Abstract: In this article, we argue that the growth of research in cognitively and experimentally oriented pragmatics in the last two decades has rested on two epistemological assumptions: that theoretical-pragmatic notions such as 'implicature', 'metaphor' and 'irony' correspond to distinct types of pragmatic inferences, and that each theoretical-pragmatic characterization of a certain type of inference corresponds to one and only one cognitive model of processing in the mind. We review the foundations of these assumptions and we problematize them based on (i) a conceptual argument that notions such as 'implicature' and 'irony' are originally meant as relations between propositions rather than types of inferences, and (ii) on recent experimental evidence which suggests that whether mentalizing is employed in pragmatic processing or not is not a function of the type of pragmatic relation, but rather it depends on situation-specific considerations and characteristics of the interlocutor, such as age and neurotype. These considerations call for a new understanding of the role of experimental evidence in the evaluation of pragmatic theories.This article is part of the theme issue 'At the heart of human communication: new views on the complex relationship between pragmatics and Theory of Mind'.

Abstract: Research on emotional factors and mental health in higher education has gained traction. Much attention has focused on first-year students as a potentially at-risk group, though some studies suggest that all students might face similar risks. This study examines differences between junior and senior undergraduates in terms of mentalizing, emotion regulation (ER), and psychological mindedness, involving cognitive capacities significantly developed by late adolescence. These constructs relate to understanding one's own and others' mental states, potentially mediating the relationship between attachment and epistemic trust (ET). The current study includes 460 undergraduate students, most of whom are female (96%). Results show that senior students score higher on reappraisal, certainty, and interest/curiosity compared to junior students. However, these factors did not mediate the relationship between anxious attachment orientation and ET. Certainty and interest/curiosity mediated the relationship between avoidant attachment orientation and ET, suggesting similar mediation patterns for junior and senior students. On the other hand, suppression and uncertainty/confusion were critical mediators in the relationship between insecure (anxious and avoidant) attachment orientations and epistemic trust. Findings suggest that universities should (a) foster environments that support psychological capacity and facilitate positive learning experiences, and (b) enhance epistemic trust through safe curiosity and develop protective and preventive interventions.

Abstract: Individuals with borderline personality dynamics and who belong to marginalized racial groups may encounter various challenges in navigating racism in different forms and degrees of explicitness, particularly as these experiences interact with their own psychological vulnerabilities and relational patterns. In the analytic relationship, both analysts and patients may encounter dilemmas involving interpersonal expressions of racism, invalidation, questioned perceptions of discrimination and racism, breakdowns in mentalizing, and externalizing processes within the transferential and sociocultural fields. The author draws from mentalizing theory and praxis, along with an intersubjective psychoanalytic sensibility, to describe a case that highlights some of the quandaries and possibilities of working at the intersections of race, racism, and borderline processes.

Abstract: Mentalization-based treatment (MBT) has promising transdiagnostic applications. The evidence base for its application in non-specialist settings, including general adult community mental health services requires further evaluation. This study explores the implementation of an MBT introductory (MBTi) group in an Irish secondary mental health service. Two online MBTi groups were delivered between 2020 and 2021. A concurrent mixed-methods design was engaged. Qualitative pre- and post-intervention measures include the Clinical Outcomes in Routine Evaluation (CORE) scale, the World Health Organization Quality-of-Life (WHOQoL-BREF) scale and the Reflective Functioning Questionnaire (RFQ). Paired sample t-test was employed to analyse change. Interviews were conducted with seven participants post-intervention and inductive thematic analysis was utilised to identify themes. Participants exhibited hypomentalizing tendencies, which improved following the delivery of the intervention (RFQu: MD = 0.54, p = 0.032, Cohen's d = 0.71). There were improvements across the wellbeing, problems and functioning subscales of the CORE. There was no change in the risk domain, which was low at baseline. Improvements were observed in the WHOQoL-BREF subscale of psychological health and social relationships. Five main themes emerged from post-intervention interviews: barriers and facilitators; attitudes to design and delivery; perceived intervention effectiveness; intervention coherence; COVID-19 specific issues. MBTi delivered in a non-specialist setting is associated with improvements in mentalizing capacity. The intervention is perceived as relevant and useful by participants, although the psychoeducation and online format conferred specific limitations. The findings support the role of MBTi as a feasible transdiagnostic intervention in general adult services, as part of a range of interventions.

