Mind‐mindedness and parenting stress in mothers of preterm and full‐term infants: The moderating role of perceived social support

The goal of this study was to examine the effects of preterm birth and maternal childbirth‐related posttraumatic stress and parenting stress on maternal mind‐mindedness (MM). The study also investigated the effects of perceived social support on parenting stress and MM. Sixty‐five preterm (N = 32) and full‐term (N = 33) mother–infant dyads were observed at 6 months. Measures of maternal MM were obtained from observations of mother–infant interaction. Mothers also provided ratings of their posttraumatic stress disorder (PTSD) symptoms, parenting stress, and perceived social support via an online survey. Experiencing a preterm birth did not affect mothers’ use of mental state descriptors during mother–infant interaction. Neither childbirth‐related posttraumatic stress nor parenting stress directly affected maternal ability to comment on the child's mental states appropriately. However, at medium and high levels of perceived social support, a negative association between parenting stress and MM was observed. Maternal perception of being emotionally supported by significant others promoted MM in mothers showing low or mild levels of parenting stress, but not in mothers experiencing high stress in parenting their infants. Results suggest that a proclivity to MM might be affected by the interaction between parenting stress and social support, rather than by childbirth‐related variables, such as prematurity

Describing communication profiles of low-risk preterm and full-term late talkers

Introduction: Late talkers represent a heterogeneous population. We aimed to describe communication profiles of low-risk preterm and full-term late talkers according to their receptive and expressive vocabulary size, considering communicative, linguistic, cognitive, and motor skills, as well as biological and environmental risk factors. Methods: Sixty-eight late talkers (33 born low-risk preterm and 35 full-term) were identified through a language screening at 30 months. Parents filled out the Italian Short Forms of the MacArthur Bates Communicative Development Inventories and the Socio Conversational Skills Rating Scales. Children were assessed with the Picture Naming Game test and the Bayley Scales of Infant and Toddler Development. Results: A two-step cluster analysis identified three distinct profiles among late talkers according to their receptive and expressive vocabulary size. Severe late talkers (25%) showed less frequent use of pointing, limited verbal imitation, receptive vocabulary size, lexical and sentence production, responsiveness and assertiveness, and lower cognitive scores than mild late talkers (40%). Moderate late talkers (35%) showed less frequent verbal imitation, limited lexical and sentence production and lower cognitive scores than mild late talkers. Male gender was significantly more represented in the severe late profile, whereas other biological and environmental factors did not differ among the three profiles. Conclusions: Findings highlighted the relevance of assessing communicative, lexical, grammar, pragmatic, and cognitive skills to describe late talkers’ profiles. A deeper investigation of phonological skills might also contribute to a further understanding of interindividual variability in this population

Ambivalent stereotypes link to peace, conflict, and inequality across 38 nations

A cross-national study, 49 samples in 38 nations (n = 4,344), investigates whether national peace and conflict reflect ambivalent warmth and competence stereotypes: High-conflict societies (Pakistan) may need clearcut, unambivalent group images distinguishing friends from foes. Highly peaceful countries (Denmark) also may need less ambivalence because most groups occupy the shared national identity, with only a few outcasts. Finally, nations with intermediate conflict (United States) may need ambivalence to justify more complex intergroup-system stability. Using the Global Peace Index to measure conflict, a curvilinear (quadratic) relationship between ambivalence and conflict highlights how both extremely peaceful and extremely conflictual countries display lower stereotype ambivalence, whereas countries intermediate on peace-conflict present higher ambivalence. These data also replicated a linear inequality-ambivalence relationship.Peer reviewe

Il narcisismo in et\ue0 evolutiva e in adolescenza

Il tema del narcisismo suscita interesse da sempre. Da un lato clinici e teorici del secolo scorso ne avevano fatto un emblema di complesse articolazioni psicologiche ed evolutive, dall'altro la critica sociale lo aveva usato per denominare un clima culturale collettivo. Negli ultimi decenni il concetto \ue8 stato riaffrontato secondo linee diverse, anche alla luce del dibattito innescato dal DSM-5 sulla reale esistenza di un disturbo narcisistico specifico. La ricerca contemporanea si \ue8 arricchita dei contributi empirici legati alle teorie dei tratti e a strumenti specifici di indagine su autostima, vergogna, grandiosit\ue0, psicopatia. Obiettivo del testo \ue8 analizzare come il tema del narcisismo sia stato affrontato in passato e, soprattutto, aiutare il lettore a comprendere gli estremi del dibattito attuale, fra neuro-scienze e social cognition, fra DSM-5 e PDM-2. Oltre ad aggiornate sezioni sulla storia e sulla diagnosi, sono presenti parti specifiche su questioni attuali come il ciclo di vita, tema innovativo e scarsamente presente in letteratura. Sono inclusi anche capitoli dedicati ad aree di grande interesse come la psicologia della salute e quella dell'innamoramento e della coppia, per giungere a un ampio capitolo conclusivo sugli orientamenti attuali nella terapia. Si tratta di un volume corredato di numerose tabelle e schemi riassuntivi, e adatto sia ai livelli di formazione intermedia sia a clinici e lettori pi\uf9 esperti che desiderino un aggiornamento esteso e con riferimenti internazionali contemporanei

