The effects of a non-adaptive school-to-work transition on transition to adulthood, time perspective and internalizing and externalizing problems.

The 21st-century world of work complexity is considered a health risk factor for young people. Due to the economic crisis, globalization, and challenges of post-industrial society, 28.8% of Italian young people experience the NEET condition. The study aims to understand the psychological factors associated with the NEET status, specifically the self-perception of transition to adulthood, the future time perspective, and the effects on health in terms of internalizing and externalizing problems. To this end, 450 young people (150 students, 150 employees, 150 NEET) were involved. Moreover, the study has also highlighted that socio-demographic characteristics can play a role in the relationship between the NEET status and these outcomes. The results show that the NEET condition is associated with a negative vision about the future, a low self-perception of transition to adulthood, and internalizing and externalizing health problems. Starting from findings, implications regarding intervention models and future research directions are discussed.

Exploring the relationships between dominance behavioral system, mentalization, theory of mind and assertiveness: analysis in a non-clinical sample.

Introduction: The dominance behavioral system, a fundamental aspect of human behavior, orchestrates the drive for dominance, regulates dominant-subordinate dynamics, and shapes responses to perceived power dynamics. While the existing literature extensively delves into the components of this system, scant attention is paid to its interplay with mentalization, theory of mind, and assertiveness. Moreover, gender disparities in dominance behaviors are largely studied in terms of biological variables (levels of testosterone) and clinical populations. This study aims to understand the relationships between activation strategies of the dominance behavioral system, mentalization processes, theory of mind abilities, and levels of social discomfort in assertive communication. Moreover, to identify gender differences in the dominance behavioral system in a non-clinical sample. Methods: Our sample was composed of 67 students from a non-clinical population. They claimed the absence of any psychological, neurological, or developmental disorders. Results: A regression analysis was performed, and we found that levels of mentalization predict levels of hyperactivation of dominance behavioral system, but no significant results for the deactivation levels of the system were found. Moreover, no gender differences were found in levels of activations of the dominance behavioral system. Conclusion: These findings underscore the pivotal role of mentalization abilities in interpersonal dynamics, emphasizing the need for individuals to navigate social interactions adeptly. Furthermore, our research unveils implications for individual well-being and psychopathology, urging further investigation into how these dimensions intersect with various psychological disorders. By discerning the intricate mechanisms at play, we can develop targeted therapeutic interventions tailored to specific behavioral patterns, ultimately enhancing psychological resilience and fostering healthier social relationships in a non-clinical population.

Italian university students' future time perspective and well-being during the COVID-19 pandemic.

Introduction: During the COVID-19 pandemic, young adults worldwide showed signs of distress as they were affected in their specific developmental tasks, including the construction of personal and professional futures. Methods: The present study aimed to assess the situational future time perspective of Italian university students during the second pandemic wave, as measured by an ad hoc constructed instrument, to explore its interaction with some dispositional traits relevant in future construction, such as optimism, sense of life, aggression, and dispositional future time perspective, and to test their effect on psychological well-being. The total sample consisted of 389 subjects (18-35 years, M = 23.5, SD = 4.4). Results and discussion: The results indicated that the pandemic experience, assessed by surveying specific indicators, negatively affected the future time perspective of students, particularly those dispositionally optimistic and convinced that life has meaning. However, awareness of the negative impact that the pandemic brought to the vision of the future seems to have dampened the levels of depression and stress, while anxiety was found to be related only to dispositional traits. The results also suggested the need for educational and economic policies that help young adults develop confidence in the future and in their ability to build it.

A Systematic Review of Mobile Apps as an Adjunct to Psychological Interventions for Emotion Dysregulation.