Abstract: Nonsuicidal self-injurious behavior (NSSI) is highly prevalent in adolescents and strongly associated with early trauma. Emerging theories have indicated that the occurrence of NSSI results from the interaction of individual biological vulnerability and environmental risk; however, the underlying mechanisms are not yet clear. This study sought to investigate the psychological and pathophysiological mechanisms underlying the development of self-injury behavior through environmental, psychological, and physiological factors. We hypothesized that mentalization mediates the relationship between childhood trauma and NSSI, and further explored whether oxytocin (OT) has the potential to serve as an informative biomarker of social functioning for people with NSSI. This study investigated NSSI, childhood trauma, and mentalizing in 1313 junior high school students to develop and test a mediated model of mentalizing in which childhood trauma affects NSSI. Subsequently, the relationship between peripheral salivary OT levels and NSSI in a cohort of 109 individuals with suicidal self-injurious behavior and 113 healthy controls. The NSSI detection rate was 28.2% in this study. Females had a greater frequency of NSSI, hypomentalization and lower hypermentalization.The structural equation modeling (SEM) results revealed that the indirect effect of childhood trauma on NSSI through hypomentalization was 0.091 (95% CI [0.066, 0.120], P< 0.001). The indirect effect of childhood trauma on NSSI through hypermentalization was 0.037 (95% CI [0.025, 0.049], P < 0.001). OT levels were not significantly correlated with hypermentalization, hypomentalization, or childhood trauma (P > 0.05). The present study revealed that mentalizing partially mediated the associations between childhood trauma and NSSI, suggesting that the mentalizing trauma model is equally applicable to the community NSSI population. This is the first study to explore the relationship between peripheral OT levels and NSSI behavior, with results suggesting that baseline salivary OT concentrations are not reliable biomarkers for NSSI in community samples.

Abstract: The ability to openly consider the mental states of others has been termed mentalizing and is crucial to maintaining interpersonal relationships. Theory and previous research findings suggest that emotional arousal may impact mentalization. This study examined whether the arousal associated with a relational rupture impacted young adults' ability to mentalize about their family member with whom they were in conflict. Fifty-four young adults were interviewed about an ongoing conflict with a significant family member. Average heart rate, skin conductance, and level of mentalization were measured at the speech-turn level. Results showed a curvilinear association between mean heart rate and reflective functioning (RF). No effects were found for skin conductance. Logistic regression showed RF scores predicted participants' readiness to engage in information gathering. Moderate emotional arousal was associated with higher RF, and those with higher RF were nearly twice as likely to be ready to gather new information from the other.