Singing to infants matters: early singing interactions affect musical preferences and facilitate vocabulary building

This research revealed that the frequency of reported infant-parent singing interactions predicted 6-month-old infants' performance in laboratory music experiments and mediated their language development in the second year. At 6 months, infants (n=36) were tested using a preferential listening procedure assessing their sustained attention to instrumental and sung versions of the same novel tunes whilst the parents completed an ad-hoc questionnaire assessing home musical interactions with their infants. Language development was assessed with a follow-up when the infants were 14-month-old (n=26). The main results showed that 6-month-olds preferred listening to sung rather than instrumental melodies, and that self-reported high levels of parental singing with their infants[i] were associated with less pronounced preference for the sung over the instrumental version of the tunes at 6 months, and [ii] predicted significant advantages on the language outcomes in the second year. The results are interpreted in relation to conceptions of developmental plasticity

La dipendenza da internet in adolescenza tra normalità e psicopatologia: uno studio italiano

La dipendenza da internet in adolescenza tra normalità e psicopatologia: uno studio italian

Mindful Parenting Intervention MinUTo App for Parents of Preschool Children: Study Protocol of a Randomised Controlled Trial

Background: Mindful parenting and the use of technology for parenting intervention have expanded separately from one another with promising results, but their relationship is underexplored. The current study protocol proposes a new universal intervention via app, MINd Us TOghether (MinUTo), based on mindful parenting for parents of typically developing children of 4–5 years of age. Methods: The effect of the intervention is evaluated using a randomised controlled trial. Around 2000 parents are enrolled and randomised to the intervention and control groups. Data are collected in three different waves from parents at baseline and endline; APP usage data allow for the analysis of intervention adherence. The MinUTo app proposes contents and activities for five dimensions of mindful parenting. Each dimension is presented within a two-week distance, explaining its importance, providing information, and offering activities for parents and children. Expected results: We hypothesise a positive effect of the intervention on primary outcomes (mindful parenting, parenting stress, parent behaviours and parental time investment), increasing parents’ skills and promoting a positive parent–child relationship. We also test possible effects on secondary outcomes (parenting attitudes and beliefs) at an explorative level. Conclusions: The study will add new considerations about the psychological and economic impact of technologies in implementing parenting interventions in non-clinical populations

Singing to infants matters

Data file associated with article "Singing to infants matters: Early singing interactions affect musical preferences and facilitate vocabulary building" by Fabia Franco, Iryna Kozar, Maria Spinelli, Chiara Suttora & Mirco Fasolo", submitted for publication October 2017

A Parent-Implemented Language Intervention for Late Talkers: An Exploratory Study on Low-Risk Preterm and Full-Term Children

Parent-implemented language interventions have been used for children with expressive language delays, but no study has yet been carried out using this intervention for low-risk preterm children. The current study examined the effect of a parent-implemented dialogic book reading intervention, determining also whether the intervention differently impacted low-risk preterm and full-term children. Fifty 31-month-old late talkers with their parents participated; 27 late talkers constituted the intervention group, and 23 constituted the control group. The overall results indicated that more children in the intervention group showed partial or full recovery of their lexical expressive delay and acquired the ability to produce complete sentences relative to the control group. Concerning full-term late talkers, those in the intervention group showed a higher daily growth rate of total words, nouns, function words, and complete sentences, and more children began to produce complete sentences relative to those in the control group. Concerning low-risk preterm late talkers, children in the intervention group increased their ability to produce complete sentences more than those in the control group. We conclude that a parent-focused intervention may be an effective, ecological, and cost-effective program for improving expressive lexical and syntactic skills of full-term and low-risk preterm late talkers, calling for further studies in late talkers with biological vulnerabilities