BACKGROUND: Mental health care has been enriched with the progressive use of technology during the last ten years, in particular after the COVID-19 pandemic. Mobile applications (apps) and smartphones have become the most widespread access point for many people who look for self-help in the psychological domain. OBJECTIVE: We focused on a systematic review of mobile apps for mental health, focusing on the blending of apps with psychotherapy contexts, with a specific focus on emotional dysregulation. METHODS: A comprehensive literature search (January 2017 to August 2022) in PubMed, PsycInfo, Web of Science, and the Cochrane Library was conducted. Abstracts were included if they described mental health mobile apps targeting emotional dysregulation and their use during ongoing psychological or psychotherapy treatment for adults and adolescents. RESULTS: In total, 397 abstracts were identified; of these, 19 publications describing apps targeting borderline personality disorder, depression, anxiety, suicidal behaviors, and post-traumatic stress disorders met the inclusion criteria. CONCLUSIONS: App-enhanced psychotherapy might be a winning combination in many scenarios, but at the same time, many issues must still be faced in this yet emerging scientific field. In conclusion, we tried to put together some major guidelines for mental health mobile app development in the context of psychological treatments.

Narrative Approach and Mentalization.

The core focus of this research centered on the intricate relationship between mentalization, the fundamental mental process underlying social interactions, and the narrative approach proposed by Bruner. Mentalization, encompassing both implicit and explicit interpretations of one's and others' actions, plays a pivotal role in shaping the complexity of social interactions. Concurrently, the narrative approach, as elucidated by Bruner, serves as the primary interpretative and cognitive tool through which individuals derive meaning from their experiences. Narrative, in essence, empowers individuals to imbue their experiences with significance, constructing knowledge and enabling a reinterpretation of their lives by reconstructing the meanings attached to events. This intertwining of mentalization and the narrative approach is particularly salient, given their shared reliance on autobiographical narratives and the inference of mental states. In the context of this study, our primary objective was to explore how practical and theoretical activities, rooted in the re-elaboration of personal life information and events, could serve as a catalyst for enhancing mentalization skills. By engaging students in activities specifically designed to encourage the reinterpretation of their life experiences, we aimed to bolster their ability to infer mental states effectively. These enhanced mentalization skills, we hypothesized, form the foundational basis for executing complex educational tasks rooted in constructed teaching methodologies. In summary, this research serves as a pioneering exploration into the synergistic interrelation of mentalization and the narrative approach, offering valuable insights for educators and practitioners aiming to foster enhanced social cognition and enriched educational experiences.

Correlates of identity configurations: three studies with adolescent and emerging adult cohorts.

Adolescence and emerging adulthood are two core developmental periods in which individuals can develop a meaningful identity across domains. However, there is a lack of studies exploring correlates of different identity configurations. The purpose of this article was to fill this gap in examining correlates of configurations characterized by identity stability or instability in both ideological and relational domains or identity stability in one domain and instability in the other domain. Three studies were presented. In the first study, we investigated links between identity configurations and internalizing problem behaviors in early and middle adolescents (N=1,891; M (age) =14; 55% female); in the second study, we focused on associations between identity configurations and identity functions in late adolescents and early emerging adults (N=1,085; M (age) =19; 63% female); in the third study, we investigated relationships between identity configurations, sense of coherence, and basic psychological need satisfaction in emerging adults (N=489; M (age) =21; 71% female). Overall, findings highlighted that participants experiencing a condition of identity stability in both domains reported a better profile than their peers displaying a condition of instability in both realms. Further, individuals with identity stability only in one domain reported intermediate scores and the effect provided by each domain varied according to the correlate examined and the age group taken into account. Implications of these findings are discussed.

Personal identity in Italy.

This chapter discusses specifics of identity formation in Italian adolescents and emerging adults. We review consistent evidence illustrating that, in Italy, a progressive deferral of transition to adulthood strongly impacts youth identity development by stimulating identity exploration and postponement of identity commitments. We also consider the influence of ecological contexts and specific Italian groups (i.e., immigrant adolescents and those who drop out of school, youth living in disadvantaged areas in the south of Italy, and emerging adults who are unemployed or hold precarious jobs) for which the identity formation process is particularly challenging.

The COVID-19 Experience: Creativity as an Identity Attractor for Young People Facing the Developmental Challenges.

The study focuses on identifying the impacts of the COVID experience on young people and exploring whether, during the pandemic period, adolescents and young adults resorted to flexible and creative coping strategies, which may have served as resources. The participants consisted of 70 Italian freshmen (18 males and 52 females) aged 18 to 21, attending their first year of university. Adopting a narrative approach, we identified seven creativity functions and two interpretative factors, supporting the idea that creativity may have constituted a psychological resource for young people during the COVID-19 pandemic. Furthermore, the findings suggest that creativity can be configured as an identity attractor. Implications and future research directions are discussed.

