Background. This study aims to verify if the presence and severity of perinatal depression are related to any particular pattern of attachment. Methods. The study started with a screening of a sample of 453 women in their third trimester of pregnancy, who were administered a survey data form, the Edinburgh Postnatal Depression Scale (EPDS) and the Experience in Close Relationship (ECR). A clinical group of subjects with perinatal depression (PND, 89 subjects) was selected and compared with a control group (C), regarding psychopathological variables and attachment patterns. Results. The ECR showed a prevalence of “Fearful-Avoidant” attachment style in PND group (29.2% versus 1.1%, p < 0.001); additionally, the EPDS average score increases with the increasing of ECR dimensions (Avoidance and Anxiety). Conclusion. The severity of depression increases proportionally to attachment disorganization; therefore, we consider attachment as both an important risk factor as well as a focus for early psychotherapeutic intervention.
Drawing inspiration from the research conducted in Italian schools involved in the reform process, the article proposes to investigate two visions in the research on Sociology of Education: one distal and the other proximal. The distal vision is offered by quantitative research nowadays supported by extensive public funding and framed as comparative international programmes, while the proximal one concerns mainly qualitative methodological and epistemology perspectives. In an attempt to bring the strengths of each into focus, the article approaches these two visions.
This chapter assesses inequalities in educational outcomes in Italy linking their evolution to changes in the Italian educational system. We analyse how track choice and performance in PISA tests among 15-year olds are influenced by social origins. We consider how inequalities by social origins are intertwined with inequalities by immigrant status and area of residence. We detect a small reduction of inequalities in participation in the academic track and a reduction of inequality in achievement limited to the northern regions, but overall our results show a high inertia in the reproduction of social inequalities. These results are observed during a period where the reduction of inequalities in education has remained a marginal issue in the policy debate as well as a marginal target of educational policies.
Background: Postural tone alterations are expressions of myofascial and, therefore, of structural, visceral, and emotional disorders. To prevent these disorders, this study proposes a quantitative investigation method which administers a postural evaluation questionnaire and a postural biomechanical evaluation to 100 healthy subjects. Methods: The reliability of the method is studied by comparing both assessments with digitized biometrics. In addition, 50 subjects undergo the biomechanical evaluation form twice, by four different operators, to study the intraoperative repeatability. Results: The results show a satisfactory overlap between the results obtained with the postural evaluation questionnaire and the postural biomechanical evaluation compared to computerized biometrics. Furthermore, intraoperative repeatability in the use of the biomechanical evaluation form is demonstrated thanks to a minimal margin of error. Conclusions: This experience suggests the importance of undertaking this path in both the curative and the preventive sphere on a large scale and on different types of people who easily, and even unknowingly, may face dysfunctional syndromes, not only structural and myofascial but also consequently of the entire body’s homeostasis.
Nel presente contributo, si intende dimostrare quanto la dimensione lavorativa – essere o meno entrati nel\ud
mercato del lavoro, ricoprire una posizione professionale più o meno qualificata, poter contare su un\ud
determinato livello di reddito – continui a rivestire un peso cruciale nella transizione alla vita adulta delle\ud
giovani generazioni, influenzando le opportunità e i vincoli di social attainment, in relazione alle\ud
disuguaglianze di partenza. A questo scopo, per cinque paesi europei, tra cui l’Italia, si valuta se e quanto le\ud
diseguaglianze nelle origini sociali, mediate dai titoli di studio ottenuti e dalle occupazioni raggiunte,\ud
incidono sul completamento della transizione, ovvero sulla convivenza neolocale e sulla genitorialità\ud
considerate congiuntamente. Il lavoro si basa sui dati internazionali OECD-PIAAC, sulla popolazione di età\ud
tra i 30-39 anni (considerando questa fascia come ‘young-adults’), operando una comparazione tra Italia,\ud
Francia, Germania, Polonia e Spagna
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