2021–2026 The Development of Mentalization, Identity, and Well-being across Adolescence
SSHRC Insight Grant
PI: Sandra Bosacki (Brock University)
CI: Victoria Talwar (McGill University)
Over the course of 5 years, our multi-themed series of studies will explore how 11-18 year olds use their mentalizing ability, or their ability to think and feel to help navigate their identity and well-being.
Specifically, we will address the question: In what ways do adolescents use their ability to read the minds of others to build a solid sense of self and positive relations with others throughout their day to day life?
How does the decision to use their mental skills (ToM/mind-mindedness) influence their personal and social lives in terms of psychological well-being and school engagement?
Our studies will explore themes of kindness and compassion for self and other, solitude, and self-regulation and how youth can use their mentalizing skills to help carve their identity and paths in life for well-being. Our long-term objective is to investigate connections between mental reasoning and emotional well-being in adolescents. As educators who are dedicated to promoting lifelong learning, our future goal is to assist in the co-construction of curriculum and intervention programs that seek to foster the whole learner (intellectual, social, and emotional lives).
Many thanks in advance to the youth, parents, and schools and community agencies for their future participation and support.
ToM and Solitude Study: What does your time alone mean to you? Is it important to you – why?
Research shows that teens like to spend time alone for different reasons. Some teens chose to be alone because they need time to think and reflect. Some teens chose to be alone to be away from others. Some teens prefer to be alone to be creative or be alone with nature. Sometimes it is good to be alone, it helps us to grow. But sometimes our reasons for being alone are more harmful to ourselves than helpful. Sometimes it is good to also be with others.
Some reasons to be alone are helpful but some reasons may not be that helpful. With the increase in on-line schooling and social networking sites, teens are spending more and more time alone.
We want to learn more about what teens do in their free time when they are alone, and what the reasons are for their decision to be away from others.
If you have a child between 11 and 18 years old, and would like to help us learn more about what children and teens think about why they spend time alone, sign-up for our new online study on teens and what they think and feel about spending time alone.
This study has been reviewed and received ethics clearance through Brock University’s Office of Research Ethics (REB #20-311).
If you are interested in participating in this study please contact us at tomelab@brocku.ca.
2015–2020 Theory of Mind Development in Emerging Adolescence
SSHRC Insight Grant
PI: Sandra Bosacki (Brock University)
CI: Victoria Talwar (McGill University)
The goal of this 5 year longitudinal study is to explore how emerging adolescents use their psychological understanding, or their ability to think and feel to help navigate their identity and relationships during the transition between elementary and secondary school. We will also be following the cohort of students throughout their secondary school years as our long-term objective is to investigate connections between socioemotional reasoning and social behaviour in children and adolescents. As educators who are dedicated to promoting lifelong learning, our future goal is to assist in the co-construction of curriculum and intervention programs that seek to foster the whole learner (intellectual, social, and emotional lives).
Many thanks to the children, parents, and schools for their participation and support.
Bosacki, S. (2015). Children’s theory of mind, self-perceptions, and peer relations: A longitudinal study. Infant and Child Development, 24, 175-188. doi: 10.1002/icd.1878
Bosacki, S. (2012). Culture of ambiguity: Implications for self and social understanding in adolescence. Boston, MA: Sense Publishers.
Bosacki, S., Woods, H., & Coplan, R. (2015). Canadian female and male early childhood educators’ perceptions of child aggression and rough and tumble play. Early Child Development and Care, 185 (7), 1134-1147. doi: 10.1080/03004430.2014.980408
Bullock, A, Coplan, R., & Bosacki. S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioral Sciences, 47, 175-183. doi:10.1037/a0038547
Conway, L., Gomez-Garibello, C., Shariff, S., & Talwar, V. (2015). Face-to-face and online: An investigation of children’s and adolescents’ bullying behaviour through the lens of moral emotions and judgements. Journal of School Violence, 1-36. doi: 10.1080/15388220.2015.1112805
Coplan, R. J., Bullock, A., Archbell, K. A., & Bosacki, S. (2015). Preschool teachers’ attitudes, beliefs, and emotional reactions to young children’s peer group behaviours. Early Childhood Research Quarterly, 30, 117-127. doi: 10.1016/j.ecresq.2014.09.005
Kolodziejczyk, A. M., & Bosacki, S. L. (2015). Children’s understandings of characters’ beliefs in persuasive arguments: Links with gender and theory of mind. Early Child Development and Care, 185(4), 562-577. doi: 10.1080/03004430.2014.940930
Moore, K., Gomez-Garibello, C., Bosacki, S., & Talwar, V. (2016). Children’s spiritual lives: The development of a children’s spirituality Measure. Religions, 7,95. doi: 10.3390/rel7080095
Servos, J. E., Dewar, B. A., Bosacki, S. L., & Coplan, R. J. (2015). Canadian early childhood educators’ perceptions of young children’s gender- role play and cultural identity. Journal of Early Childhood Research. doi: 10.1177/1476718X15579740
Tardif-Williams, C. Y., & Bosacki, S. L. (2015). Evaluating the impact of a humane education summer camp program on school-aged children’s relationships with companion animals. Anthrozoӧs, 28, 587-600.
Woods, H., Bosacki, S., & Coplan, R. (2016). Canadian early childhood educators’ perceptions of children’s gendered shy, aggressive, and prosocial behaviors. Journal of Research in Childhood Education, 30, 1-14.
2014–2017 Psychological selves in the social world: Attachment, theory of mind and self-concept in adolescence
Polish National Science Centre Collaborative Research Grant
PI: Marta Bialecka-Pikul (Jagiellonian University)
CI: Sandra Bosacki (Brock University)
CI: Anna Kolodziejczyk (Jagiellonian University)
CI: Małgorzata Stępień-Nycz (Jagielllonian University)
This research explores Theory of Mind, attachment and self-concept in Polish adolescents across time and gender. In particular, we explore the developmental and cultural patterns and individual differences among adolescents’ ToM in relation to their sense of self, and social relations with others.
Bosacki, S., Bialecka-Pikul, M., & Spzak, M. (2013). Theory of mind and self-concept in Canadian and Polish Youth. International Journal of Youth and Adolescence (on-line June 14, 2013). 1-13, doi:10.1080/02673843.2013.804423
Kołodziejczyk, A. M., & Bosacki, S. L. (2014). Children’s understandings of characters’ beliefs in persuasive arguments: links with gender and theory of mind. Early Child Development and Care, 185(4), 562–577. doi:10.1080/03004430.2014.940930
2012-2017 Understanding artistic learning and youth arts engagement in a digital age
SSHRC Insight Grant
PI: Suzie O’Neil (Simon Fraser)
CI: Sandra Bosacki (Brock)
CI: Slava Snezyan (Simon Fraser)
CI: Valerie Peters (Laval)
The goal of this research is to explore young people’s artistic learning within arts activities (e.g., music), and their social and emotional experiences of arts engagement within the classroom.
Bosacki, S., & O’Neill, S. (2013). Early adolescents’ emotional perceptions and engagement with popular music activities in everyday life. International Journal of Adolescence and Youth. (on-line May 25, 2013). P. 1-17, DOI: 10.1080/02673843.2013.785438
Bosacki, S. L., & O’Neill, S. A. (2012). Popular music, identity, and emotional competence in adolescents: Implications for the classroom. In S. A. O’Neill (Series Ed.), Personhood and music learning. (pp. 153-164). Waterloo, ON: Canadian Music Educators Association.