Skip to main content

Fostering Mentalizing Communities

Knowledge and Beliefs Toward a Reflective Society

  • Chapter
  • First Online:
Humanity in Psychology

Abstract

To perceive and interpret human behavior in terms of intentional mental states, such as feeling, beliefs, purposes, needs, desires, and reason, is what we call “mentalizing.” Boggi Cavallo’s assumption could lead to the hypothesis that beliefs, created and maintained by the individual along the life span, can affect the core of self-perception and also play a part in determining behaviors and social interactions. From this crucial point of view, the effort to deepen understanding of the construction of representations, knowledge and beliefs, and the environment in which they develop could proceed hand-in-hand with the ongoing commitment to promote mentalizing abilities in communities.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Original Italian text: “La vecchiaia e il vecchio potrebbero essere il risultato di una assunzione conoscitiva, di uno stereotipo, alla costruzione ed. al mantenimento del quale concorre l’individuo, nelle varie età della vita, e che l’anziano attua in modelli concreti di comportamento, allorché egli è dato di giocare il ruolo di vecchio, con l’avvenuto pensionamento ed. il ritiro dall’attività produttiva.”

  2. 2.

    Lo stile comunicativo centrato sulla discussione tra genitori e figli si conferma come il più diffuso, sia per i preadolescenti che per gli adolescenti. È la tensione, sono i silenzi i momenti più temuti (Boggi Cavallo, 1990).

  3. 3.

    The family and the peer group (TN).

  4. 4.

    Original Italian text: Se è vero che assolvono differenti compiti e soddisfano differenti compiti di sviluppo è vero che queste due agenzie di socializzazione acconsentono al cambiamento nella continuità.

References

  • Allen, J. G., Fonagy, P., & Bateman, A. (2008). Appendix: What is mentalizing and why do it? In Mentalizing in clinical practice. American Psychiatric Association Publishing.

    Google Scholar 

  • Amerio, P., Boggi Cavallo, P., Palmonari, A., & Pombeni, M. L. (1990). Gruppi di Adolescenti e Processi di Socializzazione [Teenage groups and socialisation processes]. Il Mulino.

    Google Scholar 

  • Antonietti, A., Balconi, M., Catellani, P., & Marchetti, A. (2014). Empowering skills for an active ageing and healthy living. In G. Riva et al. (Eds.), Active ageing and healthy living (Vol. 203, pp. 157–171). IOS Press.

    Google Scholar 

  • Baglio, F., & Marchetti, A. (2016). Editorial: When (and how) is theory of mind useful? Evidence from life-span research. Frontiers in Psychology, 7, 1425.

    Article  PubMed  PubMed Central  Google Scholar 

  • Bak, P. L. (2012). “Thoughts in mind”: Promoting mentalizing communities for children. In I. Vrouva & N. Midgley (Eds.), Minding the child: Mentalization-based interventions with children, young people and their families (pp. 202–218). Routledge.

    Google Scholar 

  • Bak, P. L., Midgley, N., Zhu, J. L., Wistoff, K., & Carsten, O. (2015). The resilience program: Preliminary evaluation of a mentalization-based education program. Frontiers in Psychology, 6, 0753.

    Article  Google Scholar 

  • Boggi Cavallo, P. (1990). I risultati della ricerca: Le relazioni familiari e scolastiche nell’adolescenza [Research results: Family and school relationships in adolescence]. In P. Amerio, P. B. Cavallo, A. Palmonari, & M. L. Pombeni (Eds.), Gruppi di Adolescenti e Processi di Socializzazione (pp. 213–234). Il Mulino.

    Google Scholar 

  • Boggi-Cavallo, P., & Cesaro, M. (1981). Genitori, figli e la terza età: I bisogni dell’anziano [Parents, sons and the third age: The needs of elderly people], Atti del XVIII Congresso degli Psicologi Italiani [Proceedings of the XVIII Congress of the Italian Psychologists], Acireale, October 1979. SISP, 4, 1–16. Il Vespro.

    Google Scholar 

  • Cabinio, M., et al. (2015). Mind-Reading ability and structural connectivity changes in aging. Frontiers in Psychology, 6, 1808.

    Article  PubMed  PubMed Central  Google Scholar 

  • Fonagy, P., & Campbell, C. L. (2016). Attachment theory and mentalization. In R. I. Handbooks (Ed.), The Routledge handbook of psychoanalysis in the social sciences and humanities (pp. 115–131). Routledge.

    Google Scholar 

  • Fonagy, P., & Campbell, C. L. (2017). What touch can communicate: Commentary on “Mentalizing homeostasis: The social origins of interoceptive inference” by Fotopoulou and Tsakiris. Neuropsychoanalysis, 19(1), 39–42.

    Article  Google Scholar 

  • Fonagy, P., & Luyten, P. (2009). A developmental, mentalization-based approach to the understanding and treatment of borderline personality disorder [Review]. Development and Psychopathology, 21, 1355–1381.

    Article  PubMed  Google Scholar 

  • Howes, C. (1999). Attachment relationships in the context of multiple caregivers. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 671–687). Guilford.

