Loneliness, Resilience, Mental Health, and Quality of Life in Old Age: A Structural Equation Model

In the scientific literature on aging, a recent core issue has been the role of individuals' internal and external resources, which are considered intrinsically connected, in contributing synergistically to physical and psychological quality of life (QoL). The current study investigates the way in which psychological factors—such as, loneliness, resilience, and mental states, in terms of depression and anxiety symptoms—affect the perceived QoL among elderly individuals

Romantic Attachment, Internalized Homonegativity, and Same-Sex Intimate Partner Violence Perpetration Among Lesbian Women in Italy

© 2022 Tognasso, Trombetta, Gorla, Ramon, Santona and Rollè. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). https://creativecommons.org/licenses/by/4.0/Same-Sex Intimate Partner Violence (SSIPV) among lesbian women has been underestimated until few decades ago. While the association between romantic attachment and SSIPV has been widely demonstrated, mechanisms that mediate this association and the complex relationships between romantic attachment, SSIPV, and SSIPV-specific risk factors have not been adequately investigated to date. The current study assessed the influence of romantic attachment on SSIPV perpetration among lesbian women, exploring the mediating role of internalized homonegativity within this association. Three hundred and twenty-five Italian lesbian women with a mean age of 30 years were recruited and completed the following self-report measures: the Experiences in Close Relationships-Revised (ECR-R), the Measure of Internalized Sexual Stigma, and the Revised Conflict Tactics Scale Short Form. The results showed a positive association between attachment anxiety, and general and psychological SSIPV perpetration. Similarly, attachment avoidance was positively related with general, psychological, and physical SSIPV perpetration. The association between romantic attachment, and general and psychological SSIPV was partially mediated by internalized homonegativity. These findings have theoretical implications and provide valuable information to implement services and interventions tailored for SSIPV, to date scarce and not effective.Peer reviewedFinal Published versio

Intelligenza emotiva e autoefficacia in un gruppo di insegnanti

Bar-On (1997) define la inteligencia emocional como un conjunto de habilidades no cognitivas para tener más éxito en el manejo de las demandas ambientales. Actualmente, en la literatura, la inteligencia emocional, como un constructo multidimensional, se presenta como un correlato (Saklofske et al., 2003, Isaacowitz, 2005) o predictor del bienestar (Ciarrochi et al., 2002, Day e Carroll, 2004) Del éxito individual y del trabajo y está correlacionado con la autoeficacia (Chan, 2004) y ser positivo (Isaacowitz, 2005). El objetivo de este estudio fue analizar más a fondo la construcción de la inteligencia emocional y su relación con la autoeficacia en una muestra de profesores italianos. Se administró a 850 participantes la versión italiana del Bar-On Emotional Quotient Inventory (Franco, Tappatà, 2009) y Escala de autoeficacia personal en las escuelas (Borgogni, Petitta, Steca, 2001). Se realizaron análisis descriptivos e inferenciales. Finalmente, se calculó la prueba de regresión para identificar el impacto de la dimensión de la inteligencia emocional en la autoeficacia del profesor. La autoeficacia del profesor fue mejor explicada por el optimismo, asertividad, autorrealización y empatía.Bar-On (1997) defines emotional intelligence as a set of non-cognitive skills to be more successful in dealing with environmental demands. Currently, in literature emotional intelligence, as a multidimensional construct, is presented as a correlate (Saklofske et al., 2003; Isaacowitz, 2005) or predictor of well-being (Ciarrochi et al., 2002; Day e Carroll, 2004), of individual and work success and it is correlated with the self-efficacy (Chan, 2004) and being positive (Isaacowitz, 2005). The aim in this study was to further analyze the construct of emotional intelligence and its relation to self-efficacy in a sample of Italian teachers. The Italian version of the Bar-On Emotional Quotient Inventory (Franco, Tappatà, 2009) and Personal Self-efficacy Scale in Schools (Borgogni, Petitta, Steca, 2001) were administered to 850 participants. Descriptive and inferential analyses were performed. Finally, were calculated regression test to identify the impact of the dimension of emotional intelligence on teacher self-efficacy. Teacher self-efficacy was best explained by Optimism, Assertiveness, Self-actualization and Empathy.Bar-On (1997) ha definito l’intelligenza emotiva come l’insieme delle competenze non cognitive che influenzano l’abilità di rispondere efficacemente alle domande dell’ambiente. In letteratura l’intelligenza emotiva, in quanto costrutto multidimensionale, viene presentata come correlato (Saklofske et al., 2003; Auston et al., 2005; Isaacowitz, 2005) o predittore del benessere (Ciarrochi et al., 2003; Day e Carroll, 2004) e sembra essere correlata alla capacità di adattamento, di essere positivi (Seligman, 2002; Isaacowitz, 2005) e all’autoefficacia (Chan, 2004). Il presente studio si propone di indagare la relazione tra le dimensioni dell’intelligenza emotiva e l’autoefficacia in un grupo di 850 insegnanti costituito dal 10.3% di maschi e dall’89.7% di femmine. Per questo studio sono stati impiegati tre strumenti: una scheda socio- anagrafica (costruita ad hoc), l’Emotional Quotient Inventory (Bar-On, 1997) e la scala di autoefficacia personale in ambito scolastico (Borgogni, Petitta, Steca, 2001). Sui dati raccolti sono state calcolate statistiche descrittive e inferenziali. Infine, sono state condotte delle analisi di regressione per identificare l’impatto delle dimensioni dell’intelligenza emotiva sulla percezione dell’autoefficacia e sulle emozioni positive al lavoro. I risultati preliminari dimostrano che l’autoefficacia degli insegnanti risulta meglio spiegata dalle dimensioni ottimismo, realizzazione di sé, assertività e empatia.peerReviewe

