Search

Studyholism is a new potential clinical condition characterized by high levels of obsessive-compulsive symptoms that might also be associated with high study engagement, which is a positive study-related behavior. Hence, the Studyholism Inventory (SI-10) has been created to evaluate both Studyholism and Study Engagement. We aim to expand the measurement of Studyholism by proposing an extended version of the SI-10, which evaluates Studyholism obsessive symptoms (like the SI-10), but also compulsive symptoms and social impairment. We created a pool of 45 items covering three hypothetical factors: Obsessions, Compulsions, and Social Impairment. Then, through Exploratory and Confirmatory Factor Analysis on 1047 Italian University students, we confirmed the three-factor solution for a 15-item version. The SI-15 showed a good fit (CFI = .97; RMSEA = .05), good internal consistency, and good convergent and divergent validity. Given that Studyholism is a new emerging construct, the SI-15 could be a useful instrument in further research to address its features and correlates. It could also be used to conduct an extended evaluation of students scoring high on the Studyholism subscale of the SI-10 to evaluate if they might benefit from a clinical interview and an intervention to reduce their obsessions and/or compulsions regarding studying., Author(s): Yura Loscalzo [sup.1] , Marco Giannini [sup.1] Author Affiliations: (1) grid.8404.8, 0000 0004 1757 2304, Department of Health Sciences, School of Psychology, University of Florence, , Via di San [...]

Studyholism (or obsession with studying) is a new potential clinical condition introduced in the literature in 2017. Since then, growing research has supported its conceptualization as a clinical disorder and highlighted some potential intervention targets, namely trait worry, social anxiety, negative interpretation bias, and defense mechanisms. The present study aims to extend the literature concerning psychodynamic-related constructs that might constitute targets for interventions aimed at reducing Studyholism by investigating the role of attachment in 1073 students (Mage = 23.48 ± 3.77), balanced concerning civil status (i.e., currently being single or involved in a relationship/non-single). Among the main findings, we found that insecure attachment—mainly preoccupied attachment—is a positive predictor of Studyholism in both non-single and single students. However, there are also some differences depending on the civil status. Finally, (single) disengaged studyholics have a statistically significant lower level of secure attachment than (single) engaged studyholics. In conclusion, this study showed the value of distinguishing between non-single and single students when investigating the role of attachment. Regarding problematic overstudying specifically, the study provided support for its definition as a clinical disorder, also with evidence of the appropriateness of its OCD-related conceptualization. Finally, it suggests preoccupied (insecure) attachment as a target to reduce Studyholism by fostering in students the feeling of being loved and deserving of being loved in their current adult relationships. [ABSTRACT FROM AUTHOR]

This study analyzed the psychometric properties of the Italian translation of both the Short Almost Perfect Scale (SAPS) and the Short Multidimensional Perfectionism Scale (SMPS), and the academic implications of perfectionism on 414 Italian college students aged between 18 and 58 years. Results revealed some limitations with the SAPS factor structure that, once addressed, yielded scores with good internal consistency and convergent validity. The SMPS had adequate psychometric properties. Higher perfectionistic strivings scores were associated with better academic performance and with higher rates of studying. This study provides support for the usefulness of both the SAPS and the SMPS in understanding relationships between different perfectionism dimensions and academic outcomes for Italian students.

Music therapy is conceptualized as a systematic process of interventions and shared experiences that promote change in individualized health and wellbeing contexts. Change processes are crucial in music therapy, but little is known about certain factors, mediators, and mechanisms that cause or lead toward such change processes. There is a strong need for developments of theoretical and methodological frameworks of change in music therapy to achieve this goal. The current body of knowledge shows a lack of research on this topic, particularly on how to strategize and study change, how to understand research design and statistical analysis of change, and how to support and strengthen what is known today about change processes in music therapy. This article is grounded in theories that address complex interventions that cause a change in music and creative arts therapies as a means of guiding a dialogue about the potential for influencing research strategies and methods that investigate change processes. The review of the literature shows that although new studies about the efficacy of music therapy have been made in recent years, literature is extremely limited about predictors, moderators, shapes of change, stages of changes, processes, and mechanisms of change. There is strong evidence that music therapy works. However, it is not entirely known how, when, and why music therapy produces a change. Based on the findings in the current body of knowledge, further studies are needed to investigate every aspect of change with a pluralistic and interdisciplinary approach, which integrates methods from across the natural sciences, mathematics, arts, behavioral, and social sciences. This article introduces a framework addressing these issues, attempts to bridge current gaps in knowledge, expand capacity in the field of music therapy research, and equip clinicians, researchers, and professionals with tools and knowledge on change process research. [ABSTRACT FROM AUTHOR]

