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Updated: Jun 23, 2026

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Bridging clinical and educational contexts: mentalization-based techniques in educational settings.

Gali Chelouche-Dwek1,2, Oliver Petrick1, Brenda McHugh2

  • 1Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom.

Frontiers in Psychology
|June 22, 2026
PubMed
Summary
This summary is machine-generated.

Mentalization techniques effectively resolve disruptive classroom behavior, with specific strategies like exploring mental states proving most successful. This approach shows promise for improving school environments for students and teachers.

Keywords:
classroom behaviour managementcoding-schemeeducational settingsemotional regulationmentalizationmentalization-based interventionsreflective functioningteacher practices

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Published on: July 1, 2015

Area of Science:

  • Educational Psychology
  • Clinical Psychology
  • Child Development

Background:

  • Mentalization, understanding mental states, is key in therapies like Mentalization-Based Treatment (MBT).
  • Its application in educational settings, especially for children with disruptive behavior, is under-researched.
  • Emotional dysregulation in children presents a significant challenge in schools.

Purpose of the Study:

  • To investigate the effectiveness of mentalization-based techniques in educational contexts.
  • To analyze the performance of different mentalization techniques in managing disruptive behavior and emotional dysregulation.
  • To evaluate the impact of these techniques on teacher-child interactions.

Main Methods:

  • A mixed-methods study using an adapted framework of 13 MBT-derived techniques.
  • Observations of teacher-child interactions in two London alternative provision school classrooms.
  • Quantitative analysis with generalized linear mixed models and qualitative thematic coding of 259 incidents and 815 interactions.

Main Results:

  • A mentalization approach significantly outperformed non-mentalizing strategies in resolving classroom incidents.
  • Techniques like 'Exploring Mental States in Relationships' and 'Exploring Mental States in Others' were most effective.
  • 'Clarification and Exploration' and 'Addressing Contradictions' showed no improvement over non-mentalizing strategies.

Conclusions:

  • Mentalization-based approaches show promise for creating supportive educational environments.
  • Findings suggest incorporating mentalization programs in schools to aid teachers and children.
  • Further controlled research is needed to establish causality for these techniques in managing disruptive behavior.