Protective and risk factors for social withdrawal in adolescence. A mixed-method study of Italian students’ wellbeing

Beccaria, Franca; Scavarda, Alice; Roggero, Antonella; Rabaglietti, Emanuela

doi:10.1017/mit.2022.10

Cited by 3 publications

(3 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may raise awareness of the importance of SEL by relying on actual data, and hopefully, as mentioned earlier, be a step toward this systemic approach ( CASEL, 2019 ; Meyers et al, 2019 ) which can help students improve academic performance and potentially reduce dropout rates ( Kautz et al, 2021 ; Beccaria et al, 2022 ). However, this study has some limitations.…”

Section: Discussionmentioning

confidence: 99%

PE-Iv (Panorama Education-Italian version): the adaptation/validation of 5 scales, a step towards a SEL approach in Italian schools

et al. 2022

Self Cite

View full text Add to dashboard Cite

Implementing a Social and Emotional Learning (SEL) approach in school requires monitoring certain skills. As awareness of SEL increases in Italy, it is necessary to provide instruments to monitor these skills within a systemic approach. This study presents the cultural adaptation/validation of 5 scales from Panorama Education, which are widely used in school districts in the United States, to the Italian middle/high school context: Grit, Sense of Belonging, Self-Management, Social Awareness, and Self-Efficacy. After cultural adaptation, 709 middle/high school students answered an online questionnaire (2021). Psychometric properties showed good internal consistency and confirmatory factor analysis showed a good fit index. The differences in gender and grade level support the validity of the instrument.

show abstract

Section: Discussionmentioning

confidence: 99%

PE-Iv (Panorama Education-Italian version): the adaptation/validation of 5 scales, a step towards a SEL approach in Italian schools

et al. 2022

Self Cite

View full text Add to dashboard Cite

show abstract

“…The results indicated that the adolescents and adults with hikikomori more often reported to have experienced bullying, in particular during their early adolescent years. In another study, Beccaria et al ( 2022 ) administered a survey to identify potential risk and vulnerability factors of social withdrawal in an Italian sample of 13- to 20-year-old students. These researchers found that a substantial proportion of the students reported experiences of disdain (19%), insult or teasing (15%), exclusion from the group (14%), and other forms of (cyber)bullying (7%) and this indicates that these negative peer interactions were one of the reasons for why they had decided to restrict social contacts, to the point of retreating at home.…”

Section: Origins Of Eswmentioning

confidence: 99%

Contemporary Hermits: A Developmental Psychopathology Account of Extreme Social Withdrawal (Hikikomori) in Young People

Muris

Ollendick

2023

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

Although it is widely accepted that human beings have an ingrained ‘need to belong,’ there seem to be a substantial subset of young people who seclude themselves for most of the time at home and no longer engage in education or work, ultimately withdrawing from participation in society. In Japan, this phenomenon has been labeled as ‘hikikomori,’ but given its global presence it may be preferable to use the term ‘extreme social withdrawal’ (ESW). In this qualitative review, we provide a description and definition of ESW, provide figures on its prevalence, and discuss a number of associated concepts, including loneliness and “aloneliness,” school absenteeism and dropout, the ‘new’ developmental stage of adultolescence, and the labor force categories of freeter (‘freelance arbeiter’) and NEET (a young person not in employment, education, or training). The core of the paper is focused on the origins of ESW in young people and provides a narrative overview of relevant etiological factors, such as aberrant brain processes, unfavorable temperament, psychiatric conditions, adverse family processes including detrimental parenting, negative peer experiences, societal pressures, and excessive internet and digital media use, which are all placed within a comprehensive developmental psychopathology framework. We will close with a discussion of possible interventions for young people with ESW and formulate a guideline that describes (the temporal order of) various components that need to be included in such a treatment.

show abstract

“…Because school is an important place for children and adolescents to learn how to relate to themselves and others, and where they develop an important part of their identity through these interactions (Rabaglietti & Ciairano, 2015), not being able to do so has been challenging for many students, leading to an increase in anxiety and depression (Edgcomb et al,, 2021;Hawrilenko et al, 2021;Petretto et al, 2020;Pieh et al, 2021;Viner et al, 2021). Under these circumstances, socio-emotional skills may act as protective factors by reducing some of these risk factors (Beccaria et al, 2022;Cefai et al, 2018;Freudenberg & Ruglis, 2007). In this study, we focus on two of these factors, sense of belonging and grit, and examine how they relate to anxiety as a risk factor.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Students’ Sense of Belonging, Grit and Anxiety during Pandemic Times

Lattke

Lorenzo

Rabaglietti

2022

RREM

View full text Add to dashboard Cite

Covid-19 restrictions in Italy have significantly reduced the ‘in-presence’ time spent with classmates and teachers. As a result, this new way of relating to one another has challenged many students by increasing anxiety and depression. In such reality, protective factors such as sense of belonging (SB) and Grit (GR) can reduce anxiety (ANX). Considering the pandemic context, the scope of this study is to explore the relationship between SB/GR and ANX, as a risk factor and to understand whether the relationship between these variables changes based on students’ grade level (GL): middle school (MS) versus high school (HS). For this purpose, a total of 451 students from North/Central Italy, 71% F (M=15.07, ±2.46), of which 266 from HS, answered an online questionnaire in Spring 2021. Data was analyzed by doing a correlation analysis, difference between groups based on GL and hierarchical regression with SPSS 27. Results for the correlation analysis confirm that SB and GR are positively related; when controlling for differences in GL via t-test analysis, SB and GR are higher for MS. When measuring the SB/GR (Panorama Education, 2016) and its impact on the state of ANX (Spielberger et al., 1983) via the hierarchical regression, SB/GR decrease while ANX increases in particular for HS students. These results highlight that anxiety has had a greater impact specially on HS students. For these reasons we encourage schools to create environments in which they find strategies, as a community, to assist students in developing a sense of belonging and grit.

show abstract

Protective and risk factors for social withdrawal in adolescence. A mixed-method study of Italian students’ wellbeing

Cited by 3 publications

References 41 publications

PE-Iv (Panorama Education-Italian version): the adaptation/validation of 5 scales, a step towards a SEL approach in Italian schools

PE-Iv (Panorama Education-Italian version): the adaptation/validation of 5 scales, a step towards a SEL approach in Italian schools

Contemporary Hermits: A Developmental Psychopathology Account of Extreme Social Withdrawal (Hikikomori) in Young People

The Relationship between Students’ Sense of Belonging, Grit and Anxiety during Pandemic Times

Contact Info

Product

Resources

About