Understanding the connections between intimate partner domestic violence and mental health within the European context : implications for innovative practice

This material has been published in Dailogue in Praxis: A Social Work International Journal, by the Interuniversity Centre, Dubrovnik, Croatia. Content in the UH Research Archive is made available for personal research, educational, and non-commercial purposes only. Unless otherwise stated, all content is protected by copyright, and in the absence of an open license, permissions for further re-use should be sought from the publisher, the author, or other copyright holder.The article highlights the traumatic impact of Intimate Partner Domestic Violence (IPDV) on women, the complexity of their responses and the connections between IPDV and mental ill health in the European context. Prevalence statistics indicate the scale of both IPDV and of mental ill health among IPDV women victims, as well as highlighting the impact of societal attitudes on disclosure. The paper highlights gaps in existing service responses which seek to break down the barriers preventing women from using services are identified. The potential of applying the new models of recovery being modelled in mental health to women experiencing IPDV is exploredPeer reviewedFinal Published versio

Intelligenza emotiva e autoefficacia in un gruppo di insegnanti

Bar-On (1997) define la inteligencia emocional como un conjunto de habilidades no cognitivas para tener más éxito en el manejo de las demandas ambientales. Actualmente, en la literatura, la inteligencia emocional, como un constructo multidimensional, se presenta como un correlato (Saklofske et al., 2003, Isaacowitz, 2005) o predictor del bienestar (Ciarrochi et al., 2002, Day e Carroll, 2004) Del éxito individual y del trabajo y está correlacionado con la autoeficacia (Chan, 2004) y ser positivo (Isaacowitz, 2005). El objetivo de este estudio fue analizar más a fondo la construcción de la inteligencia emocional y su relación con la autoeficacia en una muestra de profesores italianos. Se administró a 850 participantes la versión italiana del Bar-On Emotional Quotient Inventory (Franco, Tappatà, 2009) y Escala de autoeficacia personal en las escuelas (Borgogni, Petitta, Steca, 2001). Se realizaron análisis descriptivos e inferenciales. Finalmente, se calculó la prueba de regresión para identificar el impacto de la dimensión de la inteligencia emocional en la autoeficacia del profesor. La autoeficacia del profesor fue mejor explicada por el optimismo, asertividad, autorrealización y empatía.Bar-On (1997) defines emotional intelligence as a set of non-cognitive skills to be more successful in dealing with environmental demands. Currently, in literature emotional intelligence, as a multidimensional construct, is presented as a correlate (Saklofske et al., 2003; Isaacowitz, 2005) or predictor of well-being (Ciarrochi et al., 2002; Day e Carroll, 2004), of individual and work success and it is correlated with the self-efficacy (Chan, 2004) and being positive (Isaacowitz, 2005). The aim in this study was to further analyze the construct of emotional intelligence and its relation to self-efficacy in a sample of Italian teachers. The Italian version of the Bar-On Emotional Quotient Inventory (Franco, Tappatà, 2009) and Personal Self-efficacy Scale in Schools (Borgogni, Petitta, Steca, 2001) were administered to 850 participants. Descriptive and inferential analyses were performed. Finally, were calculated regression test to identify the impact of the dimension of emotional intelligence on teacher self-efficacy. Teacher self-efficacy was best explained by Optimism, Assertiveness, Self-actualization and Empathy.Bar-On (1997) ha definito l’intelligenza emotiva come l’insieme delle competenze non cognitive che influenzano l’abilità di rispondere efficacemente alle domande dell’ambiente. In letteratura l’intelligenza emotiva, in quanto costrutto multidimensionale, viene presentata come correlato (Saklofske et al., 2003; Auston et al., 2005; Isaacowitz, 2005) o predittore del benessere (Ciarrochi et al., 2003; Day e Carroll, 2004) e sembra essere correlata alla capacità di adattamento, di essere positivi (Seligman, 2002; Isaacowitz, 2005) e all’autoefficacia (Chan, 2004). Il presente studio si propone di indagare la relazione tra le dimensioni dell’intelligenza emotiva e l’autoefficacia in un grupo di 850 insegnanti costituito dal 10.3% di maschi e dall’89.7% di femmine. Per questo studio sono stati impiegati tre strumenti: una scheda socio- anagrafica (costruita ad hoc), l’Emotional Quotient Inventory (Bar-On, 1997) e la scala di autoefficacia personale in ambito scolastico (Borgogni, Petitta, Steca, 2001). Sui dati raccolti sono state calcolate statistiche descrittive e inferenziali. Infine, sono state condotte delle analisi di regressione per identificare l’impatto delle dimensioni dell’intelligenza emotiva sulla percezione dell’autoefficacia e sulle emozioni positive al lavoro. I risultati preliminari dimostrano che l’autoefficacia degli insegnanti risulta meglio spiegata dalle dimensioni ottimismo, realizzazione di sé, assertività e empatia.peerReviewe

