CYBERBULLYING AND NEW TECHNOLOGIES AN EDUCATIONAL PROJECT FOR EMOTIONAL ORIENTATION AND CYBERBULLYING PREVENTION

Cyberbullying as a new form of bullying demands new coping strategies. As a result of new technology there has been a constant growth in the spread of harmful online behavior. The instant project \u201cCyberbullying and new technology\u201d, which started from cooperation between school and university, was planned for pupils in the third year at \u201cLeonardo Da Vinci\u201d secondary school in Palermo. The project was started and carried out within the school setting with a focus on students, parents and teachers. Objectives: the main aim was to identify useful actions and precautions to help face cyberbullying (on smartphone and mobile applications) using technology to create a campaign of peer to peer sensitization. Methods: the methods applied in the classroom have been drawn from community pedagogy and psychology, as well as through direct teaching that allowed students to be participant and protagonist in this process of providing information and training in prevention. In the first phase the use of role-play, groupe parole and focus groups facilitated a rethinking of new technology, which was then used in the second phase when the pupils independently produced multimedia material aimed at dealing cyberbullying. Results: the brief project permitted the creation of significant educational products for the school (a pictorial/graphic exhibition by the pupils, sensitizing advertisements and videos shared among students and teachers) and the publication of an information brochure developed from cooperation between the school, the Sicilian Regional Government, the Centro Siciliano Sturzo and the department of Community Psychology at the University of Palermo. Conclusion: \u201cCyberbullying and new technology\u201d is aimed at the caring professions. It is justified, in theory and practice by elements of community pedagogy and psychology for didactic experimentation with new strategies and methods, to counter the risks associated with the complicated problem of cyberbullying. The description of this field experience is aimed at prevention and comparison of this phenomenon

Community Participation in Urban Suburbs: The Italian Case of Z.E.N. Slum of Palermo

Based on Kurt Lewin’s Action Research theory, the paper focuses on an Action Research project issued in Southern Italy, in the disadvantaged suburb of Palermo (Sicily), called Z.E.N., sadly famous as a dangerous and “criminogenic” urban slum, in order to stimulate social participation and to develop social change. The principal goal was the empowerment of ordinary inhabitants, obtaining their collaboration through participation, giving them acquisition of knowledge for a real social change

Community Development and Social Participation

The paper presents the reslt of the action research project issued in Palermo (Southern Italy), in disadvantaged urban suburbs, methodologically based on Kurt Lewin's field theory - that is a three-step spiral process of planning which involves recoinnaissance; talking actions; and fact-finding about the results of the action - in order to develop the social participation and the social change. The principal aim of the project was the empowerment of participants, obtaining their collaboration through participation, giving them acquisition of knowledge for a real social change

The model of schools for health in Europe: startup of the IGEA network for the city of Palermo

The contribution analyses the process of creating of the IGEA network (Integrated Generativity Actors) inscribed in the framework of the Schools for Health in Europe (SHE network). This model moves from a focus on school context only (as single setting) to the integration of schools and their surrounding community services, sports clubs, hospitals, workplace, informal contexts (building integrated multi-setting approach) (SHE, 2019; Novara & Guidi, 2022). According to an eco-social approach in health promotion, actions at the school level should always be linked with actions in the local community (Laverack, 2020) in order to develop healthy cities that are inclusive, safe and resilient (WHO, 2016). That is the priority assumption of the European network of schools that promote health, which includes 43 European countries since 1992, as well as Italy. An agreement between ASP (Agency Healthcare Local) and the University of Palermo supports, technically and scientifically, the SHE network (called IGEA) of the metropolitan city of Palermo, in the process of building and starting up it. The aim is to implement a structured and systematic plan for the health, well-being and social capital development of all pupils and teaching and non-teaching staff. The partnership between ASP and University of Palermo had enable the realization of this plan trough different phases: 1. Information and sharing of specialist documentation and sources relating to the network of schools that promote health, according to the indications of the European model (SHE network manual and related annexes), disseminating concepts, terminology, assumptions, actions, values, goals and a common language. 2. Analysis of training needs, consisting in the design and implementation of an electronic form for the collection and analysis of preliminary information about the general orientation of schools interested in health issues. 3. Training aimed at school managers, with face-to-face and interactive work sessions, in order to stimulate their awareness of the global model of health, pursued by the SHE network. 4. Group work, composed of all school actors (students, managers, families, technical staff, local stakeholders), to investigate and develop the four components of the SHE Model (healthy school policy, school physical and social environments, community and services links, health personal skills). 5. Drafting of the health plan of each school from a health global perspective. Phases to become / remain a health promoting school will be illustrated and particularly the way in which the process had initiated, upscaled, sustained, and inspired in Palermo and in Sicily, bringing together 18 schools in a new network agreement capable to drive a bottom up decisional process about policy and actions promoting global health

