Very often when we talk about bullying, both sides of this non-functional relationship are not taken into consideration: the bully (characterized by systematic bullying actions carried out) and the victim (considered an easy target, a weak one) . Bullying can be of two types: direct, with physical, verbal, explicit attacks on the victim; indirectly, to harm relationships, to cause isolation, through gossip and slander, this also through the use of the internet, thus turning into cyberbullying (attacking the victim's network identity). For the joke to no longer be considered as such, to be considered bullying it must persist over time, there must be no balance of power between those who perform actions and those who suffer them, and above all there must be no possibility of defense by the victim. A further difference is found within the gender groups, that is, males tend to carry out direct actions by hitting males and females, while females carry out indirect actions by hitting females of the same age. A famous survey carried out by Telephone Azzurro in 2014 he helped bring to light data that up to that moment were not fully known: • the school seemed to be the place where the phenomenon was most developed; • the reactions of the victims were different, but the most significant data refers to the fact that 22.7% said nothing and kept the secret; • 48.2 of the interviewees considered the help of adults to be very useful. It is clear that the families (of the abusers and of the victims) must be warned to inform them of the events, as they are responsible for the minor children, the report must be reported to the School (if the original place of the phenomenon) as regulations avoid such behaviors, must also be reported to the police (Carabinieri and / or Police) as also in this case there are laws to respect. The role of the Psychologist in these circumstances it is multiple as not only can it give support to the families involved, but it can also provide an important support and contribution within the School by training the teachers, giving them strategies to prevent and manage bullying situations.
The new WISC® – VUK it shows, compared to previous versions, more flexible and with greater interpretative power, as it is composed of a greater number of secondary tests (16) to be able to get a more complete view of cognitive abilities. An expanded factorial structure provides new scores and composite separates, such as a component dedicated to Visuo-Spatial (Visual Spatial Index - VSI) et al Fluid Reasoning (Fluid Reasoning - FRI), so the intelligence components that are measured are in this new version 5, plus the IQ Total. The most absolute novelty concerns the introduction of three new subtests, to be able in this way increase its practical application and coverage of the same contents. In particular: - Figure Weights, is a new subtest dedicated to the Fluid Reasoning component that measures reasoning at a quantitative and inductive capacity level; never introduced before, very funny and intuitive as regards its execution; - Visual Puzzles, a new subtest dedicated to the Visuo Spaziale component that measures the ability to analyze and synthesize information; the same saw his entrance with the introduction of WAIS-IV (Puzzle); - Picture Span, is a new subtest dedicated to the Working Memory component that measures visual working memory; test introduced with the new WPPSI-IV (Memory of Images), much appreciated for the proposed images. But what benefits does this new version of the WISC® V Battery bring with it? First of all it is more efficient, and easier to use, as it increases the coverage with respect to the components to be analyzed; even the time devoted to administration is not increased indeed in some subtests it is more reduced, consequently obtaining a more measurement adequate development. Another novelty, which deserves appreciation, are the reduced verbal instructions that come provided, with internal interruption rules for shorter tests and more precise scoring criteria, in this way you can avoid moments of "boredom" during the explanations. As for the correction, it is possible to calculate all scores faster by reducing consequently the total time dedicated to the calculation of the IQ. Although there are 5 relative scores to the 5 components of Intelligence, the total IQ and other three of the five auxiliary scores are possible obtain through the 10 main subtests, through dedicated (auxiliary) analyzes, which indices that at the end they derive are: Quantitative Reasoning; Auditory Working Memory; Not verbal; General Ability; Cognitive competence. Last but not least, it is possible to calculate Complete Index Scales, which they include three different Indices: Naming Rate; Translation of stimuli; Storage and Recovery (composed of the set of the two previous indices). There remains the possibility of obtaining a correction report through the dedicated software. WISC® – VUK shows greater interpretative power, as it allows making connections direct with the WIAT-III Battery, to facilitate further more flexible evaluation of specifications of DSA. The separate composite scores of the components dedicated to Spatial Visuo and Reasoning Fluid show greater clarity than the interpretation, just as the selection of process scores, this in order to consequently improve the interpretation and understanding of performance. The correlation between the subtests present in WISC-IV and WISC-V is medium-high, so they measure constructs very similar, keeping the new version one of the most "powerful" tools for measuring the IQ and Intelligence components.
