Dissertations / Theses on the topic 'PSICOLOGIA DINAMICA'
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Fontana, Roseli Aparecida Cação 1952. "A elaboração conceitual na dinamica das relações de ensino." [s.n.], 1991. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251944.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Mestrado
Rodrigues, Maria Carolina P. "Psicoterapia dinamica breve : uma intervenção alternativa na preparação psicologica de tenistas infanto-juvenis." [s.n.], 1998. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274894.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: Este trabalho tem como objetivo relatar e discutir os processos de diagnóstico e intervenção psicológica de tenistas infanto-juvenis de um centro de treinamento, a partir da Psicoterapia Dinâmica Breve. Levando-se em consideração as características específicas do trabalho psicológico com tenistas infanto-juvenis, são apresentadas as principais premissas para o processo de diagnóstico e intervenção. Foram analisados três adolescentes, dois do sexo masculino e um do sexo feminino, de uma academia de tênis de Campinas na faixa etária entre 15 e 18 anos. Utilizou-se como apoio para a fase de diagnóstico o POMS (Perfil dos Estados de Humor), entrevistas e observações durante treinamentos e competições. Como técnica de intervenção foi utilizada a Psicoterapia Breve com enfoque psicanalítico. Os resultados mostram evidências de evolução na estrutura emocional dos atletas através do trabalho psicológico, trazendo como conseqüência deste processo, além do desenvolvimento e amadurecimento emocional, uma possível melhora no rendimento dos mesmos em treinos e competições. Recomendam-se novas propostas de investigação que possam diversificar a utilização desta técnica no âmbito esportivo e possibilitar o controle de outras variáveis, tais como ambiente, atuação dos técnicos, entre outros
Abstract: This study aims to relate and discuss, from the Brief Dynamic Psychotherapy, the processes of diagnosis and psychological intervention of adolescent tennis players of a training center. Considering the specific characteristics of the psychological work with adolescente tennis players, the major premises are presented for the process of diagnosis and intervention. Three adolescent were analysed, two were male and one female, from a tennis academy in Campinas, ranging from 15 to 18 years old. As a support for the diagnosis phase, the POMS (Profile of Mood States), interviews and observations were used during the trainings and competitions. The Brief Psychotherapy, with a psychoanalytic feature, was used as an intervention technic. The results show evidences of the evolution on the emotional structure trough the psychological work, bringing an emocional development and maturacional, like to possible improvement on the output of this trainings and competitions as a consequence of the process. New proposals of investigations are recommended in order to diversify the use of this technic in sports and enable the control of other variants, such as the environment, coaches atuation and so on
Mestrado
Mestre em Educação Física
Lima, Liliana Aparecida de 1964. "Psicodrama e dinamica de grupo : re-criando possibilidades para o ensino de psicologia na universidade." [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250874.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Mestrado
De, Pascalis Leonardo Llewellyn Duncan <1980>. "Procreazione medicalmente assistita: benessere psico-fisico ed emotivo di coppia durante il trattamento medico e il periodo della gravidanza." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/3816/1/DePascalis_Leonardo_tesi.pdf.
Full textDe, Pascalis Leonardo Llewellyn Duncan <1980>. "Procreazione medicalmente assistita: benessere psico-fisico ed emotivo di coppia durante il trattamento medico e il periodo della gravidanza." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/3816/.
Full textBonaga, Giorgia <1979>. "Poverty and Mental Health. Tangible and Intangible Aspects of Microcredit." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/4785/1/Bonaga_Giorgia_tesi.pdf.
Full textBonaga, Giorgia <1979>. "Poverty and Mental Health. Tangible and Intangible Aspects of Microcredit." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/4785/.
Full textRahman, MD Shamimur <1976>. "The Efficiency of Microcredit Applied to Social Exclusion." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/4792/1/Rahman_Shamimur_tesi.pdf.
Full textRahman, MD Shamimur <1976>. "The Efficiency of Microcredit Applied to Social Exclusion." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/4792/.
Full textNeri, Erica <1984>. "Prematurità: Interazioni Precoci e Sintomatologia Materna." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5871/2/Neri_Erica_tesi.pdf.
Full textBackground and aim. Preterm birth can affect the quality of early interactions and the maternal symptoms, especially in case of VLBW (≤1500 grams) and ELBW infants (≤1000 grams). Aim of the study was to evaluate the interactive patterns and maternal affective state in two samples of preterm infants, VLBW and ELBW, in comparison with a full-term infants group (GC) at 3 and 9 months of corrected age. Method. A sample of 119 mother-infant dyads, including 71 healthy premature infants (30 VLBW and 21 ELBW) and 68 full-term infant was assessed at 3 and 9 months of corrected age. Mother-child interaction was recorded and later coded using the Global Rating Scales (3 months) and the CARE Index Infant (9 months). In each assessment, maternal symptoms was evaluated through Edinburgh Postnatal Depression Scale, Penn State Worry Questionnaire, Social Interaction and Anxiety Scale, Social Phobia Scale, Parenting Stress Index-Short Form, Italian Temperament Questionnaire. Results. At 3 months c.a., interactive patterns of mothers of ELBW infants was more demanding and less sensitive than those of VLBW, and more intrusive than those GC. Moreover, at 9 months, mothers of ELBW, appear to be significantly less sensitive than those of the GC. In both assessments, these mothers showed significantly higher levels of depression, generalized anxiety and stress, in relation to both those of VLBW than those born at term. No difference emerged about social anxiety nor the perception of infant temperament. The correlation analysis showed specific relations between the symptoms and maternal interactive patterns in each groups. Discussion. Preterm birth can represent a factor of risk for mother of ELBW infants: these women showed difficulties in interactive behaviour and high level of affective symptoms; mothers of VLBW have interactive patterns similar to those of GC, showing adequate sensitivity and low levels of depression, anxiety and stress.
Neri, Erica <1984>. "Prematurità: Interazioni Precoci e Sintomatologia Materna." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5871/.
Full textBackground and aim. Preterm birth can affect the quality of early interactions and the maternal symptoms, especially in case of VLBW (≤1500 grams) and ELBW infants (≤1000 grams). Aim of the study was to evaluate the interactive patterns and maternal affective state in two samples of preterm infants, VLBW and ELBW, in comparison with a full-term infants group (GC) at 3 and 9 months of corrected age. Method. A sample of 119 mother-infant dyads, including 71 healthy premature infants (30 VLBW and 21 ELBW) and 68 full-term infant was assessed at 3 and 9 months of corrected age. Mother-child interaction was recorded and later coded using the Global Rating Scales (3 months) and the CARE Index Infant (9 months). In each assessment, maternal symptoms was evaluated through Edinburgh Postnatal Depression Scale, Penn State Worry Questionnaire, Social Interaction and Anxiety Scale, Social Phobia Scale, Parenting Stress Index-Short Form, Italian Temperament Questionnaire. Results. At 3 months c.a., interactive patterns of mothers of ELBW infants was more demanding and less sensitive than those of VLBW, and more intrusive than those GC. Moreover, at 9 months, mothers of ELBW, appear to be significantly less sensitive than those of the GC. In both assessments, these mothers showed significantly higher levels of depression, generalized anxiety and stress, in relation to both those of VLBW than those born at term. No difference emerged about social anxiety nor the perception of infant temperament. The correlation analysis showed specific relations between the symptoms and maternal interactive patterns in each groups. Discussion. Preterm birth can represent a factor of risk for mother of ELBW infants: these women showed difficulties in interactive behaviour and high level of affective symptoms; mothers of VLBW have interactive patterns similar to those of GC, showing adequate sensitivity and low levels of depression, anxiety and stress.
