or in the therapeutic space between therapist and client.
Most obviously, implicit mentalization is fostered ''by creating a safer, more secure family environment''. This is one where members of the family feel confident in exploring each others' thoughts and feelings, and cease to impose stereotyped prototypical ideas on others in creating mental models of their states of mind.
>//"You ALWAYS think..."//
>//"You NEVER want to..."//
From a therapist's point of view then, if we are to sustain and promote implicit mentalization, we need to work towards making and maintaining a calm, safe space, and dealing with any [[Affect storms]] quickly and effectively.
/***
|''Name''|ImportExternalLinksPlugin|
|''Author''|Jon Robson|
|''Version''|0.3.0|
|''Requires''|TiddlySpaceConfig TiddlySpaceLinkPlugin TiddlySpaceCloneCommand|
|''Description''|Turns space links into ajax links so you don't have to leave the comfort of your own TiddlyWiki|
!Notes
This maybe should hides the editTiddler, cloneTiddler commands. Ideally the toolbar commands should hide themselves but we need a strong concept of "this is a sucked in tiddler" to do that.
***/
//{{{
(function($){
var tiddlyspace = config.extensions.tiddlyspace;
_createSpaceLink = createSpaceLink;
if(_createSpaceLink) {
createSpaceLink = function(place, spaceName, title, alt, isBag) {
var tooltip = "Click to open in current document. Right click to open in original space.";
_createSpaceLink(place, spaceName, title, alt, isBag);
var workspace;
if(isBag) {
workspace = "bags/%0".format(spaceName);
} else {
workspace = "bags/%0_public".format(spaceName);
}
if(title && spaceName != tiddlyspace.currentSpace.name) {
var link = $("a:last", place);
var newlink = $("<a />").text("[link]").after(link[0]);
// very hacky
var updateInterval = setInterval(function() {
var href = link.attr("href");
if(href) {
$(newlink).attr("href", href);
clearInterval(updateInterval);
}
}, 200);
if(link.parent(".replyLink").length == 0) { // don't suck in a reply link.
link.attr("title", tooltip).addClass("importLink").click(function(ev) {
if(config.floorboards) {
config.floorboards.pushUnique("%0_public".format(spaceName));
}
tiddlyspace.displayServerTiddler(ev.target, title, workspace, function(el) {
// TODO: the commands should disable themselves based on the meta information.
//$("[commandname=editTiddler], [commandname=cloneTiddler]", el).hide();
});
ev.preventDefault();
});
}
}
};
}
var _cloneHandler = config.commands.cloneTiddler.handler;
config.commands.cloneTiddler.handler = function(event, src, title) {
var _tiddler = store.getTiddler(title);
var source = _tiddler ? _tiddler.fields["server.bag"] : false;
var imported = _tiddler ? _tiddler.fields["tiddler.source"] : false;
var realTitle = _tiddler ? _tiddler.fields["server.title"] : title;
_cloneHandler.apply(this, [event, src, title]);
var tidEl = story.getTiddler(title);
$(story.getTiddlerField(title, "title")).val(realTitle);
if(source) {
$("<input />").attr("type", "hidden").attr("edit", "tiddler.source").val(source).appendTo(tidEl);
$("<input />").attr("type", "hidden").attr("edit", "server.activity").appendTo(tidEl);
}
}
})(jQuery);
//}}}
The therapist ''checks with each person exactly how they are affected by other people’s statements or actions'', as well as ''asking family members to empathise with what one or more person was feeling''... This can be done by asking to recall a time when s/he felt similarly:
//“When x happened – or b said this – what did this touch in you? Did this bring up any feelings and memories in you?”//
These are schemata with which expectations of interactive attributes of early caregivers created in the first year of life are subsequently elaborated, and IWMs are event representations by which general and specific memories of attachment-related experiences are encoded and retrieved. These schemata generate autobiographical narratives which connect and integrate implicit and explicit memories of specific events in a coherent personal narrative. Through IWMs we derive a subjective sense of continuity as we undergo changes over time and as we engage in different roles, emotional states, and interactive patterns. Crucially, an integration of explicit and implicit autobiographical narrative affords us a spontaneous sense of responsibility for our actions - a sense of agency or ‘ownership’ of our intentionality and behaviour.
Crucially, it is understood that [[Mentalization]] arises in the context of SECURE IWMs.
!!What is MBT-F?
The term [[Mentalization]] refers to the attitude and skills involved in understanding mental states, in oneself as well as in others, and their connections with feelings and behaviour. The therapeutic approach described in this manual is a brief intervention for children and families, aimed at promoting the understanding of mental states and their connections with feelings and behaviour.
There are [[Criteria for applying MBT-F]].
See [[Videos]] on [[MBFT Session 1.2 - Therapist explains the approach]] to see how we might explain what we are doing to our clients.
!Stand-alone treatment Vs. Add-on?
MBT-F can be used as a stand-alone intervention, or its ideas and techniques can be ‘added-on’ for those practitioners already practicing some form of systemic family / couple therapy approaches. //It is not a new therapy// and many of the techniques have their base in well known systemic practices. Whereas it could be said that all psychological therapies probably increase mentalizing indirectly, the one specific aspect of MBT-F is that it makes the enhancement of mentalizing itself the focus of treatment. In fact, mentalization for those who have learned it ‘naturally’ – and one would assume that all psychotherapists have done so - is as natural as riding a bicycle for someone who once learned this when a child. Exposure to the disorienting effects of high affect is not unlike the effect of alcohol on a bicyclists ability, either! Furthermore, if an experienced bicyclist tries to consciously think about and reproduce all the different actions and sequences required to ride the bike, then it can become suddenly a difficult task. The same is the case for clinicians who make a conscious and deliberate attempt to use mentalization based interventions and this is one of the major reasons for providing a treatment manual.
!Objectives of MBT-F:
See [[Overarching MBT-F treatment aims]]
<<image [[MzFormulationPicture]] width:600 height:400>>
<<image [[ReciprocalLossOfMz_pic]] width:600 height:400>>
!Benefits
The enhancement of mentalization contributes to the effectiveness of all psychosocial treatments. It has to be emphasised that good mentalizing is not only the capacity to accurately read one’s own or another’s inner states of mind and feeling, but also a way of approaching relationships that reflects an expectation that one’s own thinking and feeling may be enlightened, enriched and changed by learning about the mental states of other people.
Therefore it is a set of skills and also an attitude which is a biologically rooted predisposition to assume meaning and intentionality in all human behaviour. This attitude is characterised by an inquiring and respectful stance in relation to other people’s mental states; with an awareness of the limits of one’s knowledge of others; reflecting a view that understanding the feelings of others is important for maintaining healthy and mutually rewarding relationships. When we mentalize, we are naturally and spontaneously curious and respectful of the thoughts, feelings, goals, and beliefs that we are disposed to sense and recognize in ourselves and in other human beings. We approach people prepared to expect that our mind and the other person’s mind can change as a result of the interaction. Mentalizing involves an expectation that we will hear and take into account other people’s perspectives, needs and feelings and that they will respond in similar ways to our perspectives, needs and feelings. As a set of skills, mentalizing involves the acquired ‘hard-wired’ capacities of sensing, ‘reading’ and interpreting mental states. It also involves the capacity to convey to others our grasp of their mental state(s) and to communicate effectively to others our own mental state(s). Attachment-related mentalization allows us to spontaneously and intuitively make sense of our own actions and those of others by reference to mental states such as beliefs, desires and feelings. This is a powerful natural protective and healing process and is a crucial component of ‘natural resilience’ in relation to psychosocial stress and adversity, as well as neuropsychiatric vulnerability.
!Characteristics of MBT-F:
*MBT-F addresses mentalizing processes within the family context and is not focused on specific symptoms.
*It is a distinct approach, it shares much and yet differs from ‘purist’ cognitive therapy, psychodynamic therapy, and systemic family therapy.
!Integrating different models:
*It could be argued that one of the strengths of the mentalizing focus is that it ''provides a framework'' that knits together:
**The understanding of one’s own thoughts and feelings that is so central to cognitive therapy
**The understanding of the thoughts and feelings of others that is so central to family therapy
**The appreciation of defensive processes and the reluctance to change that is central to psychodynamic therapy.
!Promoting self-efficacy & effective parenting
*MBT-F seeks to provide the family and its individual members with the tools that will enable them to initiate a self-healing process. These tools are acquired in a setting that maximizes the level of mutual understanding that members of a family have for themselves and each other and their feelings and related thoughts, and in particular, the empathic understanding that parents or other caretakers have for the child(ren).
*As the child’s understanding of his own psychological experiences continues to be derived from his parents’ understanding of him, //improving// that understanding will strengthen his own capacity to control and manage his feelings and to express them in a more effective way. For normal development the child needs to experience a mind that has his mind in mind and is able to reflect his feelings and intentions accurately, yet in a way, which does not overwhelm him - for example when acknowledging negative affective states. The child who has not experienced the caregiver’s integrative mirroring of his affective states cannot create representations of them, and may later struggle to differentiate reality from fantasy, and physical from psychic reality.
__''MBFT aims to enhance ‘mind-mindedness’ all round.''__
Welcome!
There are a number of sub-topics under this heading - you can access them by clicking the [[Show references and info]] panel to the left of the title of this page.
Alternatively, click the + beside the heading "Introduction" in the "You Are Reading" list, on the right hand [[Sidebar]].
/*
http://www.JSON.org/json2.js
2011-02-23
Public Domain.
NO WARRANTY EXPRESSED OR IMPLIED. USE AT YOUR OWN RISK.
See http://www.JSON.org/js.html
This code should be minified before deployment.
See http://javascript.crockford.com/jsmin.html
USE YOUR OWN COPY. IT IS EXTREMELY UNWISE TO LOAD CODE FROM SERVERS YOU DO
NOT CONTROL.
This file creates a global JSON object containing two methods: stringify
and parse.
JSON.stringify(value, replacer, space)
value any JavaScript value, usually an object or array.
replacer an optional parameter that determines how object
values are stringified for objects. It can be a
function or an array of strings.
space an optional parameter that specifies the indentation
of nested structures. If it is omitted, the text will
be packed without extra whitespace. If it is a number,
it will specify the number of spaces to indent at each
level. If it is a string (such as '\t' or ' '),
it contains the characters used to indent at each level.
This method produces a JSON text from a JavaScript value.
When an object value is found, if the object contains a toJSON
method, its toJSON method will be called and the result will be
stringified. A toJSON method does not serialize: it returns the
value represented by the name/value pair that should be serialized,
or undefined if nothing should be serialized. The toJSON method
will be passed the key associated with the value, and this will be
bound to the value
For example, this would serialize Dates as ISO strings.
Date.prototype.toJSON = function (key) {
function f(n) {
// Format integers to have at least two digits.
return n < 10 ? '0' + n : n;
}
return this.getUTCFullYear() + '-' +
f(this.getUTCMonth() + 1) + '-' +
f(this.getUTCDate()) + 'T' +
f(this.getUTCHours()) + ':' +
f(this.getUTCMinutes()) + ':' +
f(this.getUTCSeconds()) + 'Z';
};
You can provide an optional replacer method. It will be passed the
key and value of each member, with this bound to the containing
object. The value that is returned from your method will be
serialized. If your method returns undefined, then the member will
be excluded from the serialization.
If the replacer parameter is an array of strings, then it will be
used to select the members to be serialized. It filters the results
such that only members with keys listed in the replacer array are
stringified.
Values that do not have JSON representations, such as undefined or
functions, will not be serialized. Such values in objects will be
dropped; in arrays they will be replaced with null. You can use
a replacer function to replace those with JSON values.
JSON.stringify(undefined) returns undefined.
The optional space parameter produces a stringification of the
value that is filled with line breaks and indentation to make it
easier to read.
If the space parameter is a non-empty string, then that string will
be used for indentation. If the space parameter is a number, then
the indentation will be that many spaces.
Example:
text = JSON.stringify(['e', {pluribus: 'unum'}]);
// text is '["e",{"pluribus":"unum"}]'
text = JSON.stringify(['e', {pluribus: 'unum'}], null, '\t');
// text is '[\n\t"e",\n\t{\n\t\t"pluribus": "unum"\n\t}\n]'
text = JSON.stringify([new Date()], function (key, value) {
return this[key] instanceof Date ?
'Date(' + this[key] + ')' : value;
});
// text is '["Date(---current time---)"]'
JSON.parse(text, reviver)
This method parses a JSON text to produce an object or array.
It can throw a SyntaxError exception.
The optional reviver parameter is a function that can filter and
transform the results. It receives each of the keys and values,
and its return value is used instead of the original value.
If it returns what it received, then the structure is not modified.
If it returns undefined then the member is deleted.
Example:
// Parse the text. Values that look like ISO date strings will
// be converted to Date objects.
myData = JSON.parse(text, function (key, value) {
var a;
if (typeof value === 'string') {
a =
/^(\d{4})-(\d{2})-(\d{2})T(\d{2}):(\d{2}):(\d{2}(?:\.\d*)?)Z$/.exec(value);
if (a) {
return new Date(Date.UTC(+a[1], +a[2] - 1, +a[3], +a[4],
+a[5], +a[6]));
}
}
return value;
});
myData = JSON.parse('["Date(09/09/2001)"]', function (key, value) {
var d;
if (typeof value === 'string' &&
value.slice(0, 5) === 'Date(' &&
value.slice(-1) === ')') {
d = new Date(value.slice(5, -1));
if (d) {
return d;
}
}
return value;
});
This is a reference implementation. You are free to copy, modify, or
redistribute.
*/
/*jslint evil: true, strict: false, regexp: false */
/*members "", "\b", "\t", "\n", "\f", "\r", "\"", JSON, "\\", apply,
call, charCodeAt, getUTCDate, getUTCFullYear, getUTCHours,
getUTCMinutes, getUTCMonth, getUTCSeconds, hasOwnProperty, join,
lastIndex, length, parse, prototype, push, replace, slice, stringify,
test, toJSON, toString, valueOf
*/
// Create a JSON object only if one does not already exist. We create the
// methods in a closure to avoid creating global variables.
var JSON;
if (!JSON) {
JSON = {};
}
(function () {
"use strict";
function f(n) {
// Format integers to have at least two digits.
return n < 10 ? '0' + n : n;
}
if (typeof Date.prototype.toJSON !== 'function') {
Date.prototype.toJSON = function (key) {
return isFinite(this.valueOf()) ?
this.getUTCFullYear() + '-' +
f(this.getUTCMonth() + 1) + '-' +
f(this.getUTCDate()) + 'T' +
f(this.getUTCHours()) + ':' +
f(this.getUTCMinutes()) + ':' +
f(this.getUTCSeconds()) + 'Z' : null;
};
String.prototype.toJSON =
Number.prototype.toJSON =
Boolean.prototype.toJSON = function (key) {
return this.valueOf();
};
}
var cx = /[\u0000\u00ad\u0600-\u0604\u070f\u17b4\u17b5\u200c-\u200f\u2028-\u202f\u2060-\u206f\ufeff\ufff0-\uffff]/g,
escapable = /[\\\"\x00-\x1f\x7f-\x9f\u00ad\u0600-\u0604\u070f\u17b4\u17b5\u200c-\u200f\u2028-\u202f\u2060-\u206f\ufeff\ufff0-\uffff]/g,
gap,
indent,
meta = { // table of character substitutions
'\b': '\\b',
'\t': '\\t',
'\n': '\\n',
'\f': '\\f',
'\r': '\\r',
'"' : '\\"',
'\\': '\\\\'
},
rep;
function quote(string) {
// If the string contains no control characters, no quote characters, and no
// backslash characters, then we can safely slap some quotes around it.
// Otherwise we must also replace the offending characters with safe escape
// sequences.
escapable.lastIndex = 0;
return escapable.test(string) ? '"' + string.replace(escapable, function (a) {
var c = meta[a];
return typeof c === 'string' ? c :
'\\u' + ('0000' + a.charCodeAt(0).toString(16)).slice(-4);
}) + '"' : '"' + string + '"';
}
function str(key, holder) {
// Produce a string from holder[key].
var i, // The loop counter.
k, // The member key.
v, // The member value.
length,
mind = gap,
partial,
value = holder[key];
// If the value has a toJSON method, call it to obtain a replacement value.
if (value && typeof value === 'object' &&
typeof value.toJSON === 'function') {
value = value.toJSON(key);
}
// If we were called with a replacer function, then call the replacer to
// obtain a replacement value.
if (typeof rep === 'function') {
value = rep.call(holder, key, value);
}
// What happens next depends on the value's type.
switch (typeof value) {
case 'string':
return quote(value);
case 'number':
// JSON numbers must be finite. Encode non-finite numbers as null.
return isFinite(value) ? String(value) : 'null';
case 'boolean':
case 'null':
// If the value is a boolean or null, convert it to a string. Note:
// typeof null does not produce 'null'. The case is included here in
// the remote chance that this gets fixed someday.
return String(value);
// If the type is 'object', we might be dealing with an object or an array or
// null.
case 'object':
// Due to a specification blunder in ECMAScript, typeof null is 'object',
// so watch out for that case.
if (!value) {
return 'null';
}
// Make an array to hold the partial results of stringifying this object value.
gap += indent;
partial = [];
// Is the value an array?
if (Object.prototype.toString.apply(value) === '[object Array]') {
// The value is an array. Stringify every element. Use null as a placeholder
// for non-JSON values.
length = value.length;
for (i = 0; i < length; i += 1) {
partial[i] = str(i, value) || 'null';
}
// Join all of the elements together, separated with commas, and wrap them in
// brackets.
v = partial.length === 0 ? '[]' : gap ?
'[\n' + gap + partial.join(',\n' + gap) + '\n' + mind + ']' :
'[' + partial.join(',') + ']';
gap = mind;
return v;
}
// If the replacer is an array, use it to select the members to be stringified.
if (rep && typeof rep === 'object') {
length = rep.length;
for (i = 0; i < length; i += 1) {
if (typeof rep[i] === 'string') {
k = rep[i];
v = str(k, value);
if (v) {
partial.push(quote(k) + (gap ? ': ' : ':') + v);
}
}
}
} else {
// Otherwise, iterate through all of the keys in the object.
for (k in value) {
if (Object.prototype.hasOwnProperty.call(value, k)) {
v = str(k, value);
if (v) {
partial.push(quote(k) + (gap ? ': ' : ':') + v);
}
}
}
}
// Join all of the member texts together, separated with commas,
// and wrap them in braces.
v = partial.length === 0 ? '{}' : gap ?
'{\n' + gap + partial.join(',\n' + gap) + '\n' + mind + '}' :
'{' + partial.join(',') + '}';
gap = mind;
return v;
}
}
// If the JSON object does not yet have a stringify method, give it one.
if (typeof JSON.stringify !== 'function') {
JSON.stringify = function (value, replacer, space) {
// The stringify method takes a value and an optional replacer, and an optional
// space parameter, and returns a JSON text. The replacer can be a function
// that can replace values, or an array of strings that will select the keys.
// A default replacer method can be provided. Use of the space parameter can
// produce text that is more easily readable.
var i;
gap = '';
indent = '';
// If the space parameter is a number, make an indent string containing that
// many spaces.
if (typeof space === 'number') {
for (i = 0; i < space; i += 1) {
indent += ' ';
}
// If the space parameter is a string, it will be used as the indent string.
} else if (typeof space === 'string') {
indent = space;
}
// If there is a replacer, it must be a function or an array.
// Otherwise, throw an error.
rep = replacer;
if (replacer && typeof replacer !== 'function' &&
(typeof replacer !== 'object' ||
typeof replacer.length !== 'number')) {
throw new Error('JSON.stringify');
}
// Make a fake root object containing our value under the key of ''.
// Return the result of stringifying the value.
return str('', {'': value});
};
}
// If the JSON object does not yet have a parse method, give it one.
if (typeof JSON.parse !== 'function') {
JSON.parse = function (text, reviver) {
// The parse method takes a text and an optional reviver function, and returns
// a JavaScript value if the text is a valid JSON text.
var j;
function walk(holder, key) {
// The walk method is used to recursively walk the resulting structure so
// that modifications can be made.
var k, v, value = holder[key];
if (value && typeof value === 'object') {
for (k in value) {
if (Object.prototype.hasOwnProperty.call(value, k)) {
v = walk(value, k);
if (v !== undefined) {
value[k] = v;
} else {
delete value[k];
}
}
}
}
return reviver.call(holder, key, value);
}
// Parsing happens in four stages. In the first stage, we replace certain
// Unicode characters with escape sequences. JavaScript handles many characters
// incorrectly, either silently deleting them, or treating them as line endings.
text = String(text);
cx.lastIndex = 0;
if (cx.test(text)) {
text = text.replace(cx, function (a) {
return '\\u' +
('0000' + a.charCodeAt(0).toString(16)).slice(-4);
});
}
// In the second stage, we run the text against regular expressions that look
// for non-JSON patterns. We are especially concerned with '()' and 'new'
// because they can cause invocation, and '=' because it can cause mutation.
// But just to be safe, we want to reject all unexpected forms.
// We split the second stage into 4 regexp operations in order to work around
// crippling inefficiencies in IE's and Safari's regexp engines. First we
// replace the JSON backslash pairs with '@' (a non-JSON character). Second, we
// replace all simple value tokens with ']' characters. Third, we delete all
// open brackets that follow a colon or comma or that begin the text. Finally,
// we look to see that the remaining characters are only whitespace or ']' or
// ',' or ':' or '{' or '}'. If that is so, then the text is safe for eval.
if (/^[\],:{}\s]*$/
.test(text.replace(/\\(?:["\\\/bfnrt]|u[0-9a-fA-F]{4})/g, '@')
.replace(/"[^"\\\n\r]*"|true|false|null|-?\d+(?:\.\d*)?(?:[eE][+\-]?\d+)?/g, ']')
.replace(/(?:^|:|,)(?:\s*\[)+/g, ''))) {
// In the third stage we use the eval function to compile the text into a
// JavaScript structure. The '{' operator is subject to a syntactic ambiguity
// in JavaScript: it can begin a block or an object literal. We wrap the text
// in parens to eliminate the ambiguity.
j = eval('(' + text + ')');
// In the optional fourth stage, we recursively walk the new structure, passing
// each name/value pair to a reviver function for possible transformation.
return typeof reviver === 'function' ?
walk({'': j}, '') : j;
}
// If the text is not JSON parseable, then a SyntaxError is thrown.
throw new SyntaxError('JSON.parse');
};
}
}());
/*
* ----------------------------- JSTORAGE -------------------------------------
* Simple local storage wrapper to save data on the browser side, supporting
* all major browsers - IE6+, Firefox2+, Safari4+, Chrome4+ and Opera 10.5+
*
* Copyright (c) 2010 Andris Reinman, andris.reinman@gmail.com
* Project homepage: www.jstorage.info
*
* Licensed under MIT-style license:
*
* Permission is hereby granted, free of charge, to any person obtaining a copy
* of this software and associated documentation files (the "Software"), to deal
* in the Software without restriction, including without limitation the rights
* to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
* copies of the Software, and to permit persons to whom the Software is
* furnished to do so, subject to the following conditions:
*
* THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR
* IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,
* FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE
* AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
* LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM,
* OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE
* SOFTWARE.
*/
/**
* $.jStorage
*
* USAGE:
*
* jStorage requires Prototype, MooTools or jQuery! If jQuery is used, then
* jQuery-JSON (http://code.google.com/p/jquery-json/) is also needed.
* (jQuery-JSON needs to be loaded BEFORE jStorage!)
*
* Methods:
*
* -set(key, value)
* $.jStorage.set(key, value) -> saves a value
*
* -get(key[, default])
* value = $.jStorage.get(key [, default]) ->
* retrieves value if key exists, or default if it doesn't
*
* -deleteKey(key)
* $.jStorage.deleteKey(key) -> removes a key from the storage
*
* -flush()
* $.jStorage.flush() -> clears the cache
*
* -storageObj()
* $.jStorage.storageObj() -> returns a read-ony copy of the actual storage
*
* -storageSize()
* $.jStorage.storageSize() -> returns the size of the storage in bytes
*
* -index()
* $.jStorage.index() -> returns the used keys as an array
*
* -storageAvailable()
* $.jStorage.storageAvailable() -> returns true if storage is available
*
* -reInit()
* $.jStorage.reInit() -> reloads the data from browser storage
*
* <value> can be any JSON-able value, including objects and arrays.
*
**/
(function($){
if(!$ || !($.toJSON || Object.toJSON || window.JSON)){
throw new Error("jQuery, MooTools or Prototype needs to be loaded before jStorage!");
}
var
/* This is the object, that holds the cached values */
_storage = {},
/* Actual browser storage (localStorage or globalStorage['domain']) */
_storage_service = {jStorage:"{}"},
/* DOM element for older IE versions, holds userData behavior */
_storage_elm = null,
/* How much space does the storage take */
_storage_size = 0,
/* function to encode objects to JSON strings */
json_encode = $.toJSON || Object.toJSON || (window.JSON && (JSON.encode || JSON.stringify)),
/* function to decode objects from JSON strings */
json_decode = $.evalJSON || (window.JSON && (JSON.decode || JSON.parse)) || function(str){
return String(str).evalJSON();
},
/* which backend is currently used */
_backend = false,
/**
* XML encoding and decoding as XML nodes can't be JSON'ized
* XML nodes are encoded and decoded if the node is the value to be saved
* but not if it's as a property of another object
* Eg. -
* $.jStorage.set("key", xmlNode); // IS OK
* $.jStorage.set("key", {xml: xmlNode}); // NOT OK
*/
_XMLService = {
/**
* Validates a XML node to be XML
* based on jQuery.isXML function
*/
isXML: function(elm){
var documentElement = (elm ? elm.ownerDocument || elm : 0).documentElement;
return documentElement ? documentElement.nodeName !== "HTML" : false;
},
/**
* Encodes a XML node to string
* based on http://www.mercurytide.co.uk/news/article/issues-when-working-ajax/
*/
encode: function(xmlNode) {
if(!this.isXML(xmlNode)){
return false;
}
try{ // Mozilla, Webkit, Opera
return new XMLSerializer().serializeToString(xmlNode);
}catch(E1) {
try { // IE
return xmlNode.xml;
}catch(E2){}
}
return false;
},
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|<html><a rel="license" href="http://creativecommons.org/licenses/by-nc-sa/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-sa/3.0/80x15.png" /></a><br /><span xmlns:dct="http://purl.org/dc/terms/" property="dct:title">Mentalization-Based Treatment for Families</span> by <a xmlns:cc="http://creativecommons.org/ns#" href="http://mbtf.tiddlyspace.com/" property="cc:attributionName" rel="cc:attributionURL">Peter Fonagy, Laurel Williams, Pasco Fearon, Eia Asen, Efrain Bleiberg, Mary Target, Jacquie McGregor, Ellen Safier, Nick Midgely, Dickon Bevington</a> is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-sa/3.0/">Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License</a>.<br />Permissions beyond the scope of this license may be available at <a xmlns:cc="http://creativecommons.org/ns#" href="www.annafreud.org" rel="cc:morePermissions">www.annafreud.org</a>.</html>|
The software that this manual is written in is called TiddlyWiki. All written content (''other than the TiddlyWiki software, which is licensed separately'') is the copyright of the [[Authors]].
It is released under a @@[[Creative Commons Licence|http://creativecommons.org/licenses/by-nc-sa/3.0/]]@@ that restricts its use, so that:
!Sharing and distribution
The original version may be viewed, shared and distributed freely so long as:
!Attribution
Proper attribution of the [[Authors]] must always be maintained
!Commercial use
No commercial use is allowed
!Derivative versions
Derivative versions may be created, so long as they are distributed according to the same terms, and the original authorship is acknowledged. (This is relevant if a local team makes an adapted local version of the MBT-F manual.)
!Variations:
Any use outside the terms of this license must be agreed in writing beforehand with the copyright holders.
!Part 1. Introducing the session
The therapist explains //"I want to invite a colleague in to help for a part of this session. This person punctuates our work for a number of reasons..."//
>1. //"Just as, in our work together we have often tried to ''Pause and Look Back'' over particular episodes that happen in sessions (or that you tell me have happened during the week), so inviting this colleague in now is really a way to help us do the same thing: to ''Pause and Look Back'' over our work in these sessions...."//
>2. //"We find that having a colleague in the room for a little time can help me (and you) to think clearly and to get new perspectives about the work we have done."//
>3. //"In particular we are interested in making sure that we are best prepared for the las tpart of the session, which is when we plan for the future after the consulting colleague has left..."//
!Part 2. Looking Back
Consultant invited in
!!!Consultant Stance:
(i) The consultant is there to raise questions and help the therapist to mentalize in the presence of the family.
(ii) The consultant only addresses questions to the therapist, not the family.
(ii) The consultant strives to elicit curiosity (mentalizing) in the family about these questions.
(iii) The consultant is //not// there to offer understandings or comments, unless these are phrased as questions... ("I wonder if...")
!!!Consultant Practice:
Consultant asks the therapist and family members simple questions:
>//1. "Are we confident that the family know why I'm here today?"// (Here we are modelling the fragility of our own mentalizing and the usefulness of trusted relationships in helping to sustain this)
>//2. "Can you tell me about what you have been doing - what are the most important areas you have covered in the sessions?"//
>//3. "What do you think the family members would make of what you have described? Who would agree with what, and who would have additional or differnt things to say?"//
>//4. "Can you check this out with the family members?"//
>//5. "So What do you make of their responses?"//
>//6. "And where does this now take you?"//
!Part 3. Looking Ahead: Staying on track and Spotting trouble ahead
This section identified for planning forwards- ideas...
the family can observe their therapist explaining the the story of the family and the consultant re-telling it
!~Mentalization-Based Family Therapy
This is the former name for [[MBT-F]] and is no longer in usage, although you will see reference to it through the manual as we slowly alter all the references.
We recommend that at the outset a contract, or ‘care plan’, is made for 6 sessions, with the sixth being a designated review session [[MBFTSession6Review]]. See [[MBFT-Core4 - Formulating and Planning]] for advice on the natural and implicit tension between this function and the principle of using the MBFT Loop ([[MBFT-Core3 - Loop]]).
The assumption is that for a large proportion of families six sessions will be adequate, but up to a further 6 sessions can be agreed at the Review session.
Following this, treatment is ended (see [[MBFTSessionFinal]]) and, after a 3 month break, up to three [[MBFTSessionTop-ups]] are available on-demand (though these would have to be booked and families should understand that they may have to wait for such sessions) in the year after finishing the main treatment block.
!A care plan is recorded:
Copy to be given to the family when they next attend.
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!!!The ingredients of this ‘contract’ or ‘care plan’ should be as follows:
- a brief description of the treatment model
- a commitment by each participant (family and therapist) to participate collaboratively in the therapy, including that families should inform the therapist if they cannot attend a treatment session
- number and duration of treatment (6 sessions, 1 hour, in weekly / fortnightly intervals)
- review session after 6 sessions
- family is asked to agree to complete initial [[MBFT-Outcome measures]] (another of the [[MBT-F MustHaves) as requested by the treatment team, at the end of treatment and once thereafter, so that the therapist and colleagues can review how much families are being helped by the treatment.
In the therapy room the chairs are set up in a circle and the therapist invites the family to “sit where you like”. The therapist may, or may not, want to pre-determine where he sits and (in the latter scenario) ‘mark’ his chair with case notes. However, the therapist should not sit ‘opposite’ the family which usually makes joining the family more difficult.
