Literature has highlighted a significant relationship between chronic disease and mental health, particularly in inflammatory bowel disease (IBD). The aim of the study was to evaluate the prevalence of anxiety and depressive symptoms and suicidal ideation in a sample of adolescents with IBD and identify associated risk factors. A retrospective analysis of demographic, clinical, and mental health data was conducted using validated instruments (PHQ-9 for depressive symptoms; GAD-7 for anxiety symptoms; PHQ-9 > 0 for suicidal ideation) on 147 pediatric patients (mean age = 15.7 +/- 2.6; males = 77 [52.4%]) with IBD treated at the Bambino Ges & ugrave; Children's Hospital in Rome. A regression analysis was conducted to assess the influence of risk factors (age, sex, previous surgery, time since diagnosis, body mass index, type [Crohn's disease vs. ulcerative colitis], and disease activity). Approximately one-fifth of the sample of adolescents with IBD exhibited clinically significant signs of anxiety and depression (moderate to severe symptoms of both anxiety and depression were observed in 22.4% and 20.4% of patients, respectively) and approximately one-sixth of patients reported suicidal ideation (15.6%), suggesting a higher prevalence in all three areas compared to the general population. Females demonstrated higher levels of anxiety and depression compared to male. Among the risk factors considered, maintaining a healthy body weight has a positive effect in reducing anxiety symptoms. Adopting a multidisciplinary approach that integrates psychological prevention and interventions into the treatment of these patients appears essential, particularly in adolescence.
The development of social-relational skills in children is of fundamental importance for their overall development. A << social-relational skills workshop << was carried out involving 51 students (28 M / 23 F) from three classes in the fourth year of the primary school of an institute in Rome for the year 2022/2023. In particular, sections in which emotional and relational difficulties had been reported were selected. The project was implemented over three months from March to May 2023. At the beginning of the workshop, a skills assessment questionnaire was administered to the children and parents: the << Social Skills Check-list >> (Salviato et al., 2020). The instrument consists of 13 items with Likert scale responses describing different social skills and emotional competences. The average score obtained from the total sample was 24.96 (DS = 3.39) for the version completed by the children (with two children scoring below 20) and 25.90 (DS = 3.89) for the version completed by the parents. The questionnaires were administered a second time at the end of the workshop in order to extrapolate information regarding the effectiveness of the project. This investigation revealed that for the questionnaires completed by the children, the workshop achieved positive results. In particular, this experience allowed some children with greater difficulties to experiment directly within the classroom context, showing a considerable increase in social-relational skills at the end of the course. These results were noted by the children themselves, their peers and teachers. Finally, the implementation of the project in the classrooms fostered an increase in dialogue between classmates on the dynamics perceived as problematic, which were used as material to work on, offering a valuable opportunity to grow relationships and increase cohesion between classmates.
. Accidental injuries are common among adolescents, particularly among those with attention-deficit/hyperactivity disorder (ADHD). The aim of this study was to analyze the relationship between the propensity for risk-taking behaviors leading to injury (as reported by adolescents and their parents) and manifestations of inattention and hyperactivity. To this end, a questionnaire assessing the frequency of injury-risk behaviors was administered to 21 adolescents (aged 11-16 years) with ADHD, 21 typically developing peers, and their parents. The results indicate that adolescents with ADHD and their parents reported a higher frequency of behaviors that could lead to injuries compared to their peers. These findings underscore that adolescents with ADHD, according to both self-reports and parental reports, exhibit a greater propensity for risk-taking behaviors, highlighting the importance of considering these aspects among the potential daily-life impacts of the disorder.
This paper describes the experience of quality assessment and promotion carried out in a sample of municipal early childhood education services using the Italian adaptation of the Infant/Toddler Environment Rating Scale (ITERS). The study illustrates how the tool was employed not only for evaluative purposes but also to promote the quality of educational and care practices through feedback and training interventions involving the educational staff. In light of evidence regarding the positive impact that high-quality daycare can have on children's development-both directly and as a protective factor against environmental risk factors during the early years of life-the use of tools such as ITERS emerges as essential for the periodic monitoring of daycare center quality.
A crucial tool assessment for ADHD children is represented by rating scales. Although rating scales for adolescents already exist in Italy, they imply a series of problems. In this paper we present the new Scale SDA-COM/11-18, an adaptation of widely validated scales for younger children, designed to identify ADHD symptoms and commonly associated traits in adolescents. The filling out of the scale by teachers and parents for more than 4,300 adolescents aged between 11 and 18 allowed for the establishment of normative scores and a comparison of teacher and parent ratings. The findings showed that: a) parents rating are always higher than teacher ratings, b) age variations in the identification of symptoms are modest, c) as already found in literature, correlations between parents and teachers ratings given by teachers are low.
This survey is the result of a reflection by professionals working in the field of Learning Disorders (LD) who, collecting reports from families and teachers, have experienced difficulties in properly understanding the diagnoses issued by public and private centres. Poor diagnosis comprehension may generate severe consequences on the design of an adequate school and extracurricular intervention. Two questionnaires were developed and disseminated with the support of the Italian Association for Dyslexia (AID) and the Italian Association for Research and Intervention in Psychopathology of Learning (AIRIPA), receiving responses from 820 parents of students with LD and 2,971 teachers. These questionnaires investigated the difficulties encountered by parents and teachers in understanding the diagnostic report, in drafting and implementing the Personalized Didactic Plan (PDP) and in the planning of interventions. The responses showed that the relationships between professionals and families are moderately satisfactory but may raise comprehension problems. Conclusions are focused on specific aspects of the diagnostic report that should be improved to facilitate a more effective understanding of the documentation and to ensure targeted support for students with LD, both in school settings and beyond.
The article introduces a cognitive behavioral program, called << Exploring Feelings >> and describes a psychotherapeutic intervention on a patient with autistic spectrum disorder (level 1, previously defined as high-functioning or Asperger) focusing on the efficacy on emotional regulation processes, especially on anger. Then, the basic characteristics and details on the clinical application of Cognitive Behavioural Therapy (CBT) for the neurodevelopment disorder are reported.
Problematic smartphone use has emerged as a new psychosocial risk factor, with repercussions at both the individual level and within relational dynamics. This scoping review examined the phenomenon of parental phubbing-that is, parents' tendency to ignore their children in favor of a smartphone. The search strategy targeted studies involving parents and children aged 0-10 years. Results show consistent associations between parental phubbing and a reduced quality of the parent-child emotional bond, which is further linked to behavioral problems such as social withdrawal, aggression, and a heightened predisposition to problematic smartphone use. Future research should address current methodological limitations and develop evidence-based prevention strategies.
The need of updating the diagnosis of Specific Learning Disorder (SLD) and of the consequent certification has been questioned on the basis of the consideration that neurodevelopmental disorders persist along the whole life span. In the present intervention, following a round table at the XXXI National AIRIPA Conference, the reassessment of children with learning problems is considered necessary as it takes into account the potential variations in the severity of learning difficulties and in the characteristics of the functional profile, with their implications for the intervention. Theoretical, clinical and normative implications are considered and suggestions for an appropriate reassessment are offered.
An initiative originating from the DISCEE (Cognitive Dysfunctions in Developmental Age) Master's program at the Catholic University of the Sacred Heart in Milan (Italy) is reported. The intervention was designed to integrate the clinical training offered within the master with the identified needs of students with low socio-economic background, with the goal of contrasting the << educational poverty >>. A group of students from migrant families, who were all bilingual and born in Italy, were assessed to identify possible difficulties and learning disabilities. The initiative was challenging and suggested some reflections about the impact of the linguistic and cultural context on the clinical assessment process.
Non-Suicidal Self-Injury (NSSI) is an increasingly recognized public health concern, especially among adolescents and young adults. It is closely associated with significant mental health difficulties and constitutes a major risk factor for future suicide attempts. The authors provide a broad and up-to-date overview of the issue, integrating two complementary perspectives: findings from studies on clinical populations and results from research conducted in community samples. Current evidence shows a rising prevalence of NSSI worldwide, in both females and males, with a peak in early adolescence that parallels the growing use of mental health services. Several key questions remain open: the impact of different assessment tools, the factors distinguishing transient from persistent patterns of NSSI, the relative weight of intrapersonal versus interpersonal psychological motivations, the role of comorbid psychopathological conditions, and the actual effectiveness of preventive interventions. Addressing these issues requires continuous efforts from clinicians and researchers to develop more effective, evidence-based responses.
The present study aims to examine potential discrepancies in mother-adolescent measurements regarding emotional-behavioral problems in adolescents and the relative influence of gender and age on them. Therefore, a community sample of 87 Italian adolescents aged 10 to 19 years (M-age = 15.8, SD = 2.2; 48.3% males) and their respective mothers (M-age = 48.3, SD = 4.6) was involved, and they were administered the self-and parent-reported YSR and CBCL questionnaires. The sample was further divided into two groups based on age. Results suggest substantial agreement between informants and systematically higher self-reported scores, while not entirely univocal effects of gender and age emerged.
. Due to the impact of new technologies and distance lessons, the importance of the ability of pro cessing videolessons has become very high. The paper describes the case of a learning disabled ten years old girl who, despite a high verbal IQ of 120, presents a series of comprehension problems. Surprisingly these problems are minor in the case of reading comprehension, where on the contrary reading decoding difficulties should have a major impact, and higher in the oral comprehension of a text or in the processing of a videolesson. The paper suggests that one reason for this difficulty could be due to the girl's weak ability to use the visuospatial information associated with the videolesson.
The spectrum of Fetal Alcohol Spectrum Disorders (FASD) refers to a broad range of consequences resulting from alcohol exposure during intrauterine life. Recent studies confirm its incidence among adopted children, yet the well-being of adoptive mothers remains unexplored. This present study, employing an online questionnaire completed by 44 adoptive mothers of children with FASD aged from 8 to 27 years old, investigates the association between parental stress, support from partners and friends, and subjective well-being. Findings indicate that parental stress is negatively associated with emotional well-being, partner support serves as a protective factor for psychological well-being, and friend support for social well-being.
This document discusses the screening and assessment of Binge Eating Disorder (BED) in children and adolescents, highlighting the lack of adequate knowledge and tools for clinicians to screen and assess BED at this age effectively, distinguishing its peculiarities compared to bulimia. Existing tools for screening and assessment are reviewed, with a critical reflection on the need for comprehensive standardized assessment procedures evaluating emotional and mood triggers, and social factors.
Mentalization represents a key dimension for understanding and treating eating disorders in the developing age. It develops within the social matrix of attachment relationships and when it is impaired individuals become more vulnerable to develop clinical problems such as eating disorders. Although scientific research shows a growing interest for the mentalization in eating disorders, at the clinical level it is still poorly implemented within diagnostic assessment and treatments. Therefore, promoting its knowledge in clinical setting would be desirable.
The present study aims to investigate, through semi-structured interviews with 33 adult adoptees, the representation of the meta-familiar space in which adoption is situated. In line with the biaxial model, participants' position with respect to the here-and-now elements (adoption axis) and the distant or lost elements (origin axis) was analysed. All the transcripts were examined through a semantic approach. The majority of the respondents assumed a central or intermediate position with respect to the space encompassing both axes. The study suggests that the position assumed by adoptees in the meta-familiar space should be taken into account as a crucial node while working with adult adoptees and while accompanying adoptive families.
The communicative openness (CO) includes all the adoption-related communications within the adoptive family. Essential for the well-being of family members, CO could be influenced by parents' reflective functioning and children's psychological adjustment. The current study explores the connection between these aspects in a sample of 295 parents (72% women) using self-report questionnaires. Findings highlight the link between CO and the presence of parents' pre-mentalizing and certainty about the mental states and children's emotional and conduct difficulties, helping create post-adoption interventions targeting these dimensions.
Anorexia nervosa is a disorder that is widespread in the youth population with an increasingly early onset and a high risk of becoming chronic. Although the pathogenesis is multifactorial, it seems that the competing risk factors alter the possibility of adequate stabilization of the Self, which should reach autonomy in adolescence. The evidence in the literature underlines how the treatment of the disorder is faster and more effective in adolescence than in adulthood. For this reason, it seems extremely relevant to promote early identification and the initiation of treatments in childhood rather than waiting for adulthood to pay attention to the discomfort of these patients.
Feeding Nutrition Disorders are serious and complex psychiatric disorders that affect physical, psychological, and social functions and can sometimes have fatal outcomes. The peak onset in adolescence makes clinical pictures even more complex, so it is essential to employ a holistic perspective and a multidimensional, multidisciplinary and multiprofessional perspective in diagnosis and psychiatric interventions. Our Service is also involved in acute, crisis situations marked by particular severity. We report a clinical case with characteristics of urgency, emergency and severity, treated at our Day Hospital with a combined in-home hospitalization and day treatment approach, which made it possible to avoid the patient's hospitalization, thanks to the collaboration of a multidisciplinary team and the integration of the medical world, including psychiatric, internist and nutritional, and psychological expertise.