Autism is a "spectrum" condition, this means that while all people with autism share certain difficulties, the manner and intensity varies enormously from person to person. • Communication deficit (verbal and non-verbal communication) • People on the spectrum in need of mild support (Asperger's Syndrome) • Hypersensitivity to some sounds or noises Autistic children tend to learn more effectively in structured environments, both in terms of space and time. The structuring allows you to achieve a sense of predictability with respect to what will happen (it gives order and coherence to the experience). • Children with autism generally attract attention with dysfunctional activities • Excellent skills of discrimination and visual analysis, they can do better in activities mediated by visual information or based on visual memory, compared to activities mediated by verbal information Diagnosis is carried out at the Dr. Letizia De Mori Psychological Office through the administration of specific assessments (including the ADOS test), and rehabilitation and targeted intervention plans are also planned. • ABA (Applied Behavior Analysis): focuses on the analysis of behaviors, in order to understand the causes (antecedents) and prevent problematic reactions, providing the child with more functional alternatives, helping to define positive reinforcements as well. Apply the principles of operant conditioning. • TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children): aims to improve the quality of life of the child, both by actively modifying the environment according to his needs, and by developing his autonomy to the maximum. • TED (La Therapie d'Echange et Developpement): aims to develop the psychophysiological functions of the child, through the principles of tranquility, availability and reciprocity. • AIT (Auditory Integration Therapy): helps children with problems in the processing of auditory stimuli, gradually accustoming them to the frequencies of sounds that cause them hypersensitivity. .
Never as in this historical moment profoundly marked by a global pandemic, with consequent restrictions to protect the population, has shown a secondary and invisible effect: the manifestation of fragility (which actually most likely were already present in more form "Silent"). Every single individual has lived through difficult times for a year now, perceiving the need for help, support to be able to "move forward", to be able to see and start planning for the future again. The desire to feel better arises precisely from the need to find a lost balance, with mechanisms in continuous modulation and difficult to apply, a sort of daily effort developed through constant self-assessments, but marked by profound frustration. But because sometimes it is difficult to contact a professional figure such as that of the Psychologist e of the Psychologist to be accompanied and supported in these difficult internal mediations? Because in this new millennium in which physical, terrestrial and spatial limits have been exceeded, the action linked to the will of a psychological support gets stuck within one stereotype now a hundred years old? Contacting a psychologist a psychologist is certainly difficult, but only from a point of view awareness regarding the acceptance of the own discomfort; ask for help from a professional is an important opportunity that the person gives himself not only to solve it current problem, but also to learn their own adaptive, operational, thinking and mechanisms reactive. A real investment in oneself to enrich oneself and get to know oneself in sometimes unknown aspects. Often the mental effort that a person decides to undertake has a very high cost (in terms of internal energy), as the step of asking for help is experienced as a personal failure e it is not conceived as the necessity of needing new mental strategies. At this point, therefore, the motivation linked to the difficulty in asking for help seems to be upside down, that is, it no longer seems to be connected to the stereotypical figure of the Psychologist or the Psychologist, but to a self-restriction that the human being (in particular and mostly males) he shows for fear of showing his frailties, of losing his role, as explained by Seidman in the 2010, and subsequently from Mayer in 2018, studies in which the emphasis is placed takes care of the role important given to Western education, which initiates children to assume attitudes stoic and emotionally closed, consequently giving a negative point of view towards opposite (positive) attitudes, because being empathic, showing emotions such as sadness, comes considered as modest and feminine attitudes, and therefore fragile. In a research carried out by Huang and from his research group in 2017, ask for help shows a responsible openness and with good relationship skills. It is clear at this point that giving a strong self image remains an important point a social level, without considering the risk of triggering a sacrifice mechanism in one's own confrontations, a sacrifice that includes body and mind. Awareness, and acceptance. Keywords underlying each request for help.
