The COVID-19 pandemic put the Italian health system under great stress. The sudden reorganization of work practices and the emotional impact of the large number of the victims had many consequences on the well-being of the healthcare professionals (HCPs) involved in managing the crisis. In the available literature, most studies have focused on the risk aspects while only few studies also take into account protective factors. For this reason, it was decided to conduct, within psycho-sociological perspective, a qualitative study with the aim to explore in depth the protective and risk factors as experienced by HCPs who worked in the Italian healthcare system during the COVID-19 outbreak. A total of 19 semi-structured interviews were conducted with HCPs–9 nurses and 10 physicians (7M and 12F) with an average age of 43 (SD = 13.4)–selected using snowball sampling. Considering three different levels of analysis the results highlight the protective and risk factors: personal history level (intrinsic/ethical motivation and flexible role versus extrinsic motivation and static role), interpersonal level (perception of supportive relationships with colleagues, patients, and family versus bad relationships), and organizational level (good leadership and sustainable work purpose versus absence of support from management and undefined or confused tasks).

Intersectoral actions in the sport-for-development field constitute a pre-condition for the implementation of sport-based interventions. At an operational level, the multi-professional group is the tool through which intersectoral collaboration may successfully achieve its aims. Despite the prominent role of the group, this topic is under-researched in terms of understanding intersectoral actions in the sport-for-development field. By applying a psycho-sociological perspective, our research explores the role of the multi-professional group as a limit/resource for sport-for-development workers that operate with vulnerable youth. Following a phenomenological interpretive approach, 12 practitioners (six sport workers and six social workers) participated in semi-structured interviews to explore the role of multi-professional groups as a resource/limit in working with socially vulnerable youth through sport. The results indicate that, in the participants’ experience, belonging to a multi-professional group is a meaningful resource to trigger reflexivity, promote collaboration and integrate their different professions. The interviews highlighted the positive potential of this tool to address the challenges that emerge when working with socially vulnerable youth, including the management of negative emotions, unexpected events and the relationship with young people. Some interviews also suggested that the presence of multiple professions, under certain circumstances, may be a risk when working with youth. These findings have significant value for programme design, strategy and management as they show the value of trans-disciplinary practices as an agenda for social inclusion through sport.

Our current educational systems reflect forms of thinking and organizing that are not appropriate for the twenty-first century. New transdisciplinary educational approaches should integrate complexity, creativity, and an awareness of the most recent developments in the sciences.The relationship between complexity theory and education deserves far greater attention, because complexity leads to new concepts and approaches in education. The focus on complexity also reflects the need for a new way to understand a networked society, a world where interconnectedness, interdependence, uncertainty, and emergence play central roles. It demands reflection and the teaching of reflection, the development of complex thought; it requires going beyond reductionism, disjunction, and abstraction. Crucially, it requires the integration of the inquirer into the inquiry, and leads to a completely different, transdisciplinary approach. These are radically different aims from the ones typically proposed by current educational institutions. Gianluca Bocchi (G. B.)Edgar Morin has already indicated the road to follow in order to bring about this type of education and it can be found clearly explained in as well as his numerous

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