Dellabartola, Sara <1983>. "Il contributo della psicopatologia ansiosa materna prenatale sul temperamento infantile e la relazione precoce madre-bambino." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5899/2/dellabartola_sara_tesi.pdf.
Full textMaternal antenatal anxiety has been shown to be associated with adverse consequences for the mother and the child. However, studies considering the effect of DSM-IV anxiety disorders during pregnancy are lacking. The general aim was to investigate, in the early postpartum, the relationship between maternal prenatal anxiety psychopathology and: neonatal behavioral development, quality of caregiving, maternal and infant’s interactive behaviors. 138 women completed the clinical interview SCID-I for DSM-IV (First et al., 1997) during the third trimester of pregnancy to assess anxiety disorders. 31 women (21,5%) showed an anxiety disorders during antenatal period. At one month postpartum, the neonatal development was assessed using NBAS (Brazelton, Nugent, 1995) and the mothers completed the MBAS (Brazelton, Nugent, 1995). At 3 months postpartum, mother-infant interactions were video-recorded and coded using GRS (Murray et al., 1996). Stranger Episode procedure (Murray et al., 2007) was used to assess maternal and infant’s interactive pattern with an unfamiliar person. Anxious mothers’ babies had poorer performances on NBAS regarding attention, self-quieting, examiner facilitation, state regulation (p<0.05). Anxious mothers perceived themselves as having a greater lack of confidence in caretaking and they consider their babies as more unsettled-irregular (p<0.05). Mothers with anxiety disorder showed less sensitive interactive behavior, resulting more withdrawal and less engaged with their infants than controls. During Stranger Episode, mothers with social phobia appeared more anxious, engaged less with the stranger themselves, and were less encouraging of the infant’s interaction with an unfamiliar person. Results underline the importance of assessing and monitoring maternal antenatal anxiety. These findings are consistent with a cumulative risk model suggesting that maternal prenatal anxiety and quality of maternal caregiving could act in concert to shape infant outcomes.
Dellabartola, Sara <1983>. "Il contributo della psicopatologia ansiosa materna prenatale sul temperamento infantile e la relazione precoce madre-bambino." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5899/.
Full textMaternal antenatal anxiety has been shown to be associated with adverse consequences for the mother and the child. However, studies considering the effect of DSM-IV anxiety disorders during pregnancy are lacking. The general aim was to investigate, in the early postpartum, the relationship between maternal prenatal anxiety psychopathology and: neonatal behavioral development, quality of caregiving, maternal and infant’s interactive behaviors. 138 women completed the clinical interview SCID-I for DSM-IV (First et al., 1997) during the third trimester of pregnancy to assess anxiety disorders. 31 women (21,5%) showed an anxiety disorders during antenatal period. At one month postpartum, the neonatal development was assessed using NBAS (Brazelton, Nugent, 1995) and the mothers completed the MBAS (Brazelton, Nugent, 1995). At 3 months postpartum, mother-infant interactions were video-recorded and coded using GRS (Murray et al., 1996). Stranger Episode procedure (Murray et al., 2007) was used to assess maternal and infant’s interactive pattern with an unfamiliar person. Anxious mothers’ babies had poorer performances on NBAS regarding attention, self-quieting, examiner facilitation, state regulation (p<0.05). Anxious mothers perceived themselves as having a greater lack of confidence in caretaking and they consider their babies as more unsettled-irregular (p<0.05). Mothers with anxiety disorder showed less sensitive interactive behavior, resulting more withdrawal and less engaged with their infants than controls. During Stranger Episode, mothers with social phobia appeared more anxious, engaged less with the stranger themselves, and were less encouraging of the infant’s interaction with an unfamiliar person. Results underline the importance of assessing and monitoring maternal antenatal anxiety. These findings are consistent with a cumulative risk model suggesting that maternal prenatal anxiety and quality of maternal caregiving could act in concert to shape infant outcomes.
Minelli, Marianna <1987>. "The Temperamental Trait of Behavioral Inhibition: Characteristics, Assessment and Psychopathological Risk in Preschool Age." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amsdottorato.unibo.it/8114/1/Minelli_Marianna_Tesi.pdf.
Full textChirico, Ilaria <1987>. "The Focal Play Therapy with Children and Parents: How to promote the Parent-Therapist Alliance." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amsdottorato.unibo.it/8586/1/ChiricoIlaria_PhDTESI.pdf.
Full textBernardi, Erica <1984>. "LA PERSONA CON DEMENZA: APPROCCI RELAZIONALI E TERAPIE NON FARMACOLOGICHE." Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/3995.
Full textPRESSATO, Paolo. "Il concetto di caso: una lettura sistemica." Doctoral thesis, Università degli studi di Bergamo, 2020. http://hdl.handle.net/10446/181505.
Full textMARRAZZO, Carmine. "Clinica delle relazioni formative e scolarità. Elementi di una ricerca-intervento." Doctoral thesis, Università degli studi di Bergamo, 2016. http://hdl.handle.net/10446/61893.
Full textPORRECA, ALESSIO. "I comportamenti di parenting nel contesto del Disturbo da Uso di Sostanze: implicazioni dei fattori psicopatologici e cognitivi per l’assessment e l’intervento." Doctoral thesis, Università degli studi di Padova, 2022. http://hdl.handle.net/11577/3458739.
Full textSubstance Use Disorder (SUD) represents an increasing global risk factor for disability and premature death, with significant economic costs. Nearly 90% of women who struggle with SUD are in child rearing age and maternal SUD is a risk factor for parenting and child development. Besides the direct effects of substance exposure, quality of parenting in the home represents an important mediator of undesired developmental outcomes. Compared to low-risk populations, mothers with SUD show less optimal caregiving behaviors in diverse contexts, being less sensitive and responsive to children’s signals, and more hostile and interfering with their activities. These negative parenting behaviors are linked undesired developmental outcomes and a higher risk to be involved with child protective services. Therefore, quality of parenting behaviors across different domains constitute one of the main targets of investigation in the condition of SUD, to avoid unfavorable developmental outcomes in children though targeted interventions. Furthermore, a wide array of studies shows the relevance of investigating SUD-related characteristics, as co-occurring psychopathology or parental cognitive impairments, to better understand which mechanisms could further detriment quality of parenting in SUD and support/obstacle interventions. The current thesis focuses on quality of parenting behaviors in the context of maternal SUD, considering the psychopathological and cognitive mechanisms involved, and identifying a possible intervention protocol that could consider these aspects. The first part of the work provides a general overview of parenting, considering some of the mechanisms involved in the process of taking care in early infancy and childhood. In chapter 1 we discuss the role of parenting behaviors in shaping child development, identifying how their quality can be influenced by cognitive resources or the presence of psychopathological symptoms in the adult. The second part of the work will focus specifically on parenting in the context of SUD, a high-risk condition for quality of care and for child development. In Chapter 2 we will present an empirical study aimed at investigating quality of parenting behaviors through cluster analysis in mothers with SUD. In chapter 3 we will discuss the results of a study aimed at examining the role of maternal alexithymia, a specific type of psychopathology, on quality of parenting behaviors in mothers with SUD. In the empirical study in Chapter 4 we will report on a longitudinal study investigating the effect of parental psychological symptoms and executive functioning on the development of parent-child relationships during a residential program for drug addiction. In chapter 5 we will present a proposal for a randomized controlled trial aimed at modifying quality of parenting behaviors in mothers with SUD considering the intervening role of cognitive and psychopathological mechanisms. Finally, in the last section we will provide a general discussion of the topics developed through the work, highlighting some methodological challenges and some empirical and clinical implications based on the results of our empirical studies. Globally our results confirm that SUD represents a risk condition for parenting and quality of parent-child relationships. Patterns of mother-child interactive behaviors are more likely to present difficulties within this group, but these are subjected to variability. Differences in quality of parenting behaviors are linked to the presence of co-occurring psychopathology and cognitive resources, and these two mechanisms play an important role in the ongoing of interventions. Thus, quality of parenting behaviors should represent one of the main focuses of assessment and intervention in mothers with SUD, but they should be considered also in the light of psychopathology and cognitive functioning.
