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The aim of this study was to assess the quality of the processes of a Youth-led Participatory Action Research (YPAR) citizenship education project by examining a 2-year intervention that involved 43 Italian high school students. We collected qualitative data (focus groups with students and interviews with teachers) to capture participants' perspectives, as well as longitudinal quantitative data to monitor the process over time (assessing school climate, perceived quality of participation, and group participation norms). The results revealed that YPAR was successful in reducing hierarchy, facilitating group activities, and recognizing youth voice, thus changing students' perception of their school environment and views on participation and active citizenship. The intervention also changed teachers' perceptions of students. YPAR proved to be a suitable option for citizenship education in school.

Democratic school climate, critical reflection, and student participation at school have been linked to the development of civic and political attitudes. The study aims to identify the contribution of these characteristics to the development of civic and political attitudes and their impact on students' participation (civic, political, activist, and lifestyle/online). Questionnaire data were collected in two waves with 1589 students from four European countries (Italy, Sweden, Germany, and the Czech Republic). Structural equation modelling tested the effects of school characteristics on different types of participation, mediated by institutional trust, political efficacy, and political interest. The results highlight the importance of opportunities for active involvement and critical reflection in fostering interest, efficacy, and all forms of participation activities. Democratic school climate was found to positively impact institutional trust and efficacy, but not participation. The findings highlight the need for a school environment that invites critical reflection and gives value to students' participation.

Studies on youth participation tend to characterize youth as either active and trustful or as passive and alienated. This cross-national and longitudinal study examines patterns of citizenship orientations characterized by both manifest and latent involvement differentiated by one's position toward institutional politics (trustful or distrustful) among 1,914 adolescents from five European countries (53.5% female; M[subscript age] = 16.27). Demographic and proximal contextual correlates associated with different orientations at a 1-year interval were also assessed. Latent profile analysis identified four groups of citizenship orientations among adolescents: engaged trustful, engaged distrustful, unengaged trustful, and unengaged distrustful. Differences of membership likelihood were found for background characteristics (gender and family income), school characteristics (track, democratic climate, student participation, and its perceived quality), family, and peer norms of participation.

Psychological sense of community among early adolescents has been investigated using instruments developed for adolescents/adults or ad hoc scales. The aim was to contribute to the validation of a scale of Sense of Community in Early Adolescents (SoC-EA) using a 3-year longitudinal study. Participants were 576 Italian students attending middle schools. Participants filled out a questionnaire 3 times, in the second term of their first, second, and third middle school years. Results provided support for a five-factor model and both bifactor and exploratory structural equation modeling (ESEM) models had excellent fit. The SoC-EA can be scored according to each subscale or a total score. In addition, the SoC-EA demonstrated (a) longitudinal measurement invariance across the middle school years; (b) good internal consistency, test-retest reliability, and test-retest correlation across the 3 years; and (c) adequate construct validity. Findings support the use of the SoC-EA to measure sense of community in early adolescence.

Youth-led participatory action research (YPAR) is a theoretical-methodological approach that has been designed to promote positive development (e.g., well-being and health, social-emotional and cognitive development, academic or career advancement) and civic engagement among young people. Although YPAR holds particular promise, there has been little systematic assessment of its effects. Moreover, no study has investigated the role of YPAR in the promotion of active citizenship. We report on an effectiveness evaluation of a YPAR project designed to promote European active citizenship (i.e., identification and attitudes toward a political entity, institutional trust, participation, and political alienation) and social well-being among adolescents. Our sample included 69 Italian high school students (35 in the intervention group; 34 in the control group). We evaluated the impact of YPAR using a pretest-posttest control group design and fitting the generalized estimating equations procedure. The results showed that participants in the intervention group reported increased scores on social well-being, institutional trust, and participation and decreased scores on political alienation compared with the control group. We found no significant effects for identification as European and attitudes toward a political entity. Findings support the benefits of YPAR in terms of social well-being and active citizenship.

