Depressive symptoms are highly prevalent among individuals with substance use disorders, particularly opioid use disorder (OUD), yet their clinical meaning is often difficult to determine. In routine practice, these symptoms are commonly interpreted within a binary framework, either as manifestations of an independent mood disorder or as substance-induced states related to intoxication, withdrawal, or early abstinence. Although clinically useful, this distinction may not fully capture a third configuration in which depressive psychopathology emerges within the chronic addictive process itself. This Perspective proposes a tripartite model of depressive states in OUD informed primarily by clinical and dimensional studies conducted in populations with heroin use disorder. First, substance-induced depression refers to mood symptoms temporally linked to the acute or subacute pharmacological effects of substances and generally expected to improve with stabilization or sustained abstinence. Second, an independent mood disorder may coexist with OUD, with particular attention warranted for bipolar-spectrum presentations characterized by affective instability, cyclothymic or irritable temperaments, mixed features, and mood-related patterns of substance use. Third, addiction-related depression describes a persistent depressive configuration associated with reward dysregulation, hypophoria, motivational depletion, cognitive inefficiency, and the Worthlessness/Being Trapped dimension identified primarily in dimensional studies of heroin use disorder. These configurations should not be regarded as rigid or mutually exclusive categories, but as longitudinal clinical formulations that may predominate at different stages of the addictive trajectory. Distinguishing among them may improve diagnostic clarity and support a hierarchical clinical approach in which stabilization of OUD is generally an initial therapeutic priority, while antidepressant and mood-stabilizing interventions are guided by symptom severity, temporal course, psychopathological organization, and evidence of an independent mood disorder.

This study examined the association between dopaminergic genetic variants and environmental factors in young children with disordered eating and their parents. Single nucleotide polymorphisms of DRD2 (rs1800497) and COMT (rs4680) were analyzed in 57 undereating, 51 overeating, and 44 control children, and in their parents. The quality of mother–child interactions during feeding was evaluated by the Italian adaptation of the scale for the assessment of feeding interaction. Child externalizing, internalizing and dysregulation symptoms were assessed with the child behavior checklist, and parental psychological distress with the General Severity Index. Data were analyzed by χ2 tests, ANOVAs, and odds ratios. Children’s undereating was associated with their DRD2 polymorphism; under- and over-eating patterns with DRD2 and COMT polymorphisms, including a gene x gene interaction. Eating behavior was strongly associated with the quality of mother–child interaction but not associated with parent’s genotypes. Finally, parent’s psychological distress correlated with children’s eating behavior but not with genetic variables. Our findings suggest that DRD2 and COMT polymorphisms contribute to early vulnerability to disordered eating, while mother–child relational dynamics act independently of parental genetic factors. Level of evidence III Evidence obtained from well-designed case–control analytic study.

This study investigates the relationship between Tinder use and psychological outcomes in adults, focusing on emotional instability, fragile identity, and psychopathological symptoms, aiming to differentiate between problematic and non-problematic use patterns. Method: Utilizing a cohort of 515 participants aged 18 to 35, the study employs the Bergen Social Media Scale adapted for Tinder, the Self-Concept and Identity Measure, the Difficulties in Emotion Regulation Scale, and the SCL-90/R to measure psychopathological symptoms. The findings indicate that problematic Tinder users exhibit significantly more substantial identity disturbances, emotion regulation difficulties, and higher levels of psychopathological symptoms compared to non-problematic users. These results suggest a correlation between problematic Tinder use and adverse psychological outcomes, including emotional instability and a fragile sense of self. Scientific significance: The study underscores the necessity for additional research into the causal relationships and the development of targeted interventions to mitigate the negative associations of problematic Tinder use with mental health, contributing to the broader understanding of the psychological implications of digital dating platforms.

