1,721,060 research outputs found
Different ecological perspectives for evaluating residential care outcome: Which window for the black box?
No full textSome conceptual and methodological issues in the evaluation of residential care for children and adolescents are discussed comparing different ways of understanding an ecological approach to outcome evaluation. An original Ecological Model for the Evaluation of Residential Care representing an example of a theory-driven approach based on developmental psychopathology and Bronfenbrenner’s Ecological Theory is illustrated. This model provides a framework for analyzing and explaining the relationships between the intervention ecosystem and children’s outcomes
Famiglie, parental engagement e dispersione scolastica nella percezione degli insegnanti della secondaria di primo grado. Ricerca-Formazione nel contesto italiano
No full textNegli ultimi decenni, il coinvolgimento delle famiglie nella vita scolastica ha assunto una rilevanza crescente in ambito pedagogico, psicologico e sociale, configurandosi come un fattore chiave per la riuscita scolastica e il benessere degli studenti (Epstein, 2001). Gli insegnanti, in quanto figure centrali nei processi educativi scolastici, svolgono un ruolo cruciale nel promuovere la partecipazione dei genitori al percorso formativo dei loro figli, contribuendo alla costruzione di alleanze educative significative (Gigli, 2016; Pileri, Caldin & Gremion, 2023). Comprendere come gli insegnanti percepiscono le famiglie e il loro coinvolgimento rappresenta, pertanto, un passaggio essenziale per sviluppare strategie orientate alla promozione di partenariati educativi efficaci (Pileri, 2024), soprattutto nei contesti maggiormente esposti al rischio di dispersione scolastica. Il presente contributo propone una disamina delle percezioni degli insegnanti nei confronti delle famiglie - con peculiare riferimento al parental engagement (Henderson, Mapp & Karen, 2002) - sia alla luce di alcuni studi di riferimento, sia attraverso l’analisi di una parte del corpus di dati raccolti-prodotti nell’ambito di una ricerca-formazione (R-F) nazionale condotta in alcune scuole secondarie di primo grado situate in differenti regioni italiane.Over the last few decades, family engagement in school life has become increasingly important in educational, psychological and social contexts, emerging as a key factor in students' school success and well-being (Epstein, 2001). Teachers, as central figures in school education processes, play a crucial role in promoting parental participation in their children's in their children’s learning paths, facilitating the construction of meaningful educational alliances (Contini, 2012; Gigli, 2016; Pileri, Caldin & Gremion, 2023). Understanding how teachers perceive families and their engagement is, therefore, an essential step for developing strategies aimed at promoting educational partnerships with families (Pileri, 2024), especially in contexts at higher risk of school dropout. This paper proposes an examination of teachers' perceptions of families - with particular reference to parental engagement (Henderson, Mapp & Karen, 2002) - both in the light of relevant studies and through the analysis of a portion the data corpus collected and produced as part of a national research-training (R-T) project carried out in some secondary schools located in different Italian regions
Perché i pesci non studiano l’acqua? Una ricerca sulla vita quotidiana in adolescenza
No full texthis paper deals with the everyday life of a sample of adolescents (14-16 years old) living in Emilia-Romagna. Everyday life is a vague and problematic notion little inquired in psychology. This research has been carried out in two phases. The first describes a week of the lives of 93 adolescents using qualitative methods: an adapted version of the Time Sampling Diary (Brandstätter, 1977) and three focus groups with 11 subjects of the same sample. Places, activities, relationships and emotions are described. The second phase, carried out with quantitative methods, analyses the everyday family life of 487 adolescents. Our hypothesis is that "everyday" is a structure of stability (scaffolding) organised by routines, rules and rituals: when this structure supports communication and relations between family members, it functions as protective factor of the self esteem of adolescents. The hypothesis has been confirmed using a LISREL analysis
How" good" a healthcare professional should be? An empirical study on the acquired and required psychosocial competences for comprehensive haemophilia care.