The Ability to Manage Unexpected Events and the Vocational Identity in Young People: The Italian Validation of Planned Happenstance Career Inventory.

The present study had two goals: to test the validity of Planned Happenstance Career Inventory (PHCI) in the Italian context and to explore the relations between PHC skills and vocational identity processes within a sample of 472 undergraduate students attending university in the southern of Italy. Moreover, we examined relations between the PHCI and measures of vocational identity processes. With regard to the first goal, results show that for the Italian version of the instrument was confirmed the multifactor structure of the original version. The multi-group analyses showed that invariance between genders is supported. Convergent validity and divergent validity of the measure were reported. Concerning the second goal, the skills of planned happenstance show different associations with Vocational Identity Dimensions. As hypothesized, the exploration and commitment dimensions of vocational identity status are positive related to Planned Happenstance Skills. These findings suggest implications for career guidance and counseling.

Experiencing the COVID-19 Emergency: Age-Related Disequilibrating Event for Identity.

The experience linked to the COVID-19 emergency constituted a turning point in the biography of most Italians. The suspension of usual activities, the redefinition of life contexts and the restriction of relationships have opened up wide spaces and time for thinking and reflecting on oneself, which may have triggered processes of redefinition of personal identity. The general aim of this study was to explore the impact of pandemic on daily life in the life span, in order to support the hypothesis that the pandemic experience could be considered a disequilibrating life-event and a turning point in the biography of most Italians. A mixed research approach was adopted, with 14 closed and open questions created ad hoc. 41 participants (87% women, average age 40.71), resident in the Campania region, in southern Italy, responded to the online written interview. The data were analyzed by two independent coders, using categorical content analysis with a top-down approach. Membership of the different age groups (young adults, adults, elderly) was assessed as a comparison variable. Findings qualify pandemic-related experiences as a disequilibrating life event, potentially capable of activating, alongside emotionally dense experiences, adaptive and functional resources for identity reconsideration, with differences being age based. The dimensions of change, the affective dimensions, the resources and the areas of risk identified, allowed us to identify three different clusters, showing a differentiation according to age groups, which identifies young adults and the elderly as the subjects most at risk.

Personal Skills for Optimal Identity Development: A Person-Centered Approach in Italian Late-Adolescents.

The present study examined the association between identity statuses and some competences such as creativity, personal growth initiative and agency, which can actually be considered as resources for the development of optimal identity in our de-standardized society (personal skills for optimal identity development, PSID). Participants were 250 adolescents (118 males and 132 females) attending the last two years of various high schools in Italy. We used five self-report measures of identity development, agency, creativity, and personal growth initiative, and specific psychosocial correlates (anxiety, depression and well-being) to examine the association between identity, PSID and both well- and ill-being. Based on a person-centered approach, five typologies were obtained in order to describe the differentiated interplay between identity and PSID. Our findings suggested that late adolescents showing medium/high levels of PSID seem to be more advanced in their identity definition; as a result, they show positive psycho-social functioning, supporting the hypothesis that PSID can allow the acquisition of optimal identity. Suggestions for developing interventions to foster personal resources in this age group are discussed.

On the Edge Between Digital and Physical: Materials to Enhance Creativity in Children. An Application to Atypical Development.

The 4 P's creativity model (person, process, press, and product) underlines how creativity is strongly connected with the materials employed to conceive and realize a creative outcome. As a multiform construct, it invites a wide variety of approaches to the study of it. One of the most promising ways to address this issue is to connect it with cognitive development and related educational pathways, as creativity can be enhanced and stimulated in every child, leading to an improvement both at personal and societal level. Even if creativity is recognized and highly valued, there is still a lack of methods which can stimulate creativity in an effective way. Useful hints may come from the outstanding contributions of Piaget and Montessori who underlined that interaction with the physical world is a fundamental building block for cognitive development. In this paper, starting from these fixed points, we describe some creativity enhancing methods for children which give importance to the edge between digital and physical materials. Digital materials open new ways to the use and integration of physical materials with hybrid platforms which can be used in educational contexts. Together with this perspective we provide a description of the application of these methodologies to enhance creativity in children with Autistic Spectrum Disorder.