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Mind-mindedness (MM) refers to caregivers' proclivity to treat a child as having an active and autonomous mental life. It has been shown to be a powerful predictor of many developmental outcomes and to mitigate the impact of risk conditions. However, longitudinal studies on MM reporting changes over time and individual differences among mothers have been scant and quite inconclusive, mainly due to the investigation of changes between only two time points. The current study analyzes MM's developmental trajectories across four time points (3, 6, 9, and 12 months of infants' age) along with the moderating effects of four variables (maternal sensitivity, age, education, and family income). The sample included healthy mother-infant dyads (N = 93, 46 female infants), belonging to monolingual Italian predominantly middle-class families, with 15% (n = 14) classified as low income (below the relative poverty threshold). The dyads were videotaped during semistructured play interactions and transcripts were coded for appropriate mind-related comments (AMRCs) and nonattuned mind-related comments (NAMRCs). Mothers' AMRCs, compared to NAMRCs, showed more temporal stability. Both AMRCs and NAMRCs showed a linear decrease with individual differences across dyads decreasing over time, and dyads becoming increasingly similar one with the other. Low income moderated the normative trend of appropriate mind-related comments. These findings suggest that MM, while depending largely on an individual trait at earlier ages, when infants' mental states are less intelligible, adapts to the increase of infants' sociocommunicative repertoire over time. They also highlight the importance of ecological constraints on the quality of caregiving.

Oral health care can be a difficult experience for a child with Autism Spectrum Disorder (ASD), for their family and for the dentist. The purpose of this study is to provide an understanding of the challenges experienced by the three aforementioned figures during oral care treatment. A cohort of 275 parents of typical development children (TD), 57 parents of children with ASD (3-15 years old) and by 61 dentists, completed two different multiple choices questionnaires. The data obtained show a great difficulty in the treatment of children with ASD as seen by the dentists and by the parents. This is due to: caregivers' demographic issues; difficulties encountered before and during the dental examination; scarce presence of experts in ASD treatment.

This research revealed that the frequency of reported parent-infant singing interactions predicted 6-month-old infants' performance in laboratory music experiments and mediated their language development in the second year. At 6 months, infants (n = 36) were tested using a preferential listening procedure assessing their sustained attention to instrumental and sung versions of the same novel tunes whilst the parents completed an ad-hoc questionnaire assessing home musical interactions with their infants. Language development was assessed with a follow-up when the infants were 14-month-old (n = 26). The main results showed that 6-month-olds preferred listening to sung rather than instrumental melodies, and that self-reported high levels of parental singing with their infants [i] were associated with less pronounced preference for the sung over the instrumental version of the tunes at 6 months, and [ii] predicted significant advantages on the language outcomes in the second year. The results are interpreted in relation to conceptions of developmental plasticity.

This qualitative study explores the emotional and social experiences of 10 children, aged 6–11, residing in foster care before adoption for almost three years. Through semi-structured interviews, the study underlined the needs and expectations of these children, highlighting the necessity for a deeper reflection on the role of foster homes as nurturing and educational communities. The study emphasizes the significance of foster homes in meeting children's autonomy and affection needs, both crucial for overall development. The study reveals that fostering independence and self-determination is essential for children's growth, while emotional support and expressions of love create a warm and caring environment where children feel secure and cherished. [ABSTRACT FROM AUTHOR]

Background: Gestural production, a crucial aspect of nonverbal communication, plays a key role in the development of verbal and socio-communicative skills. Delays in gestural development often impede verbal acquisition and social interaction in children with Autism Spectrum Disorder (ASD). Although various interventions for ASD focus on improving socio-communicative abilities, they consistently highlight the importance of integrating gestures to support overall communication development. This study aimed to investigate the progression of gestural production in preschoolers with ASD one year post-diagnosis, taking into account whether they had received interventions for ASD. Method: This study followed 76 Italian preschoolers with ASD, aged 2 to 4 years, who underwent three different types of interventions or no intervention at all. Data on gestural production were collected using the MCDI, a standardized parent-proxy report. Results: The results indicate that all groups, regardless of intervention type, experienced increased gesture production, suggesting that interventions, combined with factors like time, symptom severity, and learning differences unique to ASD, positively influence nonverbal communication. This improvement may be due to various factors. On one hand, joint attention and socio-communicative interactions drive progress, while on the other, children with ASD may benefit from learning through non-socially mediated linguistic material. Conclusions: These findings highlight the need to understand individual learning preferences and strategies for developing nonverbal communication skills in children with ASD. Identifying effective strategies early on can enhance both diagnosis and intervention planning, ensuring they are tailored to the specific developmental needs of each child. [ABSTRACT FROM AUTHOR]

