Impact of Bullying and Low Perceived Social Support on Ultra- High-Risk for Psychosis in Immigrant Adolescents: A Preliminary Study

The purpose of our research is to identify, in a sample of immigrant adolescents, the presence of Ultra-High-Risk (UHR) for psychosis and to analyze the interaction between UHR, experience of bullying victimization and low social support. Data were collected from the medical records of 31 immigrant adolescents. CAARMS (Comprehensive Assessment of At-Risk Mental States) was used to determine the presence of ultra high risk (UHR) of developing psychosis, while MSPSS (Multidimensional Scale of Perceived Social Support) for the perceived social support. 45.2% of subjects resulted at high risk for psychosis (UHR). In the UHR group the 57.1% of the subjects told to be victims of bullying (p = 0,007). The MSPSS outlined that 17.2% of the subjects declared that they received a low social support, the 58.6% average, and the 24.1% a high support. Significant differences between UHR and NOT UHR group considering a low perceived social support emerged. Considering the fixed variable “being or not being bullied”, a direct correlation between bullying (ρ = 0.431) and UHR and an indirect correlation between the MSPSS total score (ρ = -0.273) and UHR emerged. Results of the multiple linear regression considering UHR as a dependent variable confirmed that both the variables are significant (p = 0.0082) and that they both contribute to the risk of psychosis. Preliminary results of our study suggest a relevant and causal relation between bullying, low social support and psychosis in immigrant adolescents

Mindful approach to University education

A mindful approach to education and training could improve students' reflective capacities and have positive effects on clinical practice because it facilitates a helping relationship. The main aims of this study were to investigate whether participation in a mindful-based University training was associated with increases in mindfulness skills as measured by the 5-Facet M Questionnaire, and to present the Italian validation of the questionnaire. Sixty-seven students from the course Neuro and Psychomotor Therapy were enrolled. They filled in the self-administered 5-Facet M Questionnaire before and 1 month after a mindfulness-based training, focused on role-playing and followed by a feedback group discussion. The Italian version of the 5-Facet M Questionnaire had good psychometric properties. The pre- and post-training analysis showed a significant increase in the subscale 'Observing'. Findings suggest that role-playing and feedback group sessions are valid tools to improve students' mindfulness skills

Migratory processes and psychiatric disorders in a sample of adolescents: A retrospective observational study

Objective: To analyze the clinical and socio-demographic features in a sample of 10–17 years-old immigrant inpatients with a psychiatric disorder. Method: One hundred and thirty-eight immigrant adolescents, 138 Italian controls age, gender, and diagnosis-matched were enrolled. Socio-demographic and clinical features were carried out from medical records. Immigrants were divided into three groups according to the migratory processes: first-generation participants immigrated alone (IAs) to reunite with their parents (58%); first-generation participants immigrated with their parents (IPs) (13.8%); second-generation participants (SGIs), born in Italy from immigrant parents (25.3%). Results: The onset of psychiatric symptoms in IAs occurred mainly after the first-year of stay in Italy (80.2%, p = 0.036, OR 5.25), while IPs were more likely to begin showing their symptoms 5 years after immigration. Moreover, IAs were more likely to be admitted to the emergency room for the first occurrence of an acute psychiatric disorder rather than for a chronic, previously-treated disease, when compared with SGIs and Italians. Conclusion: Among the immigrants, first-generation adolescents were the most likely to present a psychiatric acute disorder. When compared with Italians, immigrants were more likely to use the emergency room to access mental health services and tended to be hospitalized for an acute, previously unknown, disease

Anxiety and Depression in Children With Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development

The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were tested. In all, 15 children with NLD, 15 with RD, and 15 with TD were administered self-report questionnaires to assess different types of anxiety and depression symptoms. Both NLD and RD children reported experiencing more generalized and social anxiety than TD, the NLD children reported more severe anxiety about school and separation than TD, and the children with RD had worse depressive symptoms than those with NLD or TD

Mathematical Difficulties in Nonverbal Learning Disability or Co-Morbid Dyscalculia and Dyslexia

The main goal of the present study was to shed further light on the weaknesses of children with different profiles of mathematical difficulties, testing children with nonverbal learning disability (NLD), co-morbid dyscalculia and dyslexia (D&D), or typical development (TD). Sixteen children with NLD, 15 with D&D, and 16 with TD completed tasks derived from Butterworth (2003 ) and divided into: a capacity subscale (i.e., a number-dots comparison task, a number comparison task, and a dots comparison task); and an achievement subscale (i.e., mental calculations and arithmetical fact retrieval). Children with NLD were impaired in the dots comparison task, children with D&D in the mental calculation and arithmetical facts

The Italian version of the Reflective Functioning Questionnaire: Validity within a sample of adolescents and associations with psychological problems and alexithymia

ObjectivesThis study aims to test the psychometric proprieties of the Reflective Functioning Questionnaire (RFQ) applied to younger (13-16 years) and older (17-20 years) Italian adolescents examining (1) the factorial structure of RFQ; (2) its invariance across age and sex; (3) correlations between RFQ subscale scores, as well as the associations of the RFQ with (4) psychological problems and alexithymia dimensions.MethodsA cross-sectional study was conducted with 593 adolescents between the ages of 13 and 20 years old recruited from the community within Italy. These participants completed the RFQ, Symptom Checklist-90, and Toronto Alexithymia Scale.ResultsThe two-factor structure of the RFQ was confirmed. However, higher internal consistency of RFQ was obtained by removing two items that seemed problematic within this sample. Using a six-item version of RFQ, the two-factor structure was invariant across adolescent age and sex. Significant correlations among RFQ subscale scores, and between RFQ subscales with both psychological problems and alexithymia dimensions were found.ConclusionsPreliminary results reveal a short version of RFQ (six-item) is a suitable measure to assess mentalizing in adolescents in the Italian context