When Intimate Partner Violence Meets Same Sex Couples: A Review of Same Sex Intimate Partner Violence

Over the past few decades, the causes of and intervention for intimate partner violence (IPV) have been approached and studied. This paper presents a narrative review on IPV occurring in same sex couples, that is, same sex IPV (SSIPV). Despite the myth that IPV is exclusively an issue in heterosexual relationships, many studies have revealed the existence of IPV among lesbian and gay couples, and its incidence is comparable to (Turell, 2000) or higher than that among heterosexual couples (Messinger, 2011; Kelley et al., 2012). While similarities between heterosexual and lesbian, gay, and bisexual (LGB) IPV were found, unique features and dynamics were present in LGB IPV. Such features are mainly related to identification and treatment of SSIPV in the community and to the need of taking into consideration the role of sexual minority stressors. Our findings show there is a lack of studies that address LGB individuals involved in IPV; this is mostly due to the silence that has historically existed around violence in the LGB community, a silence built on fears and myths that have obstructed a public discussion on the phenomenon. We identified the main themes discussed in the published studies that we have reviewed here. The reviews lead us to the conclusion that it is essential to create a place where this subject can be freely discussed and approached, both by LGB and heterosexual people

Videogames and the representation of men and women: an international perspective

In the last few decades, videogames have become a mass phenomenon and have progressively carved out an important space in society and culture. Today, they have growing capabilities to reproduce realistic scenarios, and are increasingly used as an artistic medium with significant narrative potential. In this context, players also need to confront with the representation of aspects of the Self, moving and interacting within video games’ parallel worlds. How these aspects are represented in media can be an important influence on a psychological, cultural and social level. Gender representation can be argued to be almost universal in media and reflects real-world beliefs and attitudes. Despite areas of progress, videogames often feature sexist, prejudiced or biased representations of men and women, both from an aesthetical and narrative point of view. This contribution will discuss the role of gender representation in videogames, aiming to summarize the main features and specificities of different portrayals. Specifically, men characters were over represented compared to women characters as a lead both in the narrative and in promotional material, although recent improvements were observed. Portrayals of women appeared to feature lean-ideal body idealization, sexualization, objectification, as well as reduced agency. Moreover, portrayals of men appeared to feature muscular-ideal body idealization, restrictive emotionality, and the overuse of aggressiveness and assertiveness. These restrictive representations can have harmful consequences in the users’ reality, such as fostering sexist attitudes and beliefs, promoting restrictive gender roles and ideals of appearance, as well as increasing tolerance of violent behaviors. This analysis suggests that reducing stereotypical and sexist representations, promoting diverse and nuanced representations, and efforts for critical engagement with media portrayals may help reduce these negative effects.