2022 - Franco Angeli
Article
Digital Version
Mentalization and attachment in educational relationships at primary school
1-23 p.
- Mentalization is a key social ability that develops from infancy to adulthood, starting from early familiar attachment relationships. Children experience several contexts, in particular, educational ones such as school, where they build new attachment relationships with teachers. Although the amount of research on the links between mentalization and attachment has been increasing in recent years, there is still little evidence on the teacherchild relationship from a mentalization perspective. Moreover, only few studies focus on middle childhood, a crucial age for building positive school relationships.
- This study aims to investigate the possible effects of some measures of teachers' mentalization, namely, mindmindedness and mentalised affectivity, and of pupils' representation of the educational attachment relationship on the mentalization abilities of children aged 8 to 10. The results show that a teacher's tendency to describe a pupil through physical comments and not mental comments, and her/his ability to use autobiographical memory to interpret the present emotional experience, impact children's mentalization abilities. This highlights the important role of the teacher in the construction of a class climate that supports pupils' mentalization. [Publisher's text].
- Mentalization is a key social ability that develops from infancy to adulthood, starting from early familiar attachment relationships. Children experience several contexts, in particular, educational ones such as school, where they build new attachment relationships with teachers. Although the amount of research on the links between mentalization and attachment has been increasing in recent years, there is still little evidence on the teacherchild relationship from a mentalization perspective. Moreover, only few studies focus on middle childhood, a crucial age for building positive school relationships. This study aims to investigate the possible effects of some measures of teachers' mentalization, namely, mindmindedness and mentalised affectivity, and of pupils' representation of the educational attachment relationship on the mentalization abilities of children aged 8 to 10.
- The results show that a teacher's tendency to describe a pupil through physical comments and not mental comments, and her/his ability to use autobiographical memory to interpret the present emotional experience, impact children's mentalization abilities. This highlights the important role of the teacher in the construction of a class climate that supports pupils' mentalization. [Publisher's text].
Is part of
Ricerche di psicologia : 1, 2022-
Information
ISSN: 1972-5620
KEYWORDS
- mentalization, attachment, teacherchild relationship, middle childhood, mentalised affectivity, mindmindedness
-
In this issue
- Mentalization and attachment in educational relationships at primary school
- Rappresentazioni e atteggiamenti degli insegnanti verso le diagnosi di DSA : costruzione e validazione preliminare di un questionario
- Student-teacher relationship representation and school adjustment in primary school
- Perception of school climate, academic performance and risk behaviors in adolescence
- The role of teachers' intelligence conceptions, teaching beliefs and self-efficacy on classroom management practices
- Un intervento per il potenziamento della lettura : nuove evidenze
- Religious and sacred art : recent psychological perspectives
- Il benessere degli studenti tra autostima e rendimento scolastico
- Expectations in psychotherapy : an overview
- Intelligenza emotiva di tratto e burnout professionale negli insegnanti di scuola primaria : una revisione della letteratura