The therapist’s task is to make each family member feel at ease and to find out who is who.
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!!!The initial phase of introductions is structured as follows:
Turning to the parent(s), the therapist says: “Thank you for coming here. I can see there are 5 (2, 3, 4 etc) of you here. I have not met any of you before in person so it would be good to find out who everyone is. The way I like doing this is to get each person not to say who //they// are, but who the //person next to them// is., and also to say a few words about that person. Usually I like to start with the youngest person in the room – ''is that o.k., parents?''”
Obtaining parental consent for this unusual opening is important – and it is almost always given. The purpose of this opening is to set a relationship frame from the very outset, by introducing another person. In this way each family member (or ‘relevant other’) describes also a relationship. It is also usually a light-hearted way of beginning, with family members searching for the ‘right’ descriptions, not infrequently prompting laughter or surprise. Some of the emerging information can be picked up later by the therapist. At this stage, however, the therapist just listens.
Starting with the youngest person is a statement that everyone’s voice needs to be heard and it indirectly challenges the assumptions that the adults know best or do have privileged information. Furthermore, it includes children from the very beginning in therapy.
After obtaining parental consent, the therapist turns to the youngest person in the room (or if this is not obvious, asks who that is) and says: “Tell me, who is the person who is sitting next to you? Can you say something about that person?” When a child is unwilling or unable to talk, the therapist may ask another family member to imagine what the child would have said if s/he had spoken. The therapist can then check with the child, by inviting her to nod or shake her head, whether that person “got it right”. Once the introductions are made, the therapist can ask: “is there anyone else not here who is important – how would you introduce this person?”
There are many ways in which to explain the MBT-F approach, and the therapist will need to use her judgement to determine where to "pitch" this. Some families appreciate a brief explanation of the theory, and for some explicit PsychoEducation about [[Mentalization]] is helpful. For others something more general ist the enough, and explanation of the method is better given alongside "real-time" examples:
>//"Did you notice that I interrupted you just then? I am sorry, I didn't mean to be rude, and in fact this is one of the things you will notice about how I work... If I don't understand something clearly I am afraid I will tend to ask people to stop and help me get things clearer in my mind - because it is hard to ''really'' understand people, especially when feelings are running high..."//
!Some Examples:
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Often, explanation of the model is best given in small pieces, explaining "why I just did that" rather than offering a long theoretical explanation of "our model of treatment":
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Explaining the use of Humour as part of the method:
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!A possible "script" for explaining the work:
>//“The family work we do here is there to help you with the problems and issues that have brought you here. We have found that when families come here, they have often been living with quite a bit of stress. When you are under stress, it can be hard to think clearly about what one should or should not do.
We find that when there is a lot of pressure that some families shut down their thoughts and feelings and that they get involved in mindless or automatic routines. Sometimes the feelings are so overwhelming that there is no place for thinking.
This work aims to get thoughts and feelings back on-line.
Sometimes we will all need to pause, or I will have to interrupt, to see whether we have got the right perspective on things, to understand where people are coming from or what is going on in other people. This is what we try to help families with.”//
!Explaining and apologising for interrupting
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See also PsychoEducation which gathers material that illustrates more explicitly the psychoeducational goal that runs throughout MBFT, with a view to improving the mentalizing capacity between family members. This promotes the notion of the [[THERAPEUTIC BARGAIN]], recognising that in some senses the family is having risk giving things up in the hope of other gains.
It is helpful to introduce this topic early - preferably followed immediately by inviting members to sign the video consent form (see [[Consent to Video Sessions]]). The discussion of video can actually help in the explanation of what is mentalizing:
>//"Just as watching yourself, or the family, on video can sometimes throw up new views, new perspectives, becaue you are looking at yourselves from a different viewpoint, so we are interested in helping family members to see each other, and familiar events in a new way that gives us space to think about them."//
The next phase of the first session concerns itself with what has brought the family to therapy. Again, it is most useful to ''start by asking the //youngest// person in the room to say why s/he thinks the family came''.
The therapist observes closely the non-verbal communications of other family members and, if he notices specific dynamics, may already consider employing the [[MBFT-Core3 - Loop]] (for example, if there are many interruptions as one person attempts to talk. It is not the therapist’s task to stop or prohibit interruptions, but to draw attention to this process and to get the family members to reflect on this).
However, often it is best to hear the ‘problem’ definition from each family member, finishing with the mother or father.
!!@@color(red):(a) Focus on personal wishes/desires for therapy outcomes:@@
What is important during this phase is to identify some personal wish or desire on the part of each person, e.g.
//“so is there anything you want – or you don’t want – that has to do with your family?”//
This could be specified via a questions such as:
//“would like to have more fun with your son?”//
!!@@color(red):(b) Focus on Relationship context:@@
Once all family members have spoken about the ‘reason for coming’, the therapist can ask various members:
//“so what do you make of what your father / mother / son / daughter has said - do you agree, do you see it the same way?”//
See also [[Challenging the use of the pronoun "We"]] and [[Dealing with accusations of lying]].
!!@@color(red):(c) Focus on context and history of SYMPTOMS:@@
When discussing the emergence of the presenting problem(s), which should form an important (if not the major) part of the first session, one might focus on the nature and emergence of the troubling ''symptoms''; their contextual //characteristics// and// fluctuations// - that very day, and recently; each family member’s attempts to deal with the symptomatology; each family member’s understanding of the problem; the effects of the symptoms on family and others; the outside help sought to date and previous treatment(s). The therapist should also focus on the "exceptions" to the symptoms, namely ''when they were mild or absent'' and each family member is asked to describe what happened and what each did and thought when "things were better".
The first session is left fairly open in respect of the agenda - it is important for the family to feel that they are heard "as things are", in a non-judgemental way, rather than being pushed through a series of programmed activities. It may be possible for the therapist to give an outline of the model of MBFT (see below) after clarifying the problem(s), but if not this will have to be held over to the second session. Before the end of the first session the therapist will thus outline a few of the remaining "must-do" tasks that will need to be achieved in the next session - these will include (if necessary) more material on:
!!!What MBFT is.
A clear explanation of the rationale for MBFT and its basic theoretical stance is important:
//“The first and most important way we try to help families work through problems like this is to help family members to communicate more effectively and accurately with each other about what each other is thinking and feeling.”// See [[MBFT Session 1.2 - Therapist explains the approach]] for further suggestions.
!!!The structure of the therapy.
See [[MBFT-Timeline]]
!!!Its effectiveness.
!!!More formal information-gathering
Including some games (story stems, etc) that will help to explain (and incidentally assess) the notion of/capacity for mentalization in family members.
!!!The drawing up of a ‘working contract’
Note this is a //collaborative exercise// and forms the ‘[[MBFT Care plan]]’.
A game to help families 'mentalize the moment'. The protocol given here was devised by a young person who gave their permission to share it.
You will need:
Wipe clean, large thought bubbles (laminate paper/card cut outs)
Whiteboard pens
Timer
Protocol for game in here...
This game can also link into 'generalize and consider change'
!AFC team:
The AFC team has designed its own [[MBT-F Checklist for AFC practitioners]]
!General Checklist:
[_] First telephone contact (see [[MBFT-Telephone contact prior to the 1st appt.]])
[_] Agree who is coming ([[MBFT-Consider who should be invited to attend the first session]])
[_] Date and Time agreed (if necesary with letter: [[MBFT-ingredients of the introductory letter]])
[_] Room booked
[_] Referrer informed - check letter sent.
[_] Make sure you have a video consent form for the session ([[Consent to Video Sessions]])
[_] read through [[Preparation before first session]] and [[MBFTSession1]] to prepare for the session.
This is further outlined in [[MBFTSession2-5]], which are the 'standard' MBFT sessions.
The therapist may add some item(s) too, possibly explaining briefly the reasons for doing so, though if the family draws a blank at such suggestions the therapist will preferably ask the family members if they think these could be relevant and explain his/her reasons for doing so. It is important to maintain the family's sense of self-efficacy rather than seek to replace it with professional experrtise.
The therapist has the following tasks, which are included in the [[MBT-F MustHaves]]:
#[_] The [[MBFT Care plan]] must be written down to be given to the family when they next attend - see [[MBFT-Core4 - Formulating and Planning]] for advice.
#[_] The [[MBFT-Outcome measures - initial]] must be completed.
#[_] The agreed [[Risk assessment]] must be completed.
#[_] The signed [[Consent to Video Sessions]] should be filed.
The family identifies and agrees on the focus and the issue or problem identified and which should have emerged from either
#The homework
#From the family’s description of the last week
#From an issue emerging in the ‘here and now’, as observed by the therapist and using the ‘[[MBFT-Core3 - Loop]]’.
[_] Check Room bookings
[_] Read through previous session's Notes and check the [[MBFT Care plan]]
[_] Make basic plan for next session - see [[MBFT-Core4 - Formulating and Planning]].
[_] Arrange video, including check of relevant CONSENT ([[Consent to Video Sessions]]) if required
See [[MBFTSession2-5]] for details of these sessions
Interventions ''need to be built around the ‘problem example’ and relate to it directly''. See [[MBFT-2-Selecting a pertinent problem example]].
The menu of MBFT interventions is presented in [[MBT-F Techniques]].
[_] Book an extra team member as "consultant colleague" for the 6th session review.
[_] Check Patient Notes and the [[MBFT Care plan]] to review the agreed goals.
See [[MBFTSession6Review]] for session details
It is important that there is a reflective space ''in each session'' to gather what everyone thought and felt about the intervention:
#what was learnt about the problem example specifically
#and what was learnt about the //underlying// issues, more broadly.
This is a re-statement of the [[Checking]] step within the [[MBFT-Core3 - Loop]]
[_] Remind about three [[MBFTSessionTop-ups]] available within one year of last session.
[_] End of therapy [[MBFT-Outcome measures - final]]
Homework tasks have the purpose to keep the momentum of change going in between sessions. As such they are a continuation of a theme that has emerged in a session and should be developed jointly between therapist and family members. An example might be [[MBFT-Experimenting with therapeutic arguments]].
!Feedback on homework
If a homework task has been set, then it is important to discuss the feedback in the subsequent session, including the reasons as to why it may not have been carried out. ''This is not done in a didactic or admonishing style, but from a stance of genuine interest and curiosity.''
In this scenario the therapist takes the stance that if the family has not carried out the task that this was ‘for a good reason’, rather than seeing this inevitably as a sign of ‘resistance’. On occasion the therapist may ask the family to consider doing the task in the session. ''The therapist should not start sessions by reminding the family about the task'' (which would interfere with the family members setting the agenda), but ''wait for the family to refer to it and, if this does not occur, wonder at some point later in the session as to whether the family had thought it useful to carry out the task'' and then to review with the family what the task was and why it was chosen and what it aimed to achieve.
[_] Write to referrer to inform of end of therapy
[_] Restate offer of three [[MBFTSessionTop-ups]]
[_] Check that [[MBFT-Outcome measures - final]] have been completed
Once the therapist has come up with a formulation (based on a working hypothesis), s/he should tentatively share this with the family. Below the video and diagrams is a worked example, based on a fictionalised case recorded at [[MBFT-Generating hypotheses - clinical example]].
!!Why share your hypotheses/formulation?
The prefacing of sharing the formulation is important, ''so as not to over-emphasise the expertise of the therapist which might implicitly disqualify family members''.
It is therefore important to attribute specific aspects of the formulation to individual members (“and I formed this view based on what your son / mother said…”).
When introducing the formulation, it is useful to say something like: “I have been trying to make sense of what you have all said, and I am not sure that I’ve got this right… but it occurred to me that perhaps…..”
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!A structure for Mentalized formulations:
<<image [[MzFormulationPicture]] width:600 height:400>>
<<image [[ReciprocalLossOfMz_pic]] width:600 height:400>>
!A worked example
This is illustrated using material from [[MBFT-Generating hypotheses - clinical example]]. Check the history before reading further on this page...
!1. Prioritising
In order to prioritise among the mentalizing problems we began by ''focusing on the items that were marked or definitely present'' (whilst continuing to bear in mind the others where appropriate).
Of these, all but one appeared to be directly related to the target problem.
Item 2 for father was perhaps less immediately related to the target problem, so we chose to keep this in mind, but not make it a central part of the formulation that we would share with the family. All of the selected problems appeared to be amenable to intervention through the use of the techniques described in detail in a later section. Our next task was then to put together a formulation that we could share with the family. We describe below the steps we took to start to look at this family from a mentalizing perspective. We utilize this perspective when we are starting to fill out the mentalizing formulation grid, and when considering which specific interventions may help this particular family.
!2. Focusing on Strengths:
The parents were clearly concerned about their son and wanted to support him and help makes things work better in the family. Also, the boy seemed to take what his parents said about him very seriously (otherwise he wouldn’t get angry), and he seemed to have a clear understanding of the differences between his and their point of view and was able to express his difference in opinion openly. The therapist might say something like “I was really impressed by how close a family you are. Mr and Mrs X, it seemed to me right away that you are worried about your son and you are really committed to supporting him and trying to make things better. Jon, you also are someone who comes across as having strong feelings about the situation and that you take what your parents say very seriously, you care about what they say and sometimes that means you get annoyed with them if you don’t agree about something. I was actually really impressed that you were able to say what you feel quite clearly, because that’s really important”.
!3.Acknowledging Difficulties:
The main difficulties that one might focus on are:
#the son’s difficulties with seeing the effects of his actions on others and lack of flexibility in thinking and considering alternatives
#the mother’s intrusion into her son’s mind and
#the father’s not being able to see how one thing has led to another (the effects of his trying to please everyone, showing sympathy to son, agreeing passively with mother).
The therapist might summarise this by saying:
>//“Perhaps the main difficulty at the moment is that as a family you are finding it hard to communicate successfully about how everyone is feeling. Jon, when you get angry I was wondering whether maybe it’s hard to stop and think about how difficult it can be for your mother and father to say or do what you’d like them to. So they end up feeling a bit lost. That’s often what happens when we get angry, it becomes difficult to stop and think or try to work things out.”//
!4. Allowing time for "metabolism":
Here the therapist might wish to pause, to get some initial feedback and to allow family members to ‘metabolise’ the intervention.
!5. Next steps:
This can then be followed with the next segment of the intervention.
>//“Mrs X, you come across as someone who has been trying really hard to understand Jon’s point of view because that’s what he seems to be asking you to do and you’re worried about him as well. Do you think it is at all possible that are trying so hard actually might make it confusing for Jon because he doesn’t get enough practice at saying exactly for himself what it is that’s bothering him?”//
!!6. Pause to metabolise...
Again, it might be advisable to pause, inviting comments and reflections, before proceeding to the last part of the intervention.
!!7. Next steps...
>//“And I think Mr. X clearly is trying very hard to help Jon and Mrs X, but do you sometimes feel a bit caught in the middle. I could imagine that might make it quite difficult to work out what you think about the problem or what you think should be done”.//
!!8. Linking back to the target problem.
The working hypothesis suggest that the target problem is related to the child feeling misunderstood and his episodes of tantrum seem linked to is inability to express his feelings. Therefore the formulation to the family needs to focus on the way that the family helps each other to feel understood. The therapist notes that the child often gets angry when he disagrees with something that someone else has said about what he thinks or feels. The therapist also notes that the child finds it hard to express what he thinks or feels and the parents find it hard to help him express himself and end up giving too much help. The therapist may address the problem also from a developmental standpoint, emphasizing how families have to adjust to the growing mental independence of adolescents and understanding that they might actually know less about the child’s thinking than they had done in previous phases of the child’s development.
The therapist might go on to say more (but probably delivering this piece with one or two more pauses during which he invites comments and reflection):
>//“when a family is under strain, these sorts of problems are quite common because often it’s hard to find the time or energy to really sit down and work things through, particularly when feelings are running quite high. I was wondering whether one way of thinking about this situation is that Jon gets angry because he feels a bit misunderstood sometimes and that Mr and Mrs X you have been trying very hard to help him and making lots of suggestions. But of course it’s impossible to always get it right, and Jon gets angry when you don’t. When he gets angry he can’t explain to you what’s bothering him and when you try hard to work out what’s bothering him he doesn’t get a proper chance to think through and explain to you exactly what’s on his mind. That’s a bit like a vicious circle. Understanding what children are thinking can often be particularly difficult as children get older, especially when they are moving to upper school and approaching adolescence. It’s a time when children often want more independence and to be treated more like an adult”.//
!!9. Linking the formulation to the proposed intervention.
See [[MBFT Session 1.2 - Therapist explains the approach]] for videos about explaining the approach in //general terms//. The therapist explains that these difficulties can be overcome by working together on helping the child to develop ways to communicate his feelings and feel less vulnerable that these may be ignored or misunderstanding and helping the child to feel a sense of autonomy and independence. The therapist might say
>//“The work that we do is all about helping families in times of stress to communicate with each other and to help children express what they think and feel. What we would try to do is….”//
The therapist summarises aspects of the session and considers the pros and cons of [[MBFT-5-Setting and reviewing a homework task]].
S/he invites some brief feedback from family members and then says goodbye individually to each family member.
#[_] Room Booking
#[_] Check through past notes to recall prominent themes (identified at the [[Notice and Name]] step of the [[MBFT-Core3 - Loop]]) and examples of [[Fillers]] - to be alert for these at the session.
[[Questions to ask in assessing Mentalization]] includes a Mentalizing checklist, and there is other tagged material here that describes features that may be present or absent according to the quality of mentalizing present in an individual or family. There are also questions that are used to ELICIT mentalizing ([[MBFT-Questions to elicit Mentalization]]) which may be used //therapeutically// or as part of the assessment.
Click the [[Show references and info]] panel to reveal sub-topics under this heading.
!Assessment of Mentalizing requires focus on BOTH strengths and difficulties:
[[Mentalizing strengths|Components of Impaired Mentalizing]] and [[Mentalizing difficulties|Components of Successful Mentalizing]] must be balanced in making a proper assessment of the tasks with the family.
Mentalizing is not a property that is either present or not-present, but an interactional pattern or quality that waxes and wanes in relation to contextual factors such as the prevailing affect in a given situation, prior stresses, physical health needs, etc, etc.
!Brain-scanning:
*Each family member is provided with a large piece of paper with a diagram of a cross section of an adapted human brain, containing more than 10 larger and smaller ‘ventricles’ (holes).
*Father is told, for example, //“imagine this is you daughter’s brain or mind…put in the holes all the thoughts and feelings you think she has ''at the moment''… put the big feelings and thought in the big ventricles – and the smaller ones, or secret ones, in the smaller holes”//
*The mother can be given the same task – and the daughter Mary could be asked to imagine how her mother might ‘see’ Mary’s mind-brain.
*When everyone has completed the task (5 minutes), the three different ‘brain scans’ can be displayed on a wall and be compared.
*This can be followed by a discussion about ''how accurately'' each family member can read the mental states of others. This task has many different variations, including speculating about how the mind-brain might have looked like before a specific event, or how it might or should look in 6 months’ time.
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!Body scanning
*This is another way of externalising feelings and thoughts.
*Each family member can in turn lie on a piece of lining wall paper, with one of them drawing the external body contours.
*People can then place, with differently coloured pens, mark where on their body they experience specific feelings and accompanying thoughts.
*This can then be discussed. Alternatively, family members can speculate where the other might experience strong emotions and to talk about contexts within which these occur.
This task is designed to help parents to support their child in thinking about alternative ways of thinking about important situations and experiences in their life. The idea is that the therapist models finding alternatives and then progressively hands over the task to parents, during the session or between sessions.
*The therapist picks a problematic situation that the child has described
*Then tries to think of as many alternative ways of interpreting it as possible.
*For each one the child gives it a number between 1 and 10 for how plausible that alternative might be.
''Note:'' A critical element here is that the therapist is not trying to persuade the child of a different alternative. The task is about brainstorming lots of possibilities and letting the child decide whether any of them are interesting or worth checking out.
This is a tag to link multiple Care plans developed for //different specific modalities// together (such as MBFT, medication, education, housing, individual work, etc).
If you are using a single modality version of this manual (e.g. MBFT alone) then this is not relevant for you.
Start by reading
* [[When to do an individual Child-focused Intervention]] and
* [[Setting up a child-focussed intervention]];
There are a range of other techniques and activities that may be relevant - click the [[Show references and info]] panel to reveal sub-topics under this heading.
!With or without parents?
Not all "child-focused techniques and activities" need to be carried out with JUST the child present - it may also be helpful to have the parents present in an observing capacity (//monitoring the child's mental state from a different perspective compared to normal day-to-day interactions//).
Boundary-setting will be important in these situations - see [[Setting up a child-focussed intervention]]
!Options:
There are a considerable number of choices. What people understand by ‘family’ varies a great deal and is determined by idiosyncratic and cultural experiences and assumptions.
#Inviting only the caregivers,
#The caregivers and the referrer,
#The ‘whole’ family
#...and/or include significant others.
!What is appropriate?
*It is not up to the therapist to define what s/he regards as the appropriate ‘treatment system’ ...but instead to get ‘them’ to make that decision.
*Clearly this involves reflective process and thus raises the issue of pre-session contact which can be made via letter or telephone, or both.
!Letters
Letters should be addressed to all the adults in the household and to adolescents, from the age of 16 onwards and possibly younger. The [[MBFT-ingredients of the introductory letter]] are provided.
!Telephone
During the inital [[MBFT-Telephone contact prior to the 1st appt.]] the therapist should consider advantages and disadvantages of different combinations and permutations. The therapist can be explicit about these disadvantages, referring to previous experiences with (un-named) families.
!Separated parents
This format does also apply for families where the parents are separated – considering the pros and cons of involving the non-resident parent. In this scenario an additional initial meeting is arranged for both the parents without the child, but not necessarily without any new partners, in order to identify specific treatment goals for each parent with the children in each household, and to obtain parental agreement with the therapeutic goals, methods and strategies. See [[Separated/Divorced parents still in conflict]].
!The ‘person context’
Who is to attend and who is not? This is negotiated for each subsequent session, and requires that there is discussion again about the ‘pros’ and ‘cons’ of having the ‘whole’ family present, or whether it might be more useful to see, for example, the parents and the child //separately// for part of one or more sessions.
''It is not the therapist’s task to define the person context, but to enable family members to reflect on options and for them to make the actual decisions.''
This does not prevent the therapist from inquiring as to how and why such decisions are made. Meetings with individuals or only the parental couple can provide an opportunity to clarify where there are different points of view, or to discuss issues which parents do not consider to be appropriate to be discussed (at least initially) in front of the children. It is possible to dedicate individual sessions to practical aspects of mentalizing that seem to present a particular problem for one person in the family that they might find difficult to do in front of others. However, it is of great importance to have ongoing reflection amongst all members on what constitutes the ‘treatment system’ and how different information and different processes emerging in separate settings can be integrated.
Type the text for 'New Tiddler'
!RATIONALE
During the assessment and intervention stages of MBFT therapy specific //Core MBFT manoeuvres// are the primary skills that the therapist needs:
*To flesh out their understanding of the mentalizing capabilities within the family
*To assist the family in improving their understanding of mentalizing and the role it plays in family relationships.
*To improve the family memers' capacity to mentalize about each other.
!!!!The heart of good mentalizing:
>//Is not so much the capacity to always accurately read one’s own or another’s inner states, but rather a way of approaching relationships that reflects ''an expectation that one’s own thinking and feeling may be enlightened, enriched, and changed by learning about the mental states of other people.'' In this respect, ''mentalizing is as much an attitude as it is a skill'', an attitude which is inquiring and respectful of other people’s mental states, aware of the limits of one’s knowledge of others and reflects a view that understanding the feelings of others is important for maintaining healthy and mutually rewarding relationships.//
This stance is the ultimate foundation of the approach that the therapist tries to demonstrate and thereby encourage.
!FOUR COMPONENTS OF THE STANCE:
<<image [[MentalizingStanceTablePic]] width:600 height:400>>
!!@@color(grey):1. The Inquisitive Stance: @@
The hallmark of this is a constant affirmation of the value of Mentalization, maintained via an inquiring, respectful, curious, and tentative stance.
The stance a mentalizing therapist needs to acquire and display is one which is inquiring and respectful of other people’s mental states. Systemic therapists also refer to this position as one of ‘curiosity’ (Cecchin 1993), though MBFT particularly emphasises that it is important for therapists to reflect a view that understanding the feelings of others is important, including what those feelings might be and what thoughts, meanings and related experiences are attached to them.
The implication in this is that the therapist needs to be actively promoting and provoking an interest and measured enthusiasm about MENTAL STATES, and value of learning about them. Thus the therapist may say:
>//“This is interesting, I wonder Sally what it feels like for you when your dad does x?” “Let me see if I got this right: are you saying that when your dad does x that makes you feel y, and you think to yourself z?” If the therapist wants to share a hypothesis about what someone might be feeling, he or she qualifies this by saying “I’m not sure I’ve got this right, so please tell me, but I was wondering whether Sally might feel x, is that right Sally?”//
The inquisitive stance is particularly obvious in what may be termed "[[Colombo style curiosity]]".
The inquisitive stance allows for a confident "//not-knowing"// - on the basis that it is through coming to understand the things that I //misunderstand// I am most likely to achieve real understanding:
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Thoughts on the therapist's physical posture:
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!!@@color(grey):2. Holding the Balance@@
Multiple balances must be held through the session - so that the therapist must try to maintain some awareness to what is not being addressed, as much as what is being addressed, and to apply corrective actions to hold that balance.
Here the balance is ''between observance of natural interactions and intervening to promote change'':
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It is the therapist’s task to help the family make sense of what feelings are experienced by each family member, as well as highlighting the ways in which miscommunication or misunderstanding (or lack of understanding) of these feelings leads to interactions that maintain family problems. In practice, this requires the therapist to strike a very careful balance between allowing the family to interact ‘naturally’, or indeed actively eliciting habitual and ‘natural’ family interactions around problematic issues, as well as being directive and intervening at critical moments too.
Mentalizing therapies require ''a balance of affective and cognitive engagement'' from the participants; with families where there is LOW affect in the therapy room, [[Heating up and Monitoring Arousal]] may be required. With families who tend towards explosive affect the counter techniques of [[Simmering Down]] and methods of dealing with [[Affect storms]] are helpful.
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!!@@color(grey):3. Intervening to terminate non-mentalizing interactions.@@
The MFBT model presumes that non-mentalizing interactions are unlikely to produce significant changes in family interactions, so simply allowing these interactions to occur is unlikely to be therapeutic.
Once the therapist has:
*A clear idea of the nature of the core mentalizing problems
*A good example of such an interaction to work with
The therapist
*Intervenes and shifts attention away from //"preferred non-mentalizing narratives"// (or "[[Fillers]]" for short)
*The practical application of this intervening is explained in greater depth in the [[MBFT-Core3 - Loop]].
*The overarching aim is to highlight the missing perspective for each person in the family that leads to the behaviour of others not being fully understood. It is the therapist’s task is to help create new and different perspectives.
In this example the therapist goes on towards [[Noticing and Naming]] (part of the "[[Mentalizing Loop]]".
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!!@@color(grey):4 Highlighting and reinforcing Positive Mentalizing@@
The therapist aims to deepen people’s ability to connect feelings, thoughts and intentions, and in order to do so:
*Searches actively for examples (or episodes) of good mentalization
*Positively connotes these
*Enlarges upon them
>//“When you did x, I was very impressed by how you each tried to get your heads around this…. Father, you did x; mother, you did y; Johnny you did….”//
Here the therapist "grabs the chance" to illustrate that small shifts in thinking styles, towards more mentalizing styles, and takes the opportunity to point them out, apologizing for interrupting the flow, but using this to validate and positively appraise this thinking style //in real time//...
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Here the therapist uses a game of role-swapping [[MBFT-‘Inverted roles’]] to stimulate mentalizing, and then describes and positively connotes what she has seen:
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Phrases like //"he never..." "he always..."// suggest a certainty that is likely to derive from [[Psychic equivalence]]. The therapist validates the //reality// of these feeling/thinking states, and their //understandability//, but then notices and appraises the beginnings of positive mentalizing, which encourages more of this, taking the conversation in a different direction:
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The skills of a MBFT clinician are essentially no different from those employed by any therapist working with other psychological approaches, apart from the specific focus on mentalizing and affective states:
!!!!To show warmth and respect for each family member
!!!!To be inclusive of all family members
!!!!To identify and highlight strengths, including in the area of mentalizing
!!!!To aim for more ‘positives’ between family members (as they define it)
!!!!To encourage family interaction in session
!!!!To avoid blame and to (re-)frame current situation as the family’s best and most sincere efforts to adapt to their circumstances and experiences
!!!!To positively connote the attempts and role of each family member
!!!!To refocus family members repeatedly if they ‘wander’
!!!!To provide clear time boundaries - 60 minutes per session
!!!!To speak with confidence about MBFT and its aims
!!!!To help family members to understand that participation in the therapy, during or between sessions, is entirely their choice
The MBFT - Loop is a major tool for devising mentalization-based interventions. It provides a framework for connecting the therapist’s ''observations of family interaction patterns'' with ''underlying feeling states and related thoughts''.
Furthermore, it helps family members to experiment with new behaviours and actions.
<<image [[MentalizingLoopPic]] width:600 height:400>>
!3 Steps and 3 Checks:
!!!Step 1. [[Notice and Name]]
>[[Checking]] - //"Is what I noticed, and the way it may link to what happens at home, what you guys see, too?"//
!!!Step 2. [[Mentalize the Moment]]
>[[Checking]] ''again'' - //"So do we think we have got an accurate enough understanding of this pattern...?")//
!!!Step 3. [[Generalize (and Consider Change)]]
>[[Checking]] ''again'' - //"So where are things now?"//
!!!The MBFT Loop is a ''framework'' which:
*Allows therapists to structure sessions, or at least parts of sessions.
*Encourages mentalizing, providing a ‘route map’ which can be followed.
As indicated in [[MBT-F Sessions]], ''it is not always necessary or even desirable always to take each step one after the other'', but for the less experienced therapist it may at the outset helpful to do so, whereas more experienced clinicians may at times wish to ‘skip’ a few steps.
!A Spiral, not a Cycle
These steps are not a simple cycle, but are better conceived of as a SPIRAL; return to a "previous" step, is never quite the same, as this can only occur in the context of shared experiences and learning //that were not present at the 'first pass'//. So these are not merely linear steps which need to be taken in a prescribed order, but they are looped. Hence our attempt to represent the model as a spiral. It is possible to skip a few steps, or move across to another ‘step’, as well as going back to an earlier one.
At each or any step it is possible to use specific mentalizing techniques (see [[MBT-F Techniques]]) which aim to generate specific mentalization processes in family members.
So whilst in order to explain the usefulness of the MBFT Loop, the model is presented here in a linear fashion, starting from how the therapist uses his process observation(s) of intra-family interactions and/or communication exchanges and how he feeds this back to the family, in an attempt to create reflexive process in each family member, the practice is much more fluid and allowing of the creative use of links.
!An implicit tension
There is a natural tension between:
*The [[MBFT-Core3 - Loop]] which arises spontaneously according to material that the family bring to each session.
*The need for structured, hypothesis-driven intervention that prioritises those non-mentalizing patterns ([[Fillers]]) //that offer the greatest therapeutic gain.//
!Formulating and Planning - The therapist's Homework:
We expect MBFT therapists to develop an ongoing formulation - or set of hypotheses - about strengths and difficulties that the family has with mentalizing, and how these are implicated in the relationship difficulties that they present with.
This hypothesising is obviously an ongoing process. While we often set the family [[MBFT-Inter-session activities and tasks]], the process of reviewing and renewing of hypotheses, is the equivalent inter-session task for the MBFT therapist.
The value of our hypotheses is in their capacity to shape plans for the next session. A Session Plan will not be comprehensive, but more //a clear decision that one or other particular non-mentalizing interaction shows promise of therapeutic gain//, and consideration as to how progress might be achieved in that area.
Clinical example: [[MBFT-Generating hypotheses - clinical example]]
!More implicit tensions
Having a plan for a session will often conflict with material that a famiy brings to that session. In keeping with the [[MBFT-Core1 - Therapist's Stance]] the therapist will try to maintain a stance of //"Holding the Balance"// between the need for //structure// as against the need for //sensitivity//.
Clinical example: [[MBFT-Sharing the working hypothesis]]
The general aim is that the therapist will share his or her hypotheses with the family, as an example of [[Modelling mentalizing and Perspective-taking techniques]]. However, a mentalizing stance towards the family will help the therapist decide //when is the most helpful time to share a hypothesis//, and how to do this in a sensitive way; sometimes the sharing of thoughts or hypotheses can be an example of [[Misuse of mentalization]].
!
Application/rationale:
Arguments are the fabric of family life. //‘Therapeutic arguments’// aim to create contexts of successful and ‘skilled’ arguing, instead of reverting to blocks such as refusing to talk.
*The therapist elicits playfully common behaviours in the family which tend to sabotage ‘positive’ disagreements (e.g. storming out, stonewalling, dominating the interaction, or physical harm)
*Get family to set some ground rules, such as ‘people should always listen when someone else speaks’, ‘no-one walks out’, ‘no tantrums’, ‘no blaming’ etc.
*The family constructs a document: ‘Argument Rules and Regulations’
*So for the homework, agree on an argument to have (maybe therapist takes parents outside and plans how to get the argument to work, with a collaborative approach.)
*The family’s aim is to resolve the argument (e.g. if two people want to do different things, could be do neither, do both, or do and make it more fun for the other, etc.)
**There must be an outcome
**If a parent makes the sign for ‘time out’ everyone stops
**A parent decides whether it is tried again
**The argument must be recorded in the family notebook and reflected on in the therapy.
!Note:
Arguments undermine mentalizing and the family needs to practice resolving issues without undermining each other’s capacities to reflect.
This is a topic heading that links techniques, games, and activities that can be carried out with the ''whole FAMILY'', that are designed to educate about, foster, or strengthen MENTALIZING within the family system.
Click on the [[Show references and info]] panel by the title of this page to reveal sub-topics.
During the first session – and subsequently – the therapist generates and modifies a working hypothesis, based on the observed difficulties the family has when interacting or communicating with each other, and speculating about how the target problem may be related to, and maintained by, difficulties with mentalization.
!The ‘target problem’
This is what family members and therapist have agreed to jointly work on. The working hypothesis is shared with the family.
!Reaching a working hypothesis
the therapist asks him/herself a number of questions:
# How and why has the family agreed on the ‘target problem’?
# Which mentalizing problem will seem most relevant and plausible for the family to tackle? Which is most urgent problem for the family?
# Which mentalizing problem may be implicated in leading to, maintaining or exacerbating the target problem?
# How amenable is this mentalizing problem to a brief intervention? Factors that might indicate a problem that would not be tractable within a brief intervention might be:
##problem of very long standing
##problem that arises at very low frequency
##problem clearly related to serious physical or mental illness or drug addiction.
!Sharing the working hypothesis - 5 steps...
The next task is to share the preliminary working hypothesis with the family in a collaborative manner in order to work on the identified difficulties. This can be done in the following way:
# Begin by identifying a strength that the family has demonstrated (for example caring about each other), highlight and praise this is a warm and genuine way.
# Select a context where the family has more difficulty mentalizing and describe this to the family, saying that you have noticed that or wondered whether [description of the mentalizing difficulty] in a particular context.
# Link this difficulty with examples from the previous session (derived via 10-step model)
# Make links between mentalizing difficulties of each family member. (e.g. “because you are concerned about Johnny, you try very hard to help him understand his feelings, but it may be that this sometimes makes him feel a little confused and means he gets less practice working this out for himself and telling you how he actually feels”).
# Link these formulations directly to the referred problem, not necessarily as a cause, but as something that makes it more difficult.
Throughout, the formulation should be presented in a way that is ''validating'' (because you are trying so hard to be a good mom/keep the family afloat, look after other child etc), ''normalizing'' (“as it is so easy to do”) and ''representing an effort to cope and keep connections within the family''.
It is important to highlight that the purpose of the therapeutic work is to enhance the ability to mentalize in the contexts in which it is now hard to do. The therapist should also point out that changing automatic, "non-mentalizing” responses is very difficult because they involve risking having to “give up” familiar patterns-however painful.
There is a [[MBFT-Generating hypotheses - clinical example]] to illustrate this approach.
!Contents
This is a fictional example of a clinical case described to illustrate the way hypotheses are generated collaboratively with the family. See also [[MBFT-6-Sharing the formulation]]
!A fictional case:
A gifted 11-year-old boy was referred to a child and family service because he had attacks of rage at home with his parents and physical fights with his 16-year-old brother. The family consisted of a passive but kind father and a very thoughtful and assertive mother both of whom were quite concerned about the referred child. The boy was angry and withdrawn most of the assessment session and would occasionally complain about what one of the parents had said about him, denying the parents’ accounts even though these appeared to be plausible and factual. He denied his parents’ accounts of his tantrums and fighting. Yet, the boy could get quite angry and could be very stubborn. For example, on the way to the therapy he had insisted that the car should be stopped so he could tie his shoelaces regardless of the inconvenience that this would cause. He could not explain why he insisted on this and became sulky and angry when presented with various alternatives as to why he might have behaved in such a problematic way for everyone else. His mother (with his father’s passive agreement) told him that this happened because of his anxiety about coming to the clinic. His father was generally rather quiet, but would nod in agreement with his wife and lean over and try to be physically ‘sympathetic’ with his son, by touching his arm or showing a concerned expression. The only time the father offered his own understanding of his son’s feelings was when he said he thought that the boy was “really upset” about the death of the paternal grandfather some years earlier. The father has recently taken his son to see the grave and thought he might be feeling sad about this. The son did not disagree.
!Generating hypotheses
In order to arrive at a comprehensive formulation, the therapist considers the ''Mentalizing Profile'' of the family - see [[Questions to ask in assessing Mentalization]].
This includes [[MBFT-Balancing mentalization strengths and difficulties]] as part of [[MBFT-Assessment of Mentalizing]].
!Techniques
It is possible to represent these in the form of a relationship map (akin to the structural maps suggested by Minuchin, 1974). Here each family member (and / or significant other) is drawn as a circle (female) or square (male) on a large piece of paper, with considerable space between each person. Relational mentalization strengths (a and b below) and difficulties (a to e) can be entered to describe the relationships bi-directionally.
!Making and Introducing hypotheses:
!!Looking at the son first.
We focused on identifying the most characteristic features of the boy’s mentalizing difficulties. Tentatively we identified the following problems:
#Not seeing impact of one’s thoughts, feelings and behaviour on others (+/?) His insistence that they stopped the car so that he could do up his shoelaces suggested that he was, in that moment, failing to think about the effects this would have on others. While this was obviously present, it is not at all clear that he genuinely could not see what he was making others feel and it is quite possible that he could and wished them to feel the frustration, which he himself was feeling. The person context is the child and the child-parents interaction when the family is together on their way to assessment.
#Lack of flexibility in thinking and considering alternatives (++) However, in the same example, he seemed definitely inflexible, unable to see alternative explanations, and stuck to his version of events, feeling that he would not be able to do up his shoelaces later. Also, in the car he seemed to think that the shoelaces must be done up now, and that to do this the car had to stop. He could not engage with the alternatives presented by his parents (e.g. that he could do the shoelaces up while the car was moving).
#Understanding behaviour in concrete terms (+) His insistence on using the shoelaces as an explanation for the conflict with his parents is also an example of the way this young man was predisposed to use the circumstances he was in to explain his Behaviour to himself and to others without considering internal states as possible alternative accounts. All these instances of concrete thinking are of course interrelated and all appear to serve a common function.
In scrutinizing the way the family interacts, we get a clue which makes sense of the boy’s strategy to block mentalization. He seems to think that simply allowing himself to contemplate mentalizing alternatives in the context of the family exposes him to the very real possibility of being intrusively misunderstood.
!!Turning to the boy’s mother
The first thing to note is that on initial impressions, she seemed to be able to mentalize quite effectively. She made frequent references to her son’s feelings and thoughts and there was not undue emphasis on concrete non-psychological explanations of his (or anyone else’s) behaviour. The problem then did not appear to be one of a general lack of skill in mentalizing, but more a difficulty with relating to specific areas where mentalizing was not used and/or the way in which mentalizing was used in relation to her son. Running through the mentalizing categories, we identified the following that we thought might be relevant.
#Intrusion into the child’s mind (++) Related to the incident in the car, his mother had told him that this had happened because of his anxiety about coming to the clinic. However, she did not qualify this assertion with any kind of conditional statement such as: “Do you think this might have been because…?” or “Perhaps you felt a bit worried, I guess we all were a bit.” Instead, she said it in a way that suggested that she was pretty certain that this was correct and did not leave space for her son to clarify, or consider an alternative or complementary explanation, only to oppose or submit to her definition of his internal state. Furthermore, mother did not offer a sense of her own experience such as “I wonder if going to the assessment makes you feel nervous. I am a bit nervous myself.
#Overactive, inaccurate mentalizing (?) It was unclear to what extent the parents invested a lot of energy in thinking or talking about how people in the family think or feel and this having little or no relationship to these other persons’ reality. One possibility is that the mother’s over activity in mentalizing left no space for the boy to communicate his own feelings. Nevertheless, this possibly overactive mentalizing certainly raised the possibility that she sometimes came to conclusions that were quite far off the mark.
#Context-specific ignoring of the child’s state of mind (?) The reason we considered this item as possibly present was that there seemed to be some part of her son’s experience that she may not have been paying attention to. Despite her regular attempts to think about his thoughts and feelings, he continued to feel angry with her, which suggested that she was failing to hear or understand a crucial part of his experiences, needs or point of view. She may well have been right that he was anxious, but this was clearly not what he wanted to hear and she did not seem to understand this or was not able to act differently. Of course, the question is whether this was entirely because their interactions with each other had so far failed to allow the right information to be communicated, or whether there was some aspect of this ‘hidden experience’ of her son’s that she felt uncomfortable with and hence ignored.
!!Finally, we turn to the boy’s father.
In this case, there was rather less to go on, because he tended to leave the talking to his wife. Nevertheless, this, in combination with his non-verbal behaviour, suggested possible areas where he had difficulty with mentalizing. The ones we considered were:
#Not being able to see how one thing has led to another (+) The father appeared to think that showing physical sympathy towards his son would make him feel better, despite the fact that the reason he was upset was because he disagreed with both his mother and father about something which had not been addressed. Thus, he did not seem to realise that demonstrating feelings is not always capable of changing the feelings of others if more cognitive issues related to beliefs and interpretations about important issues are not changed.
#Confusion of feelings and thoughts of self with that of other (+) The father had described how he thought his son had been very affected by the death of his grandfather, when in fact the son had not known him well and the death had been quite a while earlier (so it seemed quite implausible that he was sufficiently upset to cause the child’s problem). Rather, it seemed more likely that it was the father who had been most affected by this loss, something that he had not made particular reference to.
#Withdrawal of awareness of the child (?) We wondered whether the boy’s father, because of the family’s stressful circumstances caused in part by the child’s problems, and his own rather passive efforts to please everyone, actually found it quite difficult to think clearly about the thoughts and feelings of his son, or his own thoughts and feelings about the family, and separate them from the opinions of his wife. This was clearly speculative so we marked it as possibly present.
!When is individual work indicated?
When a parent or adult carer presents with high levels of emotional arousal, mentalization can be severely impeded and is not possible in family sessions.
At this point individual work with the parent may need to be considered so as to free up the adult’s capacity to think and to promote mentalization.
!Purpose:
The purpose of setting and carrying out "mentalizing tasks" between sessions is to keep the momentum gained within a session and give the family more opportunities to build on new experiences and new approaches to mentalization.
!Format:
The therapist needs to involve the family in formulating any inter-session activities and tasks and they should arise ‘organically’ during sessions. Allow for the possibility that the family may find these tasks challenging and give them permission to bring any difficulties up at their next session, or brainstorm at home a better way for their family to complete the task (mentalization at work!).
!Collaboration:
The therapist and family need to collaborate on planning these tasks and discuss concretely how and when these are carried out between sessions.
!Suggestions
Activities or tasks appropriate for family "homework" are listed as sub-topics if you press the [[Show references and info]] panel by the title of this page.
!Recording and Planning:
The family should be asked to keep a notebook and wall calendar for each family to keep track of what is to be practiced between sessions.
- The family can then use this notebook to write down comments about what they felt was important during a session.
- The therapist can make it part of the routine that when something significant occurs, she/he can ask:
>//"Should we put that in the notebook?"//
Between session tasks can be scheduled and the family is encouraged to decide when the task should be done. This time is then entered into the calendar.
- Each practice activity is expected to take about 20 minutes and is to be repeated 2-3 times in the week.
- A place in the home should be discussed beforehand, ideally one that has a table to sit at with enough chairs for everyone.
These need to be considered if individual or couple sessions take place.
One way of doing so is to discuss with the participants the implications of sharing the information obtained in individual / couple sessions at the end of any such a session: “what, if anything, can be shared with the other family members? What can’t be? What do you imagine might be the impact on the others if they did know? What if they do not know? What might be the advantages and disadvantages of telling? What would be the worst possible outcome if they knew?” This line of questioning is meant to stimulate mentalization and reflective process.
This tag gathers techniques, games and other activities that are used in ''specific circumstances'' or with a ''specific focus'' (Family, parental couple, individual parent, individual child, etc).
Click the Activities or tasks appropriate for family "homework" are listed as sub-topics if you press the [[Show references and info]] panel by the title of this page to reveal sub-topics.
see [[MBFT-Outcome measures - initial]]
We suggest you use the [[SDQ|http://www.sdqinfo.com/]] or the [[CGAS]], but local protocols may apply.
We strongly recommend an agreed Outcomes Evaluation for teams or individuals delivering MBFT.
Ideally this consists of at least one validated measure at treatment outset, followed by one at three months, and/or at Treatment end.
for simplicity we suggest you could use the [[SDQ|http://www.sdqinfo.com/]] and/or the [[CGAS]], and the Score-15, but local protocols may apply.
AFC MBT-F measures under consideration:
We have a need to consider what is needed for CORC and how far our measures are potentially compatible with CYP-IAPT
*Goal Based Measures
*CGAS
*SCORE-15
*SDQ
!Parent-focused work is indicated when there is:
*open conflict between the parents
*a need to address specific topics which are inappropriate to be discussed in front of the child(ren), such as impending parental separation, sexual problems, family ‘secrets’
*child protection issues (e.g. the behavior of one of the siblings towards the child).
In such circumstances the therapist may choose to dedicate therapeutic sessions to working with the parents – or other relevant subsystems - ''on their own''.
Some of the [[MBFT-Family-focused Techniques/Activities]] described can be used for working with the parental couple or the sibling sub-system.
!Examples
For a range of specific techniques for the parental couple, click the [[Show references and info]] panel by the title of this page to reveal the sub-topics under this heading.
If the therapist has identified [[Mentalizing difficulties]] that are seen in a typically recurring interaction within the family, s/he may ask them to re-enact or role play that sequence.
These techniques help the family to:
* see the sequence clearly
*reflect on how others think and feel during these interactions
*realize that it can be different.
Re-enactment and role-play can help illustrate that, if it can be re-enacted or exaggerated, it can also be different.
!Activity:
*The therapist asks the family to replay a repetitive sequence. “I notice that you both tell Jonathan how he feels quite often. Could you play that out for us?” In this first ‘round’ members of the family are asked to ‘play themselves’.
*The therapist asks the family to exaggerate a piece of behaviour. “I notice how you two boys have fights and argue a lot. Christopher, I want you to pretend to be really cruel to Jonathan, and Jonathan you show us how you really suffer. Exaggerate if you like. Let us understand it by seeing it really well.”
*The therapist asks one of the members of an interacting pair to enact while the other observes. “It is really good that both of you remind Jonathan about what happened, but Jonathan says it didn’t happen. Now you, Mrs. Bloggs, you remind him; but this time Mr. Bloggs, you say you can’t remember, either. Let’s see what happens.”
''Note:'' The purpose of this activity is to practice mentalizing with family members with an even that is generally problematic or stressful for the family.
This task is similar to [[MBFT-The ‘thought pause button’ activity]], but has an emphasis on problem solving, by rating different alternative courses of action in terms of their psychological consequences:
*The family and child identify a problematic situation
*The therapist asks the child, with help from the family, to think of as many things as possible that could be done in this situation, without initial regard to how sensible or useful they might be.
*The therapist lists them
*The therapist returns to each and asks the child to rate them according to how that might make them feel given possible consequences.
''Note:'' This exercise is not intended to dig deep into motivation, but more to be like a perspective-taking game.
These questions can be asked in relation to those //specific situations that the therapist has sought from the family in the period since the last session//.
>//In order to assess and understand the parents’ use of mentalizing in relation to the child and the child’s in relation to the parents, the therapist asks the family to focus on situations in which
(a) the child was upset or distressed, and a situation in which
(b) there was conflict between the child and parents.//
!!!Note:
This is an example of where the ASSESSMENT of mentalizing is also an INTERVENTION insofar as focussing on these questions promotes mentalizing in the parent.
!!!1. What do you think your child might have been thinking when he/she became scared/upset/angry/argumentative (use as appropriate)?
!!!2. What were you thinking during the situation? How did you feel?
!!!3. Why do you think your child’s reaction was different or similar to yours?
!!!4. What do you think your husband/wife/sibling might have been thinking? How did he/she feel?
!!!5. Can you comment on differences or similarities?
!!!6. What do you think your child might have thought you were thinking? How might this have left him/her feeling?
!!!7. Would you have wanted this scenario to work out differently? In what ways?
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In this section we describe various techniques to assist mentalizing. These can be employed at any stage during therapy sessions and at any point of the [[MBFT-Core3 - Loop]].
!Examples
click on the [[Show references and info]] panel by the title of this page to reveal the sub-topics here.
This is a tag collecting together all material that is relevant to the therapist starting out as an MBFT therapist, or starting out on a new MBFT case.
Click on the [[Show references and info]] panel by the title of this page to see material gathered here as Sub-topics.
This is a topic connecting all content that relates to the practical structure and content of specific sessions - "What to do, and when to do it..."
Click the [[Show references and info]] panel by the title of this page to reveal the different parts of a typical single session as 'sub-topics'.
Remember that MBT-F is not a 'therapy-by-numbers' and suggested structures may need to be altered in the light of clinical feedback.
For a chronological sequence of sessions see [[MBFT-Timeline]].
!Frequency of Sessions
Family sessions should initially take place at ''fortnightly intervals'' though the intervals might be varied subsequently, in discussion with the family.
!What needs to be covered:
#Brief description/clarification of problems as described in initial referral.
#Consider appropriateness of this approach in this case.
##If necessary signpost to mainstream/statutory services as alternative/parallel planning (important to be clear if there are indications of a major mental health problem for which there are other evidence-based treatments - it would be inappropriate to offer MBFT as a single modality intervention if there were clear indications of a diagnosis that has clear (for instance via NICE guidelines) treatment indications apart from family-based treatements.)
#Brief explanation of MBFT
##Family approach.
##Free (AFC provision is funded – contingent on outcome evaluations/research (we would send questionnaires)
##Number of sessions – 6th session a review; normally 8 – 12 sessions total.
##"Top-ups": After sessions families can claim 3 top-ups for one year.
#[[Confidentiality]]
##Team discussion is part of the treatment model.
##Videoing sessions is part of the treatment model - we take consent for that separately.
#Explain that there will now be a wait for a therapist to become available – offer likely timescale.
#First session preparation:
##discuss who should come - see [[MBFT-Consider who should be invited to attend the first session]].
##whole family is preferable (but could attend without child for first session if they required clarification of how MBFT works, etc)
!Additional for AFC team:
#Discuss GP contact /liaison
#Discuss financial contributions/donations as per AFC policy.
##If they are willing and can afford to donate, agree an amount (then receipts can be issued).
##If they cannot, then this will not affect their access to the service.
!Advantages and Disadvantages
#Initial telephone contact can help the engagement process and diminish fears. For example, parents may be fearful to discuss specific issues in front of the children and they can be reassured that there is a possibility for this during therapy.
#On the telephone they should be encouraged to consider the ‘pros’ and ‘cons’ of bringing the children, with the therapist not assuming a specific stance, such as insisting that the children or separated partner had to attend, but instead to facilitate the adults family members’ decision making process (“bring anyone you think is important”).
#A possible disadvantage of pre-session telephone contact is that the adult(s) may want to form a coalition with the therapist against another family, or family member, or to impart some ‘confidential’, if not ‘secret’ information. The therapist can respond by saying: “I do understand that you want to tell me something important and confidential now. Before you tell me, I would like us to think about the advantages and disadvantages of doing so”. Inviting such reflective process can be helpful, but on occasion can also prove to be fruitless.
!The family identifies a problem scenario
Usually this concerns the child and some behavioural issue.
!The therapist sets up the activity by:
*Instructing the family to enact the interaction
*Just before the child performs the problematic action, the child presses the ''‘pause button’''.
*With the pause button on, one member of the family takes the child’s place and the child walks away to //“stop and think”//.
*The child then tries to come up with as many reasons why s/he shouldn’t do the action as s/he can.
*Every few moments, the parent says //“I’m going to do it”// and the child has to say //“no, stop and think”// and continues to brainstorm reasons.
*Finally, the child tells the parent all the reasons s/he came up with and the parent praises him/her saying //“those are great reasons; I’m not going to (insert action here) after all”//.
''Note:'' The purpose of this activity is to highlight how mentalization can be maximized when stressful/difficult situations are slowed down.
Type the text for 'New Tiddler'
This topic collects together the sequence of Sessions in a course of MBFT, so that the practitioner can orientate him or herself to where they are/should be.
!Listing the sessions
To see the sessions listed out, click on the [[Show references and info]] panel by the title of this page and you will find them listed as "sub-topics".
!What to include:
#Make reference to the referral (“Mr / Mrs x asked us to offer an appointment for the family”)
#Raising the issue of the ‘person context’ (“We usually find it helpful if the whole family and anyone else you regard as important attends the first meeting. However, sometimes this may not be appropriate and we leave it to you to decide who should come”).
#Inviting pre-session telephone discussion (“If you want to discuss the ‘pros and cons’ of bringing, or not bringing certain family members, please telephone us before the first meeting”)
#Explaining practicalities (e.g. duration of first appointment, location of clinic, number of sessions we usually offer, etc)
!Aims: to explore how different people respond to their inner feelings.
*At the suggestion of the therapist ''a range of emotions are displayed'', in turn, by each family member. The activity is started by the therapist stating:
//“Let’s see what people do when they are cross, sad, afraid, angry, jealous… Let’s try it out and start with you, Johnny… When you are cross, what do you look like? Good!...And what do you ''do'' when you have that feeling? Can everyone look at Johnny, and remember what he looks like when he is cross and what he does. Now you, Dad, you are next...”//
*Everyone is asked to remember all the different feelings.
*Now, the therapist may ask for everyone to //imitate one particular emotion displayed by one family member// (e.g. scrunching nose when cross), and also to state what (for instnace, Dad) did when he feels cross.
*The therapist participates in this game.
!The next stage of this activity is modelled on the ‘hot-potato game’:
The aim is for the person who catches the potato or ball to hold it for as little time as possible and, once the task is completed, to pass it on to another person in the room, including the therapist, who also encourages everyone to go faster and faster.
!Version 1: ‘What I feel and what I do’
The family member calls out an emotion and throws a ball to a member of the family who has to act out (or say) what the child does for this emotion as quickly as they can and then throw it back.
!Version 2: ‘What others feel, what do they do?’
When the thrower chucks the ball s/he calls out an emotion and the catcher has to say what the thrower does when s/he feels this emotion. The catcher can then throw the ball to anyone else in the family and the process continues.
!Version 3: ‘When //s/he// has a feeling, what do //I// do?’
Just like above, except this time the catcher has to say what they do when the thrower feels the emotion stated.
!Version 4: Feeling and doing game
If this activity does not seem practical, the game can be adapted by:
*Putting the five emotions in a jumbled up order in the squares of a chutes and ladders-like board.
*At the start, a ball is given to one family member to hold.
*The person to their left then rolls a dice and moves their piece forward that number of spaces.
*They then have to say what the person holding the ball does when they feel that emotion (or what ‘they do when I feel that emotion’ in the more complex versions 2 and 3).
*If they get the answer wrong they have to roll the dice again to see how many spaces they go back.
*The ball is then passed on to the next person in the circle on the right.
*The person to roll the dice next is the person to the left of the person who went last.
!Once the game is over:
The therapist asks what this was like for each person and for the family to enter into a discussion with each other about how people may see themselves displayed in others.
!Family members are invited to create a story
The story centres around experiencing feelings.
!A story teller is identified, usually an adult or teenager during the first ‘round’.
Stories can reflect current issues, or they can be fantastic tales.
*At each significant moment in the story the person telling the story says “and that made me feel…?”
*The child then has to find the facial emotion or emotion word (choose as appropriate to the child’s developmental level) that they think fits the situation.
*The person telling the story then tells the child what he/she actually felt.
*Each time the child gives the same answer as the storyteller the child moves one space on a ‘snakes-and-ladders’ type board.
*When the child does not get the same answer as the story teller it is important to help the child understand what led to these different answers in terms of what the situation meant to the protagonist and what he/she thought.
*This task can also be used in reverse when the target is to increase the mentalizing abilities of the parent. The child is asked to tell a story and the parents are asked to work out what the child was thinking and feeling at various significant moments.
!Another version: The ‘frozen statues’ game.
*The therapist asks the family members to get up and gives each the task to //‘make a frozen picture or statue’// of a particular emotion, one at a time, such as:
//‘being very anxious’, ‘feeling sad’, ‘feeling happy’, ‘feeling loving’, feeling angry’// etc.
*Family members are asked to look at the pictures each has made and, at a later stage, speculate about the stories and emotions contained in each of them.
*Capturing these on a digital camera and re-viewing these, can be helpful.
''Note:'' The purpose of this activity is to highlight how individual the process of mentalizing each other can be.
*Look for overused dyads/coalitions, this task is especially helpful for blended families (with step-parents and step-kids)
*Choose tasks to enhance //other// dyads during the week. For example, a 20 min walk in neighbourhood with destination (tea shop, park, not chores). During the walk the two people talk, alternately speaking and listening (use ‘I’, separate thoughts, feelings, actions).
*Make a schedule for this in the session, each person writes something about it in family notebook.
!Note:
The assumption here is that when people don’t spend time together they will have a less clear and coherent picture of the other person’s attitudes, likes and dislikes etc.
*A relatively neutral event is picked
*Cards are distributed to members of the family with emotions written on them. Complexity will depend on the age of the individual(s) concerned.
*The ‘guesser’ has 10 questions to ask to try to guess what the others are feeling.
*They are not allowed to ask directly “what are you feeling?”
*The players are not allowed to lie.
*Family members can use also charades as a way of displaying specific feelings, related to familiar scenarios. Everyone is subsequently encouraged to say whether and how any displayed feelings with their own experiences.
''Note:'' The purpose of this activity is to practice mentalizing with family members by using a relatively neutral event.
!The purpose of this activity:
To engage the family in seeing that other people have difficulties too and that they might be able to help with finding a solution.
!The therapist sets up the activity in this way:
*The child / adolescent identifies a situation for the parents to be in (for example going to a school function, time to do chores, go to bed)
*The child then listens to the parents struggle with the task
*The child is encouraged to help the parents out, or consult to them, by telling them what to think, say, and feel
*At some point the therapist encourages the parents and child(ren) to reflect on how they think/feel in both similar and different ways
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!To make this activity more playful:
The metaphor of a film set can be used, with an imaginary camera and ‘roll’ and ‘cut’ commands.
The therapist’s main role is to facilitate the role play and subsequently get family members to mentalize on their own and others’ experiences.
''Note:'' The purpose of this activity is to allow individuals in the family to be able to appreciate both the similarities //and differences// of each other’s minds.
*Have the family schedule 2-3 times/week when they will all sit down,
*One-person records, one observes (if more than 3 people), two converse.
*Children over 2 have to sit and listen.
*One tells the other an elaborated, personal story about something that has happened in the day (story takes approximately 5 minutes) – use ‘I’ and distinguish what they did, how they felt and what they thought.
*The person listening tells it back, using ‘you’, and the narrator corrects story, then the listener repeats it again.
*The observer takes 2 minutes to describe what they saw, this should be positive if possible:
>//"I saw you describe yourself well, and I thought you conveyed it well, it was interesting."//
*The recorder writes down record in special notebook.
!Note:
The rationale is that families bond through stories. Bonding creates understanding and mentalizes relationships. Many families have lost this secondary to their lives getting too busy. This activity highlights the importance of having a little special time together for sharing thoughts and feelings.
*The family is asked to do something together, e.g. build something with blocks, or do a jigsaw, or discuss where they are going for an outing on the weekend, plan a family meal, etc.
*This is followed by a period of reflection, encouraging them to consider how it felt...
*Each family member reports on how they //thought// the others were finding it, then each person comments on and corrects the other’s perception
*The discussion has to be focused on the task and //must not be diverted onto past conflicts or other events//.
!Note:
The family gets practice in observing each other’s bevhavior and feelings.
See [[Preparation before first session]] and [[MBFT-1-MustHaves Before starting]] to prepare for the first session.
See also [[At first session for AFC clients]] for workers with the AFC Family Support Service (covers financial donations, research project, etc)
The family is briefly and ‘globally’ greeted in the waiting area, with the therapist saying his/her name and inviting the family to come to the therapy room (“I am Mr X, good to see you all here, would you like to come with me…”).
''Further introductions should not take place in the waiting area and in front of other clients, to preserve confidentiality''.
# [[MBFT Session 1.1 - Introductions]]
# [[MBFT Session 1.2 - Therapist explains the approach]]
# [[MBFT Session 1.3 - Discussing the use of video]]
# [[MBFT Session 1.4 - Problem definition - Understanding and Being Heard]]
# [[MBFT Session 1.5 - Issue 'Programme' for 2nd session]]
!After the session:
See the [[MBFT-2-MustHaves After first session]].
!
For detailed description of the first session click on [[MBFTSession1]]. At the bottom of this note is listed a series of specific tasks for each session after the first one.
!The sessions ''begin'' with:
#finding out how the family has managed since the first session and
#creating an agenda as to what should be covered in the session.
Each person’s views are obtained, ''starting again with the youngest family member, with the parent(s) asked last''.
!Setting a session agenda:
The family is then invited to find a way of deciding and agreeing which of the topics / issues should be focused on. The therapist’s task is to help this process to evolve by getting the individual members to look at the ‘pros’ and ‘cons’.
!Focussing on Mentalization - identify specific situations
This may relate to one of the structured tasks for the session (see below) referred to as [[MBFT-2-Selecting a pertinent problem example]]. In order to assess and understand the parents’ use of mentalizing in relation to the child and the child’s in relation to the parents, the therapist asks the family to focus on situations in which
#the child was upset or distressed, and a situation in which
#there was conflict between the child and parents.
Ideally, at least one of these should be an example of the target problem or issue identified at the outset. If this has not happened, then an additional description should be sought involving the target problem.
Having heard the situation described in some detail the therapist then asks a series of [[MBFT-Questions to elicit Mentalization]] in relation to each situation:
!Individual Session Structure
for the general structure see: [[MBFT-Structure of Sessions]]
The structure of the second session is somewhat different from subsequent sessions in that a major purpose is to continue to ‘join’ (or form a therapeutic alliance) with each family member. Initially considerable time may need to be spent, in age appropriate language, to explain the model and to discuss the care plan and any formulation the therapist may have arrived at.
We recommend that at the outset a contract, or ‘care plan’, is made for 6 sessions, with the sixth being a designated review session.
See [[MBFT-4-MustHaves Approaching 6th/Review session]] for preparation for this session.
See [[Looking Back and Looking Ahead]] for a draft of the latest structure of session 6/review.
!AIMS:
#To review therapy to date and to consider the ‘pros’ and ‘cons’ of future therapeutic work or terminating therapy altogether.
#To provide an opportunity for the therapist to foster a "meta-narrative" by the family about their experience of the therapy so far.
''This is best achieved via the presence of a second "consulting colleague", at least for part of the session.''
!RATIONALE and strategy:
In terms of Mentalizing, the provision of another person who is able to adopt and speak from a "meta-postion", and who can reflect on the story of the therapy without being enmeshed within the affect that inevitably accompanies such work, offers the possibility of helpful new perspectives.
To maintain his or her "third postion", and the centrality and authority of the therapist, there is a deliberate ''avoidance of direct conversation between the "consulting colleague" and family.''
!SESSION STRUCTURE:
!!!Stage 1 - Introductions
The consulting colleague may:
(a) ''enter the session WITH the therapist'', or
(b) ''join the session LATER''.
Whichever way the session starts, ''the therapist introduces and frames the session''.
* There is space to check that there are no additional factors (incidents, etc) that might influence the session, or make the introduction of the consultant at this stage inappropriate.
* Throughout the session, despite the entry of a 'consultant colleague', the Therapist remains "in role" as the therapist - THE CONSULTING COLLEAGUE IS NOT PRESENTED AS A SENIOR SUPERVISOR.
** Hence, in secenario (b) when the consulting colleague is to enter the session AFTER it has started, the therapist should phone, or leave the room briefly to ''summon'' the consulting colleague, rather than the session being ''interrupted'' (which would imply hierarchy that is out of keeping with mentalizing theory.)
!!!Stage 2 - Consultation
''NB. THIS STAGE SHOULD FINISH AFTER APPROX 20 minutes of the SESSION''
The consulting colleague is invited in, introduced, and is invited to fulfil his or her role, which can be achieved in a number of ways, according to what the therapist (and family) believe will work best:
!!!!Alternative arrangements:
#__''Consulting colleague primarily listening:''__
##The therapist narrates an account of the therapy, while the family and consulting colleague listen.
##The family then narrates their account, with the therapist listening, but ensuring that all members of the family have a chance to be heard. The family may comment on the therapist's account if they need to. The consulting colleague listens.
##The consulting colleague, after asking brief questions to provide any necessary clarification, provides consultation on what has been discussed. There is a focus on:
###The next steps for the therapy.
###Adding an additional layer of "mentalizing enquiry" to the existing account
###Everything that the consulting therapist does and says follows the principles of the Mentalizing Stance
###Comments are primarily formed within a //relational// context, pursuing:
####Understandings of the inter-personal relationships within the family
####Understandings of the relationship between the family and therapist
#__''Consulting colleague actively interviewing''__
##The consulting colleague interviews the therapist to elicit an account of the therapy, while the family listen.
##The consulting colleague interviews the family to elicit their comments on the therapist's account and to add their account to the narrative of the therapy so far.
##The consulting colleague provides consultation on what has been discussed, with a focus on the next steps for the therapy. There is a focus on:
###The next steps for the therapy.
###Adding an additional layer of "mentalizing enquiry" to the existing account
###Everything that the consulting therapist does and says follows the principles of the Mentalizing Stance
###Comments are primarily formed within a //relational// context, pursuing:
####Understandings of the inter-personal relationships within the family
####Understandings of the relationship between the family and therapist
!!!Stage 3: Reflecting on the consultation
This may be done:
(a) __''by the therapist alone:''__
* The Therapist thanks the Consulting therapist for his/her comments and then invites them to leave to allow for discussion.
* After the consulting therapists has left, family members and the therapist enter into a discussion of the feedback from the consulting therapist, as well as the ‘pros’ and ‘cons’ of more therapy
(b) __with ''both therapist and consulting colleague:''__
* The consulting colleague remains to the end of the session
* but the last part of the session is explicitly marked as an opportunity for reflection on the earlier discussion and thoughts about future work
__''In both cases:''__
* a critical question to reflect on is whether there is a specific task that a limited number of sessions could usefully be spent working on
!!!Stage 4: Planning next steps:
#In the event that the family decides to have ‘more therapy’, the therapist gets the family members to ''consider the intervals between sessions.''
#''Additional Sessions'' proceed along the same lines as [[MBFTSession2-5]].
#In the event that a decision is made to ''terminate therapy'', the protocol for the ‘[[MBFTSessionFinal]]’ applies.
Mostly additional sessions after the review are conducted according to the same pattern as those for [[MBFTSession2-5]], but there may be alterations to the [[MBFT Care plan]] following the Review meeting ([[MBFTSession6Review]]), that will shift the focus, and shape specific [[MBFT-Inter-session activities and tasks]].
The family is invited to set the agenda. The therapist specifically asks about positive family activities. The role of the therapist in the family's life is discussed and how this ‘space’ can be filled when therapy is terminated.
!Expectation-management, and Relapse-prevention:
The family is invited to predict likely difficulties for next weeks and months and to think about preventive action.
See [[MBFT-5-MustHaves Approaching Ending]]
One of the [[MBT-F MustHaves]] is the completion of the [[MBFT-Outcome measures - final]] at the end-of-therapy.
!Suggested availability:
From three months after finishing therapy, and within one year following the last session, the family may contact the therapist to arrange up to three additional "top-up" sessions...
!Content of Top-up sessions:
This will necessarily be led by the needs of the family.
There will be time set aside for "news updates" - the therapist may use a range of [[MBFT-Specific Mentalizing Techniques]] to foster mentalizing whilst these are recounted; for instance asking different family members to give the news //about each other rather than themselves//.
The focus is on:
*reprising the work on mentalizing
*encouraging present examples of this
*searching for examples in the recent past
*the co-construction of 'relapse-prevention' plans to avoid family members slipping back into previous unsuccessful patterns of mentalizing.
As ever, the therapist will need to use clinical judgement regarding clinical material and potential risks uncovered at these sessions, and discussion with supervisors or the wider team is advisable if clinical need remains high.
!~Mentalization-Based Treatment - Families
Formerly known as MBFT (~Mentalization-Based Family Therapy) - to learn about what this is, go to [[Introducing MBT-F]].
The ~Mentalization-Based Treatments steering group agreed in September 2010 that [[MBFT]] should change its name to MBT-F (''__~Mentalization-Based Treatment - Families__'').
This is partly to bring it in line with the MBT 'brand' (MBT for adults with Borderline Personality Disorder, ~MBT-A adapted for Adolescents, ~MBT-G Groups, and now MBT-F, leaving [[AMBIT|http://imp.peermore.com/imp/recipes/imp/tiddlers.wiki]] as the only outlier in this 'family' of mentalization-based approaches.)
In addition, we wanted to make it quite clear that the brief MBT-F trainings do not attempt to produce the equivalent of 'Family Therapists' in the way that years of training in systemic family therapies do, and that MBT-F is, rather, an augmentation and novel re-framing of existing skills in Family therapists, or a reasonable introduction to what might be broadly seen as "family work" in less experienced clinicians.
<<image [[AFCChecklistPic]] width:600 height:900>>
This is a tag gathering those techniques seen as core to practice - and used in some form or other in most sessions.
Click the [[Show references and info]] panel to the right of the title of this page, in order to reveal subtopics.
Welcome to the MBT-F manual!
This manual is designed to explain and demonstrate the core theory and methods of [[Mentalization]]-Based Treatment for Families. In it you will find theory and descriptions of techniques and practices, as well as much embedded video content.
!Contents
Click the ''> symbol'' to unfold more detailed links to content.
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<<toc-selective-expandable 'MBTF-Contents'>>
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!Training recommendations and Disclaimer:
The authors recommend that users should receive basic training in MBT-F and should understand the licensed nature of this work (see [[Disclaimer and Licensing arrangements]].)
We acknowledge the contribution of the AMBIT project, and in particular its support from [[Comic Relief|http://www.comicrelief.org]] who have helped fund the development of this interface for the @ambit manual, as well as BT and their subsidiary BT-Osmosoft whose support of the open source project that supports the technology for this manual has made it possible.
Note that the terms of the License do not allow for distribution of altered or edited versions of the original, nor will there be technical support available from the AFC or authors for technical queries - there is help available,though. See [[Feedback please!]].
!A Growing and Developing Document
See [[Recent changes]] to see the most recent updates in this manual that is constantly developing along with evidence and experience.
In MBT-F the purpose of taking a goal based outcome (GBO) approach is that ~GBOs, when utilised effectively, are intrinsically mentalizing. Goals, to some extent, reflect the inner mental state of the family member (desires, wishes, feelings and motivations) and are frequently related to behaviour. However, families need some help in developing goals which are effective in identifying areas of focus and measuring change.
In MBT-F the child or young person may be identified by the parents as the ‘problem’ or displaying the problem behaviour. Our understanding is that in these circumstances it is sometimes the case that the child has become the unconsciously designated, split off, carrier of disturbance. In these circumstances the child or young person can be seen as an 'emissary' of sorts from the family to the wider world, in an implicit familial call for help, as with the reading of juvenile delinquency as a coded cry for help by a child on his parents' behalf. There may then be an element of altruism in their behavior - playing sick to prevent worse things happening in the family, such as exposure of the parental couple’s difficulties or a total family breakdown. This state of affairs can be seen as a major breakdown in mentalizing within the family because it is contingent upon blindness to one’s own mental state and that of others within the family. In identifying and setting goals, family members have an opportunity to reconnect with their mentalizing capacity. This will necessarily include improved perceptions of the mental states of themselves and other members of the family.
''Who's goals?''
In using goal based outcome measures, the goals need to be set by the subject of the goal, i.e. children set their own goals. The parental goal of changing a child’s behaviour, is not recommended and in any case may be undermined by them if any change exposes hidden couple or wider family difficulty. Any goals set for children and young people need to come from them. Therefore, parents might set goals about how they (the parents) behave in or manage situations but they cannot set goals for their children. In line with this view, our approach would be to help families identify goals by individual family member.
''What type of goals?''
Parents frequently come with barely disguised problem focused goals regarding their children, i.e. “I would like (son/daughter) to stop……….” Ideally goals should be future focused, i.e. “In the future I would like to (something positive)..” However, problem focused goals can be the foundation upon which more positive approaches can be developed.
''The process by which we set goals''
!What is this?
This is a tag (topic), linking a set of "To Do" tasks that relate to different stages of the therapy: for those practitioners who like lists, this is the place to be.
Click on the [[Show references and info]] panel by the title of this page to see the sub-topics, which are to-do lists relating to different stages of therapy.
Select the relevant checklist according to where you are in the course of therapy, to reveal a To Do list, to remind you of key tasks ahead. Remember you can easily [[Print material from the manual]] if you want these lists to hand!
<<list filter "[tag[MBTF-OutcomesFramework]]">>
!Starting
See the tag [[MBT-F Getting Started]] which includes information on what to do in terms of [[Preparation before first session]]
!Sequence of Sessions
See the [[MBFT-Timeline]]
!What do I actually do?
Under the heading [[MBFT-Structure of Sessions]] there is information on session-specific tasks, including the [[MBFT-Core3 - Loop]] which structures most sessions. In addition there are "[[MBFT-MustHaves]]", where you can find lists of the various basic tasks that need to be done. Finally, there are the specific [[MBFT-Techniques]] which are related to all phases of treatment, and //can be deployed as required// within the given structure; all are cross referenced and linked.
!Flexibility
Even for a brief 6-8 session therapeutic intervention it is impossible and undesirable to outline each session in excessive detail, as this could limit the therapist's freedom to respond spontaneously to emergent content and take appropriate action based on feedback obtained during the session. The therapist is left freedom to co-construct and co-evolve together with the family, appropriate interventions based on such feedback. During therapy, conflicts tend to arise between the need to be precise in terms of clearly defining the various steps of the therapeutic process, whilst at the same time allowing for enough flexibility so that therapy does not become a straitjacket for everyone concerned.
!Overarching Session Aims
The session structure should reflects and support the [[Overarching MBT-F treatment aims]].
!!@@color(red):Techniques/information on how to Assess Mentalizing and spot failures in Mentalizing@@:
><<tag [[MBFT-Assessment of Mentalizing]]>>
!!@@color(red):Core features of MBFT practice (practiced in every session)@@:
><<tag [[MBT-F Core features]]>>
!!@@color(red):A Menu of Techniques, Games, Activities - used "to taste" in order to foster Mentalizing@@:
><<tag [[MBFT-Specific Mentalizing Techniques]]>>
!!@@color(red):Techniques used in specific circumstances, or with a specific focus (Family, parental couple, etc)@@:
><<tag [[MBFT-OtherTechniques/Activities]]>>
Here we gather all material relating to the Theory underpinning MBFT.
Click the [[Show references and info]] panel by the title of this page to reveal related content under this topic heading.
!!For further reading, see:
[[Academic References]]
!Notes from meeting 26.03.15
These are notes about a forthcoming meeting with workers from Finland, developing models for working with younger children, and also considering the future development of MBT-F to accommodate a future trial of MBTF with Looked After Children and Foster carers in Herts.
!What are the core components of MBTF?
* Some psychoeducation about [[Mentalization]]?
* A focus on curiosity about minds, intentions, etc
* Use of the [[MBFT-Core1 - Therapist's Stance]]
* Use of the [[MBFT-Core3 - Loop]]
!Collaborations:
* EYPU works with families with young children, in an exclusively Mentalizing framework - See their [[EYPU manual|http://eypu.tiddlyspace.com]]
* Saara (Finland) is combining MBT-F with Theraplay
* Sheila Preston has a book on MBT for Parenting coming out
!Agenda for Meeting with Saara:
* Morning: mutual exchange of who is doing what in UK and Finland
** Exchange about recent theoretical advances
** Watch Saara's film
* Afternoon: Negotiating how to adapt our slides and content
** to make the MBTF training more coherent for Saara's training.
This is a measure designed to stimulate reflective practice and may be used as a fidelity score, although robust validation of the measure is awaited.
You can download it as a PDF [[here|https://drive.google.com/file/d/0B5h_CVBdhJPYWVByUVdPY2hFdjA/view?usp=sharing]]
[img[MBTF adherence pic]]
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<<toc-selective-expandable 'MBTF-Contents'>>
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See material related to the team's developing Outcomes Evaluation Framework for Family work (MBT-F) and the [[Parent Consultation Service]] - which will be listed as Subtopics in the [[Show references and info]] panel for this page.
<<tree "Introduction [[MBT-F Theory]] [[MBT-F Core features]] [[MBT-F Techniques]] [[MBT-F Goals and Outcomes]] [[MBT-F Sessions]] [[MBT-F MustHaves]] [[Frequently Asked Q's]] ">>
!!!!N.B. You can only use this facility if you are authorised and have the appropriate password
If this is a downloaded copy then it is yours to do as you please with, though note the [[Licensed]] nature of this product.
!
<<newTiddler>>
!
Therapist acts as "production assistant", encouraging (for instance) the child to interview the parents - facilitating the questions they might wish to ask. Set up the room so that two (or more) family members are "in the TV" and the others are watching.
Family members "in the TV" are encouraged to play-act interviewing each other, while the others watch/observe. If the conversation becomes too heated or non-mentalizing is occurring, the "watchers" can "turn down the sound" or even "switch off" for a while, in order to discuss what they have been seeing (to ''mentalize'' what has just been occurring.
This techniques is a way of SLOWING DOWN the action that is playful, and thus reassuring, but which allows thinking/mentalizing to come back "on-line"
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Offer space after the game (or during a break in the game) to reflect on what that was like - for you? for your mother? For your father?...
This is a tag gathering any problems specified as 'Clinical', from which links to other appropriate manualized material are available. In the fully functioning TiddlyManual, a local team has the opportunity to add content here to its own local template (adding "notes in the margin" so to speak, that allow attunement of the manual to the local setting) - so as to describe specific local problems that are recognised as recurring, which, although not addressed directly in the manual can be usefully responded to by present content - so that a brief description of the problem can be followed by links to the most approriate sections of the manual.
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!Definition:
Combining the framework of psychoanalytic theory, attachment theory and aspects of research on social-cognitive development, a relatively new frame of reference for psychopathology and psychotherapy has been proposed by a group of psychologists working in the United States and Europe.
The core idea, mentalization (or [[Mentalizing]] as many practitioners prefer), originates as a hybrid, and not essentially novel, idea from: Philosophy of Mind, Attachment studies, Systems Theory, and NeuroDevelopmental science, and describes a uniquely human capacity:
|bgcolor(pink): <br>''@@color(green):The imaginative activity of making sense of the actions of oneself and others on the basis of intentional mental states such as desires, feelings and beliefs.@@'' <br><br> |
!Video teaching:
!!What is Mentalizing, and why does it matter?
Describing Mentalizing, its origins, its value and what happens when it goes "offline" (this video is from an AMBIT training, another mentalization-based approach - for chaotic, complex, non-help-seeking high risk youth):
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!!A brief conversation about Mentalizing
With Dr Jon Allen, Menninger Clinic, USA
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!!Explaining this to families
There are lots of ways of doing this, and some families will want more words, some less. Here is one example:
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!!Slides on Mentalizing:
You can access teaching slides about mentalization here:
----
Go to https://docs.google.com/open?id=0B5h_CVBdhJPYa1FDcDFnTUp0QUU to download or view
Remember these slides are released under a [[Creative Commons Licence|Licensed]]
----
!Complexities in Mentalizing:
Mentalizing is a complex and uncertain process for a variety of reasons including:
*''A person can act according to a belief that is wrong''.
*''Beliefs'' arise through a complicated interaction between sensory perceptions, memory, and motivation and so ''may change for many reasons'', perhaps because the environment has changed, or because some hidden mental process has occurred.
*Because beliefs are just //representations// of reality, ''people can have very different beliefs and feel very different emotions about apparently similar things.''
*''We do not just mentalize at a //conscious// (or verbal) //level//'', but also at a //procedural level// - which involves non-conscious and non-verbal affective (feeling-based), motor and perceptual strategies to grasp and convey mental states.
*''Mentalizing is central to understanding, regulating and communicating emotions'', since emotions relate very directly to one’s desires or goals and, beliefs about whether they are being met, or frustrated or threatened. Reflecting on one’s own beliefs, desires, and feelings is also important for maintaining a healthy inner life.
Almost all aspects of social interaction entail the capacity to mentalize: //to understand the other person's behaviour in terms of the activity that has taken place inside their minds - that may provide a good explanatory model of their actions.//
* Mentalizing emphasises the ''//uniqueness//'' and ''//specificity//'' of the human's subjective experience, and carries with it the implication that ''//making sense of this in each other or within ourselves) is a complicated task at which we are only only ever partially successful//''.
* See below a brief video of the famous scientist (and extraordinary communicator) Richard Feynman, describing how he came to understand that even the most basic mental functions (like counting, or reading) that we might take for granted as being the same for all of us, may in fact be conducted in extremely different ways:
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Another way of making sense of Mentalizing, courtesy of Pixar (a good resource for explaining mentalizing to family members!):
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!Further material:
* There are many helpful [[Mentalizing Quotes]] that help to define this very old concept.
* There is a hierarchical series of [[Mentalizing levels]] that can be observed, and which the therapist tries to build on.
* There are <<tag [[Components of Successful Mentalizing]]>> that can be useful 'checklists' for therapists (and clients!)
* There are <<tag [[Components of Impaired Mentalizing]]>> that can be useful 'checklists' for therapists (and clients!)
* There is the [[Therapist's Stance|MBFT-Core1 - Therapist's Stance]] which is how we translate //theory// into //practice//, and is a core feature of all the mentalizing practices.
!A Developmental Concept:
There is material on [[Developmental Considerations]], especially as they affect the //adolescent//, including video.
The rudimentary capacity to grasp mental states becomes evident in the second year of life and it continues to be refined over the whole course of our lives.
In the process of development, the perception of //goal-directed behaviour// takes on greater complexity and richness, as the nature of mental states is grasped with increasing sophistication.
!Mentalizing and Clinical work
Making sense of behaviour in this way is the cornerstone of //clinical practice//, too. The [[Therapist's Stance|MBFT-Core1 - Therapist's Stance]] is a core part of all of the growing family of mentalization-based approaches to therapeutic work.
Therefore, ''the ability of the clinician to mentalize'' is particularly important, //especially// when the behaviour of our clients does not make sense in obvious ways, or seems inexplicable. Our theory tells us that //Mentalizing is fragile//, though - in therapists as well as clients (in this sense it is a great "leveller" in the power dynamics of the patient-therapist relationship.)
!Attachment and Mentalizing:
There is an important relationship between Attachment theory and mentalization.
Attachment in infancy is primarily a behavioural or //"procedural"// construct. According to Bowlby, at about the age of three, behaviours signifying a goal-corrected partnership begin to emerge. The central psychological processes for mediating goal-corrected partnerships are the [[Internal Working Models]].
''Mentalizing emerges from Attachment Relationships''
Meta-cognitive capacities, such as the capacity for psychological interpretation, are the product of the complex psychological processes engendered by close proximity in infancy to another human being, the attachment figure.
In order to develop mentalization, the individual needs:
*A symbolic representational system for mental states ([[Internal Working Models]]).
*To be able to selectively activate states of mind in line with particular intentions (attentional control).
!When Attachment is Disrupted:
Early disruption of attachment relationships creates a developmental vulnerability for a failure of the complex meta-cognitive capacities referred to above.
The relationship between attachment and mentalization, however, is //bidirectional//.
The inability to represent the mental state of the self, attentional problems, and difficulties in reflecting on the mental states of others obviously disrupts attachment relationships which in turn undermines the natural emergence of mentalizing capacities. In this way, in some families, the very process that could lead to the child overcoming problems arising out of interpersonal challenges is undermined by the difficulties in the child’s attachment system.
!When Mentalizing fails:
When the Attachment system is activated by stress/anxiety, etc, Attachment Behaviours are triggered. These behaviours function to adjust the individual's proximity to their Attachment Object. ''Whilst this process is active, Mentalization is effectively de-activated''.
>Another way of understanding this is that the prefrontal cortex (where mentalizing occurs) is a very sophisticated and recently-evolved part of the brain, that is easily 'drowned out' by the relatively much more primitive (and "louder") brain centres such as those dealing with Attachment and ~Stress-Arousal.
''Crucially, this rapid (minute-by-minute) switching on and off of the mentalizing capacity occurs //in both the client/patient as well as the Practitioner// at times of high anxiety.''
Clinical work of all kinds crucially depends on a focused endeavour to understand the seemingly anomalous actions that we construe as psychopathology in mental state terms, eg mistaken beliefs, inappropriate desires, conflicting motivations, incoherent thoughts, etc.
A broad range of psychopathology can be seen as involving one or another form of specific mentalizing dysfunction.
!Pre-mentalizing stances:
Three key concepts that help to describe the “primitive” states of mind ([[Pre-mentalistic stances]]) that are adopted when mentalizing fails are:
|bgcolor(lightblue): <br> [[Psychic equivalence]] <br> [[Pretend mode]] <br> [[Teleological thinking]] <br> |
How these affect an individual and his or her relationships are laid out in <<tag [[Components of Impaired Mentalizing]]>>.
!Common Mental Health problems
We have suggested that ''all that we label as //"psychopathological"//'' may be seen as the mind misperceiving or misinterpreting the status of its own contents and its own functions. See [[Specific diagnoses and their corresponding mentalizing failures]].
Being careful to avoid fostering the misuse of Mentalization (see [[Mentalizing difficulties]]), in the case of warring divorced or separated parents (for whom there is no goal of repairing their personal intimacy/love) it may be helpful to emphasise the fact that being able to Mentalize about their (ex)-partner may simply be a way of getting the best out of him/her as regards their //parenting//.
Once we have 'noticed and named' an interaction in vivo where family members' capacity to mentalize is under strain, we have an opportunity to model the mentalizing stance of sharing and provoking curiosity among the family members, even in the context of raised affect.
As noted above, the most important features of a mentalizing stance are respect for, and curiosity about, the minds of others and an attitude that learning about how others are thinking and feeling is enlightening. In fact, ''the therapist models this by his /her very stance'', by enquiring about how others are feeling or what they might be thinking and by not making assumptions about either of these, literally or metaphorically scratching his head. Thus, the therapist may say:
>//“This is fascinating, I wonder Sally what it feels like for you when your dad does x?” “Dad, what do you think it feels like for Sally? If one could see thought bubbles come out of your wife’s head, what might be in there about how she thinks Sally feels right now?”//
>//“Let me see if I got this right – are you saying that when your dad does x that makes you feel y, and you think to yourself z? Does anyone here have a different view?” “Can you discuss this with each other?!”//
Much of this is a process of the therapist [[Checking]] and encouraging family members to rehearse their own [[Checking]].
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!The major aim of status quo mentalizing:
...Is to set a context for what could be termed //‘emotional brainstorming’//.
It encourages family members to voice feelings and once mutual exploration unfolds and gains its own momentum, the therapist can decentralize himself and see his role a being that of a facilitator, to enable discussions between family members (and not merely between the therapists and individual members of the family), but also with the task of keeping a focus on mentalizing interactions, including actively blocking non-mentalizing interactions (or ‘fillers’).
This is the capacity to feel an affective state, and to retain reflective thinking about that state. It is one of the [[Components of Successful Mentalizing]] and in particular relates to the [[Perception of own Mental Functioning]] - it requires a meta-cognitive stance, i.e. to be able to "think about ones thinking (and feelings)"...
The active (verb) version of the word (noun) - "[[Mentalization]]".
In fact, as Mentalization is something that people ''DO'', rather than a "Thing" that is either present or absent, Mentalizing is the preferred word.
!The verb is better than the noun!
Like "//Mentalize//", this is actually a better word than [[Mentalization]] as ''it is a VERB'' - and mentalization is ''something that we DO'' rather than a thing we //have// or //do not have.//'
The main details for understanding this concept are to be found at [[Mentalization]].
!To "Mentalize a problem"
This implies to reach (via imaginative, curious, tentative enquiry) an understanding of the behaviours of the other person that "makes sense of" these in terms of their ''intentional mental state'' at the time.
>//"My mother is screaming at me now ''because she has been very worried for my safety'' and because she wants to know that I am growing up to be able to look after myself properly, and ''manage any future relationships responsibly''; i.e. to understand that treating people as I have just treated her is not alright. After I spoke to her six hours ago and said I would be back in a few minutes, she became increasingly worried when I did not turn up until now... she wants me to understand how difficult it will be for me if I do not learn this lesson at this stage in my life..."//
Would that all late-returning adolescents were able to Mentalize a situation so accurately!
!Different Definitions:
>To see ourselves from the outside and others from the inside
>Understanding misunderstanding
>Having mind in mind
>Mindfulness of minds
>Introspection for subjective self-construction – know yourself as others know you but also know your subjective self
>Those psychological skills that allow us to spontaneously and largely in an intuitive manner //make sense of the actions of oneself and others by reference to mental states// such as beliefs, desires and feelings. Peter Fonagy (2004)
!Birth of Mentalizing:
>//"The baby looks at his mother’s face and finds himself there"// Donald Winnicott
>//"She/he thinks that I think, therefore I am"// Peter Fonagy
Anna Freud, talking of her admiration for August Aichhorn as a teacher and therapist:
>//“So often teachers are in a hurry to get their students to know something, to have the right answers: a possession. Aichhorn knew how to scratch his head and say: Well, we can look at this boy in this way, but we can also look at him in that way, and there may be other ways, too. He was challenging us: can you do the same – focus and refocus, shift your angle of vision, adjust your point of view?”//
From "Anna Freud: the dream of psychoanalysis" by Robert Coles, pub. ~Addison-Wesley, 1992
!From literature
>//"Do not sit at home,//
>//Do not go to the forest,//
>//But recognise mind//
>//Wherever you are."//
Saraha - "Treasury of songs", c. 1st millenium AD
>//"A pair of wings, a different mode of breathing which would enable us to traverse infinite space would in no way help us for if we visited Mars or Venus keeping the same senses they would clothe in the same aspects as the things of the earth everything that we should be capable of seeing. The only true voyage of discovery, the only fountain of eternal youth, would be not to visit strange lands but to possess other eyes, to behold the universe through the eyes of another, of a hundred others, to behold the hundred universes that each of them beholds, that each of them is…….with this, we really do fly from star to star.'"// - Marcel Proust from The Captive
We can conceive of a series of different LEVELS of mentalizing, in what could be seen as a hierachy, with each //higher// order relying on the presence of //lower// orders before it can be sustained:
#[[Implicit Mentalization]]
#[[Explicit Mentalization]]
#[[Affective Mentalization]]
There are a variety of different menus on the computer screen to help the user navigate around and manage the material in the manual.
At the top of the screen, below the SiteTitle, you can click on items from the Main Menu which direct you to all the major sections of the manual.
Moving the cursor across any specific open '[[Tiddler]]' causes its own menu to appear just above it:
[[Close]], [[Close others]], [[Edit]], [[References]].
In the right hand margin is the [[Sidebar]] which offers a click-able list of important things that you can DO with the information in the manual. Below these is a further menu arranged rather like a 'card index', known as the [[Tabs]], which contain all the material in the manual, sorted in different groupings and arrangements to allow rapid identification.
When people get stuck in all too familiar interactions, a mini role play may help to move things on.
>//“Let’s imagine you were all in a play, with familiar roles and rehearsed routines. You know that if mum says that, dad will say this and you will do that….in your family you have got some very well established scripts – and always the same ending, like ‘The Mousetrap’ a play that’s been performed in London day after day for the past 50 years…. I would like to see what happens if you change the lines of your family play…. Let’s try…. Pretend you have just come up with that line – now change the next line and see what happens… I would like you to find new endings, to write new little scripts….”//
This can be followed by people ''swapping roles'' for a few minutes, ''for example mother acting the child'', and finding new wordings for familiar scenarios.
!!Changing Places
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See also [[Heating up and Monitoring Arousal]].
These are just one category of the [[Components of Impaired Mentalizing]]. Conversely, there are also [[Components of Successful Mentalizing]]
A darkly humorous depiction of the process - in real life much less amusing:
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This refers to situations in which understanding of the mental state of the individual is not directly impaired, yet the way in which it is //used// is detrimental.
While this may occur in the context of the parental relationship, what we are concerned with is the extent to which it is experienced directly by the child. Misuse of mentalizing may occur unconsciously, but nevertheless the way in which it is used will be motivated by the goals, wishes or interests of an individual, a dyad or the family as a whole.
!This can take the following forms:
!!Manipulative use of understanding of the child:
The child’s mental states are recognized but not used to understand the child. There is no mutuality and there is a coercive element where mentalization is used for something else, e.g. as ammunition in marital battle. In these situations the child might experience mentalization as aversive because “being understood” occurs in the context of being manipulated. For example, in the case of separated parents a mother argues with the father about his unreliability in collecting the children. //"You are such a bastard. You never think about how the children feel when you are late! Johnny was really upset and disappointed because he had been waiting to show you his soccer trophy. When you did not come he felt you did not really care about him anymore. Maybe it would be better if you did not bother to come at all!"// Here the mother’s accurate perception of the son’s feelings is used to support a case, which is even more threatening to the child than the disappointment had been. The lesson the child might learn is to try to hide his feelings and pretend that it is ‘OK’. The father, rather than focusing on his son’s mental state, might shut off concern with it in order to avoid noxious battles with his wife. He arrives on time but is less sensitive to his son’s feelings and thoughts.
!!Self-serving distortion of the child’s feelings:
Here the children’s feelings are exaggerated or distorted in the interest of the parent’s unspoken intention or attitude. For example, the father criticizes and complains to his wife that her taking a job means that the children feel neglected and rejected and unimportant to her. He only makes this complaint in weeks when he was required to do more chores but does not make the complaint when she has an au pair there to assist him.
!!Coercion against the child’s thoughts:
The parent appears to undermine the child’s capacity to think by deliberately humiliating the child for her or his thoughts and feelings. For example, the parent exposes the child’s sexual feelings in a family gathering or even individually to the child but in a belittling and insensitive manner. It is often an abuse of power; the child might have confided in the parent or the parent was given the information by virtue of their position of responsibility.
!Stance:
The therapist thinks and talks about the thoughts and feelings of the members of the family, and the relationships between them, ''continuously''.
!This ''mentalizing stance'' shows itself in a number of ways:
*Acknowledging @@color(red):''different perspectives''@@
*[[Checking]] that he/she has properly understood what somebody means:
>//"let me just check that I’ve got this right.."//
...always with an emphasis on mentalizing, so that the thinking about mental states is made explicit. A mentalizing element is added to the original meaning, for example when someone says:
>//"He’s always trying to wind me up!"//
...the therapist inquires:
>//"and does this feel to you that he is being deliberately annoying?"//
*@@color(red):''Showing that the therapist cannot //know//''@@ what a member of the family feels, without asking a question to find out.
*@@color(red):''Helping'' a member of the family to communicate and express what they feel@@, by for example stopping the conversation to ask ‘naïve’ questions about what it is that the person feels they can’t say or explain. This may be particularly important with a less articulate child or adult, requiring support and respect for their position.
*@@color(red):Asking ''‘triadic mentalization-eliciting’'' questions@@, by asking one of the family members to say something about the relationship between another two people. E.g.:
>//“What do you think it was like for your Mom that time that you had a tantrum in the car?//” Or:
>//“How do you think your parents felt towards each other while you were shouting?//”
*@@color(red):''Shifting the focus''.@@ Father complains that his wife’s change of job has caused trouble for others in the family, therapist asks child:
>//“What do you think it’s like for your mum when she changes jobs?”//
*@@color(red):''‘What if’ questions''.@@ To child who was having a tantrum wanting parents to stop the car:
>//“What would you have felt like if she had stopped the car?”//
...and to Mom:
>//“What did you think he would think if you did stop?”//
!When to use this:
In situations where [[MBFT-Parental (couple)-focused Activities]] are required, where the parents (or other subsystems such as siblings - [[Siblings-only sub-group]]) are seen ''alone'', rather than with the whole family...
!What to do:
The therapist uses the opportunity to model ''open mentalizing'' about the ''possible knowledge and feelings of various //OTHER// members (the ones who are not there...) of the family system''.
>//"I find myself wondering whether Peter and Jemima might know more about this difficulty of yours than you are saying... Do you think there is any chance that you are under-estimating their ability to have a 'radar' for your relationship difficulties?"//
*This will help identify false beliefs about other’s mental states as well as understanding more fully the implications of accurate ones.
*The therapist may inquire about this by saying:
>//“Are there things that you feel are impossible to discuss with your child?”//
>//“What is it that you think would happen?”//
>//“What would they think or feel, or do, that it has to be kept secret?”//
Amongst other [[Developmental Considerations]], there are Neurodevelopmental challenges faced by the young person: these include freshly enhanced cognitive complexities, that in turn face the young person with integrating a far more complicated set of thoughts about her own and others' feelings and motivations.
!Brain changes in the adolescent - TED talk by Professor ~Sarah-Jayne Blakemore (UCL)
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!Brain changes:
The outpouring of gonadal hormones in early and middle adolescence is implicated in the major changes that occur in ''brain development'' at this stage of life. the changes in the adolescent brain are more dramatic than any since the earliest stages of childhood. During this phase, the previous ''efflorescence'' (branching and re-branching) of neurones, with the formation of huge numbers of ''synapses'' (chemical 'bridges' carrying nerve impulses between neurones), that dominates the antenatal period and the earliest years of life, //effectively goes into reverse//. The dominant process at this stage in life is then ''Synaptic Pruning'', and this occurs in relation to use-dependent iterative processes, so that unused neural pathways are actively shed, whilst pathways with heavy traffic are reinforced. Put crudely, then, the adolescent development of the brain refines capacities so as to preserve those that are socially adaptive and advantageous, and losing those that are less relevant.
In effect, although some degree of 'plasticity' remains throughout life (we can to some extent relearn skills that have been lost after a stroke), the adolescent years are when the major brain architecture is laid down and finessed into its mature form, one that will have to carry that individual through adult life. An analogy that can be helpful to explain this uses the image of a nation's public transport system: this is the period when the brain's main motorway or railway systems are laid down. It is largely because of the sensitive nature of these changes, and the implications associated with getting a poorly adaptive "transport system" at the other end of adolescence, that early and intensive intervention in adolescence is justified.
Three 'functional nodes' have been proposed, which have more or less identifiable neural structures, and whichfucntion together to help to govern social interaction. These have been called the "Social Information Processing Network" (Nelson et al, Psychological Medicine, 2005). The first node (Detection) appears to fucntion by comparing incoming socially relevant information to pre-ordained (learned/remembered) 'social scripts'; it alerts the system if this information appears to err from these scripts. The second node (Affective) attaches an emotional reaction (generally fight/flight) to such instances. In the adolescent, crucially, the neurodevelopment of the third functional node normally lags about two years behind the development of the first two nodes described - this is the Cognitive Regulatory Node, and is a frontal function, which operates by inhibitting the impulsive affect-driven responses to such situations by applying higher order analysis to the situation, taking context into account, etc ([[Mentalization]], in short).
!Effects
As a result, there is a developmental hypersensitivity to mental states, which may overwhelm the adolescent's capacity to cope with thoughts and feelings except through action on his body or the world.
Although such adolescents may seem able to talk about feelings quite fluently, more abstract psychological ideas create great strain on the adolescent's system. This can lead to an apparently dramatic breakdown in [[Mentalization]], withdrawal from the young person's SocialEcology and the intensification of Anxiety and enactments. The extent to which this leads to long-term difficulty depends not only on the inherent strength of the YP's psychic structures, but also on capacity of the environment to support his weakened mentalizing function.
Naturally, this is further complicated by the fact that the YP may undermine the capacity of institutions to support him. An important principle, in integrating the different therapeutic interventions, is to create such support as strongly as possible, by reinforcing the understanding (and thus the effectiveness of the support) available in the YP's social environment.
This is overwriting the NewHerePlugin contained in @ambit-plugins
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|Description:|If 'New Tiddler' already exists then create 'New Tiddler (1)' and so on|
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|Date:|$Date: 2007-06-13 04:22:32 +1000 (Wed, 13 Jun 2007) $|
|Source:|http://mptw.tiddlyspot.com/empty.html#NewMeansNewPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License|http://mptw.tiddlyspot.com/#TheBSDLicense|
!!Note: I think this should be in the core
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How to respond to individuals or families that appear to have no vocabulary for feeling states...
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!!Noticing
A statement about an interaction (preferably in the ‘here and now’, but it can also be a reported event or sequence) between two or more family members, is the starting point.
Here the therapist focuses on ''an emerging pattern of how family members relate to each other''. Keeping in mind that it is possible to make many different observations of what might seem just one event and that therefore any observational statement is highly selective, the therapist voices this and immediately follows it up by ''checking for CONSENSUS'' between family members...
>//“I notice that when Sally does x (cry), David it looks as if you find it very hard to understand what exactly she is feeling and why, and without this understanding her behaviour doesn’t seem to make sense ''(Noticing)''. Have I got this right or am I totally off the mark? ([[Checking]]) Can you see what I am talking about? Well, let me continue… to me it looks that when Sally does x (cry), this makes you feel (or act) really y (confused), and so you do z (cut off) or respond in y (confused) way. Likewise, Sally, when David then does this (y), it seems like you find it hard to understand exactly what he is feeling that makes him behave like this. And then to me it looks that this makes you feel (or act) z (irritated) and it goes round in circles. ''(Noticing)'' I don’t think anyone is to blame here because everyone is finding it hard and doesn’t quite understand where everyone else is coming from…I’m not sure I’ve got this right ([[Checking]]) … what do you think Sally?”//
In this example the therapist first identifies and highlights an interaction which (to him) appears to be related to some mentalization difficulty ''(Noticing)''.
The therapist then offers more [[Checking]] of her observation by inviting the family and its individual members to connect with and perhaps share this observation, but also giving them the chance to dismiss it.
It is possible that some or all family members might, for example, state that they had ‘no idea what the therapist was going on about'. This would then lead the therapist to reflect (in his own mind, without necessarily sharing this with the family at this stage) on the validity of his observation in view of the feedback obtained and himself dismiss the observation as insignificant and / or speculate about the possibility of – and potential reasons for - family members defending themselves again what has been observed. In either case it is unwise to just keep repeating the same.
If the observation (''Noticing'') and related comments resonate with some (or all) of the family members ([[Checking]]) then the therapist goes on to ''question the problem''; in doing this, the therapist is looking for
*Shared experiences of how this pattern of relating to one another is a problem for family members
*A common language with which to name or label it.
>//“Do you feel all right about the way this is…this kind of ‘going round in circles’ (are you happy with that)? If not, why or how does it bother you? Is that the way you want it? Is that something you want to change? Does it ever cause you a problem? Do you sometimes get stuck? If you kept this going what might be the outcome?”//
This line of questioning aims to elicit whether the family and its individual members regard the highlighted interaction pattern as something that causes them dis-ease (is experienced as ‘dysfunctional’), or as something that they regard as a non-issue (however ‘pathological’ it may seem to the therapist).
!!!When to focus in on an identified issue:
It is only if or when at least one family member perceives the observed interaction as being problematic, that the therapist can focus on this issue.
!!Naming
Once a problematic interaction has been noticed and focussed upon, the family are invited to find ways to NAME it.
In order to maximise the phase of emotional brainstorming introduced in the second step ([[Mentalize the Moment]]) the family can use [[Pause and Review]] techniques, playing with images of a video or DVD of the "action" which can be paused to allow time and space for mentalization to be recovered.
Family members are encouraged to form a ‘working party’ to think about interactions, from a meta-level, as it were. They are also encouraged ''to find some buzz words to mark the interaction sequence and the associated feeling states.''
>//“So what word or sentence comes to mind when you think about this?”//
The aim is to find a word or phrase that becomes some form of ‘mantra’ which family members can recall after sessions, when similar stuck interactions evolve. Examples are ‘tango’, ‘malignant clinch’, ‘top-dog’, ‘door mat’, ‘playing first fiddle’, ‘the knight in shining armour’, ‘playing the fool’, 'hot potato', etc
!Example 1
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!Example 2
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!Example 3
This is an example of [[Pause and Review]], that moves into the process of trying to [[Notice and Name]] common breaks in mentalizing:
<html><object width="640" height="360"><param name="movie" value="//www.youtube.com/v/JevynoYUAc8?version=3&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/JevynoYUAc8?version=3&hl=en_GB&rel=0" type="application/x-shockwave-flash" width="640" height="360" allowscriptaccess="always" allowfullscreen="true"></embed></object></html>
//{{{
config.filters.numbersort = function(results,match) {
var field = match[3];
results = results.sort(function(a, b) {
var val1 = a[field] || a.fields[field];
var val2 = b[field] || b.fields[field];
return parseFloat(val1, 10) < parseFloat(val2, 10) ? -1 : 1;
});
return results;
};
//}}}
Type the text for 'OtherTiddler' MainMenu
!The problem
The parent may be highly involved, extremely well-informed about the young person's social life and dilemmas. There may be an impression of extremely well-developed "mentalization" - much of which is genuine and effective, some of which maybe developmentally-inappropriate. See [[Pseudo-mentalization difficulties]].
An absence of "normal aggression" - parent and child may be defensive of the status quo...
!Explore
"What happens to anger in this family?"
Can you draw up/identify items form a "list of Hot topics"?
Try [[Enacting problem scenarios]]
#To enhance mentalizing and the capacity to make choices
#To consider each person’s involvement in / contribution to the problem behaviour of the symptomatic family member(s)
#To use mentalizing to strengthen self-control and the capacity to regulate one’s feelings
#To promote awareness of one’s own and other persons’ mental states.
These are approached by:
#Helping families shift from coercive, non-mentalizing cycles of interaction to mentalization-based discussions and interactions, serving to build a basis of trust and attachment between children and parents.
#Promoting parents’ sense of competence in helping their children develop the skill of mentalizing.
#Practising the skills of mentalizing, communication and problem solving in the specific areas in which mentalizing has been inhibited.
#Initiating activities and contexts within the family, with peers, in school, and in the community which reinforce mentalizing, communication skills and mutually supportive solutions to problems.
<!--{{{-->
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<h1><span id="SiteTitle" class='siteTitle' refresh='content' tiddler='SiteTitle'></span> <span id="SiteSubtitle" class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span></h1>
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!What is it?
The PCS is a brief (single 30 minute telephone call) service for parents, run from the AFC, which offers a consultation, followed up by a letter, for parents or carers with concerns about their child.
!Anna Freud Centre website describing the service:
<html><div align="center"><iframe src="http://www.annafreud.org/pages/services-the-parent-consultation-service-160.html" frameborder="0" width="100%" height="600"></iframe></div></html>
Often family interactions move very quickly, and there is a lot more non-mentalizing than there is mentalizing to see. Here is an example of this:
<html><iframe width="560" height="315" src="https://www.youtube.com/embed/tKrGJXYu9wA" frameborder="0" allow="autoplay; encrypted-media" allowfullscreen></iframe></html>
Pause and Review is a technique that can be helpful in finding a way to interact in such instances, where otherwise it is easy to feel powerless to help
This is designed to:
1. Slow down the interactions between family members, so that there is space for Mentalizing...
2. Question or express a specific interest in exactly //"what person x is feeling/thinking as this interaction unfolds"//.
This //may// involve using images of DVD or video as a way of providing some emotional distance between family members and the emotional drama that is unfolding between them. By conjuring the image of their interactions being on film, the therapist offers opportunities for imagining a 'meta-position'.
If appropriate this activity can even be "dramatised", with the therapist calling "Freeze frame!" and gesturing with his or her hand to freeze the activity.
>//“I notice b and c when you talk – can we just pause the action here for a brief moment. Let’s pretend for a minute that we had video-recorded this exchange and that be are going to do a replay of a previous segment, to see how things developed and built up. How do you think it all started?”//
This is an example of pause and review, that moves into the process of trying to [[Notice and Name]] common breaks in mentalizing:
<html><object width="640" height="360"><param name="movie" value="//www.youtube.com/v/JevynoYUAc8?version=3&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/JevynoYUAc8?version=3&hl=en_GB&rel=0" type="application/x-shockwave-flash" width="640" height="360" allowscriptaccess="always" allowfullscreen="true"></embed></object></html>
Here is another example - the pause and rewind technique is used just at the point at which there is a high risk that non-mentalizing will escalate (as it clearly has many times before):
<html><iframe width="560" height="315" src="//www.youtube.com/embed/biok3m3Ey80?rel=0" frameborder="0" allowfullscreen></iframe></html>
See [[Simmering Down]] for more dramatic examples.
In this category of the <<tag [[Components of Successful Mentalizing]]>> we describe the self-reflective capacity of individuals who are successfully mentalizing.
!Teaching note:
This is a useful resource for teaching parents about the nature of mentalizing:
>//"HOW DO YOU KNOW IF YOU OR YOUR PARTNER ARE MENTALIZING?"//
!THE 7 FEATURES of the perception of one's OWN Mental Functioning
!!!1. Taking a developmental perspective
This refers to the individual’s ability to understand that with development one’s views of others deepen and become more sophisticated and complex. For example, as the individual grows, she is able to begin to understand her parents’ actions better.
!!!2. Realistic scepticism
This refers to the recognition that one’s feelings can be confusing.
!!!3. Internal conflict awareness
This refers to the capacity of being aware of having seemingly incompatible thoughts and feelings.
!!!4. Self-inquisitive stance
This refers to an individual’s genuine curiosity about his own thoughts and feelings, as well as to the interest in how the way other people’s minds function (given their differences in terms of, for example, different age group, gender, culture) relates to oneself. This interest in difference leads to the questioning of one’s own assumptions.
!!!5. The awareness of the impact of affect
This requires the individual to have insights into how strong emotional states can distort one’s understanding of oneself and others.
!!!6. The acknowledgment of un- or pre-conscious functioning
This is a mentalizing strength which recognises that at any one time one may not be (fully) aware of all that one feels, particularly when conflicts arise.
!!!7. The belief in changeability
This denotes the appreciation that one’s views and understanding of others can change in line with changes in oneself.
List of plugins used by ambit, and the reason for their inclusion.
!!Other
SyncPlugin
JStorage
CloseOnCancelPlugin
ExtendTagButtonPlugin
ExtraFiltersPlugin
hijackCreateTagButton
NewHerePlugin
NewMeansNewPlugin
PrettyDatesPlugin
PrintClientNotesPlugin
QuickOpenTagPlugin
RecentChangesPlugin
RenameTagsPlugin
resetPlugin
SelectThemePlugin
SimpleSearchPlugin
StorySaverPlugin
TagglyTaggingPlugin
TemplateFormatterPlugin
TemplatePlugin
ValueSwitcherPlugin
zAutoUpdater
zConfigTweaks
!!Standard TiddlySpace plugins
BinaryTiddlersPlugin
BinaryUploadPlugin
BreadcrumbsPlugin
chrjs
chrjs.space
chrjs.users
DiffFormatter
ErrorHandler
GroupByPlugin
ImageMacroPlugin
LazyTiddlersPlugin
RandomColorPalettePlugin
RevisionsCommandPlugin
ServerSideSavingPlugin
TiddlyFileImporter
TiddlySpaceBackstage
TiddlySpaceChangePassword
TiddlySpaceCloneCommand
TiddlySpaceConfig
TiddlySpaceFilters
TiddlySpaceFollowingPlugin
TiddlySpaceIdentities
TiddlySpaceInclusion
TiddlySpaceInit
TiddlySpaceLinkPlugin
TiddlySpaceMembers
TiddlySpacePublishingCommands
TiddlySpaceRevertRevision
TiddlySpaceRevisionView
TiddlySpaceSpaces
TiddlySpaceTiddlerIconsPlugin
TiddlySpaceToolbar
TiddlySpaceUserControls
TiddlySpaceViewTypes
TiddlyWebAdaptor
TiddlyWebConfig
ToggleTiddlerPrivacyPlugin
This is what happens when [[Mentalization]] fails - usually in response to overwhelming affect (when feeling states overwhelm - referred to as [[Affect storms]])) or the activation of the [[Attachment]] system.
It is important to recognise that these states of mind are not in themselves //pathological// - they are just relatively 'primitive' methods of thinking. In their right place, they may be "just what is required". For instance much of a child's learning about the world is carried out through [[Pretend mode]], i.e in make-believe; similarly, on being threatened by a life-or-death situation, some [[Psychic equivalence]] and/or [[Teleological thinking]] may improve the likelihood of my taking the threat seriously and responding appropriately, and may thereby improve my survival chances!
Another way of putting this is to say that we should avoid ''"sentimentalising mentalizing"''.
!The 3 common pre-mentalistic stances are:
[[Psychic equivalence]] - 'inside out thinking'
[[Pretend mode]] - 'elephant in the room thinking'
[[Teleological thinking]] - 'acting out thinking'
!See also ~Must-Haves list:
[[MBFT-1-MustHaves Before starting]]
!Main aims of 1st Session
# Make introductions.
# Clarify the reason for referral
# Agree on the purpose of the assessment and therapeutic work
# Develop a mutually agreed [[MBFT Care plan]].
In order to achieve this, the therapist needs to take a series of steps.
#After receiving the referral, the therapist needs to [[MBFT-Consider who should be invited to attend the first session]].
#[[MBFT-Issues of ‘confidentiality’ and ‘secrecy’]] need to be considered if individual or couple sessions are to take place.
#Set date for the first session(s).
#Arrange venue for sessions.
This is one of three [[Pre-mentalistic stances]] that we can identify when peoples' mentalizing is not active.
*In Pretend mode there are indications that //subjectivity// (my sense of what it is to be me) //is completely separated from physical reality.//
*There is a quality of "wordiness" (lots of talk, without a real connection to the realities of the here-and-now world).
*This state of mind tends to be characterised by pervasive //self-deception//, and the //rejection of alternative realities that threaten this pretend mode.//
In the case of the ''substance-user'' this would apply to the long-winded justifications for //"...why my habit is not really a problem..."// (in spite of the fact that it has got me a criminal record and lost me my home, etc.)
!How to respond to Pretend Mode
In such situations, carefully-deployed [[Challenging techniques]] may be required.
!When is Pretend mode OK?
Of course there are some situations in which Pretend mode is an entirely appropriate way of functioning - much of children's development of social-interactive skills and enculturation is achieved through make-believe games that are - as the name suggests - carried out in pretend mode!
/***
|Name:|PrettyDatesPlugin|
|Description:|Provides a new date format ('pppp') that displays times such as '2 days ago'|
|Version:|1.0 ($Rev: 3646 $)|
|Date:|$Date: 2008-02-27 02:34:38 +1000 (Wed, 27 Feb 2008) $|
|Source:|http://mptw.tiddlyspot.com/#PrettyDatesPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#TheBSDLicense|
!!Notes
* If you want to you can rename this plugin. :) Some suggestions: LastUpdatedPlugin, RelativeDatesPlugin, SmartDatesPlugin, SexyDatesPlugin.
* Inspired by http://ejohn.org/files/pretty.js
***/
//{{{
Date.prototype.prettyDate = function() {
var diff = (((new Date()).getTime() - this.getTime()) / 1000);
var day_diff = Math.floor(diff / 86400);
if (isNaN(day_diff)) return "";
else if (diff < 0) return "in the future";
else if (diff < 60) return "just now";
else if (diff < 120) return "1 minute ago";
else if (diff < 3600) return Math.floor(diff/60) + " minutes ago";
else if (diff < 7200) return "1 hour ago";
else if (diff < 86400) return Math.floor(diff/3600) + " hours ago";
else if (day_diff == 1) return "Yesterday";
else if (day_diff < 7) return day_diff + " days ago";
else if (day_diff < 14) return "a week ago";
else if (day_diff < 31) return Math.ceil(day_diff/7) + " weeks ago";
else if (day_diff < 62) return "a month ago";
else if (day_diff < 365) return "about " + Math.ceil(day_diff/31) + " months ago";
else if (day_diff < 730) return "a year ago";
else return Math.ceil(day_diff/365) + " years ago";
}
Date.prototype.formatString_orig_mptw = Date.prototype.formatString;
Date.prototype.formatString = function(template) {
return this.formatString_orig_mptw(template).replace(/pppp/,this.prettyDate());
}
// for MPTW. otherwise edit your ViewTemplate as required.
// config.mptwDateFormat = 'pppp (DD/MM/YY)';
config.mptwDateFormat = 'pppp';
//}}}
PrintClientNotes = {
tiddlers: {},
getSince: function() {
var t = store.getTiddler("Print ClientNotes");
var since = t.fields.since;
return since || "";
},
storeSince: function(since) {
if(typeof since!=="string") {
since = since.convertToYYYYMMDDHHMM();
}
var t = store.getTiddler("Print ClientNotes");
t.fields.since = since;
return since;
},
addToLog: function() {
var now = new Date();
var head = "| !date | !type | !print since |\n";
var tiddler = store.getTiddler("PrintHistory");
if (!tiddler) {
tiddler = new Tiddler();
tiddler.title = "PrintHistory";
tiddler.text = head;
tiddler.created = now;
}
if(tiddler.text.indexOf(head)===-1) {
tiddler.text = head + tiddler.text;
}
var since = this.getSince();
if(!since) {
type = "Print all";
} else {
type = since;
}
var text ="| "+now.formatString("0DD/0MM/YYYY 0hh:0mm:0ss") + " (" + now.convertToYYYYMMDDHHMM() + ")"+" | "+type+" | <<chkPrintSince>> |\n";
tiddler.text = tiddler.text + text;
tiddler.modifier = config.options.txtUserName;
tiddler.modified = now;
store.addTiddler(tiddler);
// refresh and notify for immediate update
// goal is to get the Print ClientNotes tiddler to update
//story.refreshTiddler(tiddler.title);
//store.notify(tiddler.title, true);
},
print: function(str) {
var srcWindow = window.open("", "sourceWindow", "width=700,height=600");
var srcDocument = srcWindow.document;
srcDocument.write("<html><head></head><body>" + str + "</body></html>");
srcDocument.close();
//srcDocument.print(); - there is a command for this, but it's not this
}
};
config.macros.printClientNotes = {
onclick: function() {
PrintClientNotes.addToLog();
if(PrintClientNotes.tiddlers) {
// this only gets section tiddlers, change later to deal with all tiddlers - probably shape the templates somehow
var str = "";
var section, notes, note;
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notes = PrintClientNotes.tiddlers[i];
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note = store.getTiddler(notes[j]);
str += expandTemplate("ClientNotesNoteTemplate",[note]);
}
}
PrintClientNotes.print(str);
} else {
displayMessage('no tiddlers to print');
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},
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
createTiddlyButton(place, "Print", "Print ClientNotes", config.macros.printClientNotes.onclick, "button");
}
};
config.macros.chkPrintSince = {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
var dateField = place.parentNode.getElementsByTagName('td')[0];
var start = dateField.innerHTML.indexOf('(');
var end = dateField.innerHTML.indexOf(')',start);
var mySince;
if(start && end) {
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mySince = dateField.innerHTML.substring(start+1,end);
}
if(!mySince) {
throw new Error('could not find date field for this row');
}
var change = function() {
// update since and refresh Print ClientNotes tiddler
return true;
};
var c = document.createElement("input");
c.setAttribute("type","checkbox");
c.className = "chkPrintSince";
c.onclick = change;
var since = PrintClientNotes.getSince();
if(since === mySince) {
c.checked = true;
} else {
c.checked = false;
}
place.appendChild(c);
return c;
}
};
config.macros.createTagGroup = {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
var title = params[0];
var list = store.getTaggedTiddlers(title);
var sortBy = "title";
var sortOrder = "asc";
var leftOvers = [];
for (var i=0;i<list.length;i++) {
leftOvers.push(list[i].title);
}
PrintClientNotes.tiddlers = {};
var allTagsHolder = {};
for (var i=0;i<list.length;i++) {
for (var j=0;j<list[i].tags.length;j++) {
if (list[i].tags[j] != title) { // not this tiddler
if (!allTagsHolder[list[i].tags[j]]) {
allTagsHolder[list[i].tags[j]] = "";
PrintClientNotes.tiddlers[list[i].tags[j]] = [];
}
allTagsHolder[list[i].tags[j]] += "**[["+list[i].title+"]]\n";
PrintClientNotes.tiddlers[list[i].tags[j]].push(list[i].title);
leftOvers.setItem(list[i].title,-1); // remove from leftovers. at the end it will contain the leftovers
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var sortHelper = function(a,b) {
if (a == b) { return 0; }
if (a < b) { return -1; }
return 1;
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var tidA = store.getTiddler(a);
var tidB = store.getTiddler(b);
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else if (!tidB) { return +1; }
else { return sortHelper(tidA[sortBy],tidB[sortBy]); }
});
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for (var i=0;i<leftOvers.length;i++) {
leftOverOutput += "*[["+leftOvers[i]+"]]\n";
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var output = "";
if (sortOrder == "desc") {
allTags.reverse();
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// leftovers first...
output += leftOverOutput;
}
for (var i=0;i<allTags.length;i++) {
if (allTagsHolder[allTags[i]] != "") {
output += "*[["+allTags[i]+"]]\n" + allTagsHolder[allTags[i]];
}
}
if (sortOrder == "desc" && leftOverOutput != "") {
// leftovers last...
output += leftOverOutput;
}
wikify(output,place);
}
};
/*{{{*/
var provenanceMacro = config.macros.provenance = {
/* Provenance macro checks the origin of the tiddler.
If it is inherited from another space, nothing is done.
If it was created in this space, or is a local modification
of a tiddler from another space, a label indicating this is
added.
*/
provenanceHelper: function(place) {
var $ = jQuery,
$place = $(place),
title = $place.data("tiddler"),
tiddler = store.getTiddler(title),
currentSpace = config.extensions.tiddlyspace.currentSpace.name,
source,
labelText,
isLocal;
if(!tiddler) { // it is possible that provenanceHelper is called before the handler has setup the tiddler
return;
}
source = tiddler.fields['tiddler.source'];
isLocal = config.filterHelpers.is.local(tiddler);
if (isLocal) {
if (source) {
source = source.replace(/_public$/,''); // so we don't show <space>_public
labelText = "Derived from <a href='http://" + source + ".tiddlyspace.com/#[[" + encodeURIComponent(tiddler.title) + "]]' target='_blank'>" + source + "</a>";
} else {
labelText = currentSpace + " original content";
}
} else {
// Page is inherited. Return without adding label.
return;
}
$place.html(labelText);
},
refresh: function(place) {
provenanceMacro.provenanceHelper(place);
},
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
$(place).attr("refresh", "macro")
.attr("macroName", macroName)
.data("tiddler", tiddler.title);
provenanceMacro.provenanceHelper(place);
}
};
/*}}}*/
These are just one category of the [[Components of Impaired Mentalizing]]
Pseudo-mentalization, perhaps more appropriately termed ‘inaccurate mentalization’, refers to the type of difficulty where there is //apparent// thoughtfulness, but this lacks some essential features of //genuine// mentalization.
It is a //partial understanding//, containing //some// truth and it is not intentionally abusive.
!!Certainty
Broadly speaking pseuso-mentalization difficulties manifest themselves by a tendency of the individual to express absolute certainty about the thoughts and feelings of others. We also find a limited or absent recognition of the inherent uncertainty about knowing someone else’s mind or appreciation for what it is like to have someone else define what is on one’s own mind. Furthermore, thoughts and feelings in others or the self are recognised as long as these are consistent with the individual’s self interest or preferences. For example, in a separated family, each parent may feel confident that they know how the children feel and that the children prefer to be with them and dislike the other parent. The //lack of recognition of ambivalence//, or of //the child’s need to present a distorted picture of his or her feelings to please the parent//, characterizes such instances of impaired mentalization.
!Pseudo-mentalization can take a number of forms.
!!!Preserving a developmentally early view of the child/parent:
In these instances the parent/child continues to think of the other person in the dyad from an earlier perspective. For example, a parent may not be able to consider their adolescent’s burgeoning sexuality and continue to view them from a developmentally earlier point of view.
!!!Intrusive mentalizing:
In these instances the separateness/opaqueness of minds is not respected within a family– someone thinks they know what another person thinks/feels. Sometimes elements of the parent’s image of the child’s mind might be correct (making it even more pernicious) but the subtle differences between what the parent expresses and what the child is likely to feel reveal that they are not in touch with the thoughts and feelings of the child. In any case they are unaware of the impact that being told what they think and feel can have on children’s capacity to have their own mind.
!!!Overactive inaccurate mentalizing:
Often parents invest a lot of energy in thinking or talking about how people in the family think or feel, but this has little or no relationship to the other person’s reality. There can be an idealization of ‘insight’ for its own sake. The child might come to feel that mentalization is obstructive and confusing and should be avoided whenever possible.
!!!Completely inaccurate attributions:
At the extreme end of this category there may be somewhat bizarre attributions (//"you are trying to drive me crazy","your grandma is in league with your father against us"//), denials of objective realities (//"you provoked me", "you fell down the stairs, I never hit you"//), or denial of the child’s feelings (//"you enjoyed it when I touched you like that", "you don’t care about whether your Dad is here or not", "you don’t care about me", "you would be glad if I was dead"//). In these cases the child may be so traumatized by the parent’s misperception, and the threat that the parent’s mental state represents to the child’s welfare that //children will seek to inhibit their own capacity to mentalize//. These more chronic states should be distinguished from the consequences of the more temporary loss of mentalization.
This is one of the [[Pre-mentalistic stances]] - and the person in Psychic Equivalence assumes that mental events (thoughts, beliefs or wishes), while recognised as internal, ''have the same status as physical reality''. In other words the person is "Living in the cognition" rather than the cognition living in their mind. Another way of describing this state of mind, then, is ''~INSIDE-OUT THINKING''.
To give an example of this; if I think //"the world is rubbish"// then I can either mentalize about that (reflecting, perhaps, that //"it is curious that such a thought has come into my mind today, but perhaps understandable as I smoked and drank too much last night and am hung over now, with lots of work piling up in front of me"//) or I can assume that //"I am living in a rubbish world."//
Anger is a good example of this state of mind. When a person is functioning in Psychic Equivalence there is little point in directly challenging their utterances, as this is more likely to escalate things and leave them with an experience of you as someone who very clearly does NOT mentalize their dilemma clearly. A client who enters the room shouting about a traffic warden who has persecuted him does not want, and is not able, to hear reasonable justifications of the traffic warden's job. A more effective reply might be first to acknowledge the mental state that they are sharing with you:
>//"That sounds absolutely infuriating; I can see you've been really upset by the way the warden put a ticket on your car, and if you were only //just// on the edge of the no-parking zone, and the warden seemed to you to be //pleased// to be doing this, that would be even more annoying."//
Only after the client exeriences you as having some empathy with his dilemma, may he be able to start to think [[Mentalize]] about the experience in a different way. This is not un-connected to the instruction to [[Express Empathy]] found in [[Motivational Work]].
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!Purpose of Psychoeducation in MBFT:
*To understand mentalization: What is mentalizing and how do you know when you are mentalizing (and when you are not)
*To understand the role of mentalizing in relationships, coping and resilience
*To understand the dysfunctions of mentalizing in psychiatric problems and maladjustment
*To understand inhibition of mentalizing as an effort to achieve an (illusory and ultimately maladaptive) sense of control and attachment
*To understand how mentalizing develops
*To understand how treatment helps to develop mentalizing skills
*To understand the goals, objectives and approaches of a treatment focused on promoting mentalizing
*To understand the dilemmas of relinquishing coercive and non-mentalizing patterns and the risks associated with retaining a mentalizing perspective (the ‘[[THERAPEUTIC BARGAIN]]’ – E. Bleiberg)
!The Cognitive Model implicit within MBFT:
*A model to address problems based on a collaboration between clinician and family
*The purpose of the collaboration is to develop the skills of mentalization
*These skills make problems amenable to change
*Change results from the ability to make choices regarding ways to relate to others and deal with stress: with neuro-psychiatric vulnerabilities, and with treatment
!This leads us to...
The [[THERAPEUTIC BARGAIN]]
It may be helpful to print out materials for the family - especially some of the more positive aspects of Mentalizing (what the [[THERAPEUTIC BARGAIN]] may hope to deliver). See [[Print material from the manual]].
!Resources
Click on the [[Show references and info]] panel by the title of this page to reveal resources for psychoeducation that are gathered as sub-topics.
!Contents
1. A ''Mentalizing checklist''
2. The ''Mentalizing Profile for Families''
3. Specific [[MBFT-Questions to elicit Mentalization]]
4. ...then consider [[MBFT-6-Sharing the formulation]]
A ''worked example'' is given at [[MBFT-Generating hypotheses - clinical example]].
!Mentalizing checklist
!!!Place:
Where is it present? Everywhere, only at home, only at school?
!!!Time:
When and for How long? All the time, when certain feelings or particular interactions emerge, or when one person becomes depressed, anxious, manic, or uses drugs?
!!!Type:
How is the mentalizing expressed, recognized, and responded within the family
! The Mentalizing Profile for Families:
!!!1. What areas of strength in mentalizing does the family demonstrate?
(Comment on both family as a whole and specific family members).
[Areas to consider: Genuine interest in mental states of self and others, curiosity, acknowledgement of opacity, perspective taking, tentativeness, give-and-take etc.]
.
!!!2. What areas of mentalizing difficulty does the family demonstrate?
Comment on both family as a whole and specific family members).
[Areas to consider: unjustified certainty about internal states of self/other; rigid adherence to single perspective; excessively sparse or over-detailed Mz; focus on //behavioural// descriptors, lack of interest in mental states etc. This could include pre-mentalistic modes of thinking, or pseudo-, hyper-Mz etc.]
.
!!!3. In what contexts does this family seem to struggle to Mz?
(What, where, when,who?)
.
!!!4. Provisional thoughts on links between family's capacity to Mz and presenting problems - a Mz formulation.
.
!Specific Questions
Throughout all clinical work – assessment and treatment – the therapist pays particular attention to the following issues:
# Does one person tend to answer for others? Does someone claim to know what others think and feel without checking their assumptions with the person who actually knows?
# Do the caregivers make genuine efforts to help and support the child / young person / partner express him/herself or come to an understanding of his/her experiences?
# Do family members regularly refer to the thoughts and feelings of others or to their own?
# To what extent do family members spontaneously seek out the point of view of other members of the family?
# Do family members mention different perspectives or the possibility that they might be wrong about how others think and feel?
# Do family members talk about feelings being open to change (in self or other)?
# Do family members refer to particular experiences that might make one person feel and think differently about something than another?
# Do the family members seem comfortable with speaking about thoughts and feelings?
# Are descriptions of family interactions or the target problem dominated by concrete, non-psychological, all-or-nothing explanations, such as
##Mental or physical illness
##Excessive detail to the exclusion of motivations, feelings or thoughts
##External social factors, such as the school, the council, the neighbours, the ‘system’
##Psychologically implausible accounts, such as a child’s intrinsic malevolence (e.g. “he’s just spiteful”), star signs, genetic defects (“born like that”, “just like his father”)
##Preoccupation with obedience versus disobedience
##Preoccupation with good versus bad behaviour
##Preoccupation with fixed characteristics such as ‘clever’ versus ‘stupid’
##A tendency for one or more family members to deny their own involvement in the problem
##Blaming or fault-finding
##Speaking in absolute terms, suggesting that their feelings or the feelings of others cannot change and will always be like this
# Do caregivers spontaneously support each others’ effort to help, support or understand the child?
# Is there a spontaneous give-and-take, two way communication between the parents, between each parent and the child and between the family as a whole?
# Is there playfulness and humour in the interactions between the family members?
# Is there a sense that the child, each of the parents or other family member experience that they can choose how they behave and how they interact with one another?
# Is there freedom to talk about the full range of thoughts and feelings, or are certain feelings or thoughts avoided or result in a breakdown in communication?
# Do family members convey a sense of purpose and intention when talking about their behaviour? Do they convey meaning when talking about themselves or someone else?
[[TiddlyManual]]s are constantly being updated as evidence and experience increases. Access recent changes to this manual here:
<<recentChanges 28>>
text to follow
ideas- use of team, making explicit our own use of consultation and supervision 'phone a friend'
making use of referring to the team/individuals within the team
can we use a consultant to the sessions at other times in addition to session 6? YES
As the title suggests, in this category of the <<tag [[Components of Successful Mentalizing]]>> we describe how succesful mentalizing affects a person __in relation to other people’s thought and feelings.__
!7 characteristics of relational strengths in Successful Mentalizing:
!!!1. Curiosity
This refers to an attitude where the individual is genuinely interested in other people’s thoughts and feelings and respectful of the respective perspectives of others. It is also characterised by an expectant attitude that one’s understanding will be elaborated or expanded by what is another person’s mind. It also implies openness to discovery and a reluctance to make assumptions, or hold prejudices, about what others think or feel.
!!!2. The stance of safe uncertainty (Mason 2002) – also referred to as ‘opaqueness’:
This refers to the open acknowledgment that one frequently does not know what other people are thinking, without being completely puzzled or overwhelmed by what happens in the mind of others. This stance is based on a general sense that the reactions of others are to some extent predictable, given the knowledge one may have of what others think and feel.
!!!3. Contemplation and reflection:
This refers to the desire to reflect on how others think in a relaxed rather than compulsive manner.
!!!4. Perspective-taking
This is a stance and attitude which is characterised by the acceptance that the same thing can look very different from different perspectives, which tend to reflect individuals’ different experiences and histories.
!!!5. Forgiveness
This refers to the understanding of the actions of others by basing this on the understanding of their mental states. An example of this is the dissipation of one’s own anger once one has understood why the other person had acted as they did.
!!!6. Impact awareness
This refers to the awareness of how one’s own thoughts, feelings and actions impact on others.
!!!7. A non-paranoid attitude
This describes the stance whereby the individual does not implicitly consider the thoughts of others as presenting a significant threat and having in mind the possibility that minds can be changed.
Local protocols will appply here.
Consider risks in relation to the index child's mentla health as well as Child Protection issues.
Choose a problem situation where //non-mentalizing// occurred in the therapy session and then invite the child to repeat the event in a role-play.
For example, the therapist might say:
>//"I’ll be you, you are your Mom, let us try to replay what happened in the room when you said ……"//
>//"Now let’s think about what you were thinking at the time."//
• What did you feel at the time?
• What do you think I felt as I was saying it?
• What did I think of you?
• What did you think of me thinking that of you?
• What did you feel about me when you thought I thought that of you?”
!!Note:
This activity should focus on //content// not on attribution of motives. //__Try to resist asking the question ‘WHY?’__// as this might be too challenging for the child.
This local version of the MBTF manual is for the development work of the AFC's MBTF team, and is therefore a work in progress rather than the current "definitive model".
* Additions to this manual version are seen as draft in relation to the MBTF core (@mbtf)
* As a general rule, the AFC's MBTF team can write in this manual if two or more team members are in agreement.
* New material will be reviewed at Manual development meetings
external link
version of form
references
our thoughts and ideas about usefulness
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In this category of the <<tag [[Components of Successful Mentalizing]]>> we describe //how individuals experience themselves when they are mentalizing successfully//.
!!A rich internal life
This is characterised by the person rarely experiencing their mind as being empty or content-less.
!!Autobiographical continuity
This is the capacity to remember oneself as a child and to experience the continuity of ideas.
!!Advanced explanatory and listening skills
These denote the person’s ability to explain things to others and the person with these skills is experienced by others as patient, able to listen and to comprehend.
!Enquiry:
Can they keep the child in mind?
Look for mis-application of mentalization ([[Components of Impaired Mentalizing]])
Is the therapist's capacity to mentalize being compromised?
#pressure to adjudicate
#taking sides
!Interventions;
#Pointing out our own loss of mentalizing, as therapist - //"I can't think in the middle of all this! Is it like this for you too?"// [[Taking a break]] from the session.
#Emphasising [[Mentalization as a TACTIC]].
#Reference to the child (in the room, or "virtual" - "//What is it like for x when you fight like this?//"
#Asking the child to INTERVIEW the parents (therapist is the 'production-assistant') - [[Making a "Documentary"]]
#Limit the amount of time with BOTH parents present alongside child.
#Modelling mentalizing in our own experience of feeling drawn into becoming an authority, a judge, a boss - //"What would a good judge be saying?"...//
#[[Agreeing 'Rules of Engagement']], but maintain explicit //FOCUS on the PROCESS of arguing// rather than trying to settle the actual Rules/Boundaries.
#See [[MBFT-Parental (couple)-focused Activities]]
!When to do it
See [[When to do an individual Child-focused Intervention]]
!Establishing boundaries:
!!!Time and Space
The therapist first states how much time there is for the child-focused part of the session and then moves the chairs so as to create a dyadic space, with the parents sitting away at a distance. The therapist can start by saying that s/he has set this time aside to get to know the child’s point of view about what is going on.
>//"I know your parents are in the room, but let us pretend that they are not here, or at least that they can not talk now for the next 15 minutes."//
!!!Task
After making the child feel at ease with non-problem oriented conversation, the therapist then picks up a particular issue that has come up during the course of therapy and checks this out with the child:
>//"this is how I saw what happened in the family session, did I get that right?"//
>//"talk me through it from your point of view"//
>//"what I heard you say was…"//
>//"what I think your parents understood by your action might have been….."//
!MBFT goals:
The mentalizing purpose is that the therapist is showing a desire to understand the child’s perspective by asking relevant questions, remembering pertinent examples and prompting the child to give their own version highlighting the differences between the therapist’s and the child’s models. This shows the child how different people can have different perspectives on internal worlds. Another way of introducing this is:
>//"I noticed when we spoke about x the other time, it looked as if you had very strong feelings….do you remember? I was really interested in finding out what you thought or felt about this"//
If the therapist notices that the child is seemingly reluctant to talk about specific issues in front of the parents, s/he may ask:
>//"is it more difficult to talk about this with your parents in the room, or if they weren’t here?"//
If the child says that it would be easier without the parents being present, the therapist may invite the child to think aloud about the ‘pros’ and ‘cons’. If the child opts for having some time alone with the therapist, then the therapist needs to ask the parents what they think about this, again by weighing up the ‘pros’ and ‘cons’. ''The parents need to be in agreement with ‘time alone’ before offering this.''
!Child-focussed time
During individual meeting time, the therapist can say:
>//"Tell me something that you feel you can’t tell your parents or others in the family, or something that is difficult to talk about in front of the family. What is it that you think would happen? What would they think or feel, or do, if they heard what you said? What would be the advantages or disadvantages of them knowing?"//
Find further <<tag [[MBFT-Child-focused Techniques and Activities]]>> tagged here.
See [[Modelling open mentalizing]].
These are important responses to [[Affect storms]].
Simmering down techniques include:
#Drastic, if not dramatic, //“stop, stop, stop” interventions// ("pressing the pause button") - See [[Pause and Review]] or [[When to do an individual Child-focused Intervention]].
#The therapist may even have to ''stand up'' and use his/her hands and arms, like a conductor, to ask for momentary silence, saying: //“I can see how good you are at getting each other excited – this looks like a well rehearsed act…. How many times have you performed it so far? 10 times, 100 times, 1000 or more times? Is it getting anywhere? Does it help or stop thinking? Let us take a deep breath and think about what happened here and how helpful or useless it may be to have more of the same….”//
#''Focusing techniques'', such as those hypnotherapy-inspired manouevres suggested by Milton Erickson, may help to create a calm space. It is a deliberate move to block dysfunctional, spiralling and seemingly ‘mindless’ interactions between family members.
#''"prescribing"'' tight time-frames for each family member to express what needs to be expressed, be that thoughts or feelings. The technique of ''“60 seconds each”'' invites turn-taking and enforces temporary listening. Using a stop-watch introduces light-heartedness, particularly if the therapist is the time keeper, inviting each family member to express themselves during the allocated time slot and indicating aloud when “times is up, next please”.
#The therapist may need to actively ''change the focus and shift it'' onto another mentalizing topic.
#If working with just the parental couple, see: [[Taking a break]], which is an example of the [[Therapist's use of Self]].
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''@@color(orange):WORK IN PROGRESS: a developing manual of practice from the Family Support Service@@''
''@@color(lightblue):AFC@@''
A number of [[pages|Tiddler]]s are illustrated by slides, and these are gathered here (click the [[Show references and info]] panel by the title of this page and look at the Sub-topics.)
The slides are stored and accessed separately via the internet (the manual allows you to open a kind of "window" onto other content of the internet) - this means that so long as you are accessing the manual where there is access to the internet, you will see the slides.
We have suggested that ''all that we label as //"psychopathological"//'' may be seen as the mind misperceiving or misinterpreting the status of its own contents and its own functions:
!Trauma
Trauma and its re-experiencing in flashbacks (PTSD) may entail a collapse of mentalizing, evident in an experience of mind-world correspondence wherein mental states are equated with reality ([[Psychic equivalence]]) while simultaneously the sufferer is decoupled from current reality ([[Pretend mode]]).
!Depression
Depression entails the adoption of an over-involvement with mood-related cognitions ([[Psychic equivalence]] in relation to negative self statements, and statements about the world, or the future.)
!Borderline personality
May be viewed as a fear of minds - with a proneness either to avoid mentalizing - using [[Teleological thinking]], or at times to engage in //over-active// (pseudo)-mentalizing that is nonetheless inaccurate ([[Pretend mode]]) and may be overinterpreted ([[Psychic equivalence]]).
!!Psychosis
May be seen as an an overactivity of mentalizing, with [[Psychic equivalence]]
Using a stethoscope, and even a doctor's white coat, the therapist invites the child to "listen to what you think your mother is thinking right now/when your brother says these things to her..." alternatively, "Listen to what you think your mother's heart woul dbe saying about her feelings when...
This is a useful technique to encourage sensitive attunement to feelings, encouraging playfulness in tense situations where mentalizing is failing.
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!Rationale - what is being bargained for?
*Maladaptive behavior provides some comfort and an illusion of control, safety and attachment
*The choice to relinquish non-mentalizing behavior requires enormous courage from the child and the rest of the family
*All children and families seeking help wish to change and recognize the price they pay for their efforts to cope
*Even the most motivated are reluctant to give up the ways they know to gain safety, control and attachment
!The BARGAIN:
>//''"Taking the risk of attempting new ways to communicate, cope and relate in order to replace a non-mentalizing illusion of control and attachment with a mentalizing approach that offers the opportunity for real mastery and genuine attachments."''//
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Therapists at times get caught up in heated exchanges themselves, or feel paralysed by the family’s dynamics.
Here it is important to ''take a ‘breather’''. This can be done by getting up and stating:
''//“Sitting here in the midst of it all makes my head spin…. It stops me from having useful ideas. I need to clear my head – I think I’ll take a short break, I’ll be back in 5 minutes…. feel free to take a break as well or continue arguing if you need to”.//''
The purpose is to create a reflective space for the therapist who may, away from the battlefield of the family, literally clear his head for new ideas and direction, talking to himself outside the consulting room – or indeed with colleagues if this is possible. Leave the session with an explanantion along the lines of: "my own mentalization is really under pressure here!"
You are modelling the fact that ''//"I know my own mentalization (like everyone's) is fragile and I take responsibility for sustaining it."//''
See [[Affect storms]]
This is effectively the assumption that mental states can be "solved by doing".
For example:
*Anger may be resolved by destruction of property of violence
*Grief or fear by use of substances
*Self-hatred, or the confusion of dissociation, by cutting or other self-injurious behaviour
Equally, the 'doing' may be something that is done by another person:
*I may decide that my partner can only really prove their love by //doing// something such as leaving work //now// because I am in a crisis.
*I may be convinced that the //only proof// that my keyworker cares about me would be if they agree to see me //this evening// - even though this is out of their ordinary working hours.
!Trying to respond to Teleological thinking:
Often Teleological thinking must be addressed after the event (the "solving-by-doing" has already hapened) but sometimes teleological thinking reveals itself in very concrete outcomes that are presented as "the only solution"... In this role play, the therapist tries to introduce his own need to understand the causal chain that has led the parents to arrive at their conviction as a means of kick-starting mentalizing again (their //conviction// that this is the "only way" could also be seen as a form of [[Psychic equivalence]]).
<html><object width="640" height="360"><param name="movie" value="//www.youtube.com/v/mKnOC_WZ0gY?hl=en_US&version=3&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/mKnOC_WZ0gY?hl=en_US&version=3&rel=0" type="application/x-shockwave-flash" width="640" height="360" allowscriptaccess="always" allowfullscreen="true"></embed></object></html>
On occasions the therapist may use descriptions of his or her experience of being in the situation as a way of:
*Alerting the family to the 'meta-position' - giving a 'bird's eye view on the situation:
>//"Right now I must tell you that I am feeling quite lost and overwhelmed by the sheer volume and intensity of what is going on between all of you - it is all I can manage to hold onto myself - so I am guessing that this might feel slightly similar for some of you, too."//
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<html><iframe width="560" height="315" src="//www.youtube.com/embed/976INYkc_WM?rel=0" frameborder="0" allowfullscreen></iframe></html>
*Repairing or strengthening the therapeutic alliance:
>//"Id like to check with you all [especially parents] if you would feel you could tell me if at any point any of you find yourself defending yourself, feeling attacked, misunderstood, or are not sure if I am really on your side."//
**Other techniques
***Monitor one’s mistakes and be ready to model honesty and courage by acknowledging mistakes
***Promise you will make more mistakes and suggest that:
>//"I hope my next mistakes will not be hurtful, but will give us a chance to take a step back and learn how to talk about how to work out our mistakes, misreadings and all the resulting hurt and anger."//
!Application:
This activity can be particularly helpful with younger and/or somewhat neglected children who are not used to thinking about what parents think and feel about them.
!Action:
The activity is about asking the child to do something special (anything) or remember having done something in the family interview.
*The therapist looks at the child with a blank expression.
*The child has to figure out what the therapist is thinking about what the child has done.
For example, the therapist might say:
>//"Remember when you laughed at your little brother in the last session. Could you tell me what I thought about your laughing at him?"//
!Note:
The purpose of this activity is to try and elicit specific content in terms of thoughts and feelings from the child. This helps the mentalization process by making the child more aware of the connection between their thoughts and feelings and also, how that can differ from other people’s minds.
We agree to the use of video recording in sessions during our work with
................................... (therapist)
We understand that such video recordings will only be used by the team for the purposes of case discussion, and supervision, to improve the quality and focus of the care that is delivered to us during treatment.
All video recordings will be stored securely, and our confidentiality will be respected at all times.
At any time we understand that we can change our mind or request that video recording be stopped and/or destroyed, and this will not affect the quality of care that we receive.
At the end of our therapy, the recordings will be destroyed, or handed to us on request.
''__We agree to the above:__''
Signed:..............................................
Signed:..............................................
Signed:..............................................
Signed:..............................................
Signed:..............................................
DATE:.............................
!!!Additional Uses of Video:
Sometimes it is helpful to use clips from video recordings as an aid to the wider training of other professionals. In such situations the confidentiality of clinical material is always explained to, and respected by, trainees. ''If such a use were sought, then we would approach you separately to request this.''
However, if you are happy for this additional use //anyway// please tick here [_]
There is a growing collection of video clips of role plays by practitioners. This will continue to be added to, and the authors invite contributions from other MBT-F practitioners.
Please note that the videos are there to indicate the broad thrust of suggested techniques or games, etc, rather than purporting to be exemplary in any way. All videos are role-plays, and the material included is entirely fictional, but drawn from experience to illustrate specific problems...
Click on the [[Show references and info]] panel by the title of this page to reveal the videos as sub-topics.
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<!--}}}-->
!Welcome
This is the //local adaptation// of the ~Mentalization-Based Treatment for Families manual, that includes locally-relevant material authored by the MBT-F team at the [[Anna Freud Centre|http://annafreud.org]], on how we implement the treatment protocols for MBT-F in our work with families in the Family Support Service in Hampstead.
In addition, this version may include new approaches and protocols that are being tested by the team at AFC as part of the ongoing development of MBT-F.
!Local innovations:
So this version of the MBT-F will have some locally-relevant material authored by the MBT-F team (Nick Midgley, Sally Wood, Emma Keaveny, Dickon Bevington, Helen Brasnett, Heather Tovey, Cathy Troupp, John Lincoln), integrated within material curated in the main MBT-F manual (to see the core MBTF manual, go to @mbtf). For instance the [[MBT-F Checklist for AFC practitioners]].
|bgcolor(lightblue):<<tag [[Local Manual Innovations]]>>|
|bgcolor(lightblue):<<recentChanges>>|
!Ideas for Manual development
As part of developing the local version of the AFC MBT-F manual the MBT-F are meeting regularly to talk about the model and it's application in practice in our local clinical setting. We have also talked about how we go about manualising our process of manualising to promote both the manual development and model development (the two of course are interlinked!)
<<newTiddler "New idea"
label:"Add a new idea for the local manual"
text:"So, I had this great idea for the online manual..."
tag:[[Ideas]]>>
Click [[here|Current ideas for manual development]] to see a list of current ideas for manual development
Not all child-focused activities should have to take place in an individual child-focused, session, and there may be merit in the parents/other family members being present to observe.
----
Individual child sessions (or part-sessions) may be triggered:
* As part of a dramatic intervention to terminate non-mentalizing interactions in the wider family.
** [[Simmering Down]]
** [[Affect storms]]
* In more planned ways - agreeing to start or end part of the next session with this, and making the reasoning for this explicit.
** When a parent is dominating the discourse
** When a child is struggling to "get heard"
** When a child asks for time on their own
** In the context of family work we would EXPLORE ([[Mentalize the Moment]]) the reasons behind requests to be seen alone - by parents or children.
**Needs further content spelling out theh circumstances under which we might do this.
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IN NO EVENT SHALL THE COPYRIGHT HOLDER OR CONTRIBUTORS BE LIABLE\nFOR ANY DIRECT, INDIRECT, INCIDENTAL, SPECIAL, EXEMPLARY, OR CONSEQUENTIAL\nDAMAGES (INCLUDING, BUT NOT LIMITED TO, PROCUREMENT OF SUBSTITUTE GOODS OR\nSERVICES; LOSS OF USE, DATA, OR PROFITS; OR BUSINESS INTERRUPTION) HOWEVER\nCAUSED AND ON ANY THEORY OF LIABILITY, WHETHER IN CONTRACT, STRICT LIABILITY,\nOR TORT (INCLUDING NEGLIGENCE OR OTHERWISE) ARISING IN ANY WAY OUT OF THE USE\nOF THIS SOFTWARE, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAMAGE."},"$:/core/icon":{"title":"$:/core/icon","tags":"$:/tags/Image","text":"\\parameters (size:\"22pt\")\n<svg width=<<size>> height=<<size>> viewBox=\"0 0 128 128\"><path d=\"M64 0l54.56 32v64L64 128 9.44 96V32L64 0zm21.127 95.408c-3.578-.103-5.15-.094-6.974-3.152l-1.42.042c-1.653-.075-.964-.04-2.067-.097-1.844-.07-1.548-1.86-1.873-2.8-.52-3.202.687-6.43.65-9.632-.014-1.14-1.593-5.17-2.157-6.61-1.768.34-3.546.406-5.34.497-4.134-.01-8.24-.527-12.317-1.183-.8 3.35-3.16 8.036-1.21 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search"},"$:/language/Buttons/AdvancedSearch/Hint":{"title":"$:/language/Buttons/AdvancedSearch/Hint","text":"Advanced search"},"$:/language/Buttons/Cancel/Caption":{"title":"$:/language/Buttons/Cancel/Caption","text":"cancel"},"$:/language/Buttons/Cancel/Hint":{"title":"$:/language/Buttons/Cancel/Hint","text":"Discard changes to this tiddler"},"$:/language/Buttons/Clone/Caption":{"title":"$:/language/Buttons/Clone/Caption","text":"clone"},"$:/language/Buttons/Clone/Hint":{"title":"$:/language/Buttons/Clone/Hint","text":"Clone this tiddler"},"$:/language/Buttons/Close/Caption":{"title":"$:/language/Buttons/Close/Caption","text":"close"},"$:/language/Buttons/Close/Hint":{"title":"$:/language/Buttons/Close/Hint","text":"Close this tiddler"},"$:/language/Buttons/CloseAll/Caption":{"title":"$:/language/Buttons/CloseAll/Caption","text":"close all"},"$:/language/Buttons/CloseAll/Hint":{"title":"$:/language/Buttons/CloseAll/Hint","text":"Close all 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tiddler"},"$:/language/Buttons/DeleteTiddlers/Caption":{"title":"$:/language/Buttons/DeleteTiddlers/Caption","text":"delete tiddlers"},"$:/language/Buttons/DeleteTiddlers/Hint":{"title":"$:/language/Buttons/DeleteTiddlers/Hint","text":"Delete tiddlers"},"$:/language/Buttons/Edit/Caption":{"title":"$:/language/Buttons/Edit/Caption","text":"edit"},"$:/language/Buttons/Edit/Hint":{"title":"$:/language/Buttons/Edit/Hint","text":"Edit this tiddler"},"$:/language/Buttons/Encryption/Caption":{"title":"$:/language/Buttons/Encryption/Caption","text":"encryption"},"$:/language/Buttons/Encryption/Hint":{"title":"$:/language/Buttons/Encryption/Hint","text":"Set or clear a password for saving this wiki"},"$:/language/Buttons/Encryption/ClearPassword/Caption":{"title":"$:/language/Buttons/Encryption/ClearPassword/Caption","text":"clear password"},"$:/language/Buttons/Encryption/ClearPassword/Hint":{"title":"$:/language/Buttons/Encryption/ClearPassword/Hint","text":"Clear the password and save this wiki without encryption"},"$:/language/Buttons/Encryption/SetPassword/Caption":{"title":"$:/language/Buttons/Encryption/SetPassword/Caption","text":"set password"},"$:/language/Buttons/Encryption/SetPassword/Hint":{"title":"$:/language/Buttons/Encryption/SetPassword/Hint","text":"Set a password for saving this wiki with encryption"},"$:/language/Buttons/ExportPage/Caption":{"title":"$:/language/Buttons/ExportPage/Caption","text":"export all"},"$:/language/Buttons/ExportPage/Hint":{"title":"$:/language/Buttons/ExportPage/Hint","text":"Export all tiddlers"},"$:/language/Buttons/ExportTiddler/Caption":{"title":"$:/language/Buttons/ExportTiddler/Caption","text":"export tiddler"},"$:/language/Buttons/ExportTiddler/Hint":{"title":"$:/language/Buttons/ExportTiddler/Hint","text":"Export tiddler"},"$:/language/Buttons/ExportTiddlers/Caption":{"title":"$:/language/Buttons/ExportTiddlers/Caption","text":"export tiddlers"},"$:/language/Buttons/ExportTiddlers/Hint":{"title":"$:/language/Buttons/ExportTiddlers/Hint","text":"Export tiddlers"},"$:/language/Buttons/SidebarSearch/Hint":{"title":"$:/language/Buttons/SidebarSearch/Hint","text":"Select the sidebar search field"},"$:/language/Buttons/Fold/Caption":{"title":"$:/language/Buttons/Fold/Caption","text":"fold tiddler"},"$:/language/Buttons/Fold/Hint":{"title":"$:/language/Buttons/Fold/Hint","text":"Fold the body of this tiddler"},"$:/language/Buttons/Fold/FoldBar/Caption":{"title":"$:/language/Buttons/Fold/FoldBar/Caption","text":"fold-bar"},"$:/language/Buttons/Fold/FoldBar/Hint":{"title":"$:/language/Buttons/Fold/FoldBar/Hint","text":"Optional bars to fold and unfold tiddlers"},"$:/language/Buttons/Unfold/Caption":{"title":"$:/language/Buttons/Unfold/Caption","text":"unfold tiddler"},"$:/language/Buttons/Unfold/Hint":{"title":"$:/language/Buttons/Unfold/Hint","text":"Unfold the body of this tiddler"},"$:/language/Buttons/FoldOthers/Caption":{"title":"$:/language/Buttons/FoldOthers/Caption","text":"fold other tiddlers"},"$:/language/Buttons/FoldOthers/Hint":{"title":"$:/language/Buttons/FoldOthers/Hint","text":"Fold the bodies of other opened tiddlers"},"$:/language/Buttons/FoldAll/Caption":{"title":"$:/language/Buttons/FoldAll/Caption","text":"fold all tiddlers"},"$:/language/Buttons/FoldAll/Hint":{"title":"$:/language/Buttons/FoldAll/Hint","text":"Fold the bodies of all opened tiddlers"},"$:/language/Buttons/UnfoldAll/Caption":{"title":"$:/language/Buttons/UnfoldAll/Caption","text":"unfold all tiddlers"},"$:/language/Buttons/UnfoldAll/Hint":{"title":"$:/language/Buttons/UnfoldAll/Hint","text":"Unfold the bodies of all opened tiddlers"},"$:/language/Buttons/FullScreen/Caption":{"title":"$:/language/Buttons/FullScreen/Caption","text":"full-screen"},"$:/language/Buttons/FullScreen/Hint":{"title":"$:/language/Buttons/FullScreen/Hint","text":"Enter or leave full-screen mode"},"$:/language/Buttons/Help/Caption":{"title":"$:/language/Buttons/Help/Caption","text":"help"},"$:/language/Buttons/Help/Hint":{"title":"$:/language/Buttons/Help/Hint","text":"Show help panel"},"$:/language/Buttons/Import/Caption":{"title":"$:/language/Buttons/Import/Caption","text":"import"},"$:/language/Buttons/Import/Hint":{"title":"$:/language/Buttons/Import/Hint","text":"Import many types of file including text, image, TiddlyWiki or JSON"},"$:/language/Buttons/Info/Caption":{"title":"$:/language/Buttons/Info/Caption","text":"info"},"$:/language/Buttons/Info/Hint":{"title":"$:/language/Buttons/Info/Hint","text":"Show information for this tiddler"},"$:/language/Buttons/Home/Caption":{"title":"$:/language/Buttons/Home/Caption","text":"home"},"$:/language/Buttons/Home/Hint":{"title":"$:/language/Buttons/Home/Hint","text":"Open the default tiddlers"},"$:/language/Buttons/Language/Caption":{"title":"$:/language/Buttons/Language/Caption","text":"language"},"$:/language/Buttons/Language/Hint":{"title":"$:/language/Buttons/Language/Hint","text":"Choose the user interface language"},"$:/language/Buttons/LayoutSwitcher/Hint":{"title":"$:/language/Buttons/LayoutSwitcher/Hint","text":"Open layout switcher"},"$:/language/Buttons/LayoutSwitcher/Caption":{"title":"$:/language/Buttons/LayoutSwitcher/Caption","text":"layout"},"$:/language/Buttons/Manager/Caption":{"title":"$:/language/Buttons/Manager/Caption","text":"tiddler manager"},"$:/language/Buttons/Manager/Hint":{"title":"$:/language/Buttons/Manager/Hint","text":"Open tiddler manager"},"$:/language/Buttons/More/Caption":{"title":"$:/language/Buttons/More/Caption","text":"more"},"$:/language/Buttons/More/Hint":{"title":"$:/language/Buttons/More/Hint","text":"More actions"},"$:/language/Buttons/NewHere/Caption":{"title":"$:/language/Buttons/NewHere/Caption","text":"new here"},"$:/language/Buttons/NewHere/Hint":{"title":"$:/language/Buttons/NewHere/Hint","text":"Create a new tiddler tagged with this one"},"$:/language/Buttons/NetworkActivity/Caption":{"title":"$:/language/Buttons/NetworkActivity/Caption","text":"network activity"},"$:/language/Buttons/NetworkActivity/Hint":{"title":"$:/language/Buttons/NetworkActivity/Hint","text":"Cancel all network activity"},"$:/language/Buttons/NewJournal/Caption":{"title":"$:/language/Buttons/NewJournal/Caption","text":"new journal"},"$:/language/Buttons/NewJournal/Hint":{"title":"$:/language/Buttons/NewJournal/Hint","text":"Create a new journal tiddler"},"$:/language/Buttons/NewJournalHere/Caption":{"title":"$:/language/Buttons/NewJournalHere/Caption","text":"new journal here"},"$:/language/Buttons/NewJournalHere/Hint":{"title":"$:/language/Buttons/NewJournalHere/Hint","text":"Create a new journal tiddler tagged with this one"},"$:/language/Buttons/NewImage/Caption":{"title":"$:/language/Buttons/NewImage/Caption","text":"new image"},"$:/language/Buttons/NewImage/Hint":{"title":"$:/language/Buttons/NewImage/Hint","text":"Create a new image tiddler"},"$:/language/Buttons/NewMarkdown/Caption":{"title":"$:/language/Buttons/NewMarkdown/Caption","text":"new Markdown tiddler"},"$:/language/Buttons/NewMarkdown/Hint":{"title":"$:/language/Buttons/NewMarkdown/Hint","text":"Create a new Markdown tiddler"},"$:/language/Buttons/NewTiddler/Caption":{"title":"$:/language/Buttons/NewTiddler/Caption","text":"new tiddler"},"$:/language/Buttons/NewTiddler/Hint":{"title":"$:/language/Buttons/NewTiddler/Hint","text":"Create a new tiddler"},"$:/language/Buttons/OpenWindow/Caption":{"title":"$:/language/Buttons/OpenWindow/Caption","text":"open in new window"},"$:/language/Buttons/OpenWindow/Hint":{"title":"$:/language/Buttons/OpenWindow/Hint","text":"Open tiddler in new window"},"$:/language/Buttons/Palette/Caption":{"title":"$:/language/Buttons/Palette/Caption","text":"palette"},"$:/language/Buttons/Palette/Hint":{"title":"$:/language/Buttons/Palette/Hint","text":"Choose the colour palette"},"$:/language/Buttons/Permalink/Caption":{"title":"$:/language/Buttons/Permalink/Caption","text":"permalink"},"$:/language/Buttons/Permalink/Hint":{"title":"$:/language/Buttons/Permalink/Hint","text":"Set browser address bar to a direct link to this tiddler"},"$:/language/Buttons/Permaview/Caption":{"title":"$:/language/Buttons/Permaview/Caption","text":"permaview"},"$:/language/Buttons/Permaview/Hint":{"title":"$:/language/Buttons/Permaview/Hint","text":"Set browser address bar to a direct link to all the tiddlers in this story"},"$:/language/Buttons/Print/Caption":{"title":"$:/language/Buttons/Print/Caption","text":"print page"},"$:/language/Buttons/Print/Hint":{"title":"$:/language/Buttons/Print/Hint","text":"Print the current page"},"$:/language/Buttons/Refresh/Caption":{"title":"$:/language/Buttons/Refresh/Caption","text":"refresh"},"$:/language/Buttons/Refresh/Hint":{"title":"$:/language/Buttons/Refresh/Hint","text":"Perform a full refresh of the wiki"},"$:/language/Buttons/Save/Caption":{"title":"$:/language/Buttons/Save/Caption","text":"ok"},"$:/language/Buttons/Save/Hint":{"title":"$:/language/Buttons/Save/Hint","text":"Confirm changes to this tiddler"},"$:/language/Buttons/SaveWiki/Caption":{"title":"$:/language/Buttons/SaveWiki/Caption","text":"save changes"},"$:/language/Buttons/SaveWiki/Hint":{"title":"$:/language/Buttons/SaveWiki/Hint","text":"Save changes"},"$:/language/Buttons/StoryView/Caption":{"title":"$:/language/Buttons/StoryView/Caption","text":"storyview"},"$:/language/Buttons/StoryView/Hint":{"title":"$:/language/Buttons/StoryView/Hint","text":"Choose the story visualisation"},"$:/language/Buttons/HideSideBar/Caption":{"title":"$:/language/Buttons/HideSideBar/Caption","text":"hide sidebar"},"$:/language/Buttons/HideSideBar/Hint":{"title":"$:/language/Buttons/HideSideBar/Hint","text":"Hide sidebar"},"$:/language/Buttons/ShowSideBar/Caption":{"title":"$:/language/Buttons/ShowSideBar/Caption","text":"show sidebar"},"$:/language/Buttons/ShowSideBar/Hint":{"title":"$:/language/Buttons/ShowSideBar/Hint","text":"Show sidebar"},"$:/language/Buttons/TagManager/Caption":{"title":"$:/language/Buttons/TagManager/Caption","text":"tag manager"},"$:/language/Buttons/TagManager/Hint":{"title":"$:/language/Buttons/TagManager/Hint","text":"Open tag manager"},"$:/language/Buttons/Timestamp/Caption":{"title":"$:/language/Buttons/Timestamp/Caption","text":"timestamps"},"$:/language/Buttons/Timestamp/Hint":{"title":"$:/language/Buttons/Timestamp/Hint","text":"Choose whether modifications update timestamps"},"$:/language/Buttons/Timestamp/On/Caption":{"title":"$:/language/Buttons/Timestamp/On/Caption","text":"timestamps are on"},"$:/language/Buttons/Timestamp/On/Hint":{"title":"$:/language/Buttons/Timestamp/On/Hint","text":"Update timestamps when tiddlers are modified"},"$:/language/Buttons/Timestamp/Off/Caption":{"title":"$:/language/Buttons/Timestamp/Off/Caption","text":"timestamps are off"},"$:/language/Buttons/Timestamp/Off/Hint":{"title":"$:/language/Buttons/Timestamp/Off/Hint","text":"Don't update timestamps when tiddlers are modified"},"$:/language/Buttons/Theme/Caption":{"title":"$:/language/Buttons/Theme/Caption","text":"theme"},"$:/language/Buttons/Theme/Hint":{"title":"$:/language/Buttons/Theme/Hint","text":"Choose the display theme"},"$:/language/Buttons/Bold/Caption":{"title":"$:/language/Buttons/Bold/Caption","text":"bold"},"$:/language/Buttons/Bold/Hint":{"title":"$:/language/Buttons/Bold/Hint","text":"Apply bold formatting to selection"},"$:/language/Buttons/Clear/Caption":{"title":"$:/language/Buttons/Clear/Caption","text":"clear"},"$:/language/Buttons/Clear/Hint":{"title":"$:/language/Buttons/Clear/Hint","text":"Clear image to solid colour"},"$:/language/Buttons/EditorHeight/Caption":{"title":"$:/language/Buttons/EditorHeight/Caption","text":"editor height"},"$:/language/Buttons/EditorHeight/Caption/Auto":{"title":"$:/language/Buttons/EditorHeight/Caption/Auto","text":"Automatically adjust height to fit content"},"$:/language/Buttons/EditorHeight/Caption/Fixed":{"title":"$:/language/Buttons/EditorHeight/Caption/Fixed","text":"Fixed height:"},"$:/language/Buttons/EditorHeight/Hint":{"title":"$:/language/Buttons/EditorHeight/Hint","text":"Choose the height of the text editor"},"$:/language/Buttons/Excise/Caption":{"title":"$:/language/Buttons/Excise/Caption","text":"excise"},"$:/language/Buttons/Excise/Caption/Excise":{"title":"$:/language/Buttons/Excise/Caption/Excise","text":"Perform excision"},"$:/language/Buttons/Excise/Caption/MacroName":{"title":"$:/language/Buttons/Excise/Caption/MacroName","text":"Macro name:"},"$:/language/Buttons/Excise/Caption/NewTitle":{"title":"$:/language/Buttons/Excise/Caption/NewTitle","text":"Title of new tiddler:"},"$:/language/Buttons/Excise/Caption/Replace":{"title":"$:/language/Buttons/Excise/Caption/Replace","text":"Replace excised text with:"},"$:/language/Buttons/Excise/Caption/Replace/Macro":{"title":"$:/language/Buttons/Excise/Caption/Replace/Macro","text":"macro"},"$:/language/Buttons/Excise/Caption/Replace/Link":{"title":"$:/language/Buttons/Excise/Caption/Replace/Link","text":"link"},"$:/language/Buttons/Excise/Caption/Replace/Transclusion":{"title":"$:/language/Buttons/Excise/Caption/Replace/Transclusion","text":"transclusion"},"$:/language/Buttons/Excise/Caption/Tag":{"title":"$:/language/Buttons/Excise/Caption/Tag","text":"Tag new tiddler with the title of this tiddler"},"$:/language/Buttons/Excise/Caption/TiddlerExists":{"title":"$:/language/Buttons/Excise/Caption/TiddlerExists","text":"Warning: tiddler already exists"},"$:/language/Buttons/Excise/Hint":{"title":"$:/language/Buttons/Excise/Hint","text":"Excise the selected text into a new tiddler"},"$:/language/Buttons/Heading1/Caption":{"title":"$:/language/Buttons/Heading1/Caption","text":"heading 1"},"$:/language/Buttons/Heading1/Hint":{"title":"$:/language/Buttons/Heading1/Hint","text":"Apply heading level 1 formatting to lines containing selection"},"$:/language/Buttons/Heading2/Caption":{"title":"$:/language/Buttons/Heading2/Caption","text":"heading 2"},"$:/language/Buttons/Heading2/Hint":{"title":"$:/language/Buttons/Heading2/Hint","text":"Apply heading level 2 formatting to lines containing selection"},"$:/language/Buttons/Heading3/Caption":{"title":"$:/language/Buttons/Heading3/Caption","text":"heading 3"},"$:/language/Buttons/Heading3/Hint":{"title":"$:/language/Buttons/Heading3/Hint","text":"Apply heading level 3 formatting to lines containing selection"},"$:/language/Buttons/Heading4/Caption":{"title":"$:/language/Buttons/Heading4/Caption","text":"heading 4"},"$:/language/Buttons/Heading4/Hint":{"title":"$:/language/Buttons/Heading4/Hint","text":"Apply heading level 4 formatting to lines containing selection"},"$:/language/Buttons/Heading5/Caption":{"title":"$:/language/Buttons/Heading5/Caption","text":"heading 5"},"$:/language/Buttons/Heading5/Hint":{"title":"$:/language/Buttons/Heading5/Hint","text":"Apply heading level 5 formatting to lines containing selection"},"$:/language/Buttons/Heading6/Caption":{"title":"$:/language/Buttons/Heading6/Caption","text":"heading 6"},"$:/language/Buttons/Heading6/Hint":{"title":"$:/language/Buttons/Heading6/Hint","text":"Apply heading level 6 formatting to lines containing 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Use [[safe mode|https://tiddlywiki.com/#SafeMode]] to restore normal operation."},"$:/language/ControlPanel/Parsing/Block/Caption":{"title":"$:/language/ControlPanel/Parsing/Block/Caption","text":"Block Parse Rules"},"$:/language/ControlPanel/Parsing/Inline/Caption":{"title":"$:/language/ControlPanel/Parsing/Inline/Caption","text":"Inline Parse Rules"},"$:/language/ControlPanel/Parsing/Pragma/Caption":{"title":"$:/language/ControlPanel/Parsing/Pragma/Caption","text":"Pragma Parse Rules"},"$:/language/ControlPanel/Plugins/Add/Caption":{"title":"$:/language/ControlPanel/Plugins/Add/Caption","text":"Get more plugins"},"$:/language/ControlPanel/Plugins/Add/Hint":{"title":"$:/language/ControlPanel/Plugins/Add/Hint","text":"Install plugins from the official library"},"$:/language/ControlPanel/Plugins/AlreadyInstalled/Hint":{"title":"$:/language/ControlPanel/Plugins/AlreadyInstalled/Hint","text":"This plugin is already installed at version <$text 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See [[here|https://github.com/simonbaird/tiddlyhost/wiki/TiddlySpot-Saver-configuration-for-Tiddlyhost-and-Tiddlyspot]] for information on ~TiddlySpot and ~TiddlyHost saving configuration."},"$:/language/ControlPanel/Saving/TiddlySpot/Filename":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/Filename","text":"Upload Filename"},"$:/language/ControlPanel/Saving/TiddlySpot/Heading":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/Heading","text":"~TiddlySpot"},"$:/language/ControlPanel/Saving/TiddlySpot/Hint":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/Hint","text":"//The server URL defaults to `http://<wikiname>.tiddlyspot.com/store.cgi` and can be changed to use a custom server address, e.g. `http://example.com/store.php`.//"},"$:/language/ControlPanel/Saving/TiddlySpot/Password":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/Password","text":"Password"},"$:/language/ControlPanel/Saving/TiddlySpot/ReadOnly":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/ReadOnly","text":"Note that [[TiddlySpot|http://tiddlyspot.com]] no longer allows the creation of new sites. For new sites, you can use [[TiddlyHost|https://tiddlyhost.com]], a new hosting service that replaces ~TiddlySpot."},"$:/language/ControlPanel/Saving/TiddlySpot/ServerURL":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/ServerURL","text":"Server URL"},"$:/language/ControlPanel/Saving/TiddlySpot/UploadDir":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/UploadDir","text":"Upload Directory"},"$:/language/ControlPanel/Saving/TiddlySpot/UserName":{"title":"$:/language/ControlPanel/Saving/TiddlySpot/UserName","text":"Wiki Name"},"$:/language/ControlPanel/Settings/AutoSave/Caption":{"title":"$:/language/ControlPanel/Settings/AutoSave/Caption","text":"Autosave"},"$:/language/ControlPanel/Settings/AutoSave/Disabled/Description":{"title":"$:/language/ControlPanel/Settings/AutoSave/Disabled/Description","text":"Do not save changes automatically"},"$:/language/ControlPanel/Settings/AutoSave/Enabled/Description":{"title":"$:/language/ControlPanel/Settings/AutoSave/Enabled/Description","text":"Save changes automatically"},"$:/language/ControlPanel/Settings/AutoSave/Hint":{"title":"$:/language/ControlPanel/Settings/AutoSave/Hint","text":"Attempt to automatically save changes during editing when using a supporting saver"},"$:/language/ControlPanel/Settings/CamelCase/Caption":{"title":"$:/language/ControlPanel/Settings/CamelCase/Caption","text":"Camel Case Wiki Links"},"$:/language/ControlPanel/Settings/CamelCase/Hint":{"title":"$:/language/ControlPanel/Settings/CamelCase/Hint","text":"You can globally disable automatic linking of ~CamelCase phrases. Requires reload to take effect"},"$:/language/ControlPanel/Settings/CamelCase/Description":{"title":"$:/language/ControlPanel/Settings/CamelCase/Description","text":"Enable automatic ~CamelCase linking"},"$:/language/ControlPanel/Settings/Caption":{"title":"$:/language/ControlPanel/Settings/Caption","text":"Settings"},"$:/language/ControlPanel/Settings/EditorToolbar/Caption":{"title":"$:/language/ControlPanel/Settings/EditorToolbar/Caption","text":"Editor Toolbar"},"$:/language/ControlPanel/Settings/EditorToolbar/Hint":{"title":"$:/language/ControlPanel/Settings/EditorToolbar/Hint","text":"Enable or disable the editor toolbar:"},"$:/language/ControlPanel/Settings/EditorToolbar/Description":{"title":"$:/language/ControlPanel/Settings/EditorToolbar/Description","text":"Show editor toolbar"},"$:/language/ControlPanel/Settings/InfoPanelMode/Caption":{"title":"$:/language/ControlPanel/Settings/InfoPanelMode/Caption","text":"Tiddler Info Panel Mode"},"$:/language/ControlPanel/Settings/InfoPanelMode/Hint":{"title":"$:/language/ControlPanel/Settings/InfoPanelMode/Hint","text":"Control when the tiddler info panel closes:"},"$:/language/ControlPanel/Settings/InfoPanelMode/Popup/Description":{"title":"$:/language/ControlPanel/Settings/InfoPanelMode/Popup/Description","text":"Tiddler info panel closes automatically"},"$:/language/ControlPanel/Settings/InfoPanelMode/Sticky/Description":{"title":"$:/language/ControlPanel/Settings/InfoPanelMode/Sticky/Description","text":"Tiddler info panel stays open until explicitly closed"},"$:/language/ControlPanel/Settings/Hint":{"title":"$:/language/ControlPanel/Settings/Hint","text":"These settings let you customise the behaviour of TiddlyWiki."},"$:/language/ControlPanel/Settings/NavigationAddressBar/Caption":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/Caption","text":"Navigation Address Bar"},"$:/language/ControlPanel/Settings/NavigationAddressBar/Hint":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/Hint","text":"Behaviour of the browser address bar when navigating to a tiddler:"},"$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description","text":"Do not update the address bar"},"$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description","text":"Include the target tiddler"},"$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description":{"title":"$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description","text":"Include the target tiddler and the current story sequence"},"$:/language/ControlPanel/Settings/NavigationHistory/Caption":{"title":"$:/language/ControlPanel/Settings/NavigationHistory/Caption","text":"Navigation History"},"$:/language/ControlPanel/Settings/NavigationHistory/Hint":{"title":"$:/language/ControlPanel/Settings/NavigationHistory/Hint","text":"Update browser history when navigating to a tiddler:"},"$:/language/ControlPanel/Settings/NavigationHistory/No/Description":{"title":"$:/language/ControlPanel/Settings/NavigationHistory/No/Description","text":"Do not update history"},"$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description":{"title":"$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description","text":"Update history"},"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption":{"title":"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption","text":"Permalink/permaview Mode"},"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Hint":{"title":"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Hint","text":"Choose how permalink/permaview is handled:"},"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/CopyToClipboard/Description":{"title":"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/CopyToClipboard/Description","text":"Copy permalink/permaview URL to clipboard"},"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/UpdateAddressBar/Description":{"title":"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/UpdateAddressBar/Description","text":"Update address bar with permalink/permaview URL"},"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption":{"title":"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption","text":"Performance Instrumentation"},"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Hint":{"title":"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Hint","text":"Displays performance statistics in the browser developer console. Requires reload to take effect"},"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Description":{"title":"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Description","text":"Enable performance instrumentation"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption","text":"Toolbar Button Style"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint","text":"Choose the style for toolbar buttons:"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless","text":"Borderless"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed","text":"Boxed"},"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded":{"title":"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded","text":"Rounded"},"$:/language/ControlPanel/Settings/ToolbarButtons/Caption":{"title":"$:/language/ControlPanel/Settings/ToolbarButtons/Caption","text":"Toolbar Buttons"},"$:/language/ControlPanel/Settings/ToolbarButtons/Hint":{"title":"$:/language/ControlPanel/Settings/ToolbarButtons/Hint","text":"Default toolbar button appearance:"},"$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description":{"title":"$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description","text":"Include icon"},"$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description":{"title":"$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description","text":"Include text"},"$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption":{"title":"$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption","text":"Default Sidebar Tab"},"$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint":{"title":"$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint","text":"Specify which sidebar tab is displayed by default"},"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption":{"title":"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption","text":"Default More Sidebar Tab"},"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Hint":{"title":"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Hint","text":"Specify which More sidebar tab is displayed by default"},"$:/language/ControlPanel/Settings/LinkToBehaviour/Caption":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/Caption","text":"Tiddler Opening Behaviour"},"$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint","text":"Navigation from //within// the story river"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint","text":"Navigation from //outside// the story river"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove","text":"Open above the current tiddler"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow","text":"Open below the current tiddler"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop","text":"Open at the top of the story river"},"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom":{"title":"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom","text":"Open at the bottom of the story river"},"$:/language/ControlPanel/Settings/TitleLinks/Caption":{"title":"$:/language/ControlPanel/Settings/TitleLinks/Caption","text":"Tiddler Titles"},"$:/language/ControlPanel/Settings/TitleLinks/Hint":{"title":"$:/language/ControlPanel/Settings/TitleLinks/Hint","text":"Optionally display tiddler titles as links"},"$:/language/ControlPanel/Settings/TitleLinks/No/Description":{"title":"$:/language/ControlPanel/Settings/TitleLinks/No/Description","text":"Do not display tiddler titles as links"},"$:/language/ControlPanel/Settings/TitleLinks/Yes/Description":{"title":"$:/language/ControlPanel/Settings/TitleLinks/Yes/Description","text":"Display tiddler titles as links"},"$:/language/ControlPanel/Settings/MissingLinks/Caption":{"title":"$:/language/ControlPanel/Settings/MissingLinks/Caption","text":"Wiki Links"},"$:/language/ControlPanel/Settings/MissingLinks/Hint":{"title":"$:/language/ControlPanel/Settings/MissingLinks/Hint","text":"Choose whether to link to tiddlers that do not exist yet"},"$:/language/ControlPanel/Settings/MissingLinks/Description":{"title":"$:/language/ControlPanel/Settings/MissingLinks/Description","text":"Enable links to missing tiddlers"},"$:/language/ControlPanel/StoryTiddler/Caption":{"title":"$:/language/ControlPanel/StoryTiddler/Caption","text":"Story Tiddler"},"$:/language/ControlPanel/StoryTiddler/Hint":{"title":"$:/language/ControlPanel/StoryTiddler/Hint","text":"This rule cascade is used to dynamically choose the template for displaying a tiddler in the story river."},"$:/language/ControlPanel/StoryView/Caption":{"title":"$:/language/ControlPanel/StoryView/Caption","text":"Story View"},"$:/language/ControlPanel/StoryView/Prompt":{"title":"$:/language/ControlPanel/StoryView/Prompt","text":"Current view:"},"$:/language/ControlPanel/Stylesheets/Caption":{"title":"$:/language/ControlPanel/Stylesheets/Caption","text":"Stylesheets"},"$:/language/ControlPanel/Stylesheets/Expand/Caption":{"title":"$:/language/ControlPanel/Stylesheets/Expand/Caption","text":"Expand All"},"$:/language/ControlPanel/Stylesheets/Hint":{"title":"$:/language/ControlPanel/Stylesheets/Hint","text":"This is the rendered CSS of the current stylesheet tiddlers tagged with <<tag \"$:/tags/Stylesheet\">>"},"$:/language/ControlPanel/Stylesheets/Restore/Caption":{"title":"$:/language/ControlPanel/Stylesheets/Restore/Caption","text":"Restore"},"$:/language/ControlPanel/Theme/Caption":{"title":"$:/language/ControlPanel/Theme/Caption","text":"Theme"},"$:/language/ControlPanel/Theme/Prompt":{"title":"$:/language/ControlPanel/Theme/Prompt","text":"Current theme:"},"$:/language/ControlPanel/TiddlerFields/Caption":{"title":"$:/language/ControlPanel/TiddlerFields/Caption","text":"Tiddler Fields"},"$:/language/ControlPanel/TiddlerFields/Hint":{"title":"$:/language/ControlPanel/TiddlerFields/Hint","text":"This is the full set of TiddlerFields in use in this wiki (including system tiddlers but excluding shadow tiddlers)."},"$:/language/ControlPanel/TiddlerColour/Caption":{"title":"$:/language/ControlPanel/TiddlerColour/Caption","text":"Tiddler Colour"},"$:/language/ControlPanel/TiddlerColour/Hint":{"title":"$:/language/ControlPanel/TiddlerColour/Hint","text":"This rules cascade is used to dynamically choose the colour for a tiddler (used for the icon and the associated tag pill)."},"$:/language/ControlPanel/TiddlerIcon/Caption":{"title":"$:/language/ControlPanel/TiddlerIcon/Caption","text":"Tiddler Icon"},"$:/language/ControlPanel/TiddlerIcon/Hint":{"title":"$:/language/ControlPanel/TiddlerIcon/Hint","text":"This rules cascade is used to dynamically choose the icon for a tiddler."},"$:/language/ControlPanel/Toolbars/Caption":{"title":"$:/language/ControlPanel/Toolbars/Caption","text":"Toolbars"},"$:/language/ControlPanel/Toolbars/EditToolbar/Caption":{"title":"$:/language/ControlPanel/Toolbars/EditToolbar/Caption","text":"Edit Toolbar"},"$:/language/ControlPanel/Toolbars/EditToolbar/Hint":{"title":"$:/language/ControlPanel/Toolbars/EditToolbar/Hint","text":"Choose which buttons are displayed for tiddlers in edit mode. Drag and drop to change the ordering"},"$:/language/ControlPanel/Toolbars/Hint":{"title":"$:/language/ControlPanel/Toolbars/Hint","text":"Select which toolbar buttons are displayed"},"$:/language/ControlPanel/Toolbars/PageControls/Caption":{"title":"$:/language/ControlPanel/Toolbars/PageControls/Caption","text":"Page Toolbar"},"$:/language/ControlPanel/Toolbars/PageControls/Hint":{"title":"$:/language/ControlPanel/Toolbars/PageControls/Hint","text":"Choose which buttons are displayed on the main page toolbar. Drag and drop to change the ordering"},"$:/language/ControlPanel/Toolbars/EditorToolbar/Caption":{"title":"$:/language/ControlPanel/Toolbars/EditorToolbar/Caption","text":"Editor Toolbar"},"$:/language/ControlPanel/Toolbars/EditorToolbar/Hint":{"title":"$:/language/ControlPanel/Toolbars/EditorToolbar/Hint","text":"Choose which buttons are displayed in the editor toolbar. Note that some buttons will only appear when editing tiddlers of a certain type. Drag and drop to change the ordering"},"$:/language/ControlPanel/Toolbars/ViewToolbar/Caption":{"title":"$:/language/ControlPanel/Toolbars/ViewToolbar/Caption","text":"View Toolbar"},"$:/language/ControlPanel/Toolbars/ViewToolbar/Hint":{"title":"$:/language/ControlPanel/Toolbars/ViewToolbar/Hint","text":"Choose which buttons are displayed for tiddlers in view mode. Drag and drop to change the ordering"},"$:/language/ControlPanel/Tools/Download/Full/Caption":{"title":"$:/language/ControlPanel/Tools/Download/Full/Caption","text":"Download full wiki"},"$:/language/ControlPanel/ViewTemplateBody/Caption":{"title":"$:/language/ControlPanel/ViewTemplateBody/Caption","text":"View Template Body"},"$:/language/ControlPanel/ViewTemplateBody/Hint":{"title":"$:/language/ControlPanel/ViewTemplateBody/Hint","text":"This rule cascade is used by the default view template to dynamically choose the template for displaying the body of a tiddler."},"$:/language/ControlPanel/ViewTemplateTitle/Caption":{"title":"$:/language/ControlPanel/ViewTemplateTitle/Caption","text":"View Template Title"},"$:/language/ControlPanel/ViewTemplateTitle/Hint":{"title":"$:/language/ControlPanel/ViewTemplateTitle/Hint","text":"This rule cascade is used by the default view template to dynamically choose the template for displaying the title of a tiddler."},"$:/language/Date/DaySuffix/1":{"title":"$:/language/Date/DaySuffix/1","text":"st"},"$:/language/Date/DaySuffix/2":{"title":"$:/language/Date/DaySuffix/2","text":"nd"},"$:/language/Date/DaySuffix/3":{"title":"$:/language/Date/DaySuffix/3","text":"rd"},"$:/language/Date/DaySuffix/4":{"title":"$:/language/Date/DaySuffix/4","text":"th"},"$:/language/Date/DaySuffix/5":{"title":"$:/language/Date/DaySuffix/5","text":"th"},"$:/language/Date/DaySuffix/6":{"title":"$:/language/Date/DaySuffix/6","text":"th"},"$:/language/Date/DaySuffix/7":{"title":"$:/language/Date/DaySuffix/7","text":"th"},"$:/language/Date/DaySuffix/8":{"title":"$:/language/Date/DaySuffix/8","text":"th"},"$:/language/Date/DaySuffix/9":{"title":"$:/language/Date/DaySuffix/9","text":"th"},"$:/language/Date/DaySuffix/10":{"title":"$:/language/Date/DaySuffix/10","text":"th"},"$:/language/Date/DaySuffix/11":{"title":"$:/language/Date/DaySuffix/11","text":"th"},"$:/language/Date/DaySuffix/12":{"title":"$:/language/Date/DaySuffix/12","text":"th"},"$:/language/Date/DaySuffix/13":{"title":"$:/language/Date/DaySuffix/13","text":"th"},"$:/language/Date/DaySuffix/14":{"title":"$:/language/Date/DaySuffix/14","text":"th"},"$:/language/Date/DaySuffix/15":{"title":"$:/language/Date/DaySuffix/15","text":"th"},"$:/language/Date/DaySuffix/16":{"title":"$:/language/Date/DaySuffix/16","text":"th"},"$:/language/Date/DaySuffix/17":{"title":"$:/language/Date/DaySuffix/17","text":"th"},"$:/language/Date/DaySuffix/18":{"title":"$:/language/Date/DaySuffix/18","text":"th"},"$:/language/Date/DaySuffix/19":{"title":"$:/language/Date/DaySuffix/19","text":"th"},"$:/language/Date/DaySuffix/20":{"title":"$:/language/Date/DaySuffix/20","text":"th"},"$:/language/Date/DaySuffix/21":{"title":"$:/language/Date/DaySuffix/21","text":"st"},"$:/language/Date/DaySuffix/22":{"title":"$:/language/Date/DaySuffix/22","text":"nd"},"$:/language/Date/DaySuffix/23":{"title":"$:/language/Date/DaySuffix/23","text":"rd"},"$:/language/Date/DaySuffix/24":{"title":"$:/language/Date/DaySuffix/24","text":"th"},"$:/language/Date/DaySuffix/25":{"title":"$:/language/Date/DaySuffix/25","text":"th"},"$:/language/Date/DaySuffix/26":{"title":"$:/language/Date/DaySuffix/26","text":"th"},"$:/language/Date/DaySuffix/27":{"title":"$:/language/Date/DaySuffix/27","text":"th"},"$:/language/Date/DaySuffix/28":{"title":"$:/language/Date/DaySuffix/28","text":"th"},"$:/language/Date/DaySuffix/29":{"title":"$:/language/Date/DaySuffix/29","text":"th"},"$:/language/Date/DaySuffix/30":{"title":"$:/language/Date/DaySuffix/30","text":"th"},"$:/language/Date/DaySuffix/31":{"title":"$:/language/Date/DaySuffix/31","text":"st"},"$:/language/Date/Long/Day/0":{"title":"$:/language/Date/Long/Day/0","text":"Sunday"},"$:/language/Date/Long/Day/1":{"title":"$:/language/Date/Long/Day/1","text":"Monday"},"$:/language/Date/Long/Day/2":{"title":"$:/language/Date/Long/Day/2","text":"Tuesday"},"$:/language/Date/Long/Day/3":{"title":"$:/language/Date/Long/Day/3","text":"Wednesday"},"$:/language/Date/Long/Day/4":{"title":"$:/language/Date/Long/Day/4","text":"Thursday"},"$:/language/Date/Long/Day/5":{"title":"$:/language/Date/Long/Day/5","text":"Friday"},"$:/language/Date/Long/Day/6":{"title":"$:/language/Date/Long/Day/6","text":"Saturday"},"$:/language/Date/Long/Month/1":{"title":"$:/language/Date/Long/Month/1","text":"January"},"$:/language/Date/Long/Month/2":{"title":"$:/language/Date/Long/Month/2","text":"February"},"$:/language/Date/Long/Month/3":{"title":"$:/language/Date/Long/Month/3","text":"March"},"$:/language/Date/Long/Month/4":{"title":"$:/language/Date/Long/Month/4","text":"April"},"$:/language/Date/Long/Month/5":{"title":"$:/language/Date/Long/Month/5","text":"May"},"$:/language/Date/Long/Month/6":{"title":"$:/language/Date/Long/Month/6","text":"June"},"$:/language/Date/Long/Month/7":{"title":"$:/language/Date/Long/Month/7","text":"July"},"$:/language/Date/Long/Month/8":{"title":"$:/language/Date/Long/Month/8","text":"August"},"$:/language/Date/Long/Month/9":{"title":"$:/language/Date/Long/Month/9","text":"September"},"$:/language/Date/Long/Month/10":{"title":"$:/language/Date/Long/Month/10","text":"October"},"$:/language/Date/Long/Month/11":{"title":"$:/language/Date/Long/Month/11","text":"November"},"$:/language/Date/Long/Month/12":{"title":"$:/language/Date/Long/Month/12","text":"December"},"$:/language/Date/Period/am":{"title":"$:/language/Date/Period/am","text":"am"},"$:/language/Date/Period/pm":{"title":"$:/language/Date/Period/pm","text":"pm"},"$:/language/Date/Short/Day/0":{"title":"$:/language/Date/Short/Day/0","text":"Sun"},"$:/language/Date/Short/Day/1":{"title":"$:/language/Date/Short/Day/1","text":"Mon"},"$:/language/Date/Short/Day/2":{"title":"$:/language/Date/Short/Day/2","text":"Tue"},"$:/language/Date/Short/Day/3":{"title":"$:/language/Date/Short/Day/3","text":"Wed"},"$:/language/Date/Short/Day/4":{"title":"$:/language/Date/Short/Day/4","text":"Thu"},"$:/language/Date/Short/Day/5":{"title":"$:/language/Date/Short/Day/5","text":"Fri"},"$:/language/Date/Short/Day/6":{"title":"$:/language/Date/Short/Day/6","text":"Sat"},"$:/language/Date/Short/Month/1":{"title":"$:/language/Date/Short/Month/1","text":"Jan"},"$:/language/Date/Short/Month/2":{"title":"$:/language/Date/Short/Month/2","text":"Feb"},"$:/language/Date/Short/Month/3":{"title":"$:/language/Date/Short/Month/3","text":"Mar"},"$:/language/Date/Short/Month/4":{"title":"$:/language/Date/Short/Month/4","text":"Apr"},"$:/language/Date/Short/Month/5":{"title":"$:/language/Date/Short/Month/5","text":"May"},"$:/language/Date/Short/Month/6":{"title":"$:/language/Date/Short/Month/6","text":"Jun"},"$:/language/Date/Short/Month/7":{"title":"$:/language/Date/Short/Month/7","text":"Jul"},"$:/language/Date/Short/Month/8":{"title":"$:/language/Date/Short/Month/8","text":"Aug"},"$:/language/Date/Short/Month/9":{"title":"$:/language/Date/Short/Month/9","text":"Sep"},"$:/language/Date/Short/Month/10":{"title":"$:/language/Date/Short/Month/10","text":"Oct"},"$:/language/Date/Short/Month/11":{"title":"$:/language/Date/Short/Month/11","text":"Nov"},"$:/language/Date/Short/Month/12":{"title":"$:/language/Date/Short/Month/12","text":"Dec"},"$:/language/RelativeDate/Future/Days":{"title":"$:/language/RelativeDate/Future/Days","text":"<<period>> days from now"},"$:/language/RelativeDate/Future/Hours":{"title":"$:/language/RelativeDate/Future/Hours","text":"<<period>> hours from now"},"$:/language/RelativeDate/Future/Minutes":{"title":"$:/language/RelativeDate/Future/Minutes","text":"<<period>> minutes from now"},"$:/language/RelativeDate/Future/Months":{"title":"$:/language/RelativeDate/Future/Months","text":"<<period>> months from now"},"$:/language/RelativeDate/Future/Second":{"title":"$:/language/RelativeDate/Future/Second","text":"1 second from now"},"$:/language/RelativeDate/Future/Seconds":{"title":"$:/language/RelativeDate/Future/Seconds","text":"<<period>> seconds from now"},"$:/language/RelativeDate/Future/Years":{"title":"$:/language/RelativeDate/Future/Years","text":"<<period>> years from now"},"$:/language/RelativeDate/Past/Days":{"title":"$:/language/RelativeDate/Past/Days","text":"<<period>> days ago"},"$:/language/RelativeDate/Past/Hours":{"title":"$:/language/RelativeDate/Past/Hours","text":"<<period>> hours ago"},"$:/language/RelativeDate/Past/Minutes":{"title":"$:/language/RelativeDate/Past/Minutes","text":"<<period>> minutes ago"},"$:/language/RelativeDate/Past/Months":{"title":"$:/language/RelativeDate/Past/Months","text":"<<period>> months ago"},"$:/language/RelativeDate/Past/Second":{"title":"$:/language/RelativeDate/Past/Second","text":"1 second ago"},"$:/language/RelativeDate/Past/Seconds":{"title":"$:/language/RelativeDate/Past/Seconds","text":"<<period>> seconds ago"},"$:/language/RelativeDate/Past/Years":{"title":"$:/language/RelativeDate/Past/Years","text":"<<period>> years ago"},"$:/language/Docs/ModuleTypes/allfilteroperator":{"title":"$:/language/Docs/ModuleTypes/allfilteroperator","text":"A sub-operator for the ''all'' filter operator."},"$:/language/Docs/ModuleTypes/animation":{"title":"$:/language/Docs/ModuleTypes/animation","text":"Animations that may be used with the 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list"},"$:/language/EditTemplate/Type/Dropdown/Hint":{"title":"$:/language/EditTemplate/Type/Dropdown/Hint","text":"Show content type list"},"$:/language/EditTemplate/Type/Delete/Caption":{"title":"$:/language/EditTemplate/Type/Delete/Caption","text":"delete content type"},"$:/language/EditTemplate/Type/Delete/Hint":{"title":"$:/language/EditTemplate/Type/Delete/Hint","text":"Delete content type"},"$:/language/EditTemplate/Type/Placeholder":{"title":"$:/language/EditTemplate/Type/Placeholder","text":"content type"},"$:/language/EditTemplate/Type/Prompt":{"title":"$:/language/EditTemplate/Type/Prompt","text":"Type:"},"$:/language/Exporters/StaticRiver":{"title":"$:/language/Exporters/StaticRiver","text":"Static HTML"},"$:/language/Exporters/JsonFile":{"title":"$:/language/Exporters/JsonFile","text":"JSON file"},"$:/language/Exporters/CsvFile":{"title":"$:/language/Exporters/CsvFile","text":"CSV file"},"$:/language/Exporters/TidFile":{"title":"$:/language/Exporters/TidFile","text":"\".tid\" file"},"$:/language/Docs/Fields/_canonical_uri":{"title":"$:/language/Docs/Fields/_canonical_uri","text":"The full URI of an external image tiddler"},"$:/language/Docs/Fields/author":{"title":"$:/language/Docs/Fields/author","text":"Name of the author of a plugin"},"$:/language/Docs/Fields/bag":{"title":"$:/language/Docs/Fields/bag","text":"The name of the bag from which a tiddler came"},"$:/language/Docs/Fields/caption":{"title":"$:/language/Docs/Fields/caption","text":"The text to be displayed on a tab or button"},"$:/language/Docs/Fields/code-body":{"title":"$:/language/Docs/Fields/code-body","text":"The view template will display the tiddler as code if set to ''yes''"},"$:/language/Docs/Fields/color":{"title":"$:/language/Docs/Fields/color","text":"The CSS color value associated with a tiddler"},"$:/language/Docs/Fields/component":{"title":"$:/language/Docs/Fields/component","text":"The name of the component responsible for an [[alert tiddler|AlertMechanism]]"},"$:/language/Docs/Fields/core-version":{"title":"$:/language/Docs/Fields/core-version","text":"For a plugin, indicates what version of TiddlyWiki with which it is compatible"},"$:/language/Docs/Fields/current-tiddler":{"title":"$:/language/Docs/Fields/current-tiddler","text":"Used to cache the top tiddler in a [[history list|HistoryMechanism]]"},"$:/language/Docs/Fields/created":{"title":"$:/language/Docs/Fields/created","text":"The date a tiddler was created"},"$:/language/Docs/Fields/creator":{"title":"$:/language/Docs/Fields/creator","text":"The name of the person who created a tiddler"},"$:/language/Docs/Fields/dependents":{"title":"$:/language/Docs/Fields/dependents","text":"For a plugin, lists the dependent plugin titles"},"$:/language/Docs/Fields/description":{"title":"$:/language/Docs/Fields/description","text":"The descriptive text for a plugin, or a modal dialogue"},"$:/language/Docs/Fields/draft.of":{"title":"$:/language/Docs/Fields/draft.of","text":"For draft tiddlers, contains the title of the tiddler of which this is a draft"},"$:/language/Docs/Fields/draft.title":{"title":"$:/language/Docs/Fields/draft.title","text":"For draft tiddlers, contains the proposed new title of the tiddler"},"$:/language/Docs/Fields/footer":{"title":"$:/language/Docs/Fields/footer","text":"The footer text for a modal"},"$:/language/Docs/Fields/hide-body":{"title":"$:/language/Docs/Fields/hide-body","text":"The view template will hide bodies of tiddlers if set to ''yes''"},"$:/language/Docs/Fields/icon":{"title":"$:/language/Docs/Fields/icon","text":"The title of the tiddler containing the icon associated with a tiddler"},"$:/language/Docs/Fields/library":{"title":"$:/language/Docs/Fields/library","text":"Indicates that a tiddler should be saved as a JavaScript library if set to ''yes''"},"$:/language/Docs/Fields/list":{"title":"$:/language/Docs/Fields/list","text":"An ordered list of tiddler titles associated with a tiddler"},"$:/language/Docs/Fields/list-before":{"title":"$:/language/Docs/Fields/list-before","text":"If set, the title of a tiddler before which this tiddler should be added to the ordered list of tiddler titles, or at the start of the list if this field is present but empty"},"$:/language/Docs/Fields/list-after":{"title":"$:/language/Docs/Fields/list-after","text":"If set, the title of the tiddler after which this tiddler should be added to the ordered list of tiddler titles, or at the end of the list if this field is present but empty"},"$:/language/Docs/Fields/modified":{"title":"$:/language/Docs/Fields/modified","text":"The date and time at which a tiddler was last modified"},"$:/language/Docs/Fields/modifier":{"title":"$:/language/Docs/Fields/modifier","text":"The tiddler title associated with the person who last modified a tiddler"},"$:/language/Docs/Fields/module-type":{"title":"$:/language/Docs/Fields/module-type","text":"For javascript tiddlers, specifies what kind of module it is"},"$:/language/Docs/Fields/name":{"title":"$:/language/Docs/Fields/name","text":"The human readable name associated with a plugin tiddler"},"$:/language/Docs/Fields/parent-plugin":{"title":"$:/language/Docs/Fields/parent-plugin","text":"For a plugin, specifies which plugin of which it is a sub-plugin"},"$:/language/Docs/Fields/plugin-priority":{"title":"$:/language/Docs/Fields/plugin-priority","text":"A numerical value indicating the priority of a plugin tiddler"},"$:/language/Docs/Fields/plugin-type":{"title":"$:/language/Docs/Fields/plugin-type","text":"The type of plugin in a plugin tiddler"},"$:/language/Docs/Fields/revision":{"title":"$:/language/Docs/Fields/revision","text":"The revision of the tiddler held at the server"},"$:/language/Docs/Fields/released":{"title":"$:/language/Docs/Fields/released","text":"Date of a TiddlyWiki release"},"$:/language/Docs/Fields/source":{"title":"$:/language/Docs/Fields/source","text":"The source URL associated with a tiddler"},"$:/language/Docs/Fields/subtitle":{"title":"$:/language/Docs/Fields/subtitle","text":"The subtitle text for a modal"},"$:/language/Docs/Fields/tags":{"title":"$:/language/Docs/Fields/tags","text":"A list of tags associated with a tiddler"},"$:/language/Docs/Fields/text":{"title":"$:/language/Docs/Fields/text","text":"The body text of a tiddler"},"$:/language/Docs/Fields/throttle.refresh":{"title":"$:/language/Docs/Fields/throttle.refresh","text":"If present, throttles refreshes of this tiddler"},"$:/language/Docs/Fields/title":{"title":"$:/language/Docs/Fields/title","text":"The unique name of a tiddler"},"$:/language/Docs/Fields/toc-link":{"title":"$:/language/Docs/Fields/toc-link","text":"Suppresses the tiddler's link in a Table of Contents tree if set to ''no''"},"$:/language/Docs/Fields/type":{"title":"$:/language/Docs/Fields/type","text":"The content type of a tiddler"},"$:/language/Docs/Fields/version":{"title":"$:/language/Docs/Fields/version","text":"Version information for a plugin"},"$:/language/Docs/Fields/_is_skinny":{"title":"$:/language/Docs/Fields/_is_skinny","text":"If present, indicates that the tiddler text field must be loaded from the server"},"$:/language/Filters/AllTiddlers":{"title":"$:/language/Filters/AllTiddlers","text":"All tiddlers except system tiddlers"},"$:/language/Filters/RecentSystemTiddlers":{"title":"$:/language/Filters/RecentSystemTiddlers","text":"Recently modified tiddlers, including system tiddlers"},"$:/language/Filters/RecentTiddlers":{"title":"$:/language/Filters/RecentTiddlers","text":"Recently modified tiddlers"},"$:/language/Filters/AllTags":{"title":"$:/language/Filters/AllTags","text":"All tags except system tags"},"$:/language/Filters/Missing":{"title":"$:/language/Filters/Missing","text":"Missing tiddlers"},"$:/language/Filters/Drafts":{"title":"$:/language/Filters/Drafts","text":"Draft tiddlers"},"$:/language/Filters/Orphans":{"title":"$:/language/Filters/Orphans","text":"Orphan tiddlers"},"$:/language/Filters/SystemTiddlers":{"title":"$:/language/Filters/SystemTiddlers","text":"System tiddlers"},"$:/language/Filters/ShadowTiddlers":{"title":"$:/language/Filters/ShadowTiddlers","text":"Shadow tiddlers"},"$:/language/Filters/OverriddenShadowTiddlers":{"title":"$:/language/Filters/OverriddenShadowTiddlers","text":"Overridden shadow tiddlers"},"$:/language/Filters/SessionTiddlers":{"title":"$:/language/Filters/SessionTiddlers","text":"Tiddlers modified since the wiki was loaded"},"$:/language/Filters/SystemTags":{"title":"$:/language/Filters/SystemTags","text":"System tags"},"$:/language/Filters/StoryList":{"title":"$:/language/Filters/StoryList","text":"Tiddlers in the story river, excluding <$text text=\"$:/AdvancedSearch\"/>"},"$:/language/Filters/TypedTiddlers":{"title":"$:/language/Filters/TypedTiddlers","text":"Non wiki-text tiddlers"},"GettingStarted":{"title":"GettingStarted","text":"\\define lingo-base() $:/language/ControlPanel/Basics/\nWelcome to ~TiddlyWiki and the ~TiddlyWiki community\n\nBefore you start storing important information in ~TiddlyWiki it is vital to make sure that you can reliably save changes. See https://tiddlywiki.com/#GettingStarted for details\n\n!! Set up this ~TiddlyWiki\n\n<div class=\"tc-control-panel\">\n\n|tc-table-no-border tc-first-col-min-width tc-first-link-nowrap|k\n| <$link to=\"$:/SiteTitle\"><<lingo Title/Prompt>></$link>|<$edit-text tiddler=\"$:/SiteTitle\" default=\"\" tag=\"input\"/> |\n| <$link to=\"$:/SiteSubtitle\"><<lingo Subtitle/Prompt>></$link>|<$edit-text tiddler=\"$:/SiteSubtitle\" default=\"\" tag=\"input\"/> |\n|^ <$link to=\"$:/DefaultTiddlers\"><<lingo DefaultTiddlers/Prompt>></$link><br><<lingo DefaultTiddlers/TopHint>>|<$edit tag=\"textarea\" tiddler=\"$:/DefaultTiddlers\"/><br>//<<lingo DefaultTiddlers/BottomHint>>// |\n</div>\n\nSee the [[control panel|$:/ControlPanel]] for more options.\n"},"$:/language/Help/build":{"title":"$:/language/Help/build","description":"Automatically run configured commands","text":"Build the specified build targets for the current wiki. If no build targets are specified then all available targets will be built.\n\n```\n--build <target> [<target> ...]\n```\n\nBuild targets are defined in the `tiddlywiki.info` file of a wiki folder.\n\n"},"$:/language/Help/clearpassword":{"title":"$:/language/Help/clearpassword","description":"Clear a password for subsequent crypto operations","text":"Clear the password for subsequent crypto operations\n\n```\n--clearpassword\n```\n"},"$:/language/Help/commands":{"title":"$:/language/Help/commands","description":"Run commands returned from a filter","text":"Sequentially run the command tokens returned from a filter\n\n```\n--commands <filter>\n```\n\nExamples\n\n```\n--commands \"[enlist{$:/build-commands-as-text}]\"\n```\n\n```\n--commands \"[{$:/build-commands-as-json}jsonindexes[]] :map[{$:/build-commands-as-json}jsonget<currentTiddler>]\"\n```\n"},"$:/language/Help/default":{"title":"$:/language/Help/default","text":"\\define commandTitle()\n$:/language/Help/$(command)$\n\\end\n\\whitespace trim\n```\nusage: tiddlywiki [<wikifolder>] [--<command> [<args>...]...]\n```\n\nAvailable commands:\n\n<ul>\n<$list filter=\"[commands[]sort[title]]\" variable=\"command\">\n<li><$link to=<<commandTitle>>><$macrocall $name=\"command\" $type=\"text/plain\" $output=\"text/plain\"/></$link>:\n \n<$transclude tiddler=<<commandTitle>> field=\"description\"/></li>\n</$list>\n</ul>\n\nTo get detailed help on a command:\n\n```\ntiddlywiki --help <command>\n```\n"},"$:/language/Help/deletetiddlers":{"title":"$:/language/Help/deletetiddlers","description":"Deletes a group of tiddlers","text":"<<.from-version \"5.1.20\">> Deletes a group of tiddlers identified by a filter.\n\n```\n--deletetiddlers <filter>\n```\n"},"$:/language/Help/editions":{"title":"$:/language/Help/editions","description":"Lists the available editions of TiddlyWiki","text":"Lists the names and descriptions of the available editions. You can create a new wiki of a specified edition with the `--init` command.\n\n```\n--editions\n```\n"},"$:/language/Help/fetch":{"title":"$:/language/Help/fetch","description":"Fetch tiddlers from wiki by URL","text":"Fetch one or more files over HTTP/HTTPS, and import the tiddlers matching a filter, optionally transforming the incoming titles.\n\n```\n--fetch file <url> <import-filter> <transform-filter>\n--fetch files <url-filter> <import-filter> <transform-filter>\n--fetch raw-file <url> <transform-filter>\n--fetch raw-files <url-filter> <transform-filter>\n```\n\nThe \"file\" and \"files\" variants fetch the specified files and attempt to import the tiddlers within them (the same processing as if the files were dragged into the browser window). The \"raw-file\" and \"raw-files\" variants fetch the specified files and then store the raw file data in tiddlers, without applying the import logic.\n\nWith the \"file\" and \"raw-file\" variants only a single file is fetched and the first parameter is the URL of the file to read.\n\nWith the \"files\" and \"raw-files\" variants, multiple files are fetched and the first parameter is a filter yielding a list of URLs of the files to read. For example, given a set of tiddlers tagged \"remote-server\" that have a field \"url\" the filter `[tag[remote-server]get[url]]` will retrieve all the available URLs.\n\nFor the \"file\" and \"files\" variants, the `<import-filter>` parameter specifies a filter determining which tiddlers are imported. It defaults to `[all[tiddlers]]` if not provided.\n\nFor all variants, the `<transform-filter>` parameter specifies an optional filter that transforms the titles of the imported tiddlers. For example, `[addprefix[$:/myimports/]]` would add the prefix `$:/myimports/` to each title.\n\nPreceding the `--fetch` command with `--verbose` will output progress information during the import.\n\nNote that TiddlyWiki will not fetch an older version of an already loaded plugin.\n\nThe following example retrieves all the non-system tiddlers from https://tiddlywiki.com and saves them to a JSON file:\n\n```\ntiddlywiki --verbose --fetch file \"https://tiddlywiki.com/\" \"[!is[system]]\" \"\" --rendertiddler \"$:/core/templates/exporters/JsonFile\" output.json text/plain \"\" exportFilter \"[!is[system]]\"\n```\n\nThe following example retrieves the \"favicon\" file from tiddlywiki.com and saves it in a file called \"output.ico\". Note that the intermediate tiddler \"Icon Tiddler\" is quoted in the \"--fetch\" command because it is being used as a transformation filter to replace the default title, while there are no quotes for the \"--savetiddler\" command because it is being used directly as a title.\n\n```\ntiddlywiki --verbose --fetch raw-file \"https://tiddlywiki.com/favicon.ico\" \"[[Icon Tiddler]]\" --savetiddler \"Icon Tiddler\" output.ico\n```\n\n"},"$:/language/Help/help":{"title":"$:/language/Help/help","description":"Display help for TiddlyWiki commands","text":"Displays help text for a command:\n\n```\n--help [<command>]\n```\n\nIf the command name is omitted then a list of available commands is displayed.\n"},"$:/language/Help/import":{"title":"$:/language/Help/import","description":"Import tiddlers from a file","text":"Import tiddlers from TiddlyWiki (`.html`), `.tiddler`, `.tid`, `.json` or other local files. The deserializer must be explicitly specified, unlike the `load` command which infers the deserializer from the file extension.\n\n```\n--import <filepath> <deserializer> [<title>] [<encoding>]\n```\n\nThe deserializers in the core include:\n\n* application/javascript\n* application/json\n* application/x-tiddler\n* application/x-tiddler-html-div\n* application/x-tiddlers\n* text/html\n* text/plain\n\nThe title of the imported tiddler defaults to the filename.\n\nThe encoding defaults to \"utf8\", but can be \"base64\" for importing binary files.\n\nNote that TiddlyWiki will not import an older version of an already loaded plugin.\n"},"$:/language/Help/init":{"title":"$:/language/Help/init","description":"Initialise a new wiki folder","text":"Initialise an empty [[WikiFolder|WikiFolders]] with a copy of the specified edition.\n\n```\n--init <edition> [<edition> ...]\n```\n\nFor example:\n\n```\ntiddlywiki ./MyWikiFolder --init empty\n```\n\nNote:\n\n* The wiki folder directory will be created if necessary\n* The \"edition\" defaults to ''empty''\n* The init command will fail if the wiki folder is not empty\n* The init command removes any `includeWikis` definitions in the edition's `tiddlywiki.info` file\n* When multiple editions are specified, editions initialised later will overwrite any files shared with earlier editions (so, the final `tiddlywiki.info` file will be copied from the last edition)\n* `--editions` returns a list of available editions\n"},"$:/language/Help/listen":{"title":"$:/language/Help/listen","description":"Provides an HTTP server interface to TiddlyWiki","text":"Serves a wiki over HTTP.\n\nThe listen command uses NamedCommandParameters:\n\n```\n--listen [<name>=<value>]...\n```\n\nAll parameters are optional with safe defaults, and can be specified in any order. The recognised parameters are:\n\n* ''host'' - optional hostname to serve from (defaults to \"127.0.0.1\" aka \"localhost\")\n* ''path-prefix'' - optional prefix for paths\n* ''port'' - port number on which to listen; non-numeric values are interpreted as a system environment variable from which the port number is extracted (defaults to \"8080\")\n* ''credentials'' - pathname of credentials CSV file (relative to wiki folder)\n* ''anon-username'' - the username for signing edits for anonymous users\n* ''username'' - optional username for basic authentication\n* ''password'' - optional password for basic authentication\n* ''authenticated-user-header'' - optional name of request header to be used for trusted authentication.\n* ''readers'' - comma-separated list of principals allowed to read from this wiki\n* ''writers'' - comma-separated list of principals allowed to write to this wiki\n* ''csrf-disable'' - set to \"yes\" to disable CSRF checks (defaults to \"no\")\n* ''root-tiddler'' - the tiddler to serve at the root (defaults to \"$:/core/save/all\")\n* ''root-render-type'' - the content type to which the root tiddler should be rendered (defaults to \"text/plain\")\n* ''root-serve-type'' - the content type with which the root tiddler should be served (defaults to \"text/html\")\n* ''tls-cert'' - pathname of TLS certificate file (relative to wiki folder)\n* ''tls-key'' - pathname of TLS key file (relative to wiki folder)\n* ''debug-level'' - optional debug level; set to \"debug\" to view request details (defaults to \"none\")\n* ''gzip'' - set to \"yes\" to enable gzip compression for some http endpoints (defaults to \"no\")\n* ''use-browser-cache'' - set to \"yes\" to allow the browser to cache responses to save bandwidth (defaults to \"no\")\n\nFor information on opening up your instance to the entire local network, and possible security concerns, see the WebServer tiddler at TiddlyWiki.com.\n\n"},"$:/language/Help/load":{"title":"$:/language/Help/load","description":"Load tiddlers from a file","text":"Load tiddlers from TiddlyWiki (`.html`), `.tiddler`, `.tid`, `.json` or other local files. The processing applied to incoming files is determined by the file extension. Use the alternative `import` command if you need to specify the deserializer and encoding explicitly.\n\n```\n--load <filepath> [noerror]\n--load <dirpath> [noerror]\n```\n\nBy default, the load command raises an error if no tiddlers are found. The error can be suppressed by providing the optional \"noerror\" parameter.\n\nTo load tiddlers from an encrypted TiddlyWiki file you should first specify the password with the PasswordCommand. For example:\n\n```\ntiddlywiki ./MyWiki --password pa55w0rd --load my_encrypted_wiki.html\n```\n\nNote that TiddlyWiki will not load an older version of an already loaded plugin.\n"},"$:/language/Help/makelibrary":{"title":"$:/language/Help/makelibrary","description":"Construct library plugin required by upgrade process","text":"Constructs the `$:/UpgradeLibrary` tiddler for the upgrade process.\n\nThe upgrade library is formatted as an ordinary plugin tiddler with the plugin type `library`. It contains a copy of each of the plugins, themes and language packs available within the TiddlyWiki5 repository.\n\nThis command is intended for internal use; it is only