Abstract: The present study aimed to determine the difference in the effectiveness of mentalization-based intervention and cognitive emotion regulation on working memory and theory of mind in children diagnosed with Sluggish Cognitive Tempo (SCT). The research employed a quasi-experimental design with a pre-test, post-test, and follow-up with a control group. The statistical population included all male students aged 9 to 11 years exhibiting symptoms of SCT in public schools in Urmia during the 2023–2024 academic year. Based on the inclusion and exclusion criteria, 45 participants were selected using purposive sampling and were randomly assigned to two experimental groups and one control group (15 participants in the first experimental group, 15 in the second, and 15 in the control group). The instruments used in the study were the standardized SCT Questionnaire by Penny et al. (2009), the Digit Span subtest from the Wechsler Intelligence Scale (2012), and the Theory of Mind Questionnaire by Steerneman (1999). In the pre-test phase, participants in both the experimental and control groups completed the research questionnaires. Subsequently, the first experimental group received the mentalization-based intervention, while the second group received the cognitive emotion regulation intervention. The control group remained on the waitlist and did not receive any psychological intervention until the post-test phase. At the end of the intervention period, participants in all groups completed the post-test questionnaires again. A follow-up assessment was conducted three months later to evaluate the stability of the intervention effects. Data were analyzed using mixed analysis of variance. The results indicated a significant difference in the mean scores of working memory and theory of mind between the two intervention groups—mentalization and emotion regulation. The findings showed that mentalization-based intervention was more effective than emotion regulation. Furthermore, the results of the post hoc test over time demonstrated significant differences in working memory and theory of mind scores across pre-test, post-test, and follow-up phases. The differences observed from pre-test to post-test in both variables indicated the effectiveness of the interventions. Moreover, changes from post-test to follow-up in both variables suggested the durability of intervention effects, with the mentalization-based approach showing more persistent outcomes than cognitive emotion regulation.

Abstract: Aim: Workplace bullying is a critical issue faced by nurses globally. This study aimed to examine factors influencing workplace bullying perpetration among experienced intensive care unit nurses in South Korea, while controlling for organizational culture. Specifically, it investigated how narcissistic personality, perfectionistic self-presentation, and mentalization affected bullying perpetration. Methods: In this cross-sectional secondary analysis, data were collected between July 1 and August 2, 2022; we analyzed data from 287 nurses who fit the inclusion/exclusion criteria. We performed multiple regression analyses to identify factors affecting workplace bullying perpetration. Results: The findings showed that narcissistic grandiosity (β = 0.21, p=0.017), narcissistic vulnerability (β = 0.21, p=0.031), mentalization (β = -0.19, p=0.001), and previous workplace bullying victimization (β = 0.18, p=0.002) were significant predictors. The regression model explained 30.1% of the variance in workplace bullying perpetration. Conclusion: Importantly, narcissistic personality, perfectionistic self-presentation, and mentalization were significantly associated with workplace bullying perpetration among nurses. These findings suggest that understanding the links between individual personality traits and bullying behavior may provide useful insights for developing supportive interventions, such as programs aimed at enhancing mentalization. While the study did not establish causal relationships, the associations highlight potential areas for further research and practice. In addition, organizational efforts to address workplace bullying more broadly are essential to prevent its occurrence and reduce its negative impact.

Abstract: Background Numerous studies have demonstrated that the Alternative Model for Personality Disorders (AMPD) outperforms traditional categorical nosology (i.e., Section II) in predicting an array of salient clinical outcomes. However, despite the centrality of social-cognitive impairments in personality disorder, few studies have examined the superiority of the AMPD over Section II in predicting social-cognitive deficits. The current study addresses this gap by evaluating the incremental validity of AMPD-defined level of personality functioning (LPF) versus borderline personality features in predicting mentalizing – a social-cognitive construct proposed to underlie the development of personality disorder. Method Participants included 267 university students (M_age = 20.49, SD = 1.74) who completed self-report measures of LPF, borderline personality features, and two measures of mentalizing: the Reflective Functioning Questionnaire (RFQ) and the Mentalization Scale (MentS). Results Hierarchical regressions revealed that LPF explained additional variance in the RFQ beyond borderline features and internalizing psychopathology. Although borderline features also incremented LPF in predicting the RFQ, additional variance explained was less than half that contributed by the LPF over borderline features. LPF also incremented the variance explained in the MentS total score and subscales over and above borderline features and internalizing symptoms, whereas borderline features did not increment LPF in predicting any of the MentS variables. Conclusions These results strengthen the evidence base for the superiority of the AMPD over Section II and suggest that mentalizing deficits are best captured by a general indicator of personality impairment (i.e., LPF). Findings support the extension of mentalization-based treatment to AMPD-defined personality disorder, which should be explored in future research.