PICK, EMANUELE. "COMPRENDERE L'EMPATIA NELLE DIMENSIONI INTRAPERSONALE E INTERPERSONALE DA UNA PROSPETTIVA INCARNATA: UNA RACCOLTA DI STUDI." Doctoral thesis, Università degli studi di Padova, 2022. http://hdl.handle.net/11577/3459394.
Full textThe present doctoral project aims, across five empirical studies, two systematic reviews, and one theoretical and methodological proposal, at deepening the intraindividual and interindividual dimensions of empathy within the construct of embodiment. Intraindividual empathy has been studied, in the first empirical study, from the perspective of one of its hormonal correlates, i.e., testosterone, in 18 patients affected by Kennedy’s disease. In such an EEG study, results revealed a significant increase in neural reactivity (pcorr = 0.019) in terms of experience sharing (construct close to affective empathy) 0–350 ms post-stimulus, with respect to 18 non-clinical male healthy subjects. The first PRISMA systematic review, on the main neurodegenerative diseases (of 528 screened studies, 39 fulfilled inclusion and exclusion criteria), confirmed that each facet of empathy probably has a morpho-functional peculiar layout thus confirming the somatic perspective as a potentially unifying framework to outline the plethora of constructs that are comprehended under the term “empathy.” In the second empirical study, empathy, in its self- and other-oriented components, has been studied in a psychiatric sample of 59 consecutively recruited inpatients. Comparison of multinomial models revealed how self-oriented empathy was the best predictor of the levels of personality organization, as evaluated by the PDM-2, explaining data 25 times better than the null model. Contrary to the hypothesis, no association with somatizations aspects has been found. The other five investigations were devoted to the interpersonal perspective of empathy. Specifically, the second PRISMA systematic review aimed at identifying the constructs and the definition of such perspective on empathy and its associations with somatic components. From a total of 127 screened articles, the 17 included reports allowed us to infer that the best term to use, and that has been used throughout my thesis, is the one of “interpersonal empathy.” Unfortunately, none of the screened records investigated its somatic counterparts. 2 Therefore, in the third empirical study, we started validating a self-report questionnaire measuring interpersonal empathy based on the three empathy components by Zaki and Ochsner (2012): the affective, cognitive, and prosocial ones. Ninety-two interacting dyads participated, and their interactions were audio and video recorded. The questionnaire, in its state and trait versions, seems to have good psychometric proprieties although its validation isn’t concluded yet. We then conducted three more empirical studies, (Study 6A, 6B, and 7) in which 17 sessions of different therapies and a whole therapy of 16 sessions have been video registered and both members of the therapeutic dyad had their physiological signals acquired. In these studies, we hypothesised higher dyadic physiological synchronization (PS) would correspond to moment of high interpersonal affective empathy. Physiological acquisition was done through BIOPAC wireless acquisition device; therapist’s interventions were categorized with the Psychodynamic Intervention Rating Scale (PIRS; Cooper et al., 2002) and patient’s responses with the Therapeutic Collaboration Coding System (TCCS; E. Ribeiro et al., 2013). Briefly, results have essentially confirmed our hypothesis by indicating higher levels of PS when therapists’ interventions were of Reflections or Associations PIRS categories, and when patient’s responses were of Safety TCCS category. PS has therefore been confirmed as a possible somatic marker of interpersonal affective empathy and, for the first time in literature, also through the use of coding systems on the verbatim transcripts of therapeutic sessions. Finally, in a proposal, we outlined a neural model engaging both the central and the peripheral nervous system, by considering mirror mechanisms and assigning a crucial role to oxytocin.
BASSI, GIULIA. "MOTIBOT: IL COACH VIRTUALE PER INTERVENTI DI COPING SANO PER ADULTI CON DIABETE MELLITO." Doctoral thesis, Università degli studi di Padova, 2022. http://hdl.handle.net/11577/3458737.
Full textDiabetes Mellitus (DM) is a self-managed, metabolic disease, in which if the individual is unwilling, unmotivated, or unable to regularly self-manage their DM, the medical and psychosocial outcomes will be poor. Indeed, DM is more than a physical health condition: it has behavioural, physiological, psychological, and social impacts, and demands high levels of motivation in order to follow the clinical recommendations and adopt healthy behaviours. To this end, the American Association of Diabetes Educators (AADE) guidelines introduced the healthy coping construct to identify healthy coping strategies for reducing symptoms of depression, anxiety, stress, and diabetes-related emotional distress while also improving the well-being of adults with DM. Virtual Coaches (VCs) have recently become more prevalent in the support and management of common barriers in the context of adherence to healthy behaviours among adults with DM, in particular those regarding medical and physical behaviours. However, few VCs were found to be specifically aimed at providing psychosocial support to adults with DM. The main aim of the present thesis was, indeed, the development and implementation of a VC for the provision of psychosocial support to adults with Type 1 (T1DM) or Type 2 DM (T2DM). More specifically, this VC aimed at motivating adults with DM to reduce depression, anxiety, perceived stress symptoms, diabetes-related emotional distress, and improve their well-being, by encouraging them to acquire and cultivate psychosocial healthy coping strategies. These coping skills referred to the AADE guidelines and thus to practicing meditation; in this study, the Mindfulness-Based Cognitive Therapy has been applied. The present thesis is articulated according to three studies. Study 1 aimed at providing meta-analytical evidence on the efficacy of eHealth interventions in supporting the psychosocial and medical well-being of adults with T1DM or T2DM. Study 2 aimed at testing the prototype of the simulated VC, namely Wizard of Oz (WOZ), via the WhatsApp messaging platform for 6-week, with two sessions per week. In particular, this study investigated the preliminary acceptability and the User Experience (UX) of the intervention protocol, which will be incorporated into the future VC. Indeed, the design method was two-fold. On the one hand, the WOZ method was applied, in which psychology students believed that they were interacting with a VC, instead they were communicating with a human being. On the other hand, the Obesity-Related Behavioural Intervention Trials (ORBIT) model was used, particularly its early phases, since it favours an iterative approach. Study 3, following the next phases of the ORBIT model, aimed at assessing the preliminary efficacy of the VC, called Motibot—the abbreviation for Motivational bot—developed through a combination of Natural Language Processing (NLU) and hand-crafted rules. A total of 13 Italian adults with DM (Mage = 30.08, SD = 10.61) interacted with Motibot through the Telegram messaging application for 12 sessions, in which the patient planned the appointment according to his/her needs: he/she interacted with Motibot one or two sessions per week. Therefore, Motibot was perceived as motivating, encouraging and able to trigger self-reflection on one’s own emotions: users and patients reported having a very positive experience with Motibot. Motibot, thus, can be a useful tool to provide psychosocial support to adults with DM; as such, it might be prescribed by the diabetologist as a preventive measure for the patient’s well-being and/or when the patient presents mild and moderate psychosocial symptoms. The user-centred design approach and the concept of bidirectionality between psychosocial and medical factors are key points in the development of a personalised treatment within the digital intervention.
Emer, Alessandra. "L'interazione madre - bambino durante i primi anni di vita: analisi longitudinale degli effetti della genitorialità  a rischio sullo sviluppo del bambino." Doctoral thesis, Università degli studi di Trento, 2014. https://hdl.handle.net/11572/368115.