Infant-directed speech (IDS) is a specific register that adults use to address infants, and it is characterised by prosodic exaggeration and lexical and syntactic simplification. Several authors have underlined that this simplified speech becomes more complex according to the infant's age. However, there is a lack of studies on lexical and syntactic modifications in Italian IDS during the first year of an infant's life. In the present study, 80 mother-infant dyads were longitudinally observed at 3, 6, 9, and 12 months during free-play interactions. Maternal vocal productions were subsequently coded. The results show an overall low lexical variability and syntactic complexity that identify speech to infants as a simplified register; however, the high occurrence of complex items and well-structured utterances suggests that IDS is not simple speech. Moreover, maternal IDS becomes more complex over time, but not linearly, with a maximum simplification in the second half of the first year.

Several studies have demonstrated the role of narrative competence in predicting later academic achievement, but only a few authors tried to highlight exact relationships between the different aspects of these two complex domains. The main aim of the present work was to investigate this association considering the micro- and macrostructural levels of narratives and both the automatism of reading and writing and more complex literacy skills. Participants were 45 Italian children attending the second and third year of primary school. A battery of tasks assessing their narrative, linguistic, and learning abilities was administered. The results partially confirmed the hypothesized associations between narrative macrostructure, in particular information density and the use of psychological lexicon, and 'higher' abilities, in particular written text production.

Background: For investigating the individual–environment interplay and individual differences in response to environmental exposures as captured by models of environmental sensitivity including Diathesis‐stress, Differential Susceptibility, and Vantage Sensitivity, over the last few years, a series of statistical guidelines have been proposed. However, available solutions suffer of computational problems especially relevant when sample size is not sufficiently large, a common condition in observational and clinical studies. Method: In the current contribution, we propose a Bayesian solution for estimating interaction parameters via Monte Carlo Markov Chains (MCMC), adapting Widaman et al. (Psychological Methods, 17, 2012, 615) Nonlinear Least Squares (NLS) approach. Results: Findings from an applied exemplification and a simulation study showed that with relatively big samples both MCMC and NLS estimates converged on the same results. Conversely, MCMC clearly outperformed NLS, resolving estimation problems and providing more accurate estimates, particularly with small samples and greater residual variance. Conclusions: As the body of research exploring the interplay between individual and environmental variables grows, enabling predictions regarding the form of interaction and the extent of effects, the Bayesian approach could emerge as a feasible and readily applicable solution to numerous computational challenges inherent in existing frequentist methods. This approach holds promise for enhancing the trustworthiness of research outcomes, thereby impacting clinical and applied understanding. [ABSTRACT FROM AUTHOR]

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Introduction: Mother--infant attunement is fundamental to supporting infant socio-emotional development. Based on the assumption that we connect better with others if we are aware of and connected with our own experience, mindfulness could affect the maternal ability to attune to the infant. However, little is known about this topic in the first year of life. Study 1 aimed to investigate the role of maternal dispositional mindfulness and mindful parenting in mother--infant physiological and behavioral attunement at 3 months of age. Study 2 aimed to explore the effect of a mindfulness-based intervention not specific to parenting experience on mother--infant behavioral and physiological attunement and on maternal wellbeing at 9 months of age. Methods: In Study 1, mother--infant (n = 67) behavioral and physiological attunement (i.e., co-regulation and RSA) were collected simultaneously each 20 s during face-to-face interaction. Mothers completed questionnaires about their dispositional mindfulness and mindful parenting. In Study 2, mother-- infant dyads were randomly divided into a control (n = 20) and an intervention group (n = 29). The intervention group attended a 5-week mindfulness-based intervention. At T1 and T2, the same procedure described in Study 1 was applied and mothers reported about their wellbeing. Results: Results showed that maternal mindfulness was associated with high physiological and behavioral attunement at 3 months and with more positive maternal behaviors and less stress at 9 months. Analysis evidenced a slight improvement in the intervention group in maternal dispositional mindfulness and a reduction in parenting stress at T2. Discussion: Findings from both studies suggested that maternal mindfulness could represent a protective factor that could support mothers in fostering better dyadic interactions with their infants. The implementation of mindfulness-based interventions for mothers could have preventive and clinical implications. [ABSTRACT FROM AUTHOR]