    Google Scholar 

  • Howes, C., & Oldham, E. (2001). Processes in the formation of attachment relationships with alternative caregivers. In A. Goncu & E. L. Klein (Eds.), Children in play, story, and school (pp. 267–287). Guilford.

    Google Scholar 

  • Howes, C., & Smith, E. W. (1995). Relations between child-care quality, teacher behavior, children’s play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10, 381–404.

    Article  Google Scholar 

  • Lecciso, F., Liverta Sempio, O., & Marchetti, A. (2004). Teacher-child relationship: A meeting of minds. European Journal of School Psychology, 2, 65–81.

    Google Scholar 

  • Lewis, M., & Feiring, C. (1998). The child and its family. In M. Lewis & C. Feiring (Eds.), Families, risk, and competence (pp. 5–29). Erlbaum.

    Google Scholar 

  • Mah, V. K., & Ford-Jones, E. L. (2012). Spotlight on middle childhood: Rejuvenating the “forgotten years”. Paediatrics & Child Health, 17, 81–83.

    Article  Google Scholar 

  • Marchetti, A., Bracaglia, E., Cavalli, G., & Valle, A. (2013). Comportamenti a Rischio e Autolesivi in Adolescenza. In Il Questionario RTSHIA di Vrouva, Fonagy, Fearon, Roussow. Franco Angeli.

    Google Scholar 

  • Marchetti, A., Castelli, I., Valle, A., & Massaro, D. (2016). La teoria della mente nell’invecchiamento: la “conquista della saggezza?”. Ricerche di Psicologia, 1, 63–78.

    Article  Google Scholar 

  • Masten, A. S. (2016). Resilience in developing systems: The promise of integrated approaches. European Journal of Developmental Psychology, 13(3), 297–312.

    Article  Google Scholar 

  • Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.

    Book  Google Scholar 

  • Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.

    Article  Google Scholar 

  • Pianta, R. C., Hamre, B. K., & Stuhlman, M. W. (2003). Relationships between teachers and children. In W. Reynolds & G. Miller (Eds.), Handbook of psychology (Vol. 7, pp. 199–234). Wiley.

    Google Scholar 

  • Sacco, F. C., Twemlow, S. W., & Fonagy, P. (2008). Secure attachment to family and community. Smith College Studies in Social Work, 77(4), 31–51.

    Article  Google Scholar 

  • Seibert, C. A., & Kerns, K. (2009). Attachment figures in middle childhood. International Journal of Behavioral Development, 33, 347–355.

    Article  Google Scholar 

  • Stein, H. (2006). Does mentalizing promote resilience? In J. G. Allen & P. Fonagy (Eds.), Handbook of mentalization-based treatment (pp. 307–326). Wiley.

    Chapter  Google Scholar 

  • Twemlow, S. W., & Sacco, F. C. (2012). Preventing bullying and school violence. American Psychiatric Publishing.

    Google Scholar 

  • Twemlow, S. W., Fonagy, P., & Sacco, F. C. (2001). A social systems–power dynamic approach for preventing school violence. In M. Shafii & S. Shafii (Eds.), School violence: Assessment, management, and prevention (pp. 273–289). American Psychiatric Publishing.

    Google Scholar 

  • Twemlow, S. W., Fonagy, P., & Sacco, F. C. (2004). The role of the bystander in the social architecture of bullying and violence in schools and communities. Annals of the New York Academy of Sciences, 1036, 215–232.

    Article  PubMed  Google Scholar 

  • Twemlow, S. W., Fonagy, P., & Sacco, F. C. (2005a). A developmental approach to mentalizing communities: A model for social change. Bulletin of the Menninger Clinic, 69(4), 265–281.

    Article  PubMed  Google Scholar 

  • Twemlow, S. W., Fonagy, P., & Sacco, F. C. (2005b). A developmental approach to mentalizing communities: II. The peaceful schools experiment. Bulletin of the Menninger Clinic, 69(4), 282–304.

    Article  PubMed  Google Scholar 

  • Valle, A., Massaro, D., Castelli, I., Sangiuliano Intra, F., Lombardi, E., Bracaglia, E., & Marchetti, A. (2016). Promoting mentalizing in pupils by acting on teachers: Preliminary Italian evidence of the “Thought in Mind” project. Frontiers in Psychology, 7, 1213.

    Article  PubMed  PubMed Central  Google Scholar 

  • Valle, A., Massaro, D., Rinaldi, T., Castelli, I., Lombardi, E., Bracaglia, E., Sangiuliano Intra, F., & Marchetti, A. (2019). Attachment representation, mentalization, and cognitive emotion regulation strategies at school. Ricerche di Psicologia, 42:1, 83–102.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Antonella Marchetti .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Marchetti, A., Bracaglia, E.A. (2023). Fostering Mentalizing Communities. In: Marsico, G., Tateo, L. (eds) Humanity in Psychology. Theory and History in the Human and Social Sciences. Springer, Cham. https://doi.org/10.1007/978-3-031-30640-2_15

Download citation

Publish with us

Policies and ethics