Shaping new perceptions: A preliminary multi-method investigation of changes in hostile attributions following a psychoeducational mentalization-based treatment module.

BACKGROUND AND OBJECTIVES Mentalization-Based Treatment (MBT), including brief psychoeducational modules, has shown promising effects in reducing aggression among adolescents and forensic populations. However, little is known about the mechanisms through which MBT exerts its effects. This preliminary pilot study aimed to explore changes in hostile attribution following participation in an MBT psychoeducational module using a multimodal assessment approach.

METHODS The six sessions (three meetings) of the MBT-Introductory Group were delivered to a total of 58 participants across four groups: inmates, juvenile delinquents, high school students, and young adults. Pre- and post-intervention assessments combined quantitative measures with qualitative analyses to examine changes in different facets of hostile attribution. Tasks included ambiguous facial expression recognition, interpretation of visual scenes, the Ambiguous Intentions and Hostility Questionnaire, and interpretation of self-recalled interpersonal situations.

RESULTS Participation in the MBT module was associated with a reduction in hostile attributions among young adults and juvenile offenders; results among high school students were mixed depending on the task type, while among inmates, changes were observed only for specific stimulus formats.

CONCLUSIONS Despite several limitations, this preliminary study suggests that psychoeducational MBT modules may be associated with changes in hostile attribution bias. The findings suggest that mentalization-based frameworks may represent a potentially promising direction for preventive and rehabilitative interventions for at-risk youth, including brief psychoeducational formats.