Full textBentenuto, Arianna. "Studio della relazione genitore - bambino in soggetti con Disturbo dello Spettro Autistico." Doctoral thesis, Università degli studi di Trento, 2012. https://hdl.handle.net/11572/368387.
Full textBianco, Francesca. "Lo psicologo nelle cure primarie: dall'utenza alla realizzazione." Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3427155.
Full textQuesto lavoro di tesi ha come oggetto di studio la figura dello Psicologo di base o di Cure Primarie (PCP), ovvero l’inserimento della professione psicologica all’interno dello studio del medico di base in un contesto di cure primarie, primo contatto che individui e famiglie hanno con il Sistema Sanitario Nazionale. Ho approfondito questo tema inquadrando il fenomeno da più punti di vista, considerando il contesto in cui questa figura si potrebbe inserire: come si evince dal titolo, questa tesi ambisce a comprendere come la figura psicologica potrebbe inserirsi nel territorio, analizzando dapprima i bisogni della popolazione, ovvero la possibile utenza, e presentando infine un esempio d’implementazione, attraverso la descrizione della prima sperimentazione veneta dello psicologo di base.
Paduanello, Matteo. "Le Transizioni nella Psicologia dei Costrutti Personali Validazione della teoria e dimensioni cliniche del cambiamento." Doctoral thesis, Università degli studi di Padova, 2008. http://hdl.handle.net/11577/3425222.
Full textQUETTIER, THOMAS CHARLES JOSEPH. "Elaborazione cosciente delle espressioni facciali e il contributo dei segnali somestetici: Studio dalla dinamica della rivalità binoculare." Doctoral thesis, Università degli studi di Padova, 2022. http://hdl.handle.net/11577/3459400.
Full textThis work aims to give a theoretical contribution to embodied cognition theory and science of consciousness. Taken together, these two fields of research raise important questions regarding each field as well as their interaction. Regarding the contribution to the embodied cognition theory, experiments using mimicry (Experiment 1 and Experiment 2), will test the model proposed by Wood and colleagues (2016). This model proposes that sensorimotor signals may feedback to visual areas and play a role in modulating the visual processing of emotional faces. The possible role of facial mimicry in conscious perception of emotional facial expressions is almost totally neglected. My findings confirm the importance of mimicry in conscious processing of facial expressions. So far, integration of information between sensorimotor (i.e., mimicry) and visual areas modulates experience of facial expressions. Regarding science of consciousness, this work will explore the consciousness time-course mechanisms. A particular focus is given to the mechanisms related to the content of consciousness once such content is built up. Conscious experience modulation is observed in two different ways: the stabilization effect (Experiments 1 to 3), that is the duration of a content in consciousness, and the disformation effect (Experiments 4 and 5), that is the process of fading away of a content from consciousness. I propose these two effects need to be implemented in the consciousness time-course proposed by Aru and Backmann (2017) as they describe the possible evolution of the conscious content (i.e., remain or leave consciousness).
Flosi, Luciana Claudia Leite. "A relação dinamica da linguagem oral com a escrita e gestos na afasia." [s.n.], 2003. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270367.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Os dados produzidos por sujeitos afásicos durante uma avaliação lingüisticamente orientada mostram dificuldades lingüístico-cognitivas, bem como manifestações da força criadora da linguagem. A abordagem discursiva dos estudos da linguagem na afasia se interessa por compreender as dificuldades apresentadas pelo sujeito em diversos contextos verbais e não verbais, e não por classificar os possíveis desvios de linguagem que podem ocorrer em contextos patológicos. Tais dados foram produzidos por MG e NF, durante avaliação e acompanhamento terapêutico cujo objetivo foi auxiliar essas pessoas afásicas, promovendo a utilização da linguagem em diversas situações discursivas e configurações contextual. Trata-se de uma Jargonofasia e de uma Anomia, respectivamente, de acordo com o paradigma clássico de estudos da afasia. O tema central desta pesquisa - e que justifica seu nome - é a relação dinâmica entre sistemas (gestualidade, desenho, percepção, memória) não verbais e verbais na afasia, condição cognitiva que ajuda na (re) elaboração das dificuldades afásicas. Em atividades e práticas discursivas que envolvem o uso da leitura e da escrita, a função reflexiva da linguagem favoreceu as relações entre esses sistemas simbólicos.O trabalho terapêutico (fonoaudiológico) desenvolvido nesta pesquisa foi baseado em princípios teórico-metodológicos lingüisticamente informados e produziu efeitos favoráveis na recuperação dessas pessoas afásicas
Abstract: The data produced by aphasic people during a linguistically oriented evaluation show linguistic and cognitive difficulties such as manifestations of the language' s creative strength. The discursive broach of the language's studies in aphasia is interested in understanding the difficulties shown by the patient in different verbal and non-verbal contexts and it is not interested in classifying the possible language's deflection that may occur in pathological contexts. MG and NF produced such data during evaluation and therapeutical accompaniment in order to help these aphasic people by promoting the language's utilization in different discursive situations and contextual configurations. This is about Jargonaphasia and an Anomia, respectively, according to the classic paradigm of the aphasia studies. The main theme of this research -what justifies its name- is the dynamics relation between verbal and non-verbal systems (gesticulation, draw, perception, memory) in aphasia cognitive condition that helps with the (re) elaboration ofthe aphasic difficulties. In activities and discursive practices that involve the use of the reading and writing, the reflexive function of the language has favored the relations between these symbolic systems. The therapeutic job (speech therapist) developed in this present research was based on theoretical and methodological principIes linguistically informed and it has produced favorable results in the recuperation of these aphasic people
Mestrado
Mestre em Linguística
GIOVANNINI, CATERINA. "Essere nel momento presente: operazionalizzazione del costrutto di Mindfulness e sue applicazioni cliniche." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/83234.
Full textCrescenzo, Pietro. "Lo stress dell'insegnante: burnout, stress, e personalità nei docenti delle scuole superiori." Doctoral thesis, Universita degli studi di Salerno, 2017. http://hdl.handle.net/10556/2676.
Full textBackground: International literature shows how the profession of teacher should be considered at high-risk of stress and burnout. Indeed, it falls within the set of help professions that are high touch job (highly emotional), like physicians, nurses, psychologists or security operators. Literature also showed how different factors are involved in the development of the Burnout syndrome, among which this research has given visibility to personality factors. The relationship between personality and burnout is therefore the subject of investigation of this doctoral thesis. Objectives: Investigate the influence of the five personality traits according to the Big Five model on the onset of high school teachers’ burnout syndrome. In particular, verify whether the personality dimensions (Energy, Agreeableness, Conscientiousness, Emotional Stability and Mental Opening, as enumerated by Caprara and collaborators) were predictors of the size of Burnout (Psychophysical Exhaustion, Relational Deterioration, Professional Dissatisfaction, Disillusionment) in the Santinello review proposed. Method: In a group of 171 teachers of teachers including 49 males (28.7%) and 122 females (71.3%) from different high schools, we administered the Big Five Questionnaire (BFQ) to detect personality traits and the Link Burnout Questionnaire (LBQ) to investigate the levels of burnout. The scores obtained in the dimensions of BFQ were thus compared with the scores obtained in the scales of the LBQ applying the statistical analysis of linear correlation and linear regression for each trait and size of burnout. Results: Analysis of the data shows that there are significant and inverse correlations between personality traits and burnout. The analysis also shows how much predictive the traits of Energy and Emotional Stability are for the dimension of Psychophysical Exhaustion, while for the Relational Deterioration only the Emotional Stability trait is predictor. The results also show how for the dimension of Professional Dissatisfaction the Emotional Stability and Openness are the predictors. Finally, for the dimension of Disillusion, Emotional Stability and Agreeableness are predictors. It appears from the data that the personality trait of emotional stability is the common predictor in all dimensions. Conclusion: The results showed how the individual personality characteristics should be considered fundamental in the study of the burnout phenomenon. This aspect can have applications both in the selection of teachers, for a correct insertion of the resource in clinical terms and in terms of prevention, both as support to the teacher as the Burnout, as presented in the literature, may vary depending on the user, on the relationship with colleagues and more generally on the content and the context of work, it would be appropriate and also needed to support teachers in identifying personal resources, linked to their personality traits with the possible inclusion of school psychologists who are able to help the acquisition of emotional skills in the fulfilment of the teaching profession and in parallel increasing the awareness of having a network of resources that is always available in times of difficulty related to the school context. [edited by Author]
XV n.s
Celia, Giovanna. "Gli stili narrativi dei gruppi dinamici come indicatori di cambiamento: ipotesi teoriche e proposte metodologiche." Doctoral thesis, Universita degli studi di Salerno, 2013. http://hdl.handle.net/10556/813.
