Validation of an adapted Italian-language version of the Sociocultural Attitudes Toward Appearance Questionnaire-3 (SATAQ-3), within a female population: the Sociocultural Attitudes Toward Appearance Questionnaire - Social Media (SATAQ-SM).

Sociocultural Attitudes Towards Appearance Questionnaire-Social Media (SATAQ-SM) is a self-administered questionnaire for the evaluation of social media pressure and internalization of beauty standards. This study aims to validate the SATAQ-SM an adapted Italian version of the Sociocultural Attitudes Towards Appearance Questionnaire third version (SATAQ-3). Confirmatory factor analysis was used to investigate whether the empirical data fitted the four-factor structure of SATAQ-3. Assessment of goodness-of-fit was based on standard model fit criteria: relative χ2 value (χ2/df), Root Mean-Squared Error of Approximation (RMSEA), Comparative Fit Index (CFI) and Tucker-Lewis Index (TLI). Internal consistency was assessed using McDonald's omega. Criterion validity was calculated by correlating the SATAQ-SM factors scores with the total score of the Rosenberg self-esteem scale (RSES) and Eating Attitudes Test (EAT-26). Four-hundred and eighty-five females agreed to participate in the study. The four-factor model appears to be confirmed by the fit indices: χ2/df = 3.73, RMSEA = 0.07, CFI = 0.99 and TLI = 0.99. All the items defining the four factors had a factor loading of ≥0.40. McDonald's omega of the entire questionnaire was equal to 0.95 and for the four subscales it did not assume values lower than 0.81. The correlations between the factor score of SATAQ-SM and the RSES were all negative and statistically relevant (p < 0.001); the correlations between the scores of the SATAQ-SM subscales and the total score of the EAT-26 are all positive and statistically significant. SATAQ-SM demonstrated good psychometric properties to assess the influence of social media on body image perception related to social media.

Time Waits for No One: Longitudinal Study on the Effects of an Anti-Stigma Seminar on the Psychology Student Population.

The primary aim is to describe the changes in the knowledge of mental health conditions, the attitudes toward the mentally ill, and the intended behaviour towards people with mental illness among the entire student population of the third year of a degree course in Psychology. A total of 570 students attended a seminar on stigma towards mental illness and were invited to complete an online survey which collected data on sociodemographic characteristics and three validated questionnaires evaluating different aspects of stigma at three different time points (pre-intervention, post-intervention, and at one year follow up). A total of 253 students (44.39%) completed the questionnaires at t0, t1, and t2. The mean age of the sample was 23.7 (SD = ±5.89), and 86.96% (n = 220) were females. Between t0 and t1, a statistically significant improvement was observed for all three outcomes, while the intended behaviour outcome was no longer significant between t1 and t2 (Z = -0.70; p = 0.48). Females and who participated live at the seminar maintained a significant knowledge of mental illness and a better attitude toward community mental health care. The effects of the seminar focused on reducing stigma tended to diminish over time at one year follow-up, particular in relation to intended behaviour.

Translation and Validation of an Italian Language Version of the Religious Beliefs and Mental Illness Stigma Scale (I-RBMIS).

The aim of this study is to validate the Italian version of the Religious Beliefs and Mental Illness Stigma Scale (I-RBMIS): a self-report measure of religious beliefs that may contribute to stigma regarding mental disorders. Scale validation included: linguistic validation; pilot test for understandability; face validity; factor analysis as test of dimensionality; Kaiser-Meyer-Olkin test to evaluate sample sampling adequacy; internal consistency was assessed using Cronbach's alpha; scale validity was assessed through concurrent criterion validity using as gold standard the Italian version of Attribution Questionnaire 27 and mental health knowledge schedule; A total of 311 people agreed to participate in the study. Face validity showed that 13 items out of 16 were completely understandable while only three items (4, 9 and 13) highlighted small lexical concerns. The average compilation time was under 4 min. Bartlett's test for sphericity was statistically significant (Χ2 = 1497.54; df = 120; p < 0.001). Cronbach's alpha values were acceptable both for the entire questionnaire (0.80) and for the morality/sin subscale (0.73), whereas it was slightly below the standard cutoff for the spiritually oriented causes/treatments (0.68). Scale validity showed a positive correlation between I-RBMIS and AQ-27-I, and a negative correlation between I-RBMIS and MAKS-I. I-RBMIS demonstrated good psychometric properties to assess stigmatizing religious beliefs toward mental illness in general population.

A theoretical guide for the integration of the clinical internships for interns and clinical tutors in the mental health professions.

The Degree Course in Psychiatric Rehabilitation Techniques from the University of Modena and Reggio Emilia (Italy) was established in 2001, with the aim of training health care workers with the competencies specified by the Ministerial Decree 182. Psychiatric Rehabilitation Technicians are graduated and qualified healthcare professionals who carry out rehabilitation and psychoeducational interventions with persons having mental health problems and related disabilities. The integration between theoretical knowledge and practical experimentation builds up professional competence and allows it to develop and consolidate profession-specific skills and to experiment with pre-socialisation for the job arena. Over the years, the necessity to develop an evaluation form of internship experience has arisen to provide detail in respect to the certification of competencies gained during the clinical internship, considering the complexity of the clinical services and of the service users that interns make contact with. The aim of this paper is to describe the Guide to Clinical Internships for Interns and Clinical Tutors, a useful instrument for interns to optimize their study and clinical internship experience for training as future mental health professionals with specific competencies in the technical and relational field and developing critical ability and autonomy of judgement.

Can stigmatizing attitudes be prevented in psychology students?

BACKGROUND: Stigmatizing attitudes have been found among psychology students in many studies, and they are becoming more common with time. AIMS: This study examines whether participation in clinical psychology lessons reduces levels of stigmatization in a population of psychology students and whether it leads to any change in stigmatization. METHODS: The study is a pre/post evaluation of the effectiveness of clinical psychology lessons (63 hours of lectures) as a tool to fight stigma. The presence of stigmatizing attitudes was detected using the Italian version of the Attribution Questionnaire-27 (AQ-27-I). Stigmatization was described before and after the lessons with structured equation modeling (SEM). RESULTS: Of a total of 387 students contacted, 302 (78.04%) agreed to be involved in the study, but only 266 (68.73%) completed the questionnaires at both t0 and t1. A statistically significant reduction was seen in all six scales and the total score on the AQ-27-I. The models defined by the SEM (pre- and post-intervention) showed excellent model fit indices and described different dynamics of the phenomenon of stigma. CONCLUSIONS: A cycle of clinical psychology lessons can be a useful tool for reducing stigmatizing attitudes in a population of students seeking a psychology degree.