Search

School teachers are among workers most exposed to stress and burnout—a relevant occupational phenomenon leading to psychological and economic costs. The Environmental Sensitivity individual trait—as captured by the psychological marker of sensory processing sensitivity (SPS)—has been found to have a relevant role in stress and emotional exhaustion at work. Yet, little is still known about heightened SPS in the educational field and on underlying mechanisms occurring in the relationship between SPS, stress and burnout. The current work aimed to explore the association between SPS and burnout among teachers as well as the moderating role of perceived stress and school climate in this association. One hundred and ninety eight teachers (44.3 years; SD = 9.7, 94% F) reported on their levels of SPS, occupational burnout, perceived stress and school climate quality. In line with a vulnerability effect, we found heightened SPS largely associated with burnout. This was particularly evident in a context of high‐perceived stress, suggesting that teachers high on SPS may experience more challenges in the face of elevated stress with the need of more support. When exposed to positive and supportive school climate, highly sensitive teachers showed a decrease in burnout, suggesting high SPS as a valuable strength for benefiting from positive experiences. Findings have the potential to inform the customisation of support programs, assisting both schools and work agencies in increasing their awareness of the role of individual differences in responding to both work‐demand‐related stress and to positive work environments. [ABSTRACT FROM AUTHOR]

Investigating the role of individual differences in Environmental Sensitivity for well-being and stress at work is an emerging area of research with significant potential for practical implications in organizational management and human resources. Recent studies have begun to explore how individuals with high sensory-processing sensitivity (SPS) may be more vulnerable to work-related stress than their less sensitive peers, but may also derive greater benefits from positive job resources when available. The present study aims to investigate the role of leadership style in the complex interplay between individual differences in sensitivity, stress at work, and general well-being. A questionnaire was administered through Qualtrics to a total of 317 workers from two medium-large-sized Italian companies, across two waves between May and July 2022. Findings provided support for a three-way interaction effect, with job stressors exerting an adverse effect on participants' well-being, mitigated by democratic and let-it-be leadership styles at the team level, particularly among highly sensitive individuals. Thus, our findings suggest a vantage sensitivity effect and underscore the importance of cultivating positive work climates to enhance workers' ability to cope with stressors and improve their global well-being, with particular relevance for highly sensitive individuals., (© 2024. The Author(s).)

Cultural identity formation is a complex developmental task that influences adolescents' adjustment. However, less is known about individual variations in trajectories of cultural identity processes and how they relate to youth psychosocial outcomes. Using a person-centered approach, this study investigated patterns of change over a year in cultural identity exploration and resolution, respectively, among ethnically diverse adolescents in Italy. The sample included 173 high school students (M age  = 15 yrs, SD = 0.62, range = 14-17; 58.4% female; 26% immigrant background) who had participated in the Identity Project, a school-based intervention targeting ethnic-racial identity development. Longitudinal latent profile analysis revealed only one profile of change for exploration, whereas four unique profiles for resolution emerged ("stable low," "stable average," "increase low-to-average," "increase high-to-higher"). Overall, youth in the resolution-increase profiles reported the best outcomes. The findings highlight the heterogeneity of adolescents' resolution trajectories and the benefits of an increased sense of clarity concerning one's cultural identity for positive psychosocial functioning., (© 2024. The Author(s).)

This registered report evaluated the efficacy of an Italian adaptation of the Identity Project, a school-based intervention promoting adolescents' cultural identity. Migration background and environmental sensitivity were explored as moderators. After adapting and piloting the intervention, a randomized controlled trial was conducted between October 2021 and January 2022 on 747 ethnically diverse adolescents (M age  = 15 years, 53% girls, 31% with migration background) attending 45 classrooms randomly assigned to the intervention or control condition. Bayesian analyses confirmed the efficacy of the Italian IP in enhancing exploration processes (Cohen's d = .18), whereas no cascading effect on resolution emerged. Youth with higher (vs. lower) levels of environmental sensitivity benefited more in terms of exploration. Implications for developmental theory and practice are discussed., (© 2023 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)

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.

Although conscious aspects of attachment representations can be effectively assessed in middle childhood, the few available self-reports are based on different operationalizations of attachment and do not always show adequate psychometric properties. The current study aimed to develop and evaluate the psychometric properties of the Attachment in Middle Childhood Questionnaire (AMCQ). Using three independent samples of Italian children ( M age = 10 years, 52% = girls), in three interrelated studies we (1) selected a pool of items from existing questionnaires, adapted them to the same response format, and subjected them to exploratory factor analysis; (2) performed confirmatory factor analyses on the retained items; and (3) used structural equation modeling to assess the factor structure, external validity, and invariance across gender and age groups. The final 15-item questionnaire comprised two dimensions (anxiety and avoidance) and a supplementary scale (security). Overall, results supported the reliability and validity of the AMCQ for Italian children.

Self-report questionnaires based on Harter's response format ("Some kids . . . but other kids . . . ") are commonly used in developmental and clinical research settings, but the reliability and validity of this format in middle childhood are still under debate. The current study aimed to test the psychometric proprieties of Harter versus Likert response formats as applied to two attachment questionnaires in a sample of 410 Italian children aged 8 to 10 years. Participants completed the Experiences in Close Relationships-Revised Child version ( n = 102, 4-point Likert-type scale; n = 104, adapted Harter version) and the Security Scale ( n = 95, Harter's format; n = 109 adapted 4-point Likert version). Results of multigroup confirmatory factor analyses indicated that the two response formats exhibited comparable reliability and factorial validity, although a slight superiority of Harter's format emerged for the Security Scale. External validity was supported for both answer formats. Implications for developmental theory and practice are discussed.

Objective: Cognitive inflexibility and over-attention to detail are two cognitive styles common to eating disorders (ED) and other psychopathologies characterized by rigid perfectionism. Despite many options to assess the above styles, the only self-report tool that simultaneously permits their specific assessment is the Detail and Flexibility Questionnaire (DFlex), originally developed to investigate the ED domain. The aim of this study was to validate the Italian version of the DFlex., Method: 170 patients (149 females) with ED and 148 controls (100 females) completed the Italian version of the DFlex., Results: A Confirmatory Factor Analysis showed that the two-factor model originally proposed in the literature was a good fit to the data. Item factor loadings were largely equivalent across clinical and control groups, with intercept distributions showing higher values for the clinical group compared to controls. Both DFlex subscales showed good internal reliability and were able to predict membership to the group condition., Conclusions: The DFlex is a reliable tool for investigation in the ED population. However, because DFlex items do not explicitly assess food and body shape domains, it is possible to extend its use to other psychopathologies characterized by rigid perfectionism. We propose the use of the DFlex in research and clinical practice as a useful tool for better understanding patients' cognitive functioning and in order to support treatment planning., (© 2020 Eating Disorders Association and John Wiley & Sons Ltd.)

The Manchester Child Attachment Story Task (MCAST) is a story stem method suitable for children aged about 4 to 8, aimed at assessing children's attachment representations with a doll-play format that is evaluated with a series of dimensional scales and classifications. Although this instrument has already been validated in previous studies, not all of the findings have been conclusive. The aims of the present study were (1) to examine the factor structure of the MCAST scales, and (2) to test the association between children's dichotomized MCAST classifications and factors with social competence, using the Social Competence and Behavior Evaluation Scale (SCBE) with a normative group of Italian preschoolers (age range 4.4 to 6.1). Results obtained from a sample of 64 children confirm the association of MCAST attachment classifications (security vs. insecurity and organization vs. disorganization) with both social skills and behavioral problems. Further independent studies on the variables analyzed are recommended for corroborating the findings obtained.