The Relationship between Mentalization and Empathy on Teacher Trainees

キョウシ　シボウ　ガクセイ　ノ　メンタライゼーション　ト　キョウカンセイ　ト　ノ　カンケイ

マスダ, ユウコ

Masuda, Yuko

田爪, 宏二

タヅメ, ヒロツグ

Tazume, Hirotsugu

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

In this study, we focused on mentalization (a skill of understanding the self and others) , which is a qualitative ability required for teachers. We examined the relationship between mentalization and empathy in teacher trainees. We conducted a survey of 553students (233male, 320female; average age of 20.9years) in a university teacher-training course. We applied cluster analysis, and six clusters were extracted based on patterns of self-understanding and interpersonal understanding. Then we compared five subscales of empathy by clusters of mentalization and sex. The results of the analyses are as follows: 1) Students with low mentalization ability were more likely to be affected by others; in particular, students with low self-understanding tended to attribute others’ successes and failures to themselves. 2) Students with high mentalization ability tended to engage empathically with others, and tended to understand others from those others’ own perspectives. 3) Female students were more affected by and concerned empathically with others. 4) Male students attributed events more often to themselves even when those events happened to others. Based on these results, we discuss the relationships between mentalization and empathy in teacher training.

田爪, 宏二