Mentalization, theory of mind and socioemotional development in middle childhood

Abstract Theory of Mind (ToM) and Mentalization are essential domains involved in child socioemotional development. ToM is the ability to understand people’s actions and interactions as guided by internal beliefs, emotions, desires, and intentions. In contrast, mentalization is a mental process involved in interpreting human behaviour in terms of mental states related to the self and others. ToM and mentalization constructs are frequently used interchangeably, although they play distinct roles in child development. The present study explores this issue, focusing on the mentalization and ToM interactive dynamics in relation to middle childhood socioemotional skills. Participants were 112 non-clinical children from 8 to 10 y.o. assessed with Child Reflective Functioning Scale (CRFS) on Child Attachment Interview, Reading the Mind in the Eyes test and the Roberts-2 Test. Results from network analysis revealed an association between ToM and Mentalization. Mentalization is positively connected with self-help abilities and age. ToM supports mentalization, while mentalization is related to developing a sense of self-agency involved in improving psychological resources and preventing mental health impairment.