No full textIntroduction and Objective: The comprehensive care (CC) model promoted by the WFH is nowadays widely acknowledged, although its actual implementation is subject to considerable variations among Countries and/or Centres, due to socio-cultural aspects and resources availability. In this framework, healthcare professionals (HCPs) are asked to acquire psychosocial competences, which are transversal to various professions, but are also expressed and contextualised depending on the professional specificities and circumstances. This study, which is part of a two-year research project, aims to identify and describe such non-technical competences in relation to five major domains that a previous study recognised as representative of HCPs’ experiences in working with haemophilia: dealing with policies, resources and stakeholders in the local care system; challenges when caring for impaired adult PWHs; diagnosis and counselling about reproductive choices; challenges when coping with adolescent PWHs; considering the impact of family dynamics. Materials and Methods: Structured interviews with haemophilia HCPs, people with haemophilia (PWHs) and their family members, from seven different countries, were content analysed. Technical and non-technical competences and needs associated with different actors (i.e. HCPs, PWHs, family members) in the five domains were coded. Details about the interviewee (i.e. role, Country) were also considered in order to reflect on cultural and organisational specificities. Results: The triangulation between the perspectives of the main actors involved in haemophilia care led to the identification of relevant needs and cross-professional and non-technical competences supporting the CC model. The representation of HCPs’ work will be described through the identification of the challenges to be addressed and the competences to be developed in each domain, introducing some reflections about how professional and cultural specificities may affect the CC model. Conclusions: Overall, this research project contributes to improve knowledge and awareness of the different psychosocial aspects that the CC model requires to be fully achieved. Such knowledge can be integrated in research designs and can become the basis for further developments in interventions (e.g. training paths, work organisation in haemophilia CC centres) It can also be used for constructing a cross-professional and cross-national “core curriculum” in order to promote CC in haemophilia
When healthcare professionals express themselves: results overview of the qualitative phase of the HERO initiative
No full textIntroduction and Objective: The subjective experience of Health Care Professionals treating haemophilia is quite unexplored with little data in literature. The relationship between professionals and patients is highly relevant for achieving good treatment results. Using the qualitative data gathered by the Hero initiative, we will present the HCPs’ experiences while treating haemophilia patients, by highlighting the main issues that characterize this field of work. Materials and Methods: In 2010 62 HCPs from 7 countries (Brazil 10, USA 14, UK 10, Italy 8, Germany 8, France 8, Algeria 4) answered a semi- structured interview covering various topics (gratifying or frustrating experiences, the management of difficult situations, etc). Respondents were physicians (31), nurses (16), physiotherapists (9), social workers (3), psychologists (3). Given the very large sample size, a thematic analysis of the interviews (all in English) was performed with a specific software (T-Lab) that helps identify the dominating themes. Results: The 5 themes identified as dominant detected the factors that can stimulate growth, motivation and reduce work related burnout. The 5 themes are: “Policy, resources and network”, “Working with adult patients”, “Counselling and communication during diagnosis and reproductive choices”, “Coping with adolescents”, “Considering family dynamics”. The specific contents of each theme allows considering the psychological aspects - cognitive and emotional – that each type of professionals may be facing regardless of their geographic location. Conclusions: Looking at the different social /cultural contexts while treating patients with the same chronic condition, the study explores the main psychosocial issues that affect HCPs, regardless of where they live and practice. These factors affect their engagement, wellbeing, and perception of self-efficacy. Increased awareness can improve the quality of care, trigger more attention on the aspect of multidisciplinary teams and teamwork and reduce the incidence of burnout and psycho-emotional difficulties. This can be used to develop a "core curriculum” focused on cross-professional competencies and “soft skills” that can improve the comprehensive care for haemophilia patients
What are the tools of Shared Family Care practices? A Content and Thematic Analysis stemming from managers’ perspectives
No full textCompared to children’s homes, which have a long history in the child protection system, residential services that accommodate children together with their parents are less known and widespread nationally and internationally. This two-generation approach, defined as Shared Family Care (SFC) (Barth et al., 2023), prevents separation-related harm for both children and parents, providing the support and skills needed to thrive and overcome current problems in a supervised environment. SFC is still under-documented despite its remarkable growth in some regions like Italy, therefore detailed descriptions of programs, population served, and outcomes achieved are missing. As part of a broader national study aimed at answering these questions, this paper seeks to explore the differences that exist in the way SFCs interpret their mandate and shape their methodological approach. Utilizing a combination of qualitative content analysis and a Thematic Analysis (Braun & Clarke, 2001, 2023), we examine responses from SFC managers to three key items: tools and methods employed for working: 1) with mothers, 2) with children, and 3) for fostering mother-child relationships. Preliminary findings reveal that the diverse tools, methods, and the quality of managers’ responses contribute to an enhanced understanding of the underexplored interpretation of the SFC mandate and its implications
What Adolescents Seeking Help Teach us About a School-Based Counseling Service
Full text linkAdolescents are reluctant to seek help, especially those at psychopathological risk. School may represent the ideal setting to intercept teens in trouble by reducing some barriers to help-seeking behavior; despite this, some obstacles remain difficult to overcome. The present study, involving a large sample (N = 2235) of secondary school students, aims to investigate the effectiveness of a counseling service as part of a multifaceted school-based prevention program. The counseling service is assessed by comparing students who asked for help with their peers in terms of their psychosocial characteristics, risk profiles and perceptions of the strategies that professionals adopt in order to reduce the barriers to individual counseling. Our findings reveal the capacity of individual counseling to serve the most vulnerable adolescents, with the exception of students who might be at risk of school drop-out. The effectiveness of the program implementation theory and the strength of particular strategies used to reduce barriers are discussed
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