245 research outputs found
Ecocatastrophes, Landscapes, and Collective Effort in New China Genre Films: From Mao to the World Trade Organization
No full textThe purpose of this essay is to investigate Chinese cinema, and in particular the cinema of the People’s Republic of China, from an ecocritical perspective. More specifically, I will scrutinize at genre films, and thus at entertainment cinema, as a mirror for investigating the evolution of the depiction of the environment and its interactions with the human realm in New China. I agree with the idea that all films can present significant ecocritical explorations “and careful analysis can unearth engaging and intriguing perspectives on cinema’s various relationships with the world around us.” China’s vast territory has undergone furious geological and environmental changes over time. These changes are the result of natural events or human actions: “the Chinese population battled, manipulated and exploited nature in ways that rivalled or exceeded those of the Europeans, leading to large-scale deforestation, water shortage, soil degradation and natural disasters of escalating orders.” To guide, harness, and remedy these changes, the official attitude toward the environment has changed over time. A glimpse of these changes can be found in the films produced in different historical periods
Jeremy Safran’s impact on Italian psychotherapy research and practice: a window into the processes involved in therapeutic alliance
No full textNot available
Lo sviluppo della mentalizzazione in età evolutiva. La relazione tra attaccamento e fiducia epistemica
No full textLa mentalizzazione si riferisce alla capacità umana di comprendere il comportamento proprio e altrui intrepretando intenzioni, desideri e motivazioni sottostanti. Tale competenza si sviluppa nel contesto delle relazioni di attaccamento ed è funzionale a garantire il benessere psicologico trasversalmente ad ogni fase del ciclo di vita. Una buona mentalizzazione è garantita dalla fiducia epistemica legata all’apprendimento sociale e all’esplorazione della propria e altrui mente. Il presente studio vuole approfondire il legame tra mentalizzazione, fiducia epistemica e attaccamento sicuro in età evolutiva attraverso compiti di narrazioni autobiografiche e di storytelling interpersonale in un campione di bambini non clinici
Identification of T-Wave Alternans: Review of Methods and Clinical Perspectives
No full textProceeding of the VI Southern Symposium on Cardiac Pacin
The Roberts–2: Italian Validation on a Sample of Children and Adolescents
No full textThe Roberts-2 (Roberts & Gruber, 2005) is a narrative test that was specifically designed to assess developmental and clinical functioning in children and adolescents. It was developed with the intent of addressing the lack of objective scoring systems for narrative instruments to assess childhood. The Roberts-2 is characterized by a standardized administration, scoring system, and interpretation guidelines that use a performance-based approach to narrative testing. This instrument has gained wide recognition in clinical practice but is minimally supported by empirical literature. This study aims to decrease this gap between clinical application and research findings through the Italian validation of the Roberts-2. The Italian version of the Roberts-2 was validated in both nonclinical and clinical participants. Study 1 (N = 738) assessed an Italian community sample to validate the Roberts-2. Specifically, interrater reliability, factorial structure, and developmental trends were explored. In Study 2, we compared a community sample with a sample of clinically referred children (N = 86) to test the clinical significance of the Roberts-2 indexes. The test performed well in differentiating between developmental groups as well as between clinical and nonclinical samples. The test is a useful tool for assessing both developmental and clinical aspects of the psychological functioning of children and adolescents
Emotional aspects of metacognition in anxious rumination: Clues for understanding the psychotherapy process.
No full textCurrent theorizations of the therapeutic relationship assume that this broad concept depends on mutual and continuous interactions between the patient and therapist and their individual characteristics (Horvath, 2001). One of these characteristics, metacognition, has recently acquired great importance in clinical psychology and has been recognized as an essential skill for the therapeutic relationship development (Dimaggio, Semerari, Carcione, Nicolo, & Procacci, 2007). The aim of the present study was to systematically examine the metacognition construct and its connection with the therapeutic relationship in a patient with a neurotic ruminating attitude who had a descriptive diagnosis of anxiety disorder not otherwise specified. A total of 82 sessions of a weekly psychodynamic psychotherapy were coded with the Metacognition Assessment Scale-Revised version (Carcione et al., 2010) and Psychotherapy Process Q-Set (Jones, 1985); subsequently, they were evaluated through time series analyses. Results showed that the patient's understanding of the other's mind and mastery abilities improved with time. With respect to the association between metacognitive functioning and the therapeutic relationship, results showed a significant positive effect of an authentic and empathic relationship on the patient's mastery abilities. On these grounds, we then reasoned that the above association might depend on the specific metacognitive function. Results confirmed this hypothesis and showed that the emotional side of metacognition, rather than the cognitive side, was associated with the empathic relationship. Overall, these findings suggest that improvement in the therapeutic relationship leads to a better comprehension of the patient's emotional state, which may in turn have a positive effect on the patient's coping strategies
Adolescents and the urge to learn from others: Validation of Epistemic Trust, Mistrust, and Credulity Questionnaire for Adolescents
No full textEpistemic Trust (ET), defined as the individual’s openness to socially transmitted knowledge, is a construct that has recently gained attention both from academics and clinicians. Due to the interpersonal nature of the concept, its relevance is evident in adolescence, when individuals deeply need to understand all the changes they are going through and try to catch information from several sources. ET has been also investigated for its possible role in the development of psychopathology when disrupted, and consequentially its reparation has been proposed as a key factor in therapeutic change. Building on these considerations, the necessity to assess it becomes urgent.
This study aimed at validating the Italian version of the Epistemic Trust Mistrust and Credulity Questionnaire (ETMCQ) in a sample of adolescents. A first group of 662 participants completed the questionnaire, while a smaller group of 417 completed a self-report tests battery, including measures regarding interpersonal trust, mentalizing abilities, emotional dysregulation, and psychopathology. Data were collected online via Qualtrics. We aimed at testing the factorial structure of the questionnaire, already validated in Italian for adults, and investigate the convergent validity through the associations between epistemic stances and the abovementioned psychological dimensions. The ETMCQ version for adolescents showed good psychometric properties, regarding both reliability and validity. Moreover, interesting associations between different epistemic stances and mental functioning dimensions revealed the importance of such construct in the comprehension of adolescent mental health
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