Abstract:

Introduction:
Self-awareness represents a complex process. This process is strongly related to the process of affective mentalization. Temperament, Theory of Mind (ToM), Mirroring and emotional regulation represent the basis for correct affective mentalization and for the development of the Self. In the 7-10 year age group, reflection on the external aspects of one's self begins to intertwine with reflections on the internal self. Bruner's narrative approach already highlights the importance of autobiographical narratives at this stage as a means of developing the narrative and autobiographical self, improving one's reflective functions. The main focus of this research was on the intricate relationship between mentalization, self-esteem and narrative approach.

Methodology:
50 students from Caserta belonging to a first class of high school were included in the sample. The students worked over the course of 4 months through the narrative approach aimed at the cognitive and affective re-elaboration of their significant experiences in the family, school and extracurricular friendship contexts. The study involved the administration of the TMA (Multidimensional Self-Esteem Test) at T0 and T1 as a self-esteem monitoring tool.

Results:
Students between T0 and T1 showed an overall positivity of self-esteem in the different dimensions. In particular, the social dimension of the test seemed particularly improved in correlation with a better student perception of their own reflective functions.

Conclusions:
The results of our research show how the early use of the narrative approach based on socio-emotional reflection and autobiographical cognitive re-elaboration can effectively favor the process of affective mentalization while also improving the various dimensions of self-esteem. An increase in self-esteem and a better perception of oneself would also increase the quality of social relationships.

Keywords:

Narrative Approach, Self-esteem, Mentalization.