This book presents a structured and practice-oriented framework for understanding human interaction, reflection, and decision-making in team settings. The model is built on three interdependent perspectives: the individual, the relationship with others, and the team as a collective system.
At its core, the book explores how mentalization - the capacity to understand ones own and others thoughts, emotions, and intentions - functions as a key driver of reflection, psychological safety, and effective collaboration under pressure. Rather than offering prescriptive techniques, the text provides a conceptual language that helps readers recognize patterns, regulate behavior, and maintain awareness in complex and demanding situations.
The book is intended for professionals who work with people in high-stakes or learning-oriented environments, including education, leadership, facilitation, emergency services, and team-based organizations. It serves both as a theoretical foundation and a practical reference, supporting the development of individual readiness, relational precision, and collective resilience.
Johnas Christensen is a practitioner, educator, and author working at the intersection of human interaction, reflection, and team development. His work focuses on how individuals and teams function under pressure, complexity, and uncertainty, with particular emphasis on reflection, mentalization, and psychological safety.
He is the developer of the 3Faktor framework, a model designed to support individual readiness, relational awareness, and collective functioning in team-based environments. The framework is used in education, facilitation, leadership development, and professional training contexts where human interaction and decision-making are critical.
Christensen has extensive experience from interdisciplinary and operational settings, and his work combines practical insight with theoretical grounding from psychology, pedagogy, and team research. His writing is characterized by a clear, practice-oriented language that aims to provide readers with conceptual tools rather than prescriptive methods.
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