Willkommen in Lausanne

Keynote Speaker

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  Jörg Fegert Universitätsklinikum Ulm, DE

  Jörg Fegert

  Ärztlicher Direktor, Universitätsklinik Ulm, Klinik für Kinder- und Jugendpsychiatrie/Psychotherapie, DE

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  Prävention bedeutet heilen: Selektive und indizierte Prävention by adverse childhood experiences (ACE)

  Das klinisch relevante Konzept der indizierten Prävention/Frühintervention wird in Bezug auf belastende Kindheitsereignisse (ACE) dargestellt. Zentral ist dabei, dass die Kumulation von Belastungen wie unterschiedliche Formen der Kindesmisshandlung und Vernachlässigung oder Belastungen in der Herkunftsfamilie relevant für das Coping mit weiteren Belastungen und für potenzielle Folgeerkrankungen bzw. Resilienz ist. Frühkindliche Bindungserfahrungen und Rehabilitationsfähigkeit wirken sich protektiv aus. Massive frühe Vernachlässigung und emotionale Misshandlungen auch unter Peers oder Geschwistern sind klinisch relevante Belastungsfaktoren. Technologiegestürzte digitale Formen von Übergriffen, Cybermobbing etc., werden teilweise heute klinisch noch zu wenig beachtet. Stigma und vor allem Selbststigmatisierung führen bei den Betroffenen zusätzlich zu den Belastungsreaktionen häufig zu sozialem Rückzug und zunehmenden Teilhabedefiziten. Dies unterstreicht die entwicklungspsychopathologische Bedeutung früher Interventionen: Prävention kann in unterstützender, ja heilender Weise, in den Entwicklungsverlauf eingreifen.

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  Tamsin Ford University of Cambridge, UK

  Tamsin Ford

  Head of Department, University of Cambridge, Department of Psychiatry, UK

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  Prevention in schools

  This talk will discuss why schools offer potential for prevention and discuss the related evidence base for schools as a good setting for the primary and secondary prevention of mental health conditions in children and adolescents

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  Patrick Luyten UC London, UK | University of Leuven, BE

  Patrick Luyten

  Associate Professor at the Faculty of Psychology and Educational Sciences, KU Leuven (University of Leuven), Belgium, Professor of Psychodynamic Psychology at the Research Department of Clinical, Educational and Health Psychology, UCL (University College London), UK, Assistant Professor, Adjunct at the Yale Child Study Center in New Haven, Connecticut, USA.

  Patrick Luyten, PhD is Professor of Clinical Psychology at the Faculty of Psychology and Educational Sciences, University of Leuven (Belgium) and at the Research Department of Clinical, Educational, and Health Psychology, University College London (UK). His main research interests are disorders from the affective spectrum (i.e., depression and stress- and pain-related disorders), and personality disorders. In both areas he is involved in basic research and in interventional research. He heads a treatment service for patients with depression and functional somatic disorders in PraxisP, the treatment center of the Faculty of Psychology and Educational Sciences from the KU Leuven, Belgium. Recent books he co-authored include the Handbook of Psychodynamic Approaches (Guilford Press, 2015), Therapeutic work for children with complex trauma: A three-track psychodynamic approach (Routlegde, 2023) and Brief Dynamic Interpersonal Therapy: A clinician’s guide (2nd ed.) (Oxford University Press, 2024).

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  The role of Parental Reflective Functioning in breaking the cycle of intergenerational trauma: Implications for prevention

  Parental reflective functioning (PRF) or parental mentalizing refers to the capacity of the parent to envision their child as being motivated by internal mental states such as feelings, wishes, and desires, and to be able to reflect upon their own internal mental experiences and how they are shaped and changed by interactions with the child. More than three decades of research suggests that this capacity plays an important role in the development of children’s socio-emotional development. Recent research findings suggest that PRF may be particularly important in buffering the effects trauma and adversity, and thus in breaking the cycle of intergenerational trauma, with important implications for prevention and intervention. These findings are reviewed and basic principles of preventative interventions rooted in mentalizing approaches are outlined. I will close this talk with considerations concerning the implementation of interventions focusing on improving the capacity for parental reflective functioning.