The last twenty years have seen the development of best practices for teaching and developing mediation skills. Role-playing is a widespread didactic methodology in this context. In this way, mediation skills learning process comes through an experiential dimension (Learning by Doing). Nevertheless there are some problems not yet overcome: a) knowing the identity of those who are involved in the role-play may influence the scenic action; b) the emotional involvement could be elevated and invalidate the learning process; c) the organization of a role-playing session could mean high costs expenditure.\ud \ud EUTOPIA-MT (Miglino et al., 2008) is a European research project that aims to overcome these limits through a MORPG platform employment. The effectiveness of this solution has been tested in three situations of inter-community conflict, respectively in Cyprus (an international conflict acting in the city area between Greek-Cypriots and Turkish-Cypriots), Northern Ireland (an urban social conflict coming from an international conflict between Protestants and Catholics) and Southern Italy (an urban social conflict between native and immigrant communities). In this paper we illustrate the project outcomes
Objective: Acromegaly is associated with somatic disfigurements which impair self-perception of well-being and quality of life. Nowadays limited data are available on the interplay between hormonal excess and psychological discomfort. The study aimed at investigating the psychological profile, sleep quality, sexual function, cognitive functions, and quality of life in acromegaly. Methods: in 223 acromegaly patients from five referral centres global psychological profile, sleep quality, sexual function, cognitive function, and quality of life were investigated. Results: depression was found in 30% of patients, and anxiety in two-thirds, together with severe discomfort in body image mainly in women. Obstructive sleep apnea syndrome (OSAS)risk and sleep disorders were found in >50% of patients, and daily sleepiness in 20%. Sexual dysfunction was reported in most patients, with the most severe impairment in women. Cognitive functions were compromised in 10% of cases. Disease duration, patient age and gender were the main determinants of such psychological effects. Depression (p=0.047), somatic affective mood lowering (p=0.021), state (p<0.001) and trait (p=0.013) anxiety, and body image distortion at Body Uneasiness Test (BUT) A (p<0.001) and B (p=0.006) were significantly worsened in patients <45 years, and slightly worsen in those diagnosed <2 years before. International Index for Erectile Function (IIEF)-15 (p<0.001) and Female Sexual Function Index (FSFI) (p<0.001) scores were significantly worsened in patients >64 years and slightly worsened in those diagnosed >10 years before, particularly in presence of cardiometabolic and respiratory complications. Cognitive symptoms were slightly worsened in older patients and in those with long disease. Conclusions: Acromegaly is associated with a relevant impairment of psychological profile persisting despite remission and long-term medical treatment.
Congenital adrenal hyperplasia (CAH) due to 21-hydroxylase deficiency (21-OHD) represents the most frequent form of CAH and of 46, XX disorder of sex development in female newborns. In the majority of cases, particularly in developed countries, female patients suffering from the classic forms of CAH reach the diagnosis at birth or in the early childhood, allowing a prompt treatment with a correct gender assignment. The current manuscript describes an unusual case of an Italian 46-year-old woman, homeborn in the 60s, receiving an extraordinarily late diagnosis of simple virilising classic form of CAH due to 21-OHD, determining a relevant impairment of both physical and psychosexual development. The patient presented primary amenorrhea, height under target, overweight with visceral adiposity, hypercholesterolemia and insulin resistance, hirsutism with a typical male-pattern hair growth, external genital ambiguity, and a severe impairment in the entire series of psychological dimensions, particularly severe depressive symptoms, together with gender dysphoria relative to the female gender assigned at birth, cross-gender behaviours, and body image discomfort, which were associated with homosexual orientation, and sexual dysfunction. Following diagnosis and glucocorticoid (GC) replacement therapy, the hyperandrogenism control and familial and socio-cultural factors changes, particularly, living alone and the interruption of social isolation, were accompanied by menarche appearance, improvement in hirsutism and metabolic profile, and a resolution in all psychological dimensions, depressive symptoms, and gender dysphoria. The patient began to perceive homosexual orientation without discomfort, and ameliorating sexual function. Few cases of female patients with CAH due to 21-OHD receiving an extremely delayed diagnosis have been published. However, to the best of our knowledge, this is the first case including a complete psychosexual assessment at diagnosis with a detailed re-evaluation after 5 years of disease treatment.
The aim of this chapter is to introduce at exploring the potential of games in educational sector. More in depth, in this chapter we’ll describe: two European projects (Proactive11 and T31) with a specific focus on use of technology in formative sector; and a platform (Eutopia) experimented in both the projects with which educators can create virtual scenarios where students play a role and simulate a specific situation.\ud Both Proactive and T3 projects have used an experimental approach in which trainings were implemented in order to test the efficacy of the formation planned.\ud Preliminary results of the projects will be presented and discussed. The evidence supports the utility of using new technology in non-ordinary contexts, in order to foster learning process
Cette contribution illustre une intervention psychologique dans le cadre de programmes d’action nationaux conçus par le gouvernement italien, avec le soutien financier de la Commission Européenne (F.S.E. 2007-2013). L’intervention a été confiée par une école secondaire du sud de l’Italie à des membres de l’Université de Naples (Università degli Studi di Napoli Federico II) autour de plusieurs thèmes, comprenant l’aide à l’apprentissage et les techniques de gestion des interactions entre professeur et élèves dans une école où le pourcentage d’abandon est élevé. L’intervention a concerné particulièrement les professeurs des deux premières années. Grâce à des vignettes cliniques et de courts extraits, nous illustrerons les différents éléments et les problèmes d’une intervention profondément inspirée par les théories et techniques psychanalytiques. Par ailleurs, pour éclairer l’inconfort de travailler dans une école considérée comme « poste frontière », les professeurs ont pu faire l’expérience d’une compréhension plus approfondie de l’angoisse et de la détresse immédiatement après l’abandon scolaire de leurs élèves. Il a également été possible d’entrevoir des hypothèses de changement possible concernant un problème jusqu’ici peu élucidé.
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