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The present study addressed an area of research not yet sufficiently investigated: the environmental sensitivity trait in relation to perceived marginalization in the classroom, dropout intentions, and the quality of teacher-student relationship. Adopting a psychosocial perspective and based on a single study survey with a group of Italian secondary school students, we applied a moderated mediation model. The aim was to determine whether environmental sensitivity was indirectly related to students’ dropout intentions via perceived classroom marginality. Specifically, we proposed that the quality of the teacher-student relationship could act as a protective factor for the well-being of highly sensitive students and, therefore, moderate the relationships between environmental sensitivity and both marginality and dropout intentions. Our research findings partially confirmed these initial hypotheses. An indirect relationship between environmental sensitivity and dropout intentions through marginality was only found when the quality of the teacher-student relationship was low. These findings suggest that positive teacher-student relationship can have a buffering effect, reducing the risk of marginalization for highly sensitive students and thus potentially reducing the risk of early school leaving. Conversely, teacher-student relationship did not moderate the relationship between environmental sensitivity and dropout intentions. Considering these findings, we discuss implications for emerging school-based research on environmental sensitivity and offer insights into potential interventions to enhance highly sensitive students’ well-being and academic trajectories. [ABSTRACT FROM AUTHOR]

Introduction: While much of the worldwide contemporary research on sensory processing sensitivity (SPS) and environmental sensitivity (ES) has relied on the participation of university students, there remains a significant gap in understanding the academic social experiences of those scoring high in SPS (i.e., highly sensitive individuals). Methods: To address this gap, this exploratory study aimed to investigate in detail students' academic socialization through their narratives. We conducted nine interviews with Italian university students who self-identified as highly sensitive. Results: Through thematic reflexive analysis, we identified and analyzed 6 themes (with subthemes and versions of subthemes) concerning their self-definitions, their university experience (in classroom, before, during, and after exams), and socialization with peers and teachers. Discussion: After 20 years of research on SPS, this study integrates the relevant literature into the field of social psychology and academic socialization, emphasizing the importance of understanding SPS within real-life educational contexts and considering highly sensitive students' perspectives on their resources and challenges in attending university. By contributing to the emerging qualitative literature on SPS and ES, this study provides practical implications for educators and policymakers seeking to foster inclusive learning environments for all students. [ABSTRACT FROM AUTHOR]

Cyber‐bullying represents a form of verbal or psychological aggression, carried out intentionally and repeatedly, and perpetuated using digital devices that has negative consequences on the health and well‐being of adolescents. This phenomenon is prevented by contextual and dispositional factors. For this reason, our study investigated both these factors, specifically, the role of the perceived class cohesion in presence of vulnerability factors, that is, low levels of positivity. The results collected on a sample of 689 high school students (Mage = 17.3) suggest that the association between perceived class cohesion and victimisation was moderated by positivity. When young people with low positivity perceived low levels of social cohesion in the group, they experienced more cyberbullying victimisation. However, when high levels of perceived group cohesion were present, these experiences were reduced, regardless of their level of positivity. These results underline the importance of building a positive climate in the class group to prevent cyber‐bullying in adolescence, especially for the most vulnerable individuals. [ABSTRACT FROM AUTHOR]

Previous studies have primarily focused on product innovation, overlooking the examination of organizational processes. This limited perspective poses a theoretical and practical gap as it primarily considers the external aspects of innovation. On the contrary, organizational processes play a crucial role in improving and creating internal operations necessary for product/service innovation success. To this aim, this paper presents a novel approach to enhancing service innovation within complex organizations by integrating Strategic Organizational Counseling (SOC) and Organizational Network Analysis (ONA) methodologies. More specifically, SOC supports organizations in understanding and defining the professional families that need to be triggered in the service ideation, delivery and commercialization process, especially in the case of complex organizations with multiple departments. Secondly, ONA enables the identification of the intra-organizational nodes within the professional families that, due to their social position and other personal characteristics, can be actively engaged as Ambassadors for the promotion of innovation practices. By focusing on intra-organizational processes, understanding role-related needs, and selecting influential organizational actors, this approach provides a new perspective on the service innovation process, assuming both a micro and macro viewpoint. The paper also highlights the importance of cyclically monitoring the proposed workflow to adapt to the dynamic nature of innovation. [ABSTRACT FROM AUTHOR]

