Il bullismo, valutazioni neuropsicologiche per la tutela giuridica della vittima

Bullying is a growing occurence in modern society. It can have importantimpacts on the public health of the involved countries. This review highlightsthe phenomenon of bullying, with particular reference to the neuropsychologicaleffects that aggressive behavior can have on the victimsand the relationship with legal protecition. Neural plasticity in childhoodand adolescence is still high and aggressive behavior can compromise theproper development of the brain and its activities, leading to discomfortand psychophysical pathologies, not only in the period immediately followingthe event, but also in adulthood. It is essential that the researchers continueto study the effects of bullying at neuropsychological level, in orderto increase the awareness, at political and legislative level, of the need for agrowing diffusion of systems for detecting bullying, supporting, not onlythe deviant behavior of the bully, but also the distress of the victim and therestoration of a neuropsychological balance.Il bullismo è un fenomeno crescente nella società moderna che può avere ripercussioni importanti sulla salute pubblica dei paesi coinvolti. Questa reviewevidenzia il fenomeno del bullismo, con particolare riferimento agli effetti,in termini neuropsicologici, che il comportamento aggressivo può averesu chi lo subisce e alla relazione con gli aspetti di tutela giuridica. La plasticitàneurale nell’età infantile e adolescenziale è ancora alta e gli atti aggressivipossono compromettere il corretto sviluppo del cervello e delle sue funzionalità,portando a disagi e patologie psicofisiche non solo nel periodo immediatamentesuccessivo all’evento, ma anche in età adulta. È fondamentale chela ricerca continui gli studi sugli impatti del bullismo a livello neuropsicologico,al fine di sensibilizzare gli organi politici e legislativi sulla necessità di unasempre maggiore diffusione di sistemi di rilevamento degli atti di bullismo edi supporto, non solo al comportamento deviante del bullo, ma anche al disagiodella vittima e al ripristino di equilibrio neuropsicologico

Analisi dell’impatto di didattica destrutturata sulla comunicazione sociale nell’infanzia

In recent years, the world of scientific research has opened up to new scenarios of didactic intervention, in view of developing, since the pre-school period, social-communicative skills. In this regard, the evidence shows the importanceto the use of engaging, interactive, cooperative and experiential activities, that stimulate the natural desire for learning. A potential is recognized in them on the cognitive, relational, social and expressive level, because through this channel the child uses and perfects his verbal and non-verbal languages, creating the conditions for a better use and production of communication. The approach of Educational Neuroscience (EN) shows a clear framework of the links between social and relational competences on the one hand, and cognitive domains on the other, in a vision of didactic experience that shapes the processes underlying cognitive abilities. The Activity Based Intervention (ABI) is an approach used in early childhood programs to incorporate more effective teaching strategiesinto a child’s daily activities, orienting a naturalistic teaching method that occurs in a usual context such as the preschool classroom. The use of the ABI approach has shown an increase in social competence following the incorporationof social objectives within the educational program. The analysis of this work carried out a statisticalpsychometric comparison of verbal and non-verbal behavior, in children between the ages of 3 and 6, involved in structured and destructured teaching activities (museum education) to highlight the impact of the latter, in learning social skills and analyzing their differences.Negli ultimi anni, il mondo della ricerca scientifica si è aperto a nuovi scenari di intervento didattico, nella considerazione di sviluppare, fin dal periodo prescolare, capacità socio-comunicative. In relazione a ciò, le evidenze dimostrano che appare funzionale l’impiego di attività coinvolgenti, interattive, cooperative ed esperienziali, che stimolano il naturale desiderio di apprendimento. Si riconosce in esse un potenziale sul piano cognitivo, relazionale, sociale ed espressivo, in quanto attraverso tale canale il bambino utilizza e perfeziona i suoi linguaggi verbali e non verbali, creando le condizioni per una migliore fruizione e produzione della comunicazione. L’approccio delleNeuroscienze Educative (EN) mostra un quadro chiaro dei legami tra competenze relazionali e sociali da una parte, ed ambito cognitivo dall’altra, in una visione di esperienza didattica che plasma i processi sottostanti le abilità cognitive.L’ Activity Based Intervention (ABI) è un approccio utilizzato nei programmi della prima infanzia volto ad incorporare più efficaci strategie didattiche nelle attività quotidiane di un bambino, orientando un metodo di insegnamentonaturalistico che si verifica in un contesto consuetudinario come l’aula prescolare. L’utilizzo di un approccio ABI ha mostrato un aumento della competenza sociale a seguito dell’incorporazione di obiettivi sociali all’internodel programma didattico. L’analisi compiuta in questo lavoro ha effettuato una comparazione statisticopsicometrica dei comportamenti verbali e non verbali, in bambini di età compresa tra i 3 ed i 6 anni, coinvolti in attività didattiche strutturate e destrutturate (didattica museale) per evidenziare l’impatto di quest’ultime nell’apprendimento di abilità sociali e per analizzarne le differenze

