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Cortica

Perspective

Vol. 3 No. 1 (2024): The neuroscience of education: Interdisciplinary perspectives that unite the discoveries of neuroscience with those of the disciplines of education and psychology.

Soutenir le développement de la théorie de l'esprit et de la mentalisation chez les adolescents présentant un TSA à travers la prise de conscience de soi

  • Nicolas Cavin
DOI
https://doi.org/10.26034/cortica.2024.4828
Submitted
March 6, 2024
Published
2024-03-20

Abstract

This project aimed to raise awareness among participants about their own internal and external processes, their influence on their own thinking and that of others, and the interpretation of others' mental states in light of newly acquired knowledge. The contribution of neuroscience proved to be a valuable resource for guiding and delving into interventions regarding social cognition. Professionals could rely on scientific data to construct targeted interventions and feedback that were not solely based on social norms and codes. Workshops illustrated and supported by discourse on brain function were, for some, easier to grasp than symbolic social conventions. For participants, these explanations seemed to have allowed some to have a different perspective on themselves. Some came to the conclusion that with training and attention, they could influence their brain plasticity to develop individual skills and break free from certain patterns.

Despite the project's tight time constraints, a more or less significant emergence of individual evolution seemed to be observable in each workshop. Implementing workshops based on the development of Theory of Mind, and more specifically on mentalization, appears to allow for a better self-awareness among adolescents with Autism Spectrum Disorder (ASD). However, developing interoception, deciphering mental states, establishing a connection with needs, and balancing the different axes of the mentalization compass seem to remain a major challenge.

It is worth noting that the participants are minors and are in a Child and Adolescent Psychiatry Department where adaptation is worked on. This raises the question: has the process of mentalization and learning about Theory of Mind really been accomplished, or has the "Pretend Mode" of prementalization been reinforced?

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