Abstract: Abstract Social navigation involves observing individuals navigating a socially rich environment sequentially while mentalizing their goals or preferences. The posterior cerebellum plays a central role in regulating human social behavior and guiding social navigation. However, the extent to which cerebello-cerebral pathways mediate this role has not been sufficiently studied. Using Dynamic Causal Modeling (DCM) on four novel social navigation studies (N = 107), our results showed many connections (i.e., bidirectional connections between cerebellar Crus 2 and cortical mentalizing areas) of the cerebellar Crus 2 with cortical mentalizing areas, including the temporoparietal junction (TPJ), precuneus, and medial prefrontal cortex (mPFC), spanning both ipsilaterally and contralaterally. Connectivity patterns were only slightly modulated by experimental manipulations, involving (a) active encoding versus passive observation of navigational sequences and (b) social versus non-social sequences. Furthermore, when participants observed behaviors defying social expectations or norms, upward connectivity from the right Crus 2 to the ventral mPFC and downward connectivity from the precuneus to the left Crus 2 became stronger, while upward connectivity from the left Crus 2 to the ventral mPFC weakened. This study enhances our understanding of the role of the cerebellum in effective connectivity and its changes in response to social violations during social navigation.

Abstract: This invited commentary evaluates the impact of Lakhani and colleagues who reported on two studies aimed at developing and evaluating a new tool for the assessment of mentalizing capacity. The commentary places the work of Lakhani et al. in the context of routine clinical care and discusses additional approaches to the assessment of mentalizing that may be considered. The commentary furthermore highlights the importance of the assessment of mentalizing in the context of other, more descriptive approaches to personality assessment.

Abstract: People with pronounced narcissistic traits exhibit marked problems in their intersubjective experiences, yet a more detailed view on how different aspects of interpersonal functioning relate to grandiose and vulnerable narcissism is lacking. We conducted a preregistered questionnaire study of 956 participants to examine how vulnerable and grandiose narcissistic traits differ in relation to mentalizing capacity, tendency to trust in socially transmitted information (epistemic trust), belongingness needs, and experiences of internal and external shame. Our findings confirmed hypotheses, differentiating distinct inter- and intrapersonal patterns between narcissistic subtypes: Individuals high in vulnerable narcissism displayed compromised mentalizing and were associated with increased epistemic mistrust and credulity, higher need for belonging, and heightened experiences of internal and external shame. Conversely, grandiose narcissistic traits predicted lower belongingness needs, reduced shame experiences, and higher epistemic mistrust without credulity or clear deficits in mentalizing abilities. These results clarify clinically meaningful distinctions within narcissistic presentations, highlighting vulnerable narcissisms pronounced interpersonal instability and grandiose narcissisms defensive self-regulation. The findings emphasize the importance of differentiating narcissistic subtypes to inform targeted therapeutic strategies addressing specific emotional and relational impairments.

Abstract: The current study aimed to understand how aging influences cognitive and mentalizing processes, and to explore whether physical activity protects against cognitive and social function decline in older adults. A total of 104 participants (44 Older adults, 60 younger Control) were recruited to complete the Go/No-go task and the Picture sequencing task. Their general cognitive function was measured using the Montreal Cognitive Assessment (MoCA), and the frequency of physical activity was assessed through a self-report question. The current study demonstrated that, compared to Control, Older participants performed relatively well in maintaining attention and inhibiting irrelevant responses, as evidenced by comparable response times on Go trials and accuracy on both Go and No-go trials (all ps &gt; 0.1). However, Older participants showed significant impairments in reconstructing sequences of both mechanical and social events, particularly those requiring inferring others’ false belief, even after controlling MoCA scores (both accuracy and response times, all ps &lt; 0.05). Importantly, the frequency of physical activity was found to buffer declines in processing speed in sequencing mechanical and social stories in Older, especially stories involved others’ false belief (ps &lt; 0.01). Overall, the current findings suggest that mentalizing abilities decrease independently of general cognitive decline. Furthermore, physical activity may serve as a potential protective factor in mitigating age-related cognitive impairments.