The focus of this study is bystanders' behavior and their willingness to intervene in cases of intimate partner violence (IPV) in three different countries (China, Italy, and Ethiopia), considering individual and social factors (i.e., right-wing Authoritarianism, masculinity ideology, and gender). The Italian sample was made up of 192 participants (56% male). The Chinese sample was made up of 274 participants (66% female). The Ethiopian sample was made up of 161 participants (53.3% female). Participants completed the Male Role Norms Inventory–Short Form, the Right-wing Authoritarianism Scale, and the Willingness to intervene in cases of IPVAW. The Chinese model suggested how masculinity ideology is negatively associated with "reporting the incident to the authorities" factor, and positively with "not my business" factor. Right-wing authoritarianism is positively associated with "reporting the incident to the authorities" factor. The Italian model suggested how masculinity ideology was positively related to the "reporting the incident to the authorities" factor, and gender was negatively related to "not my business" factor, and positively related to "personal involvement" factor. The Ethiopian model suggested how masculinity ideology is positively associated with "personal involvement in the case" factor and gender is positively associated with the "reporting the incident to the authorities" factor. Masculine ideologies, authoritarian personality characteristics, and gender are predisposing factors toward bystander attitudes when confronted with cases of intimate partner violence. Our findings highlight key areas of focus to help raise awareness related to IPV cases, and policy aimed at promoting prosocial society. [ABSTRACT FROM AUTHOR]

This study aimed to investigate specific associations between structural and acoustic characteristics of infant-directed (ID) speech and word recognition. Thirty Italian-acquiring children and their mothers were tested when the children were 1;3. Children's word recognition was measured with the looking-while-listening task. Maternal ID speech was recorded during a mother-child interaction session and analyzed in terms of amount of speech, lexical and syntactic complexity, positional salience of nouns and verbs, high pitch and variation, and temporal characteristics. The analyses revealed that final syllable length positively predicts children's accuracy in word recognition whereas the use of verbs in the utterance-final position has an adverse effect on children's performance. Several of the expected associations between ID speech features and children's word recognition skills, however, were not significant. Taken together, these findings suggest that only specific structural and acoustic properties of ID speech can facilitate word recognition in children, thereby fostering their ability to extrapolate sound patterns from the stream and map them with their referents.

Adaptive functioning constitutes a fundamental aspect of the phenotype associated with autism spectrum disorder (ASD) in preschool-aged children, exerting a significant influence on both the child and the family's overall quality of life. The aim of this study was to investigate the predictors of the adaptive functioning domains in preschool-age children with ASD at two time points, providing a snapshot of this fundamental developmental step. Methods: Ninety-five children with ASD (M = 3.89, SD = 1.13) were included in the study and longitudinal data (the mean length of the longitudinal data collection was 1 year) on ASD features such as social communication and social interaction, repetitive and restricted behavior, cognitive level, and adaptive functioning were collected. We considered autistic features, cognitive level, and sociodemographic factors as possible predictors of the different adaptive functioning domains one year later. Results: Data obtained showed a worsening of the ASD features and adaptive functioning after one year. Furthermore, the severity of repetitive and restricted behavior predicted adaptive functioning, especially in the social and practical domains of the child, one year later. This prediction was observed alongside the child's cognitive level. Conclusions: The study identifies some potential predictive factors of specific adaptive functioning domains in preschoolers with ASD. Considering how critical adaptive functioning is for the well-being of both the child and their family, it becomes imperative to design early-stage interventions focused on nurturing adaptive skills in children with ASD. [ABSTRACT FROM AUTHOR]

The present study examines narrative competence and its relationships with syntactic and prosodic skills in preschool children. The narrative skills of 30 typically developing Italian children were assessed during their first year of kindergarten attendance (T1) and again one year later (T2). A picture book was used to elicit children's narratives. All stories were examined for narrative competence, syntactic complexity and prosody. The results are discussed in the context of the relationships between prosody and the other linguistic skills, considering that the children who were more proficient storytellers and exhibited better syntactic construction were generally less able to produce their utterances within a single melodic contour. Therefore, the linguistic and cognitive abilities required by a storytelling task may negatively influence a child's ability to produce sentences within a single melodic contour.

