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Recently, social anxiety disorder (SAD) and paranoia have been demonstrated to be closely related. However, data were primarily drawn from adult community samples or patients with schizophrenia. The present study used a cross-sectional design to evaluate a sample of adolescents with SAD (n = 30, mean age 15.3 ± 0.9 years) compared with an age- and sex-matched group of healthy controls (n = 26, mean age 15.9 ± 1.6 years). The SAD group displayed more frequent and intense paranoid thoughts than the control group (t = 4.16, p < 0.001). The level of paranoid thoughts was significantly predicted by the degree of social phobia, even after adjusting for sex and other anxiety disorders, although adjusting for depression slightly reduced the extent and significance of the prediction. A lack of awareness about the association between SAD and paranoia may lead to incorrect diagnoses (e.g. misdiagnosis of psychotic disorders), or it may negatively influence the (psycho)therapeutic process and patient outcomes. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, governments had to impose social isolation measures to safeguard the citizens' health. However, this could have affected psychological problems. The aim of the present study was to investigate the psychological effects associated with social and emotional isolation during the acute phase of the COVID-19 in Italy. To this purpose, the degree of social isolation and loneliness and the presence of psychological problems (externalising and internalising) were investigated online in a sample of 395 young adults (18-30 years; 57% women). Results confirmed the relevant association between social isolation, loneliness and psychological problems, in both internalising and externalising dimensions. Particularly, loneliness showed the strongest association. Moreover, consistently with surveys conducted during the COVID-19-era, data highlighted that men were more vulnerable to social isolation and loneliness than women. These results underline the need for adequate interpersonal support during moments of isolation to prevent negative effects on psychological problems., (© 2023 The Authors. International Journal of Psychology published by John Wiley & Sons Ltd on behalf of International Union of Psychological Science.)

Background: Several studies have shown that during COVID-19 pandemic outbreak, emotional symptoms increased in the general population. Less is known about youths., Methods: We surveyed a sample of Italian adolescents during the strictest quarantine period and assessed the effects of socio-demographic and psychological factors on current emotional symptoms. A convenient sample of 326 adolescents (age range 14-19 years) participated in a web-based survey. We collected data on several socio-demographic and psychological variables (summarized into three indexes: environmental context, changes in lifestyle, and worries about infection) and psychopathological symptoms (previous psychopathological status, current anxiety and depressive symptoms)., Results: Descriptive analysis showed that adolescents have experienced quarantine under very different conditions; they reported 47.5 and 14.1% of anxiety and depressive symptoms, respectively. Regression analyses indicated that previous psychopathological status and worries about infection are linked to anxiety and that female gender, previous psychopathological status (moderated by change in lifestyle), worse environmental context are linked to depression., Conclusion: This study indicates that, facing the COVID-19 pandemic and its related safety measures, adolescents show relevant emotional symptoms and therefore should be monitored, assessed and supported.

Introduction: The present study examined the efficacy of the universal prevention version of the Coping Power Program in reducing behavioral and emotional problems and in promoting prosocial behaviors in middle-school classrooms., Methods: The study used a randomized control study design; and the sample included 839 middle-school Italian youths (411 males), attending 40 middle-school classrooms. The students were in seventh or eighth grade, and they had an average age of 13.24 years (SD = .65; range 12-14 years). Ninety students were Africans, the rest were Caucasian. Teachers and parents completed the Strengths and Difficulties Questionnaire, before and after intervention. We used the 24-session universal prevention adaptation of Coping Power, which aims to improve children's emotional regulation and social problem-solving skills., Results: Linear mixed models and effect sizes indicated that behaviors improved as a result of the Coping Power intervention. Specifically, the program was effective in reducing internalizing problems and increasing prosocial behaviors., Conclusions: The Coping Power Universal effectively adapts an existing evidence-based program, and is believed to be a useful strategy also to improve social emotional skills in middle-school students., Competing Interests: Declaration of competing interest John E. Lochman is the co-developer of the Coping Power program and receives royalties from the Oxford University Press for the Coping Power Implementation Guides for the Child Group Program and the Parent Group Program. He is also the PI on grants from NICHD and NIDA, which provide funding for intervention, research on the Coping Power program. Pietro Muratori, Iacopo Bertacchi and Consuelo Giuli are the developers of the CPU and receive royalties from Erikson press for the CPU manuals. All the other authors declare that they have no conflict of interest., (Copyright © 2019 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.)

Background: The aim of this study is to examine the prevalence of behavioural and emotional problems in a sample of school children living in Campania, a region of South Italy., Methods: The Child Behavior Checklist (CBCL) Parent Report Form (PRF) and the CBCL Teacher Rating Form (TRF) were administered to parents and teachers of a sample of school children aged 8-9 yr., Results: The subjects (SS) eligible for the study were 3072. In 2137 (69.5%) cases parents returned the envelopes back. 1228 (57.4%) subjects were excluded because of lack of signed consensus, unfilled or incomplete forms. Parents reported children's behavioural or emotional Total Problems in 14.7% of the SS. (5.2% borderline, 9.5% clinical), Internalizing Problems in 18.5% (8.0% borderline, 10.5% clinical), and Externalizing Problems in 8.5% (3.8% borderline, 4.7% clinical) respectively. At the Competence Scale of CBCL more than 2/3 of the sample show high rate for Total Competence Problem (24.3% borderline, 47.3% clinical.) Teachers reported 8.7% of SS having Total Problems, (4.3% borderline, 4.4% clinical), Internalizing problems were detected in 13.3% of the sample (4.9% borderline and 8.4% clinical), while Externalizing problems were reported for 9.6% of SS (4.1% borderline and 5.5% clinical). In the sub-scale of Academic Performances teachers report a high number of subjects with problems, 18.7%, whose 4.3% had a "borderline" score, and 14.4% had a "clinical" score., Conclusion: Concerning Total Problems (clinical and borderline SS, 14.7% as reported by parents, 8.7% as reported by teachers) we obtained a prevalence similar to that reported in the rest of the country, with differences in gender (males 13.2%, females 16.0% as reported by parents; males 7.4%, females 9.7% as reported by teachers). The difficulties in social and relationship competencies area were higher (4/10 children). This datum should be cautiously evaluated because the possible inadequacy of CBCL competences scale.