Abstract: Introduction Educators frequently encounter substantial challenges managing disruptive classroom behavior. This research examines Mentalization-Based Interventions (MBIs) within classroom to address disruptive behavior and emotional dysregulation, employing an attachment-focused perspective on teacher-student relationships. The study aimed to: (A) assess the effectiveness of MBIs in mitigating disruptive behavior and emotional dysregulation in classroom settings, and (B) analyze mentalizing patterns in teacher-student interactions during episodes of disruption. Methods The research observed 10 male pupils (X̄age = 8.4 years) across two alternative provision school classrooms in London, focusing on teacher-student interactions during disruptive incidents. In total, 142 incidents of disruptive incidents were documented. Teachers’ responses to pupil behavior were categorized and scored using six MBIs. Incidents were classified as resolved or unresolved based on the outcomes of these responses. Thematic analysis of incident transcripts was conducted and integrated with quantitative results through an embedded mixed-methods design. Results Quantitative findings indicated that MBIs predicted behavior resolution, with more interventions being associated with an increased likelihood of resolving disruptive incidents. Discussion The integration of qualitative analysis further underscored the efficacy of a multi-layered approach to addressing disruptive behavior. These findings contribute to the development of trauma-informed educational strategies and offer valuable insights for enhancing teacher-student interactions in settings where trauma and behavioral challenges are prevalent. Impact statement This study demonstrates how Mentalization-Based Interventions (MBIs) can help teachers effectively manage disruptive classroom behavior, particularly among students with trauma histories. Through an analysis of real-world teacher-student interactions, the findings show that mentalizing interventions significantly increase the likelihood of resolving disruptive incidents. The study highlights the importance of teacher mentalization as a key tool for behavior management, offering practical insights for educators, caregivers, and mental health professionals working to foster emotionally supportive and trauma-informed learning environments.

Abstract: Purpose This research investigated implicit social sequencing in adults with Autism Spectrum Disorder. Previous research emphasized the role of the cerebellum in autism, and in processing action sequences within social contexts requiring mental state attribution (mentalizing). We therefore hypothesized that individuals with autism would show reduced implicit sequencing in an interactive negotiation game that involves mentalizing. Methods Participants included 20 adults with autism and 20 matched healthy controls. Using a novel ultimatum serial reaction time task, participants received offers for a division of 10 points from multiple proposers and responded as quickly as possible. Unbeknownst to the participants, offers were presented in repeated or random sequences. Additionally, the proposers’ implied traits (egocentric versus generous offers) and the volatility of their offers (variable versus stable) were varied to assess context effects on implicit sequencing. Results As expected, autistic participants revealed no significant speed differences between repeated and random sequences, while controls were faster in repeated sequences. Considering context effects, both groups were faster in repeated sequences when offers were stable (i.e., identical across trials). Conversely, when offers were volatile, responses slowed down under repeated sequences. Conclusion Findings suggest reduced implicit social sequencing capacities in adults with autism. Social context factors influenced learning in both groups, indicating that autistic individuals may either perform at typical social levels when statistically controlling for their reduced sequencing capacities, or may sufficiently compensate under explicit task instructions. These results highlight social sequence learning as a promising target for intervention in training programs for autistic individuals.