Full textIl lavoro propone una reinterpretazione teorico-metodologica della dinamica di gruppo in chiave strategico-integrata attraverso la definizione e l’esplorazione sistematica delle valenze scientifiche del legame tra dinamiche di gruppo e narrazione. L’ipotesi è che i gruppi hanno uno specifico stile narrativo in funzione della fase in cui si trovano e che questo stile può essere individuato attraverso alcuni indicatori specifici. Sulla base dell’esperienza maturata in numerosi anni di lavoro con i gruppi in ambito clinico e formativo, l’autore ha quindi condotto una ricerca molto innovativa finalizzata ad analizzare il legame tra narrazione, intesa come stile narrativo, e fasi dinamico-evolutive che il gruppo attraversa. Per indagare l’ipotesi che i gruppi abbiano uno specifico stile narrativo in funzione della fase in cui si trovano e che questo stile possa essere individuato attraverso alcuni indicatori specifici, è stato applicato uno strumento, sviluppato dall’autore nel corso degli anni e denominato Griglia per l’Inquadramento dello Stile Narrativo dei Gruppi Dinamici (G.I.N), il quale è composto proprio da un insieme di indicatori narrativi utili ad inquadrare lo stato evolutivo di un gruppo in un momento dato. La ricerca è stata condotta impiegando il metodo ideografico e applicando una metodologia di analisi dei dati di tipo qualitativo a partire dall’utilizzo della Griglia (G.I.N.) in due differenti contesti di gruppo. Una prima analisi narrativa è stata condotta in ambito clinico-formativo su osservazioni empiriche e su un corpus di dati audio relativi a dinamiche di gruppo condotte con cadenza mensile dall’autore tra il 2009 ed il 2010 presso la scuola di specializzazione in psicoterapia Scupsis di Roma; la Griglia è stata inoltre impiegata in un contesto non clinico, e cioè in un gruppo di Auto e Mutuo Aiuto come quello dell’Associazione A.M.A. I risultati dell’analisi narrativa condotta in entrambi i contesti consentono di concludere che la lettura accurata della trama narrativa dei racconti di gruppo, attraverso l’analisi della struttura linguistico-verbale, contenutistica ed emozionale-climatica delle narrazioni dei partecipanti al gruppo, offre l’opportunità di una più profonda lettura del processo di gruppo e dello stato emozionale che, in quel determinato momento, il gruppo attraversa e di cui il clinico può servirsi per direzionare più efficacemente l’intervento per l’evoluzione del gruppo, produrre cambiamenti nei partecipanti e allo stesso tempo verificarli. Sulla base dei risultati ottenuti, è stato inoltre mostrato come la Griglia G.I.N. sia uno strumento efficace nel rilevare la fase evolutiva raggiunta dai partecipanti in diversi contesti di gruppo. [a cura dell'autore]
IX n.s.
GRITTI, EMANUELA SAVERIA VALENTINA. "Uncovering Narcissism: Developing Reliable Rorschach Indicators and Understanding the Construct in Depth Through Multimethod Investigation from Childhood to Adulthood in Clinical and Experimental Settings." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/75930.
Full textLOCATI, FRANCESCA. "Cyclical dynamics in the therapy room: The interactive role of the therapeutic alliance in psychotherapy process." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/102821.
Full textRIVOLTA, LAURA. "Il ruolo dei processi emotivi e di sintonizzazione affettiva nello sviluppo dell'alleanza diagnostica: analisi empirica della bidirezionalità e ricorsività." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/10333.
Full textANZELMO, ELENA. "La scelta di non avere figli: il ruolo dei legami di attaccamento alla famiglia di origine e al partner." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/29816.
Full textDE, CARLI PIETRO. "Psychological and neurophysiological mechanisms of the intergenerational transmission of dysfunctional parenting." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/102772.
Full textTassoni, Elvira Cristina Martins. "A dinamica interativa na sala de aula : as manifestações afetivas no processo de escolarização." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251875.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta pesquisa tem como objetivo identificar a afetividade na dinâmica interativa da sala de aula, envolvendo alunos em quatro diferentes momentos do processo de escolarização ¿ as últimas séries de cada nível de ensino ¿ Infantil 4 (alunos com 6 anos em média), ciclo II/4ª série (alunos com 10 anos em média), ciclo IV/8ª série (alunos com 14 anos em média) e 3º ano do Ensino Médio ( alunos com 17 anos em média). A intenção é discutir o papel da afetividade neste processo, identificando suas diferentes formas de manifestação, demonstrando o processo de transformação pelo qual ela passa. Fundamenta-se na abordagem histórico-cultural, discutindo a natureza social dos processos psíquicos, o entrelaçamento entre processos afetivos e cognitivos, como também a perspectiva de desenvolvimento que os acompanha. Destaca, ainda, a função social das emoções e o papel determinante da afetividade no desenvolvimento da criança, bem como o papel das interações sociais para a construção do conhecimento e da própria pessoa. A coleta de dados baseou-se em observações realizadas em sala de aula, envolvendo 8 professores e 51 alunos das quatro séries citadas, numa escola da rede particular em Campinas (São Paulo/Brasil). Utilizou-se o procedimento da autoscopia que consiste na realização de vídeogravações dos sujeitos envolvidos e, posteriormente, submetê-los à observação do material filmado. Registrou-se, através da câmera de vídeo, a dinâmica interativa da sala de aula e, após uma etapa inicial de seleção das imagens e identificação dos sujeitos, estes foram convidados a assistir o material editado. Durante as sessões de autoscopia, os sujeitos eram incentivados a fazer comentários a respeito das práticas pedagógicas, envolvendo a atuação dos professores. Desta maneira, foi possível identificar, nos comentários dos alunos sobre a prática docente, as diversas formas de manifestação da afetividade em cada momento do processo de escolarização, bem como as mudanças que se observaram nas diferentes idades. Tais comentários foram organizados em oito núcleos de significação, segundo os sentidos atribuídos pelos sujeitos às práticas pedagógicas da sala de aula. Os núcleos referem-se aos seguintes aspectos: formas do professor ajudar o aluno, formas do professor falar com o aluno, atividades relevantes destacadas pelos alunos, outras aprendizagens indo além dos conteúdos, formas do professor corrigir e avaliar, aspectos da prática pedagógica que repercutem na relação do aluno com o objeto de conhecimento, a própria relação do professor com o objeto de conhecimento e os sentimentos e percepções dos alunos em relação ao professor
Abstract: This research aims to identify the affection in the interactive dynamics of the classroom, involving students in four different moments of the educational process ¿ the latest grade of each level of education - kindergarten (students around 6 years old), elementary school ¿ 4th grade (students around 10 years old), 8th grade (students around 14 years old) and high school (students around 17 years old). The intention is to discuss the role of affection in this process, identifying its various forms of expression, demonstrating the process by which it goes through, acquiring different forms of expression. The research is based in the historical-cultural approach, discussing the social nature of mental processes, the relationship between affective and cognitive processes and the character of development that accompanies it. It highlights the crucial role of emotions and affection in the child¿s development, as well as the role of social interactions in developing knowledge and people. The data collection was based in classroom observations, involving 8 teachers and 51 students of the four grades mentioned above, in a private school in the city of Campinas (São Paulo/Brazil). The autoscopia procedure was utilized, which consists of holding video-recordings of the individuals involved and submitting these individuals to the observation of the material recorded. A video camera was used to record the interactive dynamics of the classroom and after an initial stage of selection of images and identification of the individuals, they were invited to see the edited material. During the autoscopia sessions, the individuals were encouraged to make comments about what they saw. Thus, it was possible to identify, by the comments of the students, the various forms of affection expressed in every moment of the educational process, as well as the differences that were observed in different levels of education. Such comments have been organized into eight clusters of meaning, according to the meanings the individuals assigned to the teaching practices in the classroom. The clusters of meaning relate to the following points: the teacher¿s ways of helping the student, the teacher¿s forms to speak to the student, relevant activities highlighted by the students, other learning beyond the contents, the teacher¿s forms to correct and evaluate, aspects of the pedagogical practice that impact in the relationship of the student with the object of knowledge, the teacher's own relationship with the object of knowledge and the student¿s feelings and perceptions in relation to the teacher
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
ROSSI, CHIARA. "GLI ESSERI UMANI SONO ESSERI MUSICALI? RELAZIONI TRA TRATTI DI PERSONALITÀ, BENESSERE PSICOLOGICO E MUSICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2023. http://hdl.handle.net/10280/134701.