School sense of community has been associated with students' well-being. However, this finding is based on cross-sectional studies and longitudinal studies are required to confirm this association. We hypothesized that school sense of community is longitudinally associated with students' well-being. We recruited 106 Italian students attending a public high school. We measured school sense of community and students' well-being at the beginning of the school year (Time 1) and students' well-being at the end of the school year (Time 2). Results from Bayesian linear regression analysis revealed that school sense of community at Time 1 significantly predicts students' well-being at Time 2. In addition, school sense of community at Time 1 was a statistically significant predictor of students' well-being at Time 2, even after controlling for students' well-being at Time 1, age, and gender. Results of this study support the theory that school sense of community increases well-being., Author(s): Gabriele Prati [sup.1] , Elvira Cicognani [sup.1] Author Affiliations: (1) grid.6292.f, 0000 0004 1757 1758, Department of Psychology, University of Bologna (Italy), , Viale Europa 115, 47521, Cesena, FC, [...]

School sense of community has been associated with lower levels of students' aggressive behaviors. The main aim of the study was to examine whether the magnitude of the influence of school sense of community on students' aggressive behavior is similar or different across schools with different levels of aggressive behaviors. Participants were 1,800 Italian students attending 44 middle and high schools. Using multilevel modeling (a random intercepts and slopes model), we found that the magnitude of the negative relationship between sense of community in the school and students' aggressive behaviors was stronger in schools with high levels of aggressive behavior.

Objective Quality of life (QOL) and quality of care (QOC) in systemic lupus erythematosus (SLE) remains poor. Satisfaction with care (SC), a QOC surrogate, correlates with health behaviors and outcomes. This study aimed to determine correlates of SC in SLE. Methods A total of 1262 patients with SLE were recruited from various countries. Demographics, disease activity (modified Systemic Lupus Erythematosus Disease Activity Index for the Safety of Estrogens in Lupus Erythematosus: National Assessment trial [SELENA‐SLEDAI]), and QOL (LupusPRO version 1.7) were collected. SC was collected using LupusPRO version 1.7. Regression analyses were conducted using demographic, disease (duration, disease activity, damage, and medications), geographic (eg, China vs United States), and QOL factors as independent predictors. Results The mean (SD) age was 41.7 (13.5) years; 93% of patients were women. On the univariate analysis, age, ethnicity, current steroid use, disease activity, and QOL (social support, coping) were associated with SC. On the multivariate analysis, Asian participants had worse SC, whereas African American and Hispanic patients had better SC. Greater disease activity, better coping, and social support remained independent correlates of better SC. Compared with US patients, patients from China and Canada had worse SC on the univariate analysis. In the multivariate models, Asian ethnicity remained independently associated with worse SC, even after we adjusted for geographic background (China). No associations between African American or Hispanic ethnicity and SC were retained when geographic location (Canada) was added to the multivariate model. Canadian patients had worse SC when compared with US patients. Higher disease activity, better social support, and coping remained associated with better SC. Conclusion Greater social support, coping, and, paradoxically, SLE disease activity are associated with better SC. Social support and coping are modifiable factors that should be addressed by the provider, especially in the Asian population. Therefore, evaluation of a patient's external and internal resources using a biopsychosocial model is recommended. Higher disease activity correlated with better SC, suggesting that the latter may not be a good surrogate for QOC or health outcomes.

Neighborhood sense of community and school sense of community have been associated with important outcomes for adolescents. However, the complex interplay between neighborhood sense of community and school sense of community among adolescents is not clear. Moreover, the studies showing an association between neighborhood sense of community and school sense of community have been cross-sectional. The present study investigated the directionality of the relationship between neighborhood sense of community and school sense of community using a longitudinal cross-lagged design. Using structural equation modeling, a cross-lagged panel analysis revealed that school sense of community at Time 1 significantly predicts neighborhood sense of community at Time 2 even after controlling for neighborhood sense of community at Time 1. However, neighborhood sense of community at Time 1 did not predict school sense of community at Time 2. Results of this study support the theory that school sense of community can provide students with a bridge between school and community.

