Functional Characteristics and Coping Strategies among Rugby Athletes: A Cluster Analysis Approach

The developing domain of mental health in sports has gained much interest, acknowledging its pivotal role in athlete performance and well-being. The aim of this research is to provide a quantitative description concerning the levels of mental health, physical activity, cognitive fusion, cognitive flexibility, and coping strategies that characterize rugby athletes by using a data-driven approach. A total of 92 rugby athletes took part in this study and filled out a set of self-administered questionnaires. A correlational analysis showed that general well-being was positively associated with years spent playing rugby (r = 0.23) and coping mechanisms (r = 0.29). Athletes’ well-being was also negatively correlated with cognitive inflexibility (r = −0.41) and cognitive fusion (r = −0.39). A k-means cluster analysis identified two unique groups: group 1, characterized by higher levels of psychological well-being, lower levels of physical activity, greater cognitive flexibility, improved coping techniques, and reduced cognitive fusion, and group 2, which exhibits opposite characteristics. The discrepancies observed in psychological characteristics such as coping strategies, cognitive fusion, and cognitive inflexibility highlight their potential impact on the general health of rugby players. To comprehend the complex interplay between psychological and physical elements in rugby athletes, long-term studies with larger samples are crucial

Response to Intervention: un modello di intervento per l’inclusione che sviluppa le Soft skills degli insegnanti. Una ricerca nazionale nella scuola dell’infanzia __________________

Il Response to Intervention (RTI) rappresenta un modello di intervento particolarmente rispondente alle esigenze degli insegnanti impegnati nell’organizzazione di contesti educativi e didattici inclusivi. Esso è articolato su più livelli ed è reputato efficace sia per l’identificazione precoce dei disturbi dell’apprendimento (DSA) sia per il supporto intensivo degli allievi con difficoltà di lettura. Considerato un processo altamente flessibile che modifica la didattica in base a come gli allievi rispondono alle proposte formative, è organizzato in 3 livelli di intervento caratterizzati da sequenzialità e basati su evidenze scientifiche: il livello 1 si rivolge alla classe intera, il livello 2 corrisponde ad attività di potenziamento in piccoli gruppi, il livello 3 è personalizzato. Da parte degli insegnanti, la messa in atto di tale modello richiede anche resilienza, riflessività, empatia, senso di autoefficacia, nonché capacità di lavoro collaborativo e di comunicazione efficace anche con le famiglie. La promozione di tali soft skills attraverso una formazione mirata è uno degli obiettivi di una ricerca finanziata dal Dipartimento di Scienze della Formazione dell’Università Roma Tre, finalizzata all’impiego del gioco musicale nella scuola dell’infanzia secondo il modello RTI per l’individuazione precoce degli allievi a rischio DSA e il potenziamento dei prerequisiti di lettura e scrittura

Dissociazione e alessitimia in un campione di pazienti con Disturbo del Comportamento Alimentare

The aim of this study has been to investigate the dissociative phenomena and the difficulties related to perceive, understand and describe the proper ones and other people's emotional states in a sample of 53 patients with Eating Disorders. The recruited sample is made by 14 Anorexia Nervosa (AN) patients, 15 with Bulimia Nervosa (BN), 12 with Eating Disorder Non Otherwise Specified (EDNOS) and 12 with Binge Eating Disorder (BED). To all subjects was administred the Eating Disorder Inventory-2, the Dissociative Experiences Scale and the Scala Alessitimica Romana. In according with literature, we confirme the relationships among Eating Disorders, the dissociative phenomena and Alexithymia

Dissociation and alexithymia in a sample of patients with eating disorders

The aim of this study has been to investigate the dissociative phenomena and the difficulties related to perceive, understand and describe the proper ones and other people's emotional states in a sample of 53 patients with Eating Disorders. The recruited sample is made by 14 Anorexia Nervosa (AN) patients, 15 with Bulimia Nervosa (BN), 12 with Eating Disorder Non Otherwise Specified (EDNOS) and 12 with Binge Eating Disorder (BED). To all subjects was administred the Eating Disorder Inventory-2, the Dissociative Experiences Scale and the Scala Alessitimica Romana. In according with literature, we confirme the relationships among Eating Disorders, the dissociative phenomena and Alexithymia

Repetitive Negative Thinking and Eating Disorders: A Meta-Analysis of the Role of Worry and Rumination.

The role of worry and rumination in eating disorders (EDs) is controversial. This meta-analysis of the literature is aimed at clarifying the relationship between repetitive negative thinking (RNT) and EDs. In accordance with the PRISMA criteria, a comprehensive search of the literature was conducted on PubMed and PsycInfo from inception to March 2021. Search terms: "eating disorder/anorexia/bulimia/binge eating disorder" AND "worry/rumination/brooding/repetitive thinking". A manual search of reference lists was also run. Forty-three studies were included. RNT was found to be associated with anorexia, bulimia, and binge eating disorder. A moderating effect was found for "presence/absence ED diagnosis" and "subtype of ED symptom". ED patients showed higher RNT than the general population. No differences were observed for age or between worry and rumination in the magnitude of their association with EDs