Abstract: Abstract Background Mental health and neurodevelopmental conditions are a leading cause of disability in school‐aged children and are associated with adverse social outcomes. The aim of the current study was to investigate the extent to which mentalizing (also called ‘theory of mind’), the ability to reason about others' mental states is associated with specific mental health and neurodevelopmental symptoms or with a general vulnerability to psychopathology (the ‘P‐ Factor’) and whether mentalizing might explain why children with diverse mental health and neurodevelopmental conditions experience adverse social outcomes. Methods In a pre‐registered study using a transdiagnostic dimensional approach, we collected direct assessments of mentalizing, multi‐informant measures of social adjustment at school, and teachers' ratings of mental health and neurodevelopmental symptoms from a diverse community sample of 1020 8‐ to 13‐year‐old children (54.5% girls). Results High scores on the P‐Factor (a general vulnerability to mental health and neurodevelopmental conditions) were negatively associated with children's mentalizing, = −0.154, 95%CI [−0.219, −0.089]. Once the P‐Factor was considered, there were no unique associations between P‐free symptom factors (i.e., internalizing, externalizing, attention deficit/hyperactivity traits, or autism traits) and mentalizing or social adjustment. Mentalizing partly explained the association between P‐Factor scores and poor social adjustment at school, = −0.072, 95%CI [−0.116, −0.028]. Conclusions The results indicate that theory‐of‐mind difficulties are transdiagnostic and underscore the need for longitudinal work examining whether mentalizing explains links between mental health, neurodiversity and social adjustment.

Abstract: The integration of mentalization principles into behaviour therapy has been minimally explored. This paper investigates the application of these principles within a parent-assisted graded exposure intervention for child anxiety disorders. The study outlines the theoretical justification for this integration and presents the results of a pilot evaluation of this novel therapeutic approach focused on preliminary efficacy, feasibility, and acceptability. A total of 21 children (ages 5–11; M = 8.81, SD = 1.58; 52.4% female) and their parents participated in a 7-session integrated psychotherapy program delivered via telehealth. Outcome measures included parent-reported assessments of child anxiety, reflective functioning, parental self-efficacy, and symptom impact, administered at pre-intervention, post-intervention, and follow-up stages within a single-group design. Significant reductions in child anxiety symptoms (𝜂p2 = .41), and symptom impact (𝜂p2 = .35), as well as significant increases in parental self-efficacy (𝜂p2 = 0.30), were observed over time. However, no significant changes were noted in reflective functioning. The intervention demonstrated a high retention rate (71.4%), with no reported adverse events, and was rated as helpful by participants. These results support the feasibility, preliminary efficacy, and acceptability of this integrated therapeutic approach. The paper concludes with recommendations for extending this approach to more complex child populations, particularly those with attachment disruptions and developmental trauma, where it could serve as a viable alternative to traditional behaviour therapy for treating childhood anxiety.

Abstract: The primary goal of this research was to investigate the common factor structure of mentalizing by combining items from pre-existing validated tools, cross-validating the resulting structure, and exploring its associations with relevant constructs. Three sequential studies were conducted using community-dwelling samples (total N = 947). Study 1 used exploratory factor analysis on a merged item pool derived from eight measures of mentalizing. Study 2 utilized exploratory structural equation modeling to replicate the extracted structure and investigated its association with psychological dysfunction. Study 3 performed cross-validation of the factor structure and provided criterion-related validity by examining relations with markers of psychopathology and well-being. Factor analyses provided a 10-factor solution that covered distinct facets of mentalizing. Some factors, especially Nonmentalizing-Self and Emotion/Impulse Dysregulation, were strong predictors of dysfunction and psychopathology. Notably, after controlling for positive self-evaluation, individuals reporting greater confidence in understanding others’ minds (Mindreading Self-Concept) showed poorer psychological functioning ( β = 0.157, p = .001), in line with theoretical emphasis on humility as a component of genuine mentalizing. The resulting 10-factor structure provides a framework to potentially differentiate between adaptive and maladaptive mentalizing, distinguish its components along the self–other continuum, and discriminate authentic mentalizing processes from subjective assessments of one’s mentalizing capacity.