The topic of youth participation in the public sphere has received increasing attention within recent psychological research. The literature remains somewhat fragmented between different conceptualizations varying in their specificity or broadness. The present study aims to map the current state of debate in psychology regarding youth civic and political participation and to identify the prevalent themes that characterize the research in the discipline from 1990 to 2016. A semantic content analysis with the software T-Lab was performed on a corpus of 1,777 publications retrieved from the PsycInfo database. The results highlight the increasing number of academic contributions on the topic, confirming the growing importance of the issue within psychology. The study sheds light on the spheres of participation, in which the discipline has attempted to make a contribution, namely: traditional and online political context, institutional civic education, adolescent development, and rights-based activism. Moreover, the findings reveal the existing opposing priorities of research that focus either on the explanation of specific forms of involvement or on the formation of future citizens. Within the thematic attention to young people’s civic and political development, there seem to be two general approaches that see youth in divergent ways: as citizens whose civic capacities are to be fostered or as targets for top-down training interventions. This systematic thematic review calls attention to the disparate ways in which youth participation is being addressed in psychology and highlights the need for greater theoretical integration in the field of study.

It has been widely argued that effective citizenship education should focus on more than mere teaching of civic knowledge, but should provide a wider range of opportunities for the experience of participation and development of skills, efficacy and interest instrumental to active citizenship. Opportunities for critical reflection such as open classroom discussions, fairness at school, institutional efficacy and student participation at school activities have been linked to the development of civic and political attitudes. The capacity of school education to provide opportunities for critical reflection on students’ participative experiences, however, has not been explored empirically sufficiently. This paper aims to identify the contribution of different school characteristics to the development of civic and political attitudes and their impact on students’ level of participation in civic activities through a mixed methods study. Questionnaire data collected in two waves with 685 adolescents from Italy were analyzed through structural equation modeling to test the effects of school characteristics at Time 1 (democratic climate, student participation and critical reflection) on civic participation at Time 2, mediated by institutional trust, civic efficacy and political interest. In order to explore the quantitative findings and examine further students’ perceptions of the school aspects that support their civic involvement, focus group discussions were conducted with students from secondary schools with different tracks.The results highlight the importance of opportunities for active involvement in school and critical reflection in fostering political interest, efficacy and civic participation. Democratic school climate was found to impact institutional trust and civic efficacy, but not participation. Students’ accounts of schools’ citizenship education activities highlight further the need for a participative environment that rises above information transmission by inviting critical reflection and giving value to students’ active involvement in the institution.

A substantial amount of literature has revealed gender gaps in political participation. However, little is known about such gaps when using more comprehensive measures of civic and political participation including online participation. In the present study, we recruited a sample (n = 1792) of young people living in Italy. Controlling for age, majority/minority status, socioeconomic status, respondents’ educational attainment, and parents’ educational attainment, we found that female participants reported higher scores on online and civic participation, while male participants were more likely to report political and activist participation. The effect size for these gender differences was small. In addition, we did not find any gender differences in voting behavior in the last European parliamentary elections, national parliamentary elections, and local elections. These findings highlight the need to move toward a more comprehensive and detailed picture of gender gaps in political engagement and participation including different types of participation.

Civic and political participation (CPP) is often routinely operationalized through the same questions, as can be found in many related studies. While questions can be adapted in accordance with the research purposes, their psychometric properties are rarely addressed. This study examines the potential methodological problems in the measurement of CPP, such as the conflict between construct validity and measurement invariance, as well as unequal item functioning between some groups of people. We use the Rasch model to test 18 CPP questions for their relevance for the European youth population and to study differential item functioning between groups based on (1) age, (2) gender, (3) economic satisfaction, and (4) country of living. We discovered that CPP questions are strongly connected with the cultural and social context and can discriminate against some groups of people. The results demonstrate the need to develop more culturally responsive methods to study CPP and the paper offers suggestions on how to do so.