AbstractThe Daniel Stern concept of the motherhood constellation describes a distinctive psychic organization that emerges in the transition to motherhood, structured by 3 relational discourses and 4 thematic concerns: safeguarding infant life and growth, establishing primary relatedness, securing a matrix of support, and reorganizing maternal identity. Formulated in the mid-1990s, this framework preceded the pervasive integration of smartphones, social media, and artificial intelligence (AI) into everyday life. Contemporary mothers now care for infants in environments saturated by online information, connectivity, and AI-mediated support, raising questions about how these factors participate in and reshape the Stern architecture. This theoretical paper argues that smartphones and AI function not as neutral tools but as systemic actors within the motherhood constellation. Drawing on the Stern model, attachment theory, mentalization research, ecological perspectives, sociotechnical theory, and empirical work on technoference, maternal smartphone use, digital parenting, online maternal communities, and AI-based mental health interventions, we conceptualize digital technologies as entities whose affordances co-structure maternal psychic life. Available findings indicate that they simultaneously expand access to information and support, introduce interactional disruptions, and create new, partially algorithmic matrices of support, with effects moderated by patterns of use, maternal reflective functioning, child characteristics, platform design, and socio-structural conditions. We propose a technologically mediated motherhood constellation, in which smartphones and AI enter all 3 discourses (mother–own-mother, mother–self-as-mother, and mother-infant) and all 4 themes. Rather than asking whether technology is “good” or “bad” for motherhood, we outline a spectrum from technology-enhanced to technology-disrupted constellations and derive implications for clinical practice, research, technology design, and social policy.

In response to escalating global crises and widespread emotional distress, this paper advances a novel integrative framework that reconceptualizes emotional regulation as a relational public infrastructure essential for societal resilience. While traditional models treat emotional regulation as an individual psychological trait, we challenge this paradigm by repositioning it as a systemic capacity grounded in a psychodynamic living systems model. We argue that early caregiving experiences do not merely influence private development but form a foundational “affective infrastructure” that determines long-term social stability. Through this lens, the capacity to be alone is redefined from a solitary milestone to a relationally enabled skill that facilitates collective autonomy and prevents social polarization. We posit that when these relational fields are destabilized by inequality, the resulting dysregulation is a systemic failure rather than an individual deficit. The paper concludes by advocating for a normative shift in public health, treating emotional well-being as a public good cultivated through institutional systems of attunement. This perspective offers a timely and urgent vision for fostering inclusive, cooperative, and emotionally robust futures.

Unstructured free play among children has declined, while digital play via screens has increased, raising developmental concerns. A recent synthesis of this shift is lacking. To review studies (2020–2025) on the decline of unstructured play and rise of digital play in children aged 8–10 and to examine developmental implications, including psychodynamic insights. However, only a minority of included studies reported outcomes specifically for 8–10-year-olds; therefore, age-specific inferences partly rely on studies with broader samples (e.g., 6–12 years), interpreted cautiously. Following PRISMA, we searched PubMed, Scopus, and Web of Science. Thirty-five peer-reviewed studies met inclusion criteria. Data were narratively synthesized. Thirty-five peer-reviewed studies met inclusion criteria; twenty-two primary empirical studies were synthesized in detail. Age reporting was often broad (e.g., 6–12 years), and outcome measures were heterogeneous, precluding formal meta-analysis. Findings show reduced free play and increased screen time, with digital use linked to poorer sleep, less activity, and social–emotional risks. Free play supported creativity and regulation. Effect sizes of the selected studies were generally consistent with cross-sectional associations across studies, though effect sizes varied and were not pooled. Balanced play is essential. Unstructured play fosters key developmental skills that digital engagement may not fully replace.