Full textBackground: Music resonates differently in every single person and can reveal some implicit information about personal characteristics. Moreover, music can be used as an appropriate and effective way to improve well-being among different populations. Methods: This thesis is composed of three studies: a systematic review of the scientific literature on the relationship between everyday music listening, individual characteristics, and well-being; an exploratory study that investigates the Italian music preferences and personality traits but also the Italian population's psychological well-being (related to the COVID-19 outbreak); an experimental pilot study on a sample of athletes to explore the effect of music listening on diaphragmatic breathing and well-being. Results: The first two studies underlined the influences that personality traits play on music choices. In addition, findings from the second study strongly supported the existence of a 5-factor structure of music preferences (labeled with the acronym MUSIC). In the last study, the music listening intervention improved the average respiratory rate, self-emotional regulation and control, preparation for competition, and self-confidence of young tennis players. Conclusion: The overall findings are encouraging and can offer a foundation for the development of music-based interventions for all categories of people in order to enhance well-being.
CAVANI, Paola. "DCA e terapia psicodinamica di gruppo: uno studio process-outcome di tipo single case." Doctoral thesis, Università degli Studi di Palermo, 2014. http://hdl.handle.net/10447/90859.
Full textGiannotti, Michele. "Attachment in school-age children with Autism Spectrum Disorder: moving to the level of representations to meet their needs." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/252418.
Full textRaudino, Alessandra. "Anxiety in Italian and British children:the role of maternal parenting behaviours." Doctoral thesis, Università degli studi di Padova, 2010. http://hdl.handle.net/11577/3426548.
Full textGli stili parentali possono essere determinanti nello sviluppo dei disturbi internalizzati ed esternalizzati nei bambini. Il controllo e l’intrusivita’ parentale si riferiscono all’incapacita’ da parte della madre di elargire una giusta dose di autonomia al bambino mantenendo degli atteggiamenti infatilizzanti. La responsivita’ materna concerne invece la capacita’ materna di dimostrare calore e sintonizzazione nei confronti del suo bambino. Malgrado siano stati fatti notevoli sforzi nella ricerca sui disturbi internalizzati ed esternalizzati dello sviluppo in relazione agli stili parentali materni, molte questioni rimangono ancora aperte. In particolare il ruolo della cultura ed il suo impatto sugli stili parentali in differenti paesi Europei richiede ancora ulteriori e specifiche investigazioni. L’obiettivo principale del presente lavoro e’ stato quello di esaminare la relazione tra stili parentali, in particolare calore e intrusivita’, e distrurbi d’ansia e problemi esternalizzati dello sviluppo in un campione di 109 bambini dagli 8 ai 10 anni (60 Italiani e 49 Inglesi, rispettivamente). I problemi di ansia e di comportamento sono stati rilevati, nelle scuole, attraverso la somministrazione di due self-report la SCAS, Spence Anxiety Assessment Scale (Spence, 1997) e lo Strength and Difficulties Questionnaire SDQ (Goodman, 1997). Successivamente e’ stata condotta un visita a casa, in cui madre e bambino sono stati videoregistrati durante l’esecuzione di 3 diversi compiti (l’etch-a-sketch task, il belt buckle task ed il tidy up task). I video sono stati codificati da tre giudici indipendenti. E’ stata presa in considerazione la relazione tra l’ansia infantile (in particolare l’ansia di separazione), il calore e l’intrusivita’ materna e il paese di provenienza dei partecipanti. I risultati suggeriscono che gli stili parentali materni sono altamente influenzati dalla cultura e che le madri italiane sono piu’ intrusive e controllanti delle mamme inglesi, risultati confermati sia dalle misure self-report che da quelle osservative. La cultura non sembra invece avere un effetto significativo sui disturbi di ansia riportati dai bambini nel self-report. L’intrusivita’ materna sembra essere legata in modo specifico all’ansia di separazione e non ad altri tipi di ansia. Il calore materno sembra avere un effetto moderatore sia sui disturbi internalizzati che su quelli internalizzati dei bambini (un’alta percentuale di calore materno riduce gli effetti negativi derivati dalla prenseza di uno stile parentale altamente intrusivo). Il ruolo del calore nelle diverse culture ed il suo specifico contributo in qualita’ di fattore di protezione nella genesi di problemi internalizzati ed esternalizzati dello sviluppo e’ stato attentamente discusso. Da una prospettiva clinica, questi risultati suggeriscono che, lavorando sul trattamento dei disturbi d’ansia in eta’ evolutiva, i clinici debbano focalizzarsi non solo sul potenziale ruolo dell’intrusivita’ materna ma anche sulla qualita’ affettiva della relazione madre-bambino.
BONALUME, LAURA. "La narrazione autobiografica e il funzionamento del sè: l'analisi dei ricordi autobiografici nel processo diagnostico." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/8358.
Full textGIROMINI, LUCIANO. "Human movement responses to the rorschach test and embodied simulation: an interdisciplinary investigation." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/28148.
Full textGiannotti, Michele. "Attachment in school-age children with Autism Spectrum Disorder: moving to the level of representations to meet their needs." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/252418.
Full textMoretti, Marilena. "La perdita di una figura di attaccamento nell'infanzia: fattori di rischio e vulnerabilità nell'elaborazione del lutto." Doctoral thesis, Università degli studi di Padova, 2011. http://hdl.handle.net/11577/3423225.
