Supporting mentalizing in primary school children: the effects of thoughts in mind project for children (TiM-C) on metacognition, emotion regulation and theory of mind

E. Lombardi, Annalisa Valle, Federica Bianco, Ilaria Castelli, D. Massaro, A. Marchetti
{"title":"Supporting mentalizing in primary school children: the effects of thoughts in mind project for children (TiM-C) on metacognition, emotion regulation and theory of mind","authors":"E. Lombardi, Annalisa Valle, Federica Bianco, Ilaria Castelli, D. Massaro, A. Marchetti","doi":"10.1080/02699931.2022.2067521","DOIUrl":null,"url":null,"abstract":"ABSTRACT Mentalization is a useful ability for social functioning and a crucial aspect of mentalizing is emotion regulation. Literature suggests programmes for children and adults to increase mentalizing abilities useful both for emotional and social competences. For this reason, the issue of how to prompt children’s mentalization has started to attract researchers’ attention, supporting the importance of the interpersonal dimension for the individual differences in the developmental of mentalization. The TiM (Thoughts in Mind) Project, a training programme based on the explanation of mentalization mechanisms and designed for adults, deals with emotion regulation. Starting from the TiM Project, this study tests the effects of the TiM Child (TiM-C) training programme, over a control training programme, a conversational training designed for the school context, in children attending Year 2 of primary school. We designed a training based on narratives, followed by multiple-choice questions and conversations about mental states. Our results revealed significant improvements over the training period only in the TiM-C Project group for Metacognition, Emotion Regulation Strategies and a Theory of Mind task. As far as the educational implications, our findings suggest that it is possible to enhance mentalization through activities at school by promoting not only the understanding of the relations between mind and emotion, but also metacognitive skills.","PeriodicalId":128345,"journal":{"name":"Cognition and Emotion","volume":"751 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognition and Emotion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02699931.2022.2067521","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 3

Abstract

ABSTRACT Mentalization is a useful ability for social functioning and a crucial aspect of mentalizing is emotion regulation. Literature suggests programmes for children and adults to increase mentalizing abilities useful both for emotional and social competences. For this reason, the issue of how to prompt children’s mentalization has started to attract researchers’ attention, supporting the importance of the interpersonal dimension for the individual differences in the developmental of mentalization. The TiM (Thoughts in Mind) Project, a training programme based on the explanation of mentalization mechanisms and designed for adults, deals with emotion regulation. Starting from the TiM Project, this study tests the effects of the TiM Child (TiM-C) training programme, over a control training programme, a conversational training designed for the school context, in children attending Year 2 of primary school. We designed a training based on narratives, followed by multiple-choice questions and conversations about mental states. Our results revealed significant improvements over the training period only in the TiM-C Project group for Metacognition, Emotion Regulation Strategies and a Theory of Mind task. As far as the educational implications, our findings suggest that it is possible to enhance mentalization through activities at school by promoting not only the understanding of the relations between mind and emotion, but also metacognitive skills.
小学生心智化的支持:儿童心智中思想项目对元认知、情绪调节和心智理论的影响
心理化是一种有用的社会功能能力,而情绪调节是心理化的一个重要方面。文献建议为儿童和成人制定计划,以提高对情感和社会能力都有用的心智能力。因此,如何促进儿童心理化的问题开始引起研究者的关注,支持了人际维度在心理化发展的个体差异中的重要性。TiM(脑海中的想法)项目是一个以解释心智化机制为基础,为成年人设计的培训项目,涉及情绪调节。从TiM项目开始,本研究在小学二年级的儿童中测试了TiM儿童(TiM- c)培训计划对对照培训计划的影响,对照培训计划是为学校环境设计的会话培训。我们设计了一个基于叙述的训练,然后是多项选择题和关于精神状态的对话。我们的研究结果显示,在训练期间,只有TiM-C项目组在元认知、情绪调节策略和心理理论任务方面有了显著的改善。就教育意义而言,我们的研究结果表明,通过学校活动不仅可以促进对心理和情感关系的理解,还可以提高元认知技能,从而增强心理化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信