Mentalizace a možnosti jejího využití ve školách
DOI:
https://doi.org/10.14712/23362189.2023.2641Klíčová slova:
mentalization, epistemic trust, mental health, attachment, healthy schoolsAbstrakt
V článku je nastíněn současný stav teoretických poznatků o metalizaci, která se jeví být nepostradatelnou pro efektivní působení v učitelské profesi. Mentalizace je funkcí, díky níž jedinec dokáže chápat a interpretovat vlastní chování i chování druhých lidí jako smysluplné, na základě vnímání záměrných mentálních stavů – potřeb, myšlenek, pocitů, přesvědčení a zdůvodnění. Jde o porozumění pozadí chování – tedy chápání mentálních stavů, které jedince vedly k určitému chování. Díky teorii mentalizace dnes dokážeme lépe a detailněji uvažovat a diskutovat o tom, co se děje mezi lidmi a v lidech, když spolu komunikují v rozmanitých sociálních kontextech, např. ve školním prostředí. Tyto dovednosti jsou pro učitele velmi přínosné, protože pracují s dětmi, jejichž mentalizační schopnosti se teprve zakládají. Zároveň se ve své praxi často setkávají i s dětmi, které přicházejí do školy s problémovým chováním, narušenou vztahovou vazbou a negativními vnitřními pracovními modely vztahů, což komplikuje rozvoj mentalizačních schopností. V tomto článku se budeme blíže zabývat tím, jak může být mentalizace prospěšná pro učitele a žáky a jak ji mohou učitelé využívat ve své práci. Článek zdůrazňuje význam mentalizace a vytváří rámec pro psychologické intervence ve školách zaměřené na zvýšení mentalizace učitelů, rodičů a žáků. Programy na podporu mentalizace ve školách mají prokazatelné výsledky na zvyšování resilience učitelů, na snižování projevu agrese a zlepšení akademického výkonu u žáků.
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