The effectiveness of mentalization in strengthening creativity and increasing responsibility in teenage girls

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran

2 an undergraduate student from Family Counseling, Department of Educational Sciences, Payam Noor University, Tehran, Iran

10.22098/rcap.2025.17329.1103

Abstract

Objective: The present study aimed to examine the effect of mentalization training on creativity and responsibility among adolescent girls.

Method: This research employed a quasi-experimental design with a pretest–posttest control group. The statistical population included female high school students in Isfahan, from which 30 participants were purposefully selected according to the inclusion criteria and randomly assigned to experimental and control groups. The experimental group received eight 90-minute sessions of mentalization training. Research instruments included the Torrance Test of Creative Thinking and the California Responsibility Questionnaire. Data were analyzed using multivariate analysis of covariance (MANCOVA).

Findings:. According to the findings, in the creativity variable, the difference between the two groups was significant, and metallization training explained about 46% of its changes. Also, in the responsibility variable, the difference was significant, and metallization training explained about 44% of its changes. (p < 0.001)

Conclusion: Therefore, the mentalization program may serve as an effective method for promoting creativity and responsibility in adolescent girls.

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