The aim of the study was to evaluate in a heterogeneous. Italian sample (n = 340) the psychometric properties of the Italian version of the Family Assessment Device (FAD), a 60-item questionnaire assessing family functioning. The questionnaire was administered to psychiatric (n = 116), medical (n = 114) and non-clinical samples (n = 110). In a sample of 30 non-clinical subjects the temporal stability of the FAD was investigated. The results showed a good temporal stability for Problem Solving, General Functioning. Communication, and Affective Responsiveness scales, and a good internal reliability of the scale. Factor analysis of the Italian version provided discrepancies with the hypothesized structure of the instrument, leading to the identification of seven slightly different dimensions. The proposed seven-factor model of the instrument did not provide a good fit to our data. The results of our study suggest the need for a major improvement in the adaptation of the FAD in the Italian setting.

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This paper describes two studies concerning teachers' classroom interventions facing school failure. The role of two main variables is investigated: the lack of effort as a cause of failure students are held responsible for by teachers, and teacher's social representations of intelligence. The first study (Study 1) explored the impact of "lack of effort" causal attribution for student's failure on the intervention strategies adopted by 122 high school teachers. Study 2 analyzed the impact of social representations of intelligence, held by 202 high school teachers, on "lack of effort" causal inference and on behavioral interventions. Results highlight that teachers mostly choose more severe educational interventions with retributive purpose when failure is ascribable to an absence of effort expenditure by the student. Moreover, the findings support the role of teachers' social representations of intelligence in failure explanations and in educational practices, showing that "lack of effort" attribution and practices with retributive purpose are predicted by the social representation of intelligence "as a gift". Results are analyzed and discussed by considering the effort as a normative parameter of the school environment.

115 Italian and French teachers of high school and junior high school participated in a study aimed at investigating the impact of causal attribution on judgments of responsibility in case of academic failure of their pupils. Results support the attribution theory as conceptualized by Weiner (1986Weiner ( , 1995 and confirm the predictive utility of the theoretical model in Italian and French schools: Effort causal attribution of failure give rise to punitive strategies and ascription of responsibility to the pupils. The data therefore document cross-cultural differences concerning the responsibility ascription and behavioral consequences in terms of student's assessment. Results are also discussed in terms of the role of social norms in school context.