The Role of Internalized Transphobia, Loneliness, and Social Support in the Psychological Well-Being of a Group of Italian Transgender and Gender Non-Conforming Youths

Although transgender and gender non-conforming (TGNC) youth represent a highly resilient community capable of successfully overcoming adverse life circumstances, they still face social stigma that negatively impacts their health, being at risk of developing negative feelings toward their own TGNC identity (i.e., internalized transphobia). A poorly investigated dimension in TGNC health research is perceived loneliness. Thus, within the minority stress theory, the present study aimed to investigate the mediating role of loneliness and the moderating role of social support in the relationship between internalized transphobia and psychological well-being among 79 Italian TGNC youths aged 18 to 30-years-old who participated in an online survey. The main results show that loneliness partially mediated the relationship between internalized transphobia and psychological well-being. In addition, social support emerged as a significant moderator, as the impact of internalized transphobia on psychological well-being decreased at moderate and high levels of social support, but not at low levels. The findings have significant implications for clinical practice and psychosocial interventions to reduce the impact of internalized stigma and stress on psychological healt

The Role of Internalized Transphobia, Loneliness, and Social Support in the Psychological Well-Being of a Group of Italian Transgender and Gender Non-Conforming Youths

lthough transgender and gender non-conforming (TGNC) youth represent a highly resilient community capable of successfully overcoming adverse life circumstances, they still face social stigma that negatively impacts their health, being at risk of developing negative feelings toward their own TGNC identity (i.e., internalized transphobia). A poorly investigated dimension in TGNC health research is perceived loneliness. Thus, within the minority stress theory, the present study aimed to investigate the mediating role of loneliness and the moderating role of social support in the relationship between internalized transphobia and psychological well-being among 79 Italian TGNC youths aged 18 to 30-years-old who participated in an online survey. The main results show that loneliness partially mediated the relationship between internalized transphobia and psychological well-being. In addition, social support emerged as a significant moderator, as the impact of internalized transphobia on psychological well-being decreased at moderate and high levels of social support, but not at low levels. The findings have significant implications for clinical practice and psychosocial interventions to reduce the impact of internalized stigma and stress on psychological health

Physical exercise and prevention of falls. Effects of a Pilates training method compared with a general physical activity program. A randomized controlled trial

Abstract Introduction: Falls are the leading cause of injury-related mortality and morbidity in the elderly. Physical activity plays a key role in the prevention of falls and stimulates postural control. The aim of this study was to compare a general physical activity program for the elderly with a Pilates program to evaluate the effects on balance and on reducing the risk of falling. Materials and Methods: Forty-six subjects were enrolled in this study, but only 41 were included in the study. The subjects were divided into 2 groups: Pilates group (P-G) and a group following a nonspecific program of physical activity (Pa-G). Each subject underwent the hand grip test, Berg balance scale test, and posturographic analysis. Results: Spearman correlation coefficient showed correlations between the following parameters: BBS versus hand grip test (r = 0.68); BBS versus ellipse surface area (r=0.75). There were significant differences between groups after the exercise program: both groups showed an improvement in performance but the P-G recorded significantly better results than the Pa-G. Discussion and conclusions: This study confirmed that physical activity improves both balance and strength. However, our data show that Pilates has a greater effect on these physical abilities than a general physical activity program