Validation of the Italian Version of the Behavioral Inhibition Questionnaire (BIQ) for Preschool Children.

Behavioral Inhibition (BI) is a temperamental trait characterized by fear and wariness in reaction to new and unfamiliar stimuli, both social and non-social. BI has been recognized as possible forerunner of anxiety disorders, especially social anxiety and phobia; therefore, its assessment is clinically relevant. The present study aimed to examine the psychometric properties of the Italian adaptation of the Behavioral Inhibition Questionnaire (BIQ), which measures BI in preschool children. The BIQ was completed by 417 Italian parents (230 mothers, 187 fathers) of 270 preschoolers aged 3-5. Confirmatory factor analysis showed a good internal validity: the factorial structure was corresponding to the original six-factor version. Results showed excellent internal consistency, significant item-total correlations, good inter-rater reliability, convergent validity (by correlating the BIQ with the Italian Questionnaires of Temperament-QUIT, the Anxiety-Shy Conner's Scale and the Laboratory Temperament Assessment Battery) and discriminant validity (i.e., no correlation with Conners' ADHD scale). Significant correlations emerged between BI indexes and total BIQ scores of parents and maternal (but not paternal) versions of the questionnaire. Altogether, the results are promising and consistent with previous validation studies, suggesting the BIQ as a reliable and valid measure for evaluating parents' perception of BI in Italian preschoolers.

Transient vs enduring distress in late pregnancy using the EPDS: a brief longitudinal exploratory study.

Background and Objective: The Edinburgh Postnatal Depression Scale (EPDS) is widely used to detect perinatal distress in women by one single administration. Recently, research has shown that during early pregnancy around half of the women scoring as 'possibly depressed' on the EPDS only have transient distress, when re-tested after few weeks. This finding may not occur if women are screened later in pregnancy, as their worries then may be more enduring; therefore an exploratory study was conducted to further investigate this issue. Methods: Pregnant women (N = 84) attending a public hospital in Italy completed the EPDS in their third trimester (x = 33 weeks) and again 8-42 days later (while still pregnant). They had not received professional mental health intervention in this time interval. Results: Approximately half of the women who initially scored high on the EPDS in late pregnancy no longer scored high just a few weeks later. Conclusions: Approximately half of women who initially score high on the EPDS when screened in pregnancy only have transient distress in both the second and third trimester. To label these women as being 'possibly depressed', and mixing them with women who show enduring distress, represents a possible weakness in research studies, and may also overburden clinical services. We would therefore recommend, as research and clinical practice, a second administration of the EPDS if a woman initially scores in the distressed range at any stage in pregnancy.

Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories.

Outdoor Education (OE) refers to organized experiential education that takes place in the outdoor, characterized by action-centered and thematic learning processes. Literature shows how OE may have beneficial effects on different areas of child development, including cognitive abilities, social skills, and motor development. This relationship is not necessarily linear, but moderated by different variables. Until now, few studies have examined, using rigorous methods, the role of OE in children's development and studies of preschool aged children remain lacking. The current study aimed to explore teachers' perceptions of children's developmental trajectories over 2 school years, investigating whether teachers' perceptions differed between two kindergartens, one characterized by a consolidated OE approach and the other one characterized by a more traditional method of education. The sample was composed of 20 teachers, evaluating 93 children aged 3-5 (M = 46.95 months, SD = 6.73; 42 males): 13 teachers were from a traditional kindergarten (Traditional Group- TG) and evaluated 52 children; 7 teachers were from an OE kindergarten (Outdoor Group-OE) and observed 41 children. All the teachers completed the Kuno Beller Developmental Tables (Mantovani, 1995), in order to describe specific child developmental areas in 4 consecutive moments during 2 school years (T1-T2: January-May 2014; T3-T4: October 2014-May 2015). The 20 teachers also completed the "Outdoor Activities/Trips Diary," an instrument created for this study to collect qualitative data on the characteristics of outdoor activities. Results showed that, in all the developmental areas, OE teachers perceived higher scores over time were found for the Outdoor Group compared to the Traditional one. Specifically, GLM ANOVAs Repeated Measures revealed a significant interaction of the 2 variables Time and Groups (p < 0.001): contrast analyses showed that OE children, compared to the TG children, were perceived by their teachers with higher levels in all developmental areas at T1 and T2, but not at T3 and T4. The findings suggest that the OE activites, compared to indoor ones and according to teachers' perceptions, offer greater opportunities to promote the child's development at different levels, especially when children are younger. Future studies are recommended analyzing possible moderating variables and long term effects of OE.