Full textLa perdita precoce di un genitore è stato da sempre considerato uno degli eventi più traumatici che possono accadere nella vita di un bambino (Coddington, 1972; Yamamoto et al., 1996). Negli Statu Uniti, il 4% dei bambini e degli adolescenti ha avuto esperienze di perdita di almeno un genitore prima dei 15 anni (Bureaus of Census, 1985). Nonostante questa relativa frequenza e l’impatto che tale evento può avere sullo sviluppo del bambino, le conseguenze cliniche e psichiatriche sono talvolta controverse (Cerel et al., 2006). Solo recentemente, studi prospettivi hanno iniziato a studiare l’outcome del bambino da un punto di vista longitudinale, prendendo in considerazione una serie di fattori di mediazione e moderazione che giocano un ruolo determinante per l’insorgenza di eventulale psicopatologia nel bambino (Dowdeny, 2000). L’interesse di studio si è quindi spostato dalla ricerca esclusiva di sintomatologia nel bambino all’indagine di una serie di fattori relativi al genitore sopravvissuto e al funzionamento familiare così come ai fattori di rischio pregressi al trauma. In ambito nazionale l’interesse per questi aspetti è ancora limitato, e nella maggior parte dei casi, il focus di indagine è l’adulto. Alla luce di quanto esposto, l’obiettivo generale di questo lavoro è stato quello di osservare l’impatto che un evento traumatico può avere sul bambino e sul genitore sopravvissuto. Per verificare tale assunto sono stati effettuati due studi: - il primo di tipo trasversale (che fa da corollario al secondo) finalizzato alla validazione su popolazione italiana di un questionario americano (Interpersonal Support Evaluation List, Cohen e Hoberman, 1984) che valuta il supporto sociale percepito (studio 1); - il secondo di tipo longitudinale il cui obiettivo é stato quello di osservare le reazioni che i bambini manifestano a seguito della perdita di una figura di attaccamento e in che modo, assieme al genitore, si (mal)adattano alla nuova condizione (studio 2). Studio 1: Validazione del questionario sul supporto sociale (Interpersonal Support Evaluation List). Introduzione. Numerosi modelli teorici (Sandler et al., 2008) si focalizzano sui fattori di protezione quali determinanti fondamentali per il processo di adattamento alla perdita: uno tra questi è il supporto sociale, variabile di mediazione, che esercita un effetto cuscinetto sulle conseguenze negative dello stress sulla salute. Per queste ragioni si è ritenuto importante introdurre all’interno del disegno di ricerca (studio 2) uno strumento che potesse considerare tali aspetti. Il self report più utilizzato in ambito internazionale e adottato negli studi che si occupano di osservare gli effetti dello stress/ eventi luttuosi sulla salute, è l’Interpersonal Support Evaluation List (Cohen e Hoberman, 1985). Il questionario, composto di 40 item e strutturato in quattro dimensioni, valuta il supporto funzionale percepito, ossia il tipo di risorse fornite dalle altre persone al soggetto in caso di necessità. Obiettivi. Gli obiettivi del lavoro sono stati quelli di verificare: 1. la struttura fattoriale dell’ISEL; 2. la consistenza interna delle dimensioni del questionario; 3. se il genere, lo stato civile, l’età e il livello di istruzione influenzano i punteggi dell’ISEL; 4. la relazione tra l’ISEL e misure di sintomatologia: livello di stress percepito e stato di salute (Cohen, 2004; Carlson et al., 2009); 5. la relazione che intercorre tra il livello di stress, di supporto sociale e lo stato di salute, attraverso la verifica del modello stress buffering (Bolger, 2007). Metodo. Il campione, composto da 308 soggetti (52% donne) appartenenti alla popolazione generale, é stato reclutato principalmente nelle regioni del nord-centro Italia, attraverso un campionamento casuale a pioggia. Oltre all’ISEL e a una scheda contenente domande di tipo demografico, i partecipanti hanno compilato una batteria di self-report contenente una serie di misure che, come riportato in letteratura sono strettamente connesse alla percezione del supporto sociale: Misura dello Stress Percepito (MSP, Di Nuovo, Rispoli e Genta, 2000) e Symptom Check List (SCL-90-R, (Derogatis et al., 1994; Conti, 2001). Risultati. I risultati emersi confermano: a) la struttura fattoriale proposta dagli autori (Cohen e Hoberman, 1985; Brookings e Bolton, 1988); b) i criteri di buona affidabilità e consistenza interna allo strumento. Relativamente alle variabili socio demografiche, il supporto sociale sembra essere associato in maniera diretta a: ) l’età, b) il livello di scolarizzazione. Non sono emersi risultati significativi per il genere, lo stato civile e la presenza di traumi pregressi. Il questionario ISEL risulta essere associato (segno negativo) alle variabili relative ai sintomi e allo stress, giocando un ruolo di mediazione fra gli effetti negativi dello stress sulla salute. Conclusioni. L’ISEL, self report dalle buone proprietà psicometriche, è uno strumento affidabile per la valutazione del supporto funzionale percepito, in termini di risorse fornite dalle altre persone al soggetto in caso di necessità. Studio 2: Studio longitudinale sulle reazioni conseguenti alla perdita di una figura di attaccamento. Obiettivi. Alla luce di quanto espresso precedentemente, gli obiettivi considerati sono su tre livelli: a) genitore: - osservare nel primo anno successivo all’evento traumatico le reazioni emotive, somatiche e cognitive in risposta alla perdita improvvisa del partner; - indagare il livello di supporto funzionale percepito in condizioni di stress acuto; b) bambino: - analizzare le manifestazioni comportamentali, intrapsichiche e somatiche reattive alla perdita, in termini di sintomatologia clinica; - studiare l’organizzazione e la qualità dell’attaccamento nel bambino a seguito della perdita di una figura di riferimento; c) genitore-bambino: verificare se determinate condizioni di vulnerabilitá pregressa nel genitore sopravvissuto possono rappresentare un fattore di rischio (o di protezione) per l’elaborazione del lutto. Metodo. Il campione é composto da 12 famiglie che hanno deciso volontariamente di partecipare al progetto longitudinale (2, 4, 6, 9, 12 mesi dopo la perdita). Gli strumenti utilizzati sono, oltre al colloquio clinico: child-report (Test Ansia e Depressione, Indicatori dell’adattamento sociale in età evolutiva), parent-report (Test Ansia e Depressione, Indicatori dell’adattamento sociale in età evolutiva, Children Behavior Check List, Hogan Grief Reaction Check List, Interpersonal Support Evaluation List), test semi-proiettivi (Separation Anxiety Test, Attachment Story Completation Task). Risultati. Le manifestazioni e le reazioni dell’adulto in risposta alla perdita improvvisa del partner sono stabili nel primi anno successivo alle perdita, così come la percezione del supporto sociale. Relativamente al bambino, è possibile osservare: a) un decremento della sintomatologia nel corso del tempo a partire dai 2-4 mesi fino ai 9-12 mesi successivi alla perdita. Valori clinici sono riportati sia in termini di ansia e depressione, sia a livello più ampio per quanto riguarda la sintomatologia esternalizzante ed internalizzante. Questi dati sono in linea con lo studio di Cerel et al. (2006) che dimostra un decremento della sintomatoligia depressiva a partire dai 6 mesi successivi alla morte e fino ai 25 mesi; b) un’attivazione del sistema di attaccamento in termini di ricerca della madre nelle situazioni di pericolo; c) un pattern di attaccamento sicuro in 3 bambini su 7 e la presenza dello stesso pattern in coppie di fratelli. Relativamente alla condizione di vulnerabilità pregressa del genitori i risultati emersi confermano quel filone della letteratura che si focalizza sugli aspetti di resilienza e sui fattori protettivi. Infatti, dallo studio, è emerso che i genitori del gruppo vulnerabile: a) mostrano una minor intensità di manifestazioni dolorose nel periodo successivo alla perdita; b) sono in grado di percepire la maggior presenza di un supporto di tipo emotivo e fisico da parte del contesto familiare e sociale; Questi dati fanno ipotizzare che il gruppo vulnerabile, avendo sperimentato in passato situazioni di stress acuto, può avere sviluppato nel tempo una risposta alle condizioni di minaccia differente che gli permette di far fronte ad un secondo evento in maniera forse più adattiva. Conclusioni. Questo studio estremamente innovativo in ambito nazionale offre numerosi riflessioni sul piano clinico e dell’intervento, sulla necessità di focalizzare l’indagine sui fattori di protezione e sulle variabile che possono moderare e/o mediare gli effetti di un evento stressante sulla salute dell’individuo e sulla crescita del bambino.
