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The current study examined the network of relationships among toddlers’ quality of sleep and emotion regulation, parental bedtime practices and involvement, parental self-perceived social support and stress, integrating a novel combination of psychosocial dimensions into a predictive model of quality of sleep and parental stress in a sample of 80 families with 2–3-year-old children. The results indicated that infants’ emotion regulation, as well as proximal context variables, considering both maternal and paternal psychosocial functioning predicted variance in parental levels of stress. Furthermore, the findings showed that the number of child’s night awakenings reported by mothersand thetimerequested bytoddlersto fallasleep, were significantly related to parental distress levels as referred by both parents.

Main purposes of our study were to explore: a) the relationships between massive use of Social Networks sites (SNs) in adolescence, school burnout levels and friendship quality; b) gender differences in massive and problematic use of SNs. 110 Italian high school students (M=69,9%) aged 15-17 years participated in the study. Students were asked to complete self-report questionnaires: an ad-hoc scale for investigating SNs use, The Generalized Pathological Internet Use Scale-2 (GPIUS-2; Caplan, 2010), The Parent and Peer attachment inventory for Friendship Quality (Armsden Greenberg, 1987), The School Burnout Inventory (SBI; Samlela-Aro et al., 2009). Results showed positive relationships between massive SNs use and friendship quality (r = .30, p .01); compulsive SNs (GPIUS-2) use and school burnout total score (r = .25, p .01); massive SNs use and female gender (r = .17, p .05), and finally a positive relationship between SNs use for mood regulation and school burnout total score (r = .20, p .05). Moreover, significant difference emerged between females and males in SNs massive use, with higher levels reported by females (M= 23.55, DS= 3.614) in comparison to males (M=21.89, DS=4.261); t(138)= -2.13, p = .035.Overall, this study highlights different dimensions that could influence SNs massive and problematic use in adolescence, specifically school burnout and friendship quality. Structuring interventions in order to promote socio-relational skills among peers and to prevent school-related burnout could prevent problematic use of SNs in adolescence.

Objectives Transition to parenthood represents a crucial process, followed by significant changes concerning individual and familial psychological wellbeing. Adoptive parenthood can be particularly critical. Knowing how to support resilient attitude of adopting families can lead to successful adoption. Our main aim was to analyse coping strategies and processes that characterize adoption. Materials and Methods 19 families, attending courses on adoption, were recruited; parental age ranges from 35 to 65 yrs. An ad-hoc semi-structured interview based on the three assumptions of familiar resiliency (systems of belief, organizational set-ups and communicative processes) was used. Results Qualitative analysis has been performed by three independent referees. According to 53% of the interviewed, adoption represents the opportunity to expand family; for the 47%, negative circumstances after adoption have been overcame by the attitude of husband and wife to hold out together; in the 37% of the cases, the more apt to give strength to the couple, are the stability of the relationship and enduring dialogue, in order to follow a shared course of action. Out of the family, the social resources most frequently utilized in the first months after the adoption were: extended family (63%), friends (47%) and professionals (74%). The 100% of families feels able to talk about adoption with children. Conclusions The attitude of adoptive couples to set-up effective coping strategies and adaptive abilities to the new situation disclose an excellent familiar resiliency. Supporting families proves of the utmost importance, giving attention to protective factors within the couple, during the transition to adoptive parenthood.

Background: Teachers’ health has emerged as a crucial topic of the quality of the school system. In fact, high rates of attrition and burnout among teachers have emerged to cause their turn-over, sick leave and early retirement, as well as poor quality of the educational activities. The role of negative emotions and feelings experienced at work, in fact, has undoubtedly proven to have a strong impact on the general health of teachers. On the other hand, studies on well-being have proven to offer important opportunities to set up effective policies dealing with public health. More specifically, the role of dispositional, positive affect, such as happiness and self-esteem, has proven to be linked to individuals’ health. Quite surprisingly, this link have not been addressed yet adequately among teachers. Moreover, observing the mediating role played by the teachers’ working environment between dispositional traits and their health may help to develop effective measure for improving teachers’ well-being and the educational attainments of their students. In this respect it is interesting also to operate cross-country comparisons, in order to shed a light on the possible different, effects due to the different educational system and cultural environment. Aims of the study: To develop an exploratory study, aimed at investigating the mediating role played by job satisfaction between teachers’ happiness and self-esteem on the one hand and their physical and mental health on the other. To compare India and Italy, in order to highlight the possible differences between the two countries. Methods: A questionnaire was administered, containing questions about participants’ background information and the following scales: the Job Satisfaction Survey, the Rosenberg Self- Esteem Scale, the Physical and Mental Health Scales (SF12), and the Ivens Scale in the Adapted Version for Teachers: School Children’s Happiness Inventory (SCHI). Participants were 300 primary and middle school teachers from the India and about 250 teachers from Italy. Results: Job satisfaction fully mediates between both happiness and self-esteem, and health teachers in both groups of teachers. Happiness and Self-esteem are linked positively to teachers’ health. Conclusion: Work is a relevant domain to promote teachers’ health, through job satisfaction.

Research shows as work-engagement, enthusiasm and vigor predict work performance and have positive effects on teacher-student relationships and on students' academic outcomes (Bakker, Schaufeli, Leiter Taris, 2008; Bakker, Van Emmerik Euwema, 2006; Duckworth, Quinn Seligman, 2009). According to our quali-quantitative study, two main aims were set: 1) the evaluation of the predictive role of some dispositional variables (subjective wellbeing, compassion and dispositional positive affect) and of some socio-contextual variables (self/co-regulated proactive strategies, constructive climate) on teachers' work-engagement in educational and scholastic services 0/6 years; 2) the qualitatively exploration of dimensions of promoting well-being in educational services. A group of 189 educators and kindergarten teachers was asked to fill the following questionnaires: the UWES-17 (Schaufeli, 2003), the Santa Clara Brief Compassion Scale (Sprecher Fehr, 2005), the Proactive Strategy Scale (Salmela-Aro, 2009), the Positive and Negative Affect Schedule (Watson et al, 1988), the Subjective Happiness Scale (Lyuborminsky Lepper, 1999) and the Teacher self-efficacy and ad hoc interview on components of promoting well-being in educational services. Our main quantitative outcomes showed that compassion and proactive strategies predict higher levels of work-engagement over subjective well-being and dispositional positive affect.