There are many instruments for evaluating perfectionism. However, there are few instruments for evaluating maladaptive perfectionism in the school context specifically, and there is no brief instrument for use across different school levels. Hence, we created the Study-related Perfectionism Scale (SPS), which evaluates the potentially maladaptive combination of high perfectionistic strivings and concerns related to study through five items. We conducted exploratory and confirmatory factor analyses on 804 Italian college students (Mage = 24.01 ± 4.35) and 310 Italian adolescents (Mage = 16.15 ± 1.60) from secondary schools of second grade. After evaluating factor structure, we performed convergent validity analyses. We found support for the SPS as a 5-item, one-factor instrument with good psychometric properties. The SPS may be used in future research and to develop preventive interventions for improving students' well-being and academic performance. [ABSTRACT FROM AUTHOR]

Instagram is the social network with the largest number of adolescent users in Italy; it is also the social network with the largest number of suicide‐related posts. Suicide is the third leading cause of death in Italy in the 15–19 age group. This study aims to describe Italian posts on Instagram related to suicide and to investigate whether there are differences in the number of likes, comments, and hashtags in relation to the characteristics of the posts. We searched for Italian‐language Instagram posts by typing '#suicidio', an Italian translation of the English word 'suicide', and found 303 posts between January and May 2022. Most of the posts were written by ordinary people, while only a small percentage of posts were written by professionals; moreover, the content was predominantly biographical and pro‐suicide, and most posts had no reference to adolescence. Posts with a neutral approach received the most likes, while posts with a negative or positive approach to suicide or that contained references to psychiatric disorders had the most hashtags. These results provide insight regarding guidelines that can be implemented for suicide online prevention and encourage psychologists to enhance online prevention and support using the online community inherent to the Instagram social network. [ABSTRACT FROM AUTHOR]

Working as a peacekeeper is associated with the exposure to acute and/or catastrophic events and chronic stressors. Hence, the meager literature about peacekeepers' wellbeing has mainly analyzed Post-Traumatic Stress Disorder (PTSD). This study aims to deep the analysis of the wellbeing of peacekeepers military. Based on the few studies on this population, we hypothesized that Italian peacekeeper military officers and enlisted men (n = 167; 103 males, 6 females, 58 missing) exhibit lower levels of internalizing symptoms (i.e., PTSD, depression, general anxiety, obsessions, and somatization) as compared to a control group (n = 60; 32 males, 28 females). Moreover, we hypothesized that peacekeepers have higher levels of psychological resources (i.e., self-efficacy, self-esteem, social support) and quality of life (i.e., higher life satisfaction and lower general stress). We compared the groups by means of MANOVAs on the subscales of the Psychological Treatment Inventory (PTI; Gori et al., 2015). We found that Italian peacekeepers have lower internalizing symptoms and higher levels of selfefficacy and self-esteem than the control group; however, no statistically significant differences were observed on perceived social support. Finally, peacekeepers have a higher quality of life: scores reflect higher life satisfaction and lower distress than the control group. This study is in line with previous literature supporting the claim that Italian peacekeeper military officers have sufficient psychological resources for coping with the stressful situations implied in peacekeeping missions. Future studies should deepen the analysis of the military's psychological characteristics by comparing war veterans and peacekeeper military. [ABSTRACT FROM AUTHOR]

Copyright of BPA - Applied Psychology Bulletin (Bollettino di Psicologia Applicata) is the property of Giunti O.S. Organizzazioni Speciali and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Change in music therapy is often modeled linearly. In linear analysis, change is represented as the difference between the scores recorded before and after treatment, where changes in the input are proportional to the output. However, changes in complex systems are often not linear and depend on time. We propose Dynamic Systems Theory (DST) as a means to overcome the shortcomings of linear analysis and enrich the study of change in music therapy. This article aims to introduce and critically discuss the applications of DST in music therapy, focusing on its theoretical and methodological aspects. DST offers a meta-framework to model nonlinear change in music therapy, considering time as continuous. The application of DST can further enhance the understanding of how music therapy works, the shape of the change, and how the relevant therapeutic processes within music therapy support therapeutic change. An introduction to DST theory is provided along with its history, implications, assessment methods, statistical analyses, mathematical modeling, and implementation examples in music therapy research. [ABSTRACT FROM AUTHOR]

We aim to test the feasibility and effectiveness of Premature Triadic Music Therapy (PT-MT) in the premature baby unit. The design was a clinical pre-test-post-test trial with a convenience sample. Inclusion criteria were a gestational age higher than 28 weeks for preterm infants and the absence of shock or extreme distress for parents. Six preterm children (with a gestational age of 33 to 36 weeks) and their parents participated in the study. For the children, we measured heart rate, blood perfusion, and blood saturation at three different times (pre-PT-MT, during PT-MT, after PT-MT) as quantitative indicators of distress. Their parents completed the Edinburgh Postnatal Depression Scale (EPDS) before and after the PT-MT intervention. We found a statistically significant lower heart rate and a marginally statistically significant higher blood perfusion during PT-MT, as compared to the baseline. However, these changes were not present at the end of PT-MT. The parents' EPDS scores were not statistically significantly lower at the post-test, although, the Medians of the scores did decrease. PT-MT is a promising intervention for the reduction of distress in both parents and children. Further studies should include a higher number of sessions and participants. [ABSTRACT FROM AUTHOR]