Today March 15th, is the national day of the Lilac Ribbon, dedicated to nutrition disorders and
In the common idea, almost a stereotype, psychologists are seen as similar seers, who read in the mind, are sometimes considered as a danger (especially for the most troubled minds and @ Studio_Psy_Dr.Letizia_DeMori @studiopsicologicodrletiziademori
From the psychological point of view, after the forced isolation (for a good purpose!) The implications and consequences are – Adults: the reflective modalities of adults in the months of social isolation have been dominant, and the "obligation" of reflection has often led to the revision of priorities, ties, choices and decisions, to such an extent that we can no longer ignore the new ones requests and having to give you a new functional structure.
The most important stereotype that is attached to a pregnant woman is that she cannot afford to be afraid. It is an evolutionary stage, a passage in life that requires the child to go through it in order to subsequently arrive in the "world" of young adults. In this passage of life, which lasts about 12 to 18 years, children are literally shaken by many and complex changes starting from the hormonal one up to the ideological one. The hormonal component, even if the most natural, hides very significant secondary implications on a physical level (such as the change of voice in males and the development of the breast in females), on a psychological level (such as experiencing new emotions such as that of depression, typical of this age). It is this period of life that boys and girls ideologically and mentally move away from the family unit to find other examples to follow and from which to search for their own identity, and then return close (if possible) to the initial model of the family. In this period of time the adolescent has to deal with all the experiences that were not overcome during childhood and try to overcome them as best as possible without scars, in fact very often today more than in the past the "teenagers" carry with them a very negative experience which makes the person burdened in his long journey. The family plays a fundamental role in all this and must be able to support (and endure) the emotional chaos that has been unleashed in the child; the family plays an important role as it is itself interested in change, because it must itself find its own internal balance, which is why the whole structure should be reviewed and modulated again. Currently, the adolescent, unlike years ago, finds himself managing different identities, the most important are the body one (as the body is a mediator between them and the world), the social one (as it varies according to the role one intends to assume in a certain context) and that of the network (a new type of identity that parents are not able to grasp in all its nuances as they never had one during their adolescence, this identity becomes fluid and multiple all inside the web, it would have very strong effects even "off-line"). Among these, it seems that the network identity is the most significant for new adolescents, which unfortunately if attacked directly or indirectly could lead to behaviors that could even be harmful to the person. Within this context the Psychologist introduces himself as a reference figure on the one hand for the family and on the other for the adolescent, as both need constant support to find a balance and a new definition of themselves. @ Studio_Psy_Dr.Letizia_DeMori @studiopsicologicodrletiziademori Eating disorders also occur in pre-adolescent age, and this figure is increasing exponentially in recent years, also the age in which the first diets are undertaken is falling rapidly. 8 June 2021 31 May 2021 13 May 2021BULLYING
THE NEW WISC® – V UK BATTERY
DISORDERS OF THE AUTISTIC SPECTRUM
Disorders concern the development of social skills, cognitive, emotional, of communication, both gestural and verbal, of interpersonal understanding and collaborative actions.