Democratic school climate, critical reflection, and student participation at school have been linked to the development of civic and political attitudes. The study aims to identify the contribution of these characteristics to the development of civic and political attitudes and their impact on students' participation (civic, political, activist, and lifestyle/online). Questionnaire data were collected in two waves with 1589 students from four European countries (Italy, Sweden, Germany, and the Czech Republic). Structural equation modelling tested the effects of school characteristics on different types of participation, mediated by institutional trust, political efficacy, and political interest. The results highlight the importance of opportunities for active involvement and critical reflection in fostering interest, efficacy, and all forms of participation activities. Democratic school climate was found to positively impact institutional trust and efficacy, but not participation. The findings highlight the need for a school environment that invites critical reflection and gives value to students' participation. [ABSTRACT FROM AUTHOR]

The new clinical construct of embolic stroke of undetermined source (ESUS) suggests that many cryptogenic strokes are related to minor-risk covert embolic cardiac sources or to embolus from non-occlusive plaques in the aortic arch or in the cerebral arteries. The authors analyzed the prevalence of ESUS in a real-life condition in Italy and compared the recurrence rates in cryptogenic strokes, cardioembolic strokes, and ESUS. The authors retrospectively reassessed according to ESUS criteria 391 consecutive admissions in a stroke unit where extensive diagnostic search was routinely performed. Recurrences in each stroke type within a 3-year follow-up period (mean time: 25.44 months - standard deviation: 9.42) were also compared. The prevalence of ESUS in the aforementioned cohort was 10.5%. All ESUS patients received antiplatelet agents. Warfarin was prescribed in 56.9% of cardioembolic strokes. The recurrence rate in ESUS patients was 4.4% per year, slightly higher than in cardioembolic strokes (3.5%) and significantly higher than in cryptogenic non-ESUS (1.2%) (P

O objetivo central de nosso texto é compreendermos a construção da intersubjetividade em Merleau-Ponty, do sujeito na relação com o outro em suas construções existenciais e fazermos a mesma reflexão sobre a concepção do estabelecimento da intersubjetividade na teoria do Construcionismo Social, na possibilidade de um diálogo, sem, contudo, a pressuposição de uma conclusão de acepção moral de atribuição de maior valor a uma teoria em detrimento da outra. Para tanto, iniciamos com algumas breves considerações sobre os afetos e desafetos históricos entre filosofia e psicologia para, posteriormente, delinearmos melhor nosso ponto central em Merleau-Ponty e no Construcionismo Social, desenvolvendo os possíveis significados da intersubjetividade nestes. É interessante notarmos que, apesar da distância no tempo e da construção teórica entre Merleau-Ponty e o Construcionismo Social, podemos verificar uma similaridade na busca de uma solução ao problema sujeito-objeto transcendendo a esta polarização nas considerações sobre a intersubjetividade mesmo que com propostas divergentes.

The aim of the present work was the development of a novel glycosaminoglycan (GAG)-based injectable formulation intended for intra-articular administration that should best mimic the healthy synovial fluid. Hyaluronic acid (HA) was chosen among GAG polymers, since it is the most abundant component of the synovial fluid. A DoE (Design of Experiment) approach was used for the development of a formulation containing two HA (very high (VHMW) and low (LMW) molecular weight) grades. The rationale for this choice is that so far, no commercial product based on a single HA grade or even on binary HA mixture possesses optimal viscoelastic properties in comparison with healthy synovial fluid. A full factorial design was chosen to investigate the influence of concentration and relative fraction of the two polymer grades (retained as factors of the model) on formulation functional (viscosity and viscoelastic) properties, which are considered response variables. Thanks to the DoE approach, the composition of the optimized HA formulation was found. The addition to such formulation of an injectable grade fat-free soy phospholipid, which was rich in phosphatidylcholine (PC), resulted in improved lubrication properties. The final HA + PC formulation, packaged in pre-filled sterile syringes, was stable in long-term and accelerated ICH (International Council for Harmonisation) storage conditions. The overall results pointed out the formulation suitability for further steps of pharmaceutical developments, namely for the passage to pilot scale.

Previous attempts to classify youth policies emphasised the importance of the underlying “concept of youth”, which sustains and legitimises specific policy measures. The aim of this study is to identify, through a bottom-up approach, the main orientations which characterise recent youth policies in Italy. Twelve documents (published from 2012 to 2016) at the national, regional and local levels are analysed through content analysis. Four main policy orientations emerge, each characterised by a different representation of young people and solutions/aims. Representing young people as talents often implies an orientation toward skill development; seeing youth as a resource is often associated with the promotion of their possible contribution to the society. Negative representations of youth (as vulnerable and as problems) characterise protective solutions. Each approach is characterised as well by specific risks, strengths and supporting institutions. A useful framework for the analysis of youth policies at the national and international levels is discussed.

The provision of activities with external benefits that rely on voluntary contributions may often fall below societal needs. In this article, we focus on such contributions to a citizen science project (the World Community Grid) in which members of the general public are asked to offer unused computer power to advance cutting-edge scientific research. We investigate the role played by symbolic awards in stimulating existing contributors to recruit new contributors for this project. The recruitment campaign we study introduces badges for referrals (visible on each user's public profile page) varying, across randomized treatment groups, the threshold of successful referrals needed to receive these badges. We find that these symbolic incentives are effective in boosting referrals, and more so when the minimum threshold for achieving symbolic awards is higher. However, the overall effect of the incentives is quite modest, highlighting the challenges of running referral campaigns for the recruitment of volunteers. [ABSTRACT FROM AUTHOR]

Sense of community in the school has been associated with a range of important outcomes for students. However, there are currently no standard definitions of sense of community in the school with corresponding measures with established psychometric properties. To fill this gap, the main aim of the present study was to propose a model of sense of community in the school, its operationalization and to examine its key psychometric properties (factorial structure, reliability, differential item functioning, differential test functioning of the scale and discriminant, convergent, and criterion validity). Participants were 1,076 students from 22 public middle schools and 724 students from 22 public high schools located in the Italian city of Genoa and its province. To test the dimensionality of the scale, we conducted exploratory and confirmatory factor analysis under the Item Response Theory paradigm. Exploratory factor analysis confirmed three dimensions: Membership, Emotional connection, and Opportunities. A confirmatory factor analysis revealed that the bifactor model exhibited the largest improvement in fit. Cronbach’s alpha, omega total, and omega hierarchical indicated a good reliability for the measure. Internal consistency was satisfactory, considering Cronbach’s alpha and omega. Analysis of differential item/test functioning of the scale showed that girls and boys as well as students attending middle school and those attending high school responded in largely similar ways to the measure. Finally, the instrument demonstrated good discriminant, convergent, and criterion validity. Together, these findings indicate that our theory driven model of sense of community in the school is valid and that the instrument is a reliable measure for assessing sense of community in the school.

Research examining youths' political development mostly focused on young people as a general group; comparatively less attention has been devoted to the examination of gender pathways toward citizenship. Two studies were conducted addressing (a) the role of parents' participation and the moderating role of adolescent gender and age group (n = 1419) and (b) the role of adolescent social and civic participation and the moderating role of adolescent gender and type of school (n = 1871). Results confirmed the gender gap in political interest and in the use of the Internet for political participation, while no differences emerged for political activity and voting intentions. Adolescents' political engagement and participation are influenced by parents' participation (especially among girls) and by adolescents' social and civic participation (especially among boys). The impact of adolescents' social and civic participation on conventional participation (voting intentions) is partially mediated by sense of community and institutional trust. (Contains 5 tables and 6 figures.)

We consider the Cauchy problem for a Schrödinger equation with an Hamiltonian depending also on the time variable and that may vanish at t = 0. We find optimal Levi conditions for well-posedness in Sobolev and Gevrey spaces.

A large number of stroke patients cannot be discharged at home. Studies on post stroke disposition have low validity outside the country in which they are carried out because healthcare systems offer different rehabilitative and long-term facilities. Moreover absolute selection criteria for admission to rehabilitation are not available yet. Few studies on post-stroke disposition from Italian stroke units are available. Authors evaluated data of a 18-month period from a geriatric managed stroke care area where comprehensive multi-professional assessment and discharge planning are routinely carried out. Only patients discharged with diagnosis related to acute stroke were considered. Baseline characteristics, clinical, neurological and functional conditions according to the structured multidimensional assessment were prospectively collected in the stroke unit registry. Univariate and multinomial logistic regression were performed to identify independent variables associated with three discharge settings: home, rehabilitation and skilled long-term ward. Out of 188 patients evaluated, 56.4% were discharged home, 18.6% to rehabilitation and 25.0% to long-term ward. Data showed an efficient disposition to intermediate settings with a shorter length of stay compared to other international studies. Factors associated with post-stroke disposition were age, dysphagia, neurological impairment on admission (NIH-SS≥6), after stroke functional status (mRankin≥3), poor pre-stroke functional level (mRankin≥3) and hemorrhagic stroke. Dysphagia, severe neurological impairment and post-stroke disability were associated with discharge to rehabilitation and long term ward. These two settings differed in age and pre-stroke functional condition. Patients discharged to long-term wards were about 10 years older than those admitted to rehabilitative ward. Only 5% of patients discharged to rehabilitation had a pre-stroke mRankin score ≥3. Disposition to a skilled longterm ward of older patients with pre-stroke disability seemed positive on an economic ground but further studies are mandatory to understand the consequences in terms of functional recovery and social costs.

