Beyond Theory of Mind: mentalization as a relational and developmental framework for autism

Autistic individuals and those around them often navigate social and emotional situations in which behaviors, intentions, and affects are difficult to interpret. Supporting mentalizing processes within child-caregiver interactions may help address these challenges; however, a broader conceptual shift is needed, moving beyond a narrow deficit-based perspective toward understanding mentalization as a multidimensional, relational, and developmental process. By shifting the focus from individual deficits to child-caregiver meaning-making processes, this framework may help clarify assessment and intervention targets and inform future research on psychopathological vulnerability in autism. This targeted narrative mini-review therefore aimed to summarize preliminary evidence suggests that other-related mentalizing may show greater difficulties than self-related mentalizing, although this hypothesis requires further replication. Findings also highlight caregiver mentalization, particularly parental reflective functioning, as a key relational process shaping how children's behavior is interpreted, regulated, and responded to over time. In this light, preliminary intervention studies suggest that mentalization-based and mentalization-informed approaches may improve parental reflective functioning, cognitive reappraisal, self-efficacy, and inferential style, with potential indirect benefits for children's emotional outcomes. We therefore propose a relational-developmental framework in which mentalization is conceptualized as a shared and dynamic process of meaning-making under conditions of social and emotional ambiguity. Adopting an individual, relational and developmentally informed perspective may contribute to the development of more precise assessment models, more targeted interventions, and a deeper understanding of mental health vulnerability in autism.