Background: Many studies have analysed language development in children with Down syndrome to understand better the nature of their linguistic delays and the reason why these delays, particularly those in the morphosyntactic area, seem greater than their cognitive impairment. However, the prosodic characteristics of language development in children with Down syndrome have been scarcely investigated. Aims: To analyse the prosodic skills of children with Down syndrome in the production of multi-word utterances. Data on the prosodic skills of these children were compared with data on typically developing children matched on developmental age and vocabulary size. Between-group differences and the relationships between prosodic and syntactic skills were investigated. Methods & Procedures: The participants were nine children with Down syndrome (who ranged in chronological age from 45 to 63 months and had a mean developmental age of 30 months) and 12 30-month-old typically developing children. The children in both groups had a vocabulary size of approximately 450 words. The children's spontaneous productions were recorded during observations of mother-child play sessions. Outcomes & Results: Data analyses showed that despite their morphosyntactic difficulties, children with Down syndrome were able to master some aspects of prosody in multi-word utterances. They were able to produce single intonation multi-word utterances on the same level as typically developing children. In addition, the intonation contour of their utterances was not negatively influenced by syntactic complexity, contrary to what occurred in typically developing children, although it has to be considered that the utterances produced by children with Down syndrome were less complex than those produced by children in the control group. However, children with Down syndrome appeared to be less able than typically developing children to use intonation to express the pragmatic interrogative function. Conclusions & Implications: The findings are discussed considering the effects of social experience on the utterance prosodic realization.

Children differ in their environmental sensitivity (ES), which can be measured observationally or by self-report questionnaire. A parent-report scale represents an important tool for investigating ES in younger children but has to be psychometrically robust and valid. In the current multistudy, we validated the parent-report version of the Highly Sensitive Child (HSC-PR) scale in Italian children, evaluating its factorial structure (Study 1, N = 1,857, 6.2 years, age range: 2.6–14 years) through a multigroup Confirmatory Factory Analysis in preschoolers (n = 1,066, 4.2 years) and school-age children (n = 791, 8.8 years). We then investigated the HSC-PR relationship with established temperament traits (Study 2, N = 327, 4.3 years), before exploring whether the scale moderates the effects of parenting stress on children's emotion regulation (Study 3, N = 112, 6.5 years). We found support for a bi-factor structure in both groups, though in preschoolers minor adaptations were suggested for one item. Importantly, the HSC-PR did not fully overlap with common temperament traits and moderated the effects of parenting stress on children emotion regulation. To conclude, the HSC-PR performs well and appears to capture ES in children. [ABSTRACT FROM AUTHOR]

Introduction: Understanding how internal characteristics of teachers impact their teaching practices can shed light onto ways to promote inclusivity. Specifically, teachers' personality traits and social anxiety could influence their acceptance of others, influencing student acceptance and achievement, yet minimal research has explored these relationships. Method: The role of personality characteristics and social anxiety related to ethnic prejudices and homophobic attitudes were investigated in a sample of 551 Italian secondary school teachers (76% female, age range: 20–70; M = 46.20) using the teachers' attitudes towards the representation of homosexuality in film and television scale, the big five questionnaire short form, the subtle and blatant prejudice scales, and the Social Phobia Inventory. Results: The first model suggested that higher levels of conscientiousness combine with lower levels of agreeableness and extraversion are related to blatant prejudice. As participant age increased, those with lower levels of agreeableness and higher levels of conscientiousness expressed subtle prejudice. Increased age combine with lower levels of agreeableness was also linked to negative attitudes towards lesbian and gay topics. Similar results were found in the second model, which included social anxiety; however, social anxiety was found to impact negative attitudes towards lesbian and gay topics only, while the effect of age towards subtle prejudice disappeared. Conclusions: Personological characteristics such as personality and social anxiety were found to impact ones attitudes and acceptance towards ethnic groups and lesbian and gay populations. Policy Implications: Our findings highlight key areas of focus to help raise awareness and address socio-emotional through school supports, teacher trainings, and policy aimed at promoting inclusive education systems. [ABSTRACT FROM AUTHOR]

The sexual harassment of adolescents is a heterogeneous phenomenon; however, some aspects of the perpetrators of these crimes appear obscure or little - known. This study aims to investigate the emotional and relational skills of a sex Offender through the critical analysis of his psychological path. The sex Offender is a middle - aged man accused of sexual acts with minors. The patient has socio - relational deficits as well as immaturity in the sexual-affective sphere, which make him vulnerable. During the clinical path, he was very tired and felt the weight of what he was caring for. The patient should carry out training aimed at restructuring his cognitive distortions, working on the aspects concerning relationships. This case study highlights how necessary investments are in policies that allow sex Offenders to try to improve their conditions as well as allowing social inclusion free from prejudices and stigmatizations. It will ultimately reduce the risk of recidivism. [ABSTRACT FROM AUTHOR]