Il contributo delle neuroscienze cognitive e del diritto in una prospettiva interdisciplinare sul fenomeno del bullismo

The present work aims to underline the contribution of neuroscience in theanalysis of bullying, in the identification of neural mechanisms activated inbully; the activation of these cognitive processes should be considered specificin relation to the gender and the bullistic profile in question. In fact, notall subjects implement these behaviors for the same reasons and with thesame modalities. In this paper, the authors considered necessary to highlightthe different facets of the phenomenon, as well as the juridical regulation, fora comprehensive understanding, able to provide the tools and resources toprevent or operate interventions aimed to contrast bullying.Il presente lavoro mira a rendere noto il contributo delle neuroscienzenell’analisi del bullismo, nell’identificazione di meccanismi neurali che siattivano nel bullo; l’attivazione di tali processi cognitivi, è da considerarsisingolare e specifica in relazione al genere e al profilo bullistico in questione.Difatti, non tutti i soggetti attuano tali comportamenti per le stesse ragionie medesime modalità. In questa sede si è ritenuto necessario renderenote le diverse sfaccettature del fenomeno, nonché della regolamentazionegiuridica, per una comprensione esaustiva dello stesso, in grado difornire gli strumenti e le risorse per prevenire o azionare interventi volti acontrastare il fenomeno

Robotic simple prostatectomy vs HOLEP, a 'multi single-center' experiences comparison

Introduction: The aim of this study was to compare peri-operative and mid-term outcomes of patients who underwent robot-assisted simple prostatectomy (RASP) vs holmium laser enucleation of the prostate (HOLEP). RASP and HOLEP are the treatments of choice for men with symptomatic benign prostatic obstruction (BPO) and a prostate ≥80 g, achieving comparable short and mid-term efficacy. No randomized controlled studies have proved the superiority of one technique over the other. Material and methods: The prospectively maintained databases of the participating institutions were queried for patients with a prostate volume (PV) ≥80 g, who underwent surgery for BPO between 2011 and 2021. The study population was divided into two subgroups based on surgical approach. Demographics, baseline characteristics, and 12 months outcomes were compared between groups: χ2 and Student t-tests were used for categorical and continuous variables, respectively. The Trifecta composite outcome (post-operative Q-max >15 ml/sec, International Prostate Symptom Score (IPSS) <8 and absence of complications) was used to define surgical quality and the two groups were compared accordingly. Logistic regression analyses investigated predictors of Trifecta achievement. Results: We included 97 patients with comparable pre-operative features (all p >0.30): 43 underwent RASP, 54 HOLEP. Median PV was 102 g (IQR 89-120) and Q-max was 7.2 ml/s (IQR 5.4-9.0). The Trifecta rate was 43% overall, higher in the RASP subgroup (56% vs 33%; p = 0.02). The endoscopic approach was its only independent predictor (OR 0.5; 95% CI 0.28-0.88; p = 0.016). Conclusions: At univariable regression analysis, surgical approach was the only independent predictor of Trifecta achievement, which was significantly higher in the RASP group compared to HOLEP

Prolonged higher dose methylprednisolone vs. conventional dexamethasone in COVID-19 pneumonia: a randomised controlled trial (MEDEAS)

Dysregulated systemic inflammation is the primary driver of mortality in severe COVID-19 pneumonia. Current guidelines favor a 7-10-day course of any glucocorticoid equivalent to dexamethasone 6 mg·day-1. A comparative RCT with a higher dose and a longer duration of intervention was lacking