Abstract: Introduction Hypomentalizing may contribute to heightened social withdrawal and it has been related with an increased risk of and suicide attempt (SA). Although certain studies have identified a relationship between hypomentalizing and suicidal behavior, research on follow-up remains limited. Objectives This study aims to examine the relationship between suicide reattempt and the progression of mentalizing within 12-months. Methods Our study included a cohort of 1,374 patients who committed a SA. We conducted assessments at the baseline and at a 12-months follow-up. We measured mentalizing using the RFQ-8, and evaluations of suicidal ideation and behavior employing the CSRSS. Demographics, clinical characteristics, and mentalizing were subjected to comparative analysis using the T-student and Chi-square tests. Results A total of 310 participants committed a suicide reattempt in the follow-up period. Our results showed that reattempt group were significantly younger, more presence of female gender, suicidal ideation and planning, more previous SA, and higher hypomentalizing means. Image 1: Conclusions Social cognition may play a crucial role in the suicide reattempt risk. Future research on the association between social cognition and suicidal behavior could help elucidate the associated factors and identify potential therapeutic actions. Disclosure of Interest None Declared

Abstract: Background: Research on different aspects of mentalizing is essential for understanding the mechanisms underlying personality disorders (PD) and informing psychotherapy approaches, where mentalizing functions as a key mechanism of change. This study aimed to explore whether self- and other-mentalizing, in interaction with attachment insecurity, differentially explain Criteria A (level of personality functioning) and B (maladaptive traits) of the Alternative Model for Personality Disorders in the DSM-5. Method: Our sample consisted of 109 participants (54% female, 41% male, 5% nonbinary). We used The Structured Clinical Interview for DSM-5 Personality Disorders, A Movie for the Assessment of Social Cognition, the Reflective Functioning Questionnaire, the Experiences in Close Relationships – Revised, The Self and Interpersonal Functioning Scale, and The Personality Inventory for DSM-5. Results: Regression analyses show that self-mentalizing deficits uniquely predict both Criterion A domains (self and interpersonal functioning) and all five maladaptive traits, while other-mentalizing is relevant only to interpersonal functioning. Explained variance (adjusted R²) ranges from 55% to 18%. Additionally, mentalization moderates the relationship between insecure attachment and personality pathology (Interpersonal functioning, Negative Affectivity and Detachment), mainly with greater mentalization deficits linked to more severe personality dysfunction under heightened attachment insecurity. Conclusion: Our findings authorize mentalizing as a crucial factor in PD, supporting the potential value of mentalization-focused interventions in addressing both the severity and the “flavor” of PD. Notably, our findings suggest a hierarchy within self- and other- mentalizing, indicating that self- mentalizing plays a more foundational role in PD. Through a comprehensive, multi-method assessment of mentalization, this study offers a refined understanding of its role in psychopathology, providing valuable insights that could guide the development of more targeted therapeutic interventions.

Abstract: Somatic complaints are highly prevalent among young adults and can significantly impair both psychological well-being and physical functioning. This study aimed to examine the associations between somatic complaints, mentalization, and stress coping strategies in young adults, a triad that remains underexplored in the current literature. A sample of 115 individuals (49 men, 66 women) aged 18–29 years completed an online survey assessing somatic complaints (Giessen Subjective Complaints List-24), mentalization (The Mentalization Scale, Dimitrijević et al., 2018), and stress coping strategies (Lithuanian Coping with Stress Questionnaire – Revised, Valickas et al., 2010). A network analysis approach was used to explore the complex interconnections among these constructs. Findings revealed that motivation to mentalize and self-oriented mentalization were the most central variables in the network, highlighting their importance in regulating stress and somatic symptoms. Notably, lower self-mentalization was strongly associated with greater somatic complaints and the use of maladaptive coping strategies. Somatic symptoms formed a densely connected subnetwork, with emotional venting emerging as the strongest directly linked maladaptive strategy. Conversely, adaptive coping strategies were positively associated with various dimensions of mentalization and appeared to buffer the impact of stress on somatic health. These results underscore the importance of self-reflective and motivational components of mentalization, as well as adaptive coping, in understanding and addressing somatic complaints. Enhancing these factors may offer promising therapeutic targets for interventions to reduce somatic symptom burden in young adults.