Abstract
The high relevance of mentalization increasingly shows promise in pedagogical fields, to support the psychosocial development through specific interventions of mentalization. In view of the need for mentalization-based interventions, the present paper aims to develop a connection between outdoor education and mentalization-based education. Based on data, it discusses the potential of outdoor education to activate mentalization processes and possibly contribute to a change in mentalization ability in combination with reflective impulses. The research question addresses a sample consisting of 101 pupils from an outdoor educational intervention. As part of a quantitative pre-post design, changes in mentalization ability were confirmed using a multidimensional approach. While there was a significant increase in mentalizing the state of others at the second measurement point, the tendencies to mentalizing disorders decreased significantly. In summary – taking limitations into account – outdoor education thus proves to be a promising intervention that promotes mentalization.
Published Version
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