In the study of young people's relationships with residential contexts, it is important to consider the role of developmental tasks (e.g. identity construction, academic and professional choices, etc.) in influencing Place Identity and Sense of Community. Residential mobility may represent an adaptive strategy for modifying some aspects of one's identity and a contributing factor to the development of autonomy from the family. Limited attention has been devoted to the study of the ways young people deal with their attachments to old and new places within this process. This study involved 203 university students, attending a large university in the North of Portugal. The aim was to investigate Place Identity (PI) and Sense of Community (SoC) related to the home town, and differences according to residential condition (native vs. temporary resident) and year of attendance (I vs. IV). Among students who moved, the role of motives (forced vs. voluntary) and of residential choices after graduation on PI and SoC were assessed. Results indicated that, among students who moved for academic reasons, SoC and PI related to the home town were lower and decreased from the first to the fourth year. SoC was higher among students who experienced the relocation as a forced choice. Students who anticipated to return to their home town after graduation had higher SoC and PI.

This study investigated the role of sensation seeking, peer group drinking and self-efficacy in refusing to drink alcohol in influencing alcohol consumption of a sample of 588 Italian university students. Results confirmed that heavy drinkers are typically males living in university residences. Alcohol use is more frequent among students with higher sensation seeking. Moreover, students whose friends drink alcohol and who report lower self-efficacy in refusing to drink alcohol tend to drink themselves to a higher rate and to be involved in drunkenness episodes. The impact of sensation seeking on drinking behaviors appears to be partly influenced by perceived group drinking and perceived self-efficacy. Results emphasise the importance of preventative interventions targeted to group norms and enhancing students' refusal skills. (Contains 2 tables and 4 footnotes.)

The role of conflict in parent-adolescent relationships is a topic of considerable theoretical debate and empirical investigation; however, limited attention has been devoted to the strategies used by family members to deal with disagreements and their outcomes and how they differ from early to late adolescence. This study explored conflict styles and outcomes in a sample of 302 families with adolescent children (total N = 906), of two age groups (13-year-olds and 15-year-olds). One hundred sixty-four adolescents (45.7%) are female. Participants completed the "when we disagree" scales. Results from both adolescents and parents confirmed the intensification of conflict from early to middle adolescence, in terms of conflict style (higher aggression, lower compromise) and outcome (lower intimacy). Age trends differ according to gender; in particular, there is evidence of a more difficult position of older girls, and of the worsening of mother-adolescent relationship from early to middle adolescence.

Sense of Community (SoC) is a key theoretical construct in community psychology. This study validated a SoC scale for adolescents (SoC-A) in Italy. The scale comprises 20 items and five components: satisfaction of needs and opportunities for involvement; support and emotional connection with peers; support and emotional connection in the community; sense of belonging; and opportunities for influence. The sample included 661 Italian high school students (47% male and 53% female) between the ages of 15 and 18 years old. Factor analysis and confirmatory factor analysis confirmed five components corresponding to the original work of Cicognani, Albanesi, and Zani (2006). The boys scored higher on SoC than girls. There were no differences between age groups. Results showed differences in SoC between types of schools (lycee, vocational and technical institutes). These findings provide support for the 20-item SoC-A scale and its underlying multidimensional theory of SoC. (Contains 5 tables and 1 footnote.)