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Background <p>Mentalization-promoting training for educational staff is considered promising for pedagogical work in schools. Mentalizing ability—the capacity to recognize and interpret one’s own and others’ mental states—is conceptualized as a&#xa0;key prerequisite for this work.</p> Objective <p>The training program “Curriculum Mentalization Training” by the MentEd network aims to enhance teachers’ mentalizing abilities, their epistemic trust, and their mental health through a&#xa0;5-month training. To date, there has been no scientific evaluation of the Curriculum Mentalization Training.</p> Methods <p>To assess effectiveness, data collection (self-assessments using standardized questionnaires) was conducted in a&#xa0;controlled longitudinal design between October 2023 (t1) and March 2024 (t2) in university seminars. The experimental group consisted of 35&#xa0;participants, while the control group included 69&#xa0;participants. The study measured mentalizing ability with the Reflective Functioning Questionnaire and the Attributional Complexity Scale, epistemic trust with the Epistemic Trust, Mistrust, and Credulity Questionnaire, and mental health with the Symptom Checklist. Data were analyzed using correlation analyses, paired <i>t</i>-tests, and regression analyses.</p> Results <p>The treatment group showed significant increases in the complexity of mentalizing attributions and epistemic trust compared to the control group. The training had no impact on participants’ mental health as measured by symptom distress.</p> Discussion <p>Given the small sample size, the results should be interpreted as preliminary findings that need to be replicated in larger samples.</p> Conclusion <p>The study provides initial evidence regarding the effectiveness of the Curriculum Mentalization Training program. Enhancing teachers’ mentalizing ability may help them engage more reflectively in pedagogical interactions, thereby improving the quality of teacher–student relationships.</p>

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Wirksamkeit eines mentalisierungsbasierten Trainings für Lehrkräfte und pädagogische Fachkräfte – Ergebnisse einer Pilotstudie

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年3月4日

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  • Nicola-Hans Schwarzer,
  • Nöelle Behringer,
  • Paula Dees,
  • Peter Fonagy,
  • Stephan Gingelmaier,
  • Melanie Henter,
  • Joost Hutsebaut,
  • Holger Kirsch,
  • Tillmann Kreuzer,
  • Robert Langnickel,
  • Lucia Maier,
  • Sascha Müller,
  • Agnes Turner,
  • Pierre-Carl Link,
  • Tobias Nolte

摘要

Background

Mentalization-promoting training for educational staff is considered promising for pedagogical work in schools. Mentalizing ability—the capacity to recognize and interpret one’s own and others’ mental states—is conceptualized as a key prerequisite for this work.

Objective

The training program “Curriculum Mentalization Training” by the MentEd network aims to enhance teachers’ mentalizing abilities, their epistemic trust, and their mental health through a 5-month training. To date, there has been no scientific evaluation of the Curriculum Mentalization Training.

Methods

To assess effectiveness, data collection (self-assessments using standardized questionnaires) was conducted in a controlled longitudinal design between October 2023 (t1) and March 2024 (t2) in university seminars. The experimental group consisted of 35 participants, while the control group included 69 participants. The study measured mentalizing ability with the Reflective Functioning Questionnaire and the Attributional Complexity Scale, epistemic trust with the Epistemic Trust, Mistrust, and Credulity Questionnaire, and mental health with the Symptom Checklist. Data were analyzed using correlation analyses, paired t-tests, and regression analyses.

Results

The treatment group showed significant increases in the complexity of mentalizing attributions and epistemic trust compared to the control group. The training had no impact on participants’ mental health as measured by symptom distress.

Discussion

Given the small sample size, the results should be interpreted as preliminary findings that need to be replicated in larger samples.

Conclusion

The study provides initial evidence regarding the effectiveness of the Curriculum Mentalization Training program. Enhancing teachers’ mentalizing ability may help them engage more reflectively in pedagogical interactions, thereby improving the quality of teacher–student relationships.