The paper explores the relationship between attachment processes and the development of the capacity to understand mental states in oneself and others, known as "mentalizing" or "theory of mind." The authors suggest that mentalizing is a key determinant of self-organization, which is acquired through early social relationships. They review evidence linking the quality of attachment relationships between parents and children to reflective function, and propose a model of self-organization that emphasizes the caregiver's ability to communicate understanding of the child's intentional stance. The implications of this model for pathological self-development, particularly in the context of maltreatment, are discussed. The paper also examines the developmental roots of reflective function in infancy, including the role of teleological and mentalizing models, representational mapping, and the transmission of attachment security. It highlights the importance of secure attachment in fostering mentalizing abilities and suggests that secure attachment may be a catalyst for learning mentalizing concepts through social engagement. The authors propose mediational models involving pretense, talking, and peer group interaction as potential pathways through which secure attachment enhances mentalizing. Finally, they outline a tentative model of how reflective parenting may directly relate to the development of mentalization.The paper explores the relationship between attachment processes and the development of the capacity to understand mental states in oneself and others, known as "mentalizing" or "theory of mind." The authors suggest that mentalizing is a key determinant of self-organization, which is acquired through early social relationships. They review evidence linking the quality of attachment relationships between parents and children to reflective function, and propose a model of self-organization that emphasizes the caregiver's ability to communicate understanding of the child's intentional stance. The implications of this model for pathological self-development, particularly in the context of maltreatment, are discussed. The paper also examines the developmental roots of reflective function in infancy, including the role of teleological and mentalizing models, representational mapping, and the transmission of attachment security. It highlights the importance of secure attachment in fostering mentalizing abilities and suggests that secure attachment may be a catalyst for learning mentalizing concepts through social engagement. The authors propose mediational models involving pretense, talking, and peer group interaction as potential pathways through which secure attachment enhances mentalizing. Finally, they outline a tentative model of how reflective parenting may directly relate to the development of mentalization.