Background: Acute behavioral alterations have been frequently reported in patients with autism. However, the question as to whether behavioral problems undergo seasonal variations in autism remains to be addressed., Material/methods: In a prospective observational study over 29 months, problem behaviors amongst 23 young adults with autism and intellectual disability living in a farm community center were assessed. Behavioral problems were recorded daily using the Rossago Behavioral Checklist. Data were collected on clinical characteristics, drug usage, changes in staff composition, daily schedule, rehabilitative activities, and food administration., Results: Problem behaviors showed significant seasonal fluctuations. The frequency of problem behaviors showed a maximum in mid-April and a minimum in mid-October (mean difference: 1.24 behaviors)., Conclusions: Taken together, these data suggest the occurrence of significant seasonal fluctuations in problem behaviors amongst young adults with autism and intellectual disability. Further studies are needed to shed more light on the mechanisms underlying these fluctuations.

Background: People with autistic spectrum disorder (ASD) are affected by a long-life disabling condition, characterized by communication deficits, severe impairments in social functioning, and stereotyped behaviors. Although ASD individuals display several problems in interactions, it has been reported that they may show a peculiar interest in music. Previous studies have suggested a pivotal role for the dopaminergic system in the psychobiology of reward, including the pleasure of music., Design: In the present study, we sought to investigate dopamine DRD3 and DRD4 receptor expression in peripheral blood lymphocytes of adult healthy musicians and age- and gender-matched patients with ASD against the background hypothesis that the dopaminergic system may contribute a biological cause to the reward dimensions of the musical experience in both healthy and autistic individuals., Results: ANOVA showed significant differences in DRD4 mRNA expression between the groups (P = 0.008). Post-hoc analysis showed significant differences between the control group and both musicians (P < 0.05) and ASD individuals (P < 0.05). No differences were found for DRD3 mRNA expression between the groups., Conclusion: Our current results provide intriguing preliminary evidence for a possible molecular link between dopamine DRD4 receptor, music and autism, possibly via mechanisms involving the reward system and the appraisal of emotions.

Objective: Previous studies have suggested that the endogeneous psychotomimetic molecule bufotenine (N-N-dimethyl-5-idroxytryptamine) may play a role in the pathogenesis of severe mental disorders. The potential association of bufotenine with the clinical features of autism and schizophrenia is not entirely understood. In this study, we measured urinary levels of bufotenine in subjects with autistic spectrum disorder (ASD), schizophrenia and healthy comparison subjects free of psychiatric symptoms. We also sought to assess whether urine concentrations of this molecule may be associated with the clinical characteristics of psychiatric patients., Design: Urine bufotenine levels were measured using a high-performance liquid chromatography-mass spectrometry (HPLC-MS) assay in young adults with severe ASD (n=15), patients with schizophrenia (n=15), and healthy control subjects (n=18). The Vineland Adaptive Behavior Scale was used to measure adaptive behaviors in ASD individuals. The Brief Psychiatric Rating Scale (BPRS) was used for patients with schizophrenia., Results: Urine bufotenine levels were significantly higher in ASD subjects (3.30 +/- 0.49 microg/L, p<0.05) and patients with schizophrenia (4.39 +/- 0.43 microg/L, p<0.001) compared with controls (1.53 +/- 0.30 microg/L). Among patients with ASD, there was a significant positive correlation between urine bufotenine and hyperactivity scores on the Vineland Adaptive Behavior Scale (r=0.479, p<0.05). No other associations were detected., Conclusions: Our results indicate that elevated urine levels of the endogeneous psychotomimetic molecule bufotenine may play a role in ASD and schizophrenia, and can be correlated with hyperactivity scores in autism.