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This short interview utilizes a photograph of a typical school setting in which a schoolteacher chooses a student from among distinctive pupils who've their hands raised to answer her query. After explaining towards the youngster that the scene requires spot in the course of a lesson, the child's consideration is drawn to among the pupils who had not been chosen by the teacher. The youngster is then asked why, in hisher opinion, the pupil was not selected; what the teacher might consider and feel; what the pupil may well believe and really feel; and what will happen afterward. In accordance with the suggestions recommended by O'Connor and Hirsch (1999), the narratives produced by the youngsters were evaluated on 3 increasing levels of mentalization ability. At level 1, references to mental states are lacking or refer to general attributions or stable character traits (e.g., "The teacher did not pick out that pupil because she didn't see him" or "The teacher didn't opt for that pupil due to the fact she shows favoritism to some other pupils"). Level 1 narratives lack references to specific events or situations. As indicated by O'Connor and Hirsch (1999, p. 261), "the behavior will not be thought of as influenced by the context, and there is no attempt to understand the situations that ascertain that behavior." Level two narratives include things like, at a moderate amount of mentalization, certain references to thoughts and feelings that clearly indicate an capacity to know the relationships among behavior, thoughts, and internal states. A level two narrative shows awareness that distinct internal experiences are linked to a precise external context (e.g., "The teacher did not pick out that pupil mainly because she knows that he knows the right answer and desires to give other pupils the opportunity to talk"). Level three narratives are characterized by a additional advanced amount of mentalization and indicate second-order mentalizing skills. At this level, the presence of recursive thinking or of a much more sophisticated potential to reflect on mental states might be observed (e.g., "The teacher did not choose that pupil and chose the girl simply because she realizes that the girl is extremely sad and always remains aside, as well as the teacher wants to show her some consideration"). No earlier study has shown any important [http://www.hejtr.com/members/power2desert/activity/46628/ Title Loaded From File] correlation between O'Connor and Hirsch's (1999) measure and age, gender, verbal IQ, or verbal fluency. Important constructive correlations have already been found with measures of adjustment and friendship quality although inverse correlations emerged with a measure of depressive symptoms (O'Connor and Hirsch, 1999).Frontiers in Psychology frontiersin.orgAugust 2015 Volume 6 ArticleRosso et al.Reflective functioning, attachment and preadolescent mentalizationThe second author, blinded towards the coding in the psychological lexicon and of maternal RF and attachment patterns, coded the mentalization measure adapted from O'Connor and Hirsch (1999). An independent coder coded half on the tests. The interrater reliability was fantastic (Cohen's k = 0.82).Youngster Attachment Interview (CAI)The CAI (Shmueli-Goetz et al., 2000) is actually a semi-structured interview developed to assess the child's state of thoughts regarding the attachment to each and every parent in middle childhood and adolescence.
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