Background: Adolescents’ engagement with social media and emerging metaverse platforms has become nearly universal, creating environments rich in opportunities for learning, creativity, and social connection. However, these same spaces also enable a range of risky behaviors (RBs) with potential impacts on mental health, safety, and development. Recent research (2022–2025) has documented rising concerns over cyberbullying, online sexual exploitation, self-harm content, problematic use, and new risks specific to immersive VR. Aims: This Perspective uses a narrative synthesis of recent empirical and theoretical literature, including four key articles provided by the author and over 40 additional peer-reviewed and institutional sources, to (i) map the most prevalent and emergent RBs in adolescent social media and metaverse use, (ii) clarify the neurodevelopmental and socio-technical mechanisms that link these behaviors to individual and contextual factors, and (iii) propose a multi-level framework for intervention, policy, and future research aligned with adolescent development. Methods: A narrative synthesis approach was adopted, which is appropriate for integrating heterogeneous study designs and rapidly evolving evidence. The review emphasizes studies published from 2022 to 2025, with a focus on large-scale surveys, longitudinal cohorts, systematic reviews, and scoping reviews relevant to adolescent online risk. Results: Evidence indicates small but consistent associations between high-intensity platform use and internalizing symptoms, with gendered pathways and cultural moderators. Algorithmic amplification contributes to the spread of harmful content, while immersive environments increase the salience and emotional impact of interactions. Certain groups—those with prior trauma, low SES, or marginalized identities—face heightened vulnerability. Conclusions: RBs in digital spaces emerge from the interplay of adolescent neurodevelopment, platform affordances, and socio-cultural context. This Perspective synthesizes recent evidence via narrative review to articulate these mechanisms and to inform an integrated, multi-level framework for harm mitigation that aligns research, platform design, and policy with adolescent developmental needs, while preserving the benefits of digital engagement.

Recent years have witnessed a concerning rise in early-onset eating disorders (EDs), prompting a re-evaluation of their etiology, diagnosis, and treatment within pediatric populations. This perspective article synthesizes emerging evidence on the multifactorial origins of EDs in children, emphasizing a biopsychosocial framework that integrates genetic, epigenetic, psychological, and environmental factors. While early manifestations often diverge from adolescent or adult profiles-marked by somatic complaints, selective eating, and ritualistic behaviors-the disorders significantly interfere with developmental milestones. The COVID-19 pandemic has further exacerbated vulnerabilities, acting as a catalyst for disordered eating behaviors through increased familial stress, isolation, and disrupted routines. Central to this framework is the role of parental psychopathology and parent-child feeding interactions, which profoundly shape children's emotional regulation and attachment patterns. Recent studies also underscore genetic susceptibilities-especially variants in the DRD4 and DAT1 genes-and epigenetic modifications that may mediate the transmission of risk across generations. The article reviews evidence from observational and genomic studies, highlighting how altered gene expression linked to early environmental stress contributes to the heterogeneity of EDs. Finally, it evaluates prevention and intervention strategies, including family-based treatments, digital health tools, and school-based programs. These strategies are essential for timely detection, individualized care, and reducing long-term impairment. Overall, the paper advocates for a nuanced understanding of EDs in children-recognizing their complex origins and developmental implications-to inform clinical practice, public health policy, and future research in pediatric mental health.

Background: This study explores parental dysregulation when associated with adolescents’ involvement in street fights with peers. Parental dysregulation, characterized by emotional volatility, impulsivity, and inconsistent discipline, significantly affects adolescent development, influencing their social, emotional, and behavioral functioning. Street fights, which involve physical violence among adolescents in public settings, pose risks to both individuals and the community. This research aims to identify risk factors and underlying mechanisms associated with adolescent street fights, providing insights for targeted interventions and prevention strategies. Aim: The study employs social learning theory to explain how adolescents may model aggressive behaviors observed in dysregulated parents and family systems theory to highlight the role of dysfunctional family dynamics in being associated with aggression. A sample of 292 male adolescents and their parents was assessed using self-report measures. Results: Statistical analyses revealed higher levels of emotional dysregulation, depression, and hostility among parents of adolescents frequently involved in street fights. Conclusions: These findings underscore the need for interventions focusing on improving parental emotional regulation, reducing hostile behaviors, and enhancing family communication to mitigate adolescent aggression. Further research should explore diverse populations and longitudinal data to strengthen these conclusions.

Background: Adolescence is marked by heightened reward sensitivity and incomplete maturation of cognitive control, creating conditions that favor engagement in risky behaviors. Traditional self-report methods often overlook the fast, automatic processes—such as attentional biases, approach–avoidance tendencies, and associative schemas—that shape adolescent decision-making in real time. Aims: This Perspective aims to synthesize recent (2018–2025) advances in the study of implicit measures relevant to adolescent risk behaviors, evaluate their predictive value beyond explicit measures, and identify translational pathways for prevention and early intervention. Methods: A narrative synthesis was conducted, integrating evidence from eye-tracking, drift-diffusion modeling, approach–avoidance tasks, single-category implicit association tests, ecological momentary assessment (EMA), and passive digital phenotyping. Emphasis was placed on multi-method phenotyping pipelines and on studies validating these tools in adolescent populations. Results: Implicit indices demonstrated incremental predictive validity for risky behaviors such as substance use, hazardous driving, and problematic digital engagement, outperforming self-reports in detecting context-dependent and state-specific risk patterns. Integrative protocols combining laboratory-based measures with EMA and passive sensing captured the influence of peer presence, affective state, and opportunity structures on decision-making. Mobile-based interventions, including approach bias modification and attention bias training, proved feasible, scalable, and sensitive to change in implicit outcomes. Acoustic biomarkers further enhanced low-burden state monitoring. Conclusions: Implicit measures provide a mechanistic, intervention-sensitive complement to explicit screening, enabling targeted, context-aware prevention strategies in adolescents. Future priorities include multi-site validations, school-based implementation trials, and the use of implicit parameter change as a primary endpoint in prevention research.

Background Early adolescent sexual behavior has become an increasing concern in developmental psychopathology due to its complex interplay with psychosocial, familial, and individual factors. Previous studies highlight the role of peer norms, body image, and self-esteem in shaping sexual initiation, yet few have examined their combined effects alongside family functioning and emotional adjustment in preadolescent girls. The present study aimed to explore the relationships among peer pressure, body image, psychopathological symptoms, self-esteem, and family dynamics in predicting the age of sexual initiation. Method A cross-sectional study was conducted with 254 female students aged 11–16 years attending public middle schools. Participants completed standardized self-report measures assessing perceived peer pressure, body image satisfaction, psychopathological functioning, self-esteem, and family relationships. Correlational analyses and structural equation modeling (SEM) were employed to test both direct and mediated effects, with self-esteem and family functioning examined as key mediators. Results Peer pressure and psychopathological symptoms were positively associated with earlier sexual initiation, whereas higher self-esteem and positive family functioning were protective. Body image satisfaction positively influenced self-esteem and indirectly delayed sexual initiation. SEM indicated that psychopathology had both direct and indirect effects (via self-esteem and family functioning) on the timing of sexual behaviors. The model showed an acceptable fit to the data, explaining a substantial portion of the variance in age of initiation. Conclusion Early sexual behaviors among adolescent girls are shaped by a constellation of psychosocial and familial factors. Peer influence and emotional difficulties accelerate sexual onset, whereas strong self-esteem and cohesive family relationships exert protective effects. Interventions promoting self-worth, emotional regulation, and family communication may contribute to healthier developmental trajectories and delayed sexual initiation.

Internet addiction (IA) is one of the global concerns of our time, and research continues on understanding its psychological, neurobiological, and behavioral bases [...]

Background: Alcohol use disorder in the context of heroin addiction presents a significant challenge for clinicians, particularly in selecting the most appropriate pharmacological treatment. Methods: The present study aimed to retrospectively evaluate the efficacy of a six-month methadone maintenance (MM)/sodium oxybate (SMO) combination treatment in reducing ethanol intake among chronic alcohol-dependent patients with heroin use disorder (HUD). Specifically, we compared outcomes between those who continued SMO treatment after alcohol detoxification (MM/SMO-Maintained) and those who discontinued it (MM/SMO-Detoxified). Data were recruited using the ‘Pisa Addiction Database’ through a retrospective, naturalistic, cross-sectional comparative design involving a single patient assessment. Results: Our results indicate that treatment retention was higher in the MM/SMO-Maintained group. Conversely, discontinuing SMO treatment after alcohol detoxification was associated with a higher likelihood of dropout. At the endpoint, the MM/SMO-Maintained group showed significant improvement and was considered less severely ill. Conclusions: Long-term SMO treatment has proven to be well tolerated and effective in preventing relapse in individuals with both alcohol and HUD undergoing agonist opioid treatment. SMO may be considered the closest pharmacological option to substitution therapy for alcohol use disorder, and ongoing agonist opioid treatment should not preclude its co-administration.

Background: Limited research has explored father-child interactions during feeding in dyads where fathers use cocaine, despite the critical role these interactions play in infant development. Methods: This study aimed to evaluate whether paternal cocaine use, psychopathology (measured via the SCL-90/R), and difficult child temperament (assessed using the QUIT) are linked to lower-quality father-child feeding interactions (evaluated through the SVIA) compared to dyads with non-substance-using fathers. Results: Father-child feeding interactions in the substance-using (SU) group were significantly poorer in quality than those in the non-substance-using (NSU) group. Fathers using cocaine displayed elevated SCL-90/R scores, particularly in hostility, anxiety, and depression. Maternal anxiety exacerbated interactional conflict during feeding. Furthermore, in the SU group, higher paternal psychoticism predicted lower-quality feeding interactions (as indicated by three SVIA subscales) but only when combined with higher levels of children's Negative Emotionality. Conclusions: This study highlights the significant challenges faced by substance-using fathers in maintaining high-quality feeding interactions, emphasizing the detrimental impact of paternal psychopathology, maternal anxiety, and child temperament on caregiving dynamics.

Background: Parent–child interactions during mealtime significantly influence social, emotional, and cognitive development in early childhood. Increasing parental use of digital technology has been linked to disruptions in these interactions, a phenomenon termed “technoference,” which is associated with relational conflicts and psychosocial difficulties in children. Feeding interactions are particularly important for fostering attachment and emotional regulation, making them a vital area for studying technology’s effects on parent–child dynamics. Aims: This study aimed to evaluate the impact of parental digital technology use during mealtime on the quality of feeding interactions and child dysregulation symptoms. Two groups were compared: mothers who used devices during mealtime (Technology Group, TG) and mothers who did not (Non-Technology Group, NTG). Methods: Participants included mother–child dyads (TG) and a matched control group (NTG) (Ntot = 174), selected from a broader research project. Mother–child pairs were observed during a 20 min midday meal using the validated Italian Scala di Valutazione dell’Interazione Alimentare (SVIA). The emotional and behavioral functioning of children was assessed with the Child Behavior Checklist (CBCL). Statistical analyses included ANOVAs and post hoc tests. Results: The TG group demonstrated significantly higher scores on all SVIA subscales, indicating greater parental affective challenges, conflict, food refusal behaviors, and dyadic distress. Additionally, children in the TG group exhibited more internalizing and externalizing problems, including dysregulation symptoms on the CBCL, compared to the NTG group. Conclusions: Parental technology use during mealtime negatively affects parent–child feeding interactions and increases dysregulation in children. These findings highlight the need for mindful parenting strategies to limit digital distractions and foster healthier family dynamics.

The integration of Artificial Intelligence (AI) into early childhood education presents new opportunities and challenges in fostering cognitive, social, and emotional development. This theoretical discussion synthesizes recent research on AI’s role in personalized learning, educational robotics, gamified learning, and social-emotional development. The study explores theoretical frameworks such as Vygotsky’s Sociocultural Theory, Distributed Cognition, and the Five Big Ideas Framework to understand AI’s impact on young learners. AI-powered personalized learning platforms enhance engagement and adaptability, while robotics and gamification foster problem-solving and collaboration. Additionally, AI tools support children with disabilities, promoting inclusivity and accessibility. However, ethical concerns related to privacy, bias, and teacher preparedness pose challenges to effective AI integration. Furthermore, the long-term effects of AI on children’s social skills and emotional intelligence require further investigation. This theoretical discussion emphasizes the need for interdisciplinary collaboration to develop AI-driven educational strategies that prioritize developmental appropriateness, equity, and ethical considerations. The findings highlight AI’s potential as a transformative educational tool, provided it is implemented thoughtfully and responsibly. The paper aims to address the following research question: How can artificial intelligence (AI) be meaningfully and ethically integrated into early childhood education to enhance learning, while preserving developmental and relational values?

Background: Previous longitudinal evidence suggested that screen exposure at age 4 was associated with dysregulation symptoms and lower academic achievement up to age 8. Yet, it remains unclear whether these effects persist in preadolescence and extend to higher-order developmental outcomes such as the capacity to be alone, a marker of self-regulation and autonomy within the developmental psychopathology framework. Aim: This follow-up study re-contacted the original cohort at age 12 (T3) to examine whether early screen time predicted dysregulation, academic achievement, and capacity to be alone, testing the mediating role of dysregulation at ages 6 (T1) and 8 (T2), and the moderating role of maternal scaffolding at age 4. Methods: A community sample of N = 323 children and their mothers, previously assessed at T0–T2, was re-evaluated at T3 (mean age = 12.2 years, SD = 0.7). At T0, screen exposure and maternal scaffolding were measured using the StimQ (PIDA subscale). Dysregulation at T1–T3 was assessed with the Teacher Report Form (TRF). Academic achievement in mathematics and literacy was rated by teachers using the Teacher Academic Ratings. At T3, children also completed the Capacity to Be Alone Scale for Children (CBASC). Structural Equation Modeling (SEM) tested longitudinal direct, indirect, and moderated pathways, adjusting for sex, maternal education, and socioeconomic status. Results: Screen time at age 4 was associated with elevated dysregulation at T1 and T2, which in turn mediated poorer mathematics and literacy outcomes and reduced capacity to be alone at age 12 (all p < 0.01). Maternal scaffolding buffered early dysregulation but did not prevent long-term academic or self-regulatory impairments. Conclusions: Findings indicate that early excessive screen use contributes to a cumulative cascade of dysregulation, undermining both academic achievement and the developmental capacity to be alone by preadolescence. Preventive strategies should integrate screen-time guidelines with parental scaffolding interventions.

This article updates and extends a prior longitudinal study on adolescents’ psychological adjustment during short-term study-abroad programs, analyzing a newly collected larger cohort with the same design and measures. Using the same assessment schedule (pre-departure, mid-sojourn, post-return) with a larger cohort, we confirmed the adequate reliability and longitudinal comparability of the Teacher’s Report Form. Mean-level analyses replicated earlier patterns: internalizing symptoms increased during the sojourn and remained elevated at reentry, whereas externalizing problems followed an inverted-U, rising abroad and returning to baseline after return. Person-centered models identified three trajectory classes for both domains: a low-stable group, a transient-elevated group showing a mid-sojourn spike with subsequent recovery, and a small high-persistent group with enduring elevations. Clinical threshold transitions showed a temporary mid-sojourn rise in borderline/clinical cases for both domains, with partial normalization after return. Reliable-change estimates further distinguished transient from sustained change. Together, the findings characterize studying abroad as a moderate, time-bound stressor for most adolescents, with a minority at persistent risk. The implications of these findings include suggestions for front-loaded and reentry supports, pre-departure screening, and targeted mid-sojourn monitoring. The strengths include longitudinal measurement invariance and person-centered modeling; the limitations include teacher-only reports and a short post-return follow-up.

Preadolescence is a critical developmental stage marked by the start of significant physical and cognitive changes posing youths at risk for psychopathology. This study explores the association of Instagram usage with body dissatisfaction, drive for thinness and psychopathological symptoms among preadolescents. We recruited 232 female preadolescents aged 9–10 years and their mothers using a snowball sampling technique. Participants were divided into two groups based on their Instagram addiction levels: no addiction (Group 1) and addiction (Group 2). Measures included the Eating Disorders Inventory-Referral Form (EDI-3-RF), Instagram Addiction Scale (IAS-15), and Child Behavior Checklist (CBCL). Results showed that Group 2 had significantly higher scores in body dissatisfaction, drive for thinness, emotional reactivity, and withdrawal compared to Group 1. Limitations include the small, homogenous sample, reliance on self-report measures, and cross-sectional design, which limits causal inference. Future research should include more diverse samples, longitudinal designs, and a broader assessment of social media use to better understand these complex relationships. Addressing these limitations will enhance our understanding and contribute to developing effective interventions to support the mental health of preadolescents in the digital age. Level III: Evidence obtained from well-designed cohort or case–control analytic studies.