GIORDANO, FRANCESCA. "Il "Test de trois dessins: avant, pendant et avenir" : uno strumento qualitativo a supporto della diagnosi di trauma psichico nel bambino vittima di terremoto." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1302.
Full textExpressive therapies are considered one of the most effective intervention modality with children who have experienced traumatic events such as natural catastrophes. Particularly, several art therapists affirm that for trauma affected children, drawing is a preferential mode for expressing emotions, as it gives them the possibility of conveying the complexity of traumatic feelings, perceptions, thoughts and memories, by giving them a shape and, therefore, a sense. Notwithstanding these assumptions, the efficacy of art therapies with children exposed to natural disasters, has not been research proved. This thesis presents two studies, a pilot study and the main study, aimed at exploring the use of the “test de trois dessins: avant, pendant et avenir”, as a diagnostic tool and a therapeutic technique, with children victims of the earthquake in Italy, Haiti and Chilli. The pilot study is based on non-statistical qualitative observation of case studies, while the principal one employ of both qualitative and quantitative methodology. The results show the efficacy of the test in both pointing out the presence and the extent of the psychological trauma, and in enhancing the process of elaborating trauma. Further researches need to be done in order to validate the use of the “test de trois dessins: avanat, pendant et avenir” as a diagnostic and therapeutic tool with trauma affected children.
GIORDANO, FRANCESCA. "Il "Test de trois dessins: avant, pendant et avenir" : uno strumento qualitativo a supporto della diagnosi di trauma psichico nel bambino vittima di terremoto." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1302.
Full textExpressive therapies are considered one of the most effective intervention modality with children who have experienced traumatic events such as natural catastrophes. Particularly, several art therapists affirm that for trauma affected children, drawing is a preferential mode for expressing emotions, as it gives them the possibility of conveying the complexity of traumatic feelings, perceptions, thoughts and memories, by giving them a shape and, therefore, a sense. Notwithstanding these assumptions, the efficacy of art therapies with children exposed to natural disasters, has not been research proved. This thesis presents two studies, a pilot study and the main study, aimed at exploring the use of the “test de trois dessins: avant, pendant et avenir”, as a diagnostic tool and a therapeutic technique, with children victims of the earthquake in Italy, Haiti and Chilli. The pilot study is based on non-statistical qualitative observation of case studies, while the principal one employ of both qualitative and quantitative methodology. The results show the efficacy of the test in both pointing out the presence and the extent of the psychological trauma, and in enhancing the process of elaborating trauma. Further researches need to be done in order to validate the use of the “test de trois dessins: avanat, pendant et avenir” as a diagnostic and therapeutic tool with trauma affected children.
Serra, Mauro. "Maternal Relationship, Social Skills and Parental Behavior Through Neuroimaging Techniques and Behavioral Studies." Doctoral thesis, Università degli studi di Trento, 2015. https://hdl.handle.net/11572/368001.
Full textMATTA, MICHAEL. "Intellectual Giftedness in Adulthood. A Multimethod Assessment Approach." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/199079.
Full textGiftedness has been extensively examined in children and adolescents, whereas fewer papers have been published on the same group in adulthood. As suggested by the National Association for Gifted Children (2010), giftedness refers to “outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains (such as intellectual, creative, artistic, leadership, or academic)”. This dissertation has examined the gifted group composed of individuals with high intellectual aptitude (i.e. intelligence test scores equal to or greater than 130) rather than who have obtained concrete life achievements. Over the last century, high intelligence has been often considered a “winning card” because strong relationships have been found with better physical health, psychological adjustment and more prestigious job position. Recently, this position has been challenged because empirical evidences have shown that people with extraordinary intellectual abilities reported higher levels of affective dysregulation, attentional and hyperactivity deficit, autism spectrum disorders, and immune disorders. The present dissertation aims to approach these issues, exploring cognitive, personality, and emotional functioning of intellectually gifted individuals in adulthood, applying the principles of the Multimethod Assessment Approach. In the Chapter 1, intellectual giftedness has been defined according to the CHC model. Then, I have examined cognitive profile of gifted adults; pattern of their performance (i.e. what is the best indicator of superior intelligence?); and scores variability across different domains. In the Chapter 2, I have examined personality traits and emotional regulation of gifted individuals according to developmental psychology and psychopathology theories. I have considered an updated version of the disharmony hypothesis in order to describe how vulnerabilities and developmental maladjustments may result from inadequate responses of the environment (e.g., friends, teachers, parents, society) to gifted individuals’ unique needs. In the Chapter 3, I have examined emotional intelligence (EI), both as a set of intellectual abilities and of personality traits. I have conducted an exploratory study to test whether gifted adults showed similar results to those obtained by gifted students, and the investment model of EI which describes the relationships between crystallized and emotional intelligence. In conclusion, I have combined results from the three chapters according to multiple lenses analysis (Lilienfeld, 2017) and I have described similarities and differences of this group in genetic, psychological, and sociocultural aspects compared to the general population.
PEPE, NOEMI LUCREZIA. "Storia di un viaggio: valutazione multistrumentale del processo analitico in uno studio single-case." Doctoral thesis, Università Cattolica del Sacro Cuore, 2013. http://hdl.handle.net/10280/1709.
Full textThe therapeutic process of a psychodynamic psychotherapy is evaluated through a single-case design. The patient, a 26-year-old man with Anaclitic Depression (as defined by Blatt, 2003) was followed on a weekly based therapy for one year. The factors that contribute to determine the therapeutic process are investigated in the context of the patient's personality assessment. The objective is to show how it is possible to obtain, using tools such as the DMRS, the SWAP, the CALPAS, the CT-Q, the PRQ and the CCRT, an assessment that is not limited only to the symptomatic change, in this case depressive, but provides a more multifaceted view of the intrapsychic and interpersonal transformations related to the therapeutic process, incorporating the macroanalytic evaluation of changement, derived from the global scores of the instruments, to the micro-analytic evaluation of the variables.
PEPE, NOEMI LUCREZIA. "Storia di un viaggio: valutazione multistrumentale del processo analitico in uno studio single-case." Doctoral thesis, Università Cattolica del Sacro Cuore, 2013. http://hdl.handle.net/10280/1709.
Full textThe therapeutic process of a psychodynamic psychotherapy is evaluated through a single-case design. The patient, a 26-year-old man with Anaclitic Depression (as defined by Blatt, 2003) was followed on a weekly based therapy for one year. The factors that contribute to determine the therapeutic process are investigated in the context of the patient's personality assessment. The objective is to show how it is possible to obtain, using tools such as the DMRS, the SWAP, the CALPAS, the CT-Q, the PRQ and the CCRT, an assessment that is not limited only to the symptomatic change, in this case depressive, but provides a more multifaceted view of the intrapsychic and interpersonal transformations related to the therapeutic process, incorporating the macroanalytic evaluation of changement, derived from the global scores of the instruments, to the micro-analytic evaluation of the variables.