ABSTRACT
How children think, feel, and behave is both influenced by and influences their relationships. This chapter explores theoretical and empirical considerations about the reciprocal relations between the ability to understand mental states of oneself and others, or theory of mind (ToM), and peer relationships during middle childhood and adolescence. Drawing on social-constructivist and psycho-biocultural approaches, I outline the associations between ToM and peer relationships in middle childhood and adolescence. I expand on past research to propose a reciprocal or bi-directional model of ToM and peer relations in middle childhood and adolescence in which peer relations may serve as both a precursor and a consequence of ToM abilities. Research on ToM as a morally neutral psychosocial tool to navigate peer relationships will be explored. Implications for theory, research, and practice on ToM and peer relations will be discussed.