It is a syndrome or a set of observable symptoms or signs.MAIN CLINICAL MANIFESTATIONS
• Social deficit (initiating an interaction and responding to an interaction)
• "Imagination" deficit (narrow repertoire of activities and interests and / or repetitive and stereotypes, rigidity and resistance to change)
• Other manifestations: anxiety, sensory anomalies, deficits in executive functions and attention anomaliesTYPE OF STUDENTS WITH AUTISM:
• People on the spectrum in need of intensive or very intensive supportSENSORY PARTICULARITIES
• Hypersensitivity to visual stimuli
• Reduced or excessive tactile sensitivity (discomfort to touch)
• Particular perception of pain
• Sensitivity to olfactory and gustatory stimuli
FEATURES
• They hardly show why they need help
• Although they clearly have preferences, they show great difficulty in reporting them in an acceptable way
• Not acceptably express denial, remaining passive or reacting in problematic ways when they want to reject something
• Difficulty staying close to others
• They tend not to share something that is in their possession
• Stay involved in social games with rules with peers. • They tend not to respect the shift or show no sense of "rhythm" in the shift
• Poor tolerance to expectations
• Difficulty in inhibiting "bullying" responses
• May not know how to name the emotions they observe
• They hardly learn positive social routines spontaneously
• Mimicry and gestures are often poor, not very direct to the interlocutor
• Often they are unable to solve social problems or to respond flexibly to new situations
• Often do not react positively to unexpected events
• Short attention spans
• Difficulty shifting attention from one stimulus to another
• Preference for details
• Deficiency in the social use of attentionSTRENGTHS IN AUTISM
• Ability to analyze and understand the rules that govern closed systems: mastering rules of operation of mechanical systems; understand and use classification systems; achieve higher scores in tests that measure the ability to systematize
• Possible extraordinary talents in areas such as drawing, computing and musicDIAGNOSIS
TREATMENTS FOR THE AUTISTIC SPECTRUM
BEHAVIORAL TREATMENTS:
• DTT (Discrete Trial Training): fragmented complex skills are taught and each sub-skill is taught in repeated sessions, through a procedure divided into three components:
education or question , which constitutes the antecedent stimulus
the child's response
the consequence of the child's response (reinforcing stimulus)EVOLUTIONARY TREATMENTS:
PSYCHOTHERAPIES
SENSORY THERAPIES
PHARMACOLOGICAL THERAPIES
PET THERAPY
Why is it still so difficult to contact a psychologist or a psychologist?
Lilac Bow Day
of nutrition, including anorexia and bulimia. This anniversary has been present for 9 years which it wants to lead to
greater reflection on these disorders. It is an initiative born from the father of a 17 year old girl who a
cause of bulimia he lost his life on this very day. Anorexia and bulimia nervous affect
mostly girls aged between 15 and 19, but the onset decreases every year,
also affecting the male category. Fundamental for this class of disorders is to identify them and
intervene early, as if not treated adequately and promptly, they increase the
risk of permanent damage to the whole organism, which in severe cases can lead to death. In this
long year, characterized by a global pandemic, we have evidence of an aggravation of the disorders
food, especially in adolescents. The pandemic is bringing about numerous social changes e
relational, this predominantly involves adolescents and children who are experiencing the
loneliness, given by the fact that there is no longer the socialization linked to the school environment and activity
physics. Social isolation leads to an increase in eating disorders because the management of emotions
occurs through the food symptom. This symptom can be dietary, caloric or restriction
cognitive, which leads to "cutting" or reducing the total amount of food introduced, or binges (objective or
subjective), which consist in eating a large amount in a short period of time (about 2 hours)
of food with loss of control, i.e. the inability to stop such episodes. In a period in which the activities
outside the home are reduced to a minimum there was a worsening of the concern related to
weight and shape of the body, and of the diet itself, this highlights as the specific symptoms of such
pathology related to the effects of the pandemic create a predisposing environment for the aggravation of
food symptoms. One study (Ramalho, SM, Trovisqueira, A., de Lourdes, M. et al. The impact of COVID-
19 lockdown on disordered eating behaviors: the mediation role of psychological distress. Eat Weight
Disord 2021) published on "Eating and weight disorders" examined 325 subjects with disorders
of nutrition, mainly anorexia nervosa, with the aim of understanding which factors of the pandemic
(isolation, fear of contagion, job loss) caused symptoms to develop and worsen
food. From what emerged, the fear of contagion and isolation caused a worsening of the lesions
eating symