In short, this thesis presents walking as absent thinking. It constructs one situation via deconstruction of scores of spectacles. To stage this thought as a dialogue: What do we do when we walk? We seem to be thinking. If I would be, in subsequent conversation, asked about the scientific merit of this thesis, I would reply - at once politely, providing pointers for orientation, and provocatively, raising a deliberate red flag to incite attention - that it successfully demonstrates the applicability of Benjamin's ideas of messianic communism and turning art into philosophy and, against Plato's intentions, the unity of Plato's philosophy.

No / Abridged version of article Milne E, Johnson SE, Waters GM et al (2018) The mother-infant bond: a systematic review of research that includes mothers’ subjective experience of the relationship. Community Practitioner. Accepted for publication.

<p>The purpose of the study is, through literature and interview studies, to analyze and draw attention to critical mindedness regarding news features in a multilateral way. In the interview 16 participants got to see three SVT news features with lack of criticism. Great importance was given to the spontaneous reasoning of the participant. The study is explorative and has given a number of hypotheses and ideas for further research concerning the subject. Among other things the study shows that previous beliefs affect the critical mindedness of the individual, that individuals have the ability to think critically if reminded and that the trust of the source and medium affects the critical mindedness of the individual.</p>

The purpose of the study is, through literature and interview studies, to analyze and draw attention to critical mindedness regarding news features in a multilateral way. In the interview 16 participants got to see three SVT news features with lack of criticism. Great importance was given to the spontaneous reasoning of the participant. The study is explorative and has given a number of hypotheses and ideas for further research concerning the subject. Among other things the study shows that previous beliefs affect the critical mindedness of the individual, that individuals have the ability to think critically if reminded and that the trust of the source and medium affects the critical mindedness of the individual.

Title page, table of contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / The current work provided a new cognitive-behavioural conceptualisation of the construct, defining psychological mindedness as 'the ability to identify one’s thoughts, emotions, and behaviours, and see connections between them’. As such, this new definition was adopted for the purposes of developing and validating a new Cognitive-Standard measure of Psychological Mindedness (CB-PM). This dissertation examined the psychometric properties of the CB-PM by conducting three empirical investigations to assess the clinical utility of the measure. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1276608 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2007

The purpose of this study was to provide an intervention to Appalachian Head Start families that provided novel ways of thinking about their children\'s development, while also arming them with effective strategies and tools they could use to build engaging and enriched interactions. The intervention curriculum was developed based on a theory of mentoring in the zone of proximal development (Vygotsky, 1978; Wiles, 2008). This research effort sought to answer the following research questions: (a) Do adults\' descriptions of their children as mental beings and perceptions about their children as individuals with minds of their own change due to participation in the intervention condition as compared to those in the control condition?; (b) What are the effects of this intervention on adults\' use of scaffolding and guided participation strategies in the shared reading activity over time?; (c) Does participation in the intervention condition affect the child\'s outcomes on standardized tests?; and (d) What qualitative differences in the way adults and children interact in the shared reading activity can occur as a result of the intervention? A randomized controlled trial including 50 parent-child dyads, were videotaped answering a mind-mindedness interview question and reading with their children at three time points over the Head Start school year. A Mixed-methods approach was implemented in the study\'s design, implementation, data collection, and analyses. Quantitative analyses revealed significant differences in both mental descriptions of participants\' children and the type and frequency of scaffolding techniques as a result of participation in the intervention. Triangulation of the qualitative and quantitative analyses indicated the need for a new theoretical construct to explain what occurs in optimally functioning interactions. Mindful-mindedness describes and explains adults\' metastrategic scaffolding technique selection in a mindful and mind-minded style, and then their application of these techniques in a serial process creates a multiplier effect on the efficacy of scaffolding. Implications for policy and practice, limitations of the current study, and directions for future research are also provided. / Ph. D.

The important implications of the attachment relationship have led researchers to consider what the precursors to a secure attachment relationship are. Ainsworth, Bell, and Stayton (1971) proposed that maternal sensitivity was the fundamental trait in developing a secure attachment relationship. However, recent research has identified that mind-mindedness; the tendency of a parent to treat their infant as an individual with a mind (Meins, Fernyhough, Fradley &amp; Tuckey, 2001), is a better predictor of parent infant attachment than maternal sensitivity. This study explored the impact of a new antenatal intervention called Baby World on the subsequent mind-mindedness of participants as well as its impact on the parent infant relationship. Participants who had attended the Baby World class and standard NHS antenatal classes (intervention group, N=21) were compared to those who had only attended standard NHS antenatal classes (control group, N=19). The study also explored whether planned pregnancies led to more mind-mindedness than unplanned pregnancies; whether emotional and physical wellbeing in pregnancy predicted mindmindedness and if there was any concordance between couples mind-mindedness. Results showed that participants in the intervention group used significantly more appropriate mind-minded comments than those in the control group. The intervention group also scored significantly higher than the control group on the Absence of Hostility subscale of the Maternal Postnatal Attachment Scale (MPAS, Condon &amp; Corkindale, 1998). There was a non-significant trend of the intervention group scoring higher than the control group on the overall MPAS score as well as the Pleasure in Interaction subscale of the MPAS. The results also illustrated that emotional and physical wellbeing in pregnancy did not predict mind-mindedness and no concordance between couples mind-mindedness was found. Theoretical explanations of these findings are presented and the clinical implications and future research are discussed.

Mind-Mindedness, a parent’s tendency to attribute thoughts and intentions to his or her child, is related to numerous child outcomes including infant attachment security and child social-cognitive development. Despite established research, the construct is still developing and current research continues to provide clarification. This study sought to contribute to the clarification of mind-mindedness in three main ways. First, the present study examined within-parent consistency with respect to mind-mindedness, parenting stress, and parenting style. Results indicated that parenting stress and parenting style tended to covary for two children in the same family, whereas mind-mindedness did not. Additionally, parents tended to experience different levels of parenting stress or utilize different parenting strategies between their two children. By contrast, significant differences for mind-mindedness were not found. Secondly, the present study examined the relation between mind-mindedness and parenting stress. Results supported an inverse relation between mind-mindedness and parenting stress for the older child. Results also revealed a positive relation between mind-mindedness and parental distress for the younger child; this was specifically relevant for children age 30 months and younger. Multiple interpretations for this finding are explored. Third, this study examined the relations between parenting style, parenting stress, and mind-mindedness. Results indicated two general trends: For the younger children, when parents thought about their child in a more mind-minded manner, they also tended to utilize more authoritative parenting strategies; this parenting style was also related to lower parenting stress. For the older children, when parents thought about their child in a more mind-minded manner, they also tended to utilize less authoritarian parenting strategies as well as experience less parenting stress as related to parent-child dysfunctional interactions. The findings of this study support previous findings regarding mind-mindedness and parenting stress as well as contribute to an improved understanding of the consistency of parenting constructs between two children in the same family and the relation between parenting stress and parenting style. These findings also raise questions for future research with respect to mind-mindedness in very young children. Future research areas and implications are discussed. / Graduate

The research presented here shows the reflections of some International Baccalaureate (IB) Middle Years Programme (MYP) and Diploma students of a bilingual school on the attributes of the IB Learner Profile and the extent to which these can contribute to students being internationally minded. I approach the research after reviewing the concept of the self and using pragmatic methodology The research consisted of a questionnaire and semi-structured interview aimed at eliciting from the students their opinion about the extent to which they had equal command of the different attributes and, if they had differing abilities, if they were seeking to improve their command of the attribute(s) and who they though could help them do so. I was also interested in knowing if the students believed that the attributes of the IB Learner Profile helped them to be internationally minded, as suggested by the International Baccalaureate. The results suggest that most of the students believe that they have differing degrees of command of the attributes and that it is necessary for them to develop the ones that they feel less proficient in. They tend to believe that the attributes are developed partly at school, but also by their parents, themselves and others. They tend to believe that they are similar in terms of character to students that study at schools that do not offer the IB, but academically they are somewhat different. That said, they also tend to believe that the attributes of the IB Learner Profile help them to be internationally minded, particularly those of ‘open-minded’ and ‘communicator’, which coincide with the theoretical position of Castro et al (2013) and Singh and Qi (2013). While the school seems to play a significant part in developing the attributes, students seem to believe that they themselves, and parents, also have a key role to play.

Parents’ capacity to represent and sensitively respond to their children as individuals, is a particularly pertinent ability during infancy. This thesis contributes to theoretical understanding of the nature of parental sensitivity during infancy. In particular, it examined whether parental mind-mindedness and coherence, dimensions theoretically related to sensitivity, are (i) measurable during pregnancy, (ii) conceptually distinct, and (iii) meaningfully associated with observed sensitivity. Results from two studies are presented. The first, a prospective longitudinal study, involved interviews with and observations of 201 first-time parents during late pregnancy and at 4 and 14 months postpartum. Drawing on this data, I established that both expectant mothers and fathers can construct mind-minded and coherent descriptions of their unborn infants during pregnancy. However, there was no evidence that these prenatal constructs had a direct or indirect effect on parents’ sensitivity during infancy. These results were added to the second meta-analytic study that showed expectant mothers’ (but not fathers’) thoughts and feelings about their unborn infant were related to their observed parenting in the postnatal period. In line with the gendered meta-analytic results, further differences emerged between mothers’ and fathers’ talk and behaviour within the prospective longitudinal study. Specifically, mind-mindedness was more stable than sensitivity for mothers whilst the reverse was evident for fathers. Compared with mothers, fathers’ talk and behaviour was more susceptible to influence from other members of the family system. Couple relationship quality influenced both fathers’ prenatal coherence and gains in their mind-mindedness over time. Infant affective responses were also important for fathers’ mind-mindedness, whilst maternal parental efficacy alongside infants’ receptive vocabulary were associated with fathers’ sensitivity. Unexpectedly, infant gender was an important influence on parents’ behaviour: mothers’ sensitivity at 4 months appeared to stimulate fathers’ sensitivity towards their daughters at 14 months. By following both mothers and fathers and in line with family systems theory, assessing whether partners contribute to the emergence of their co-parents’ sensitivity, this thesis provides a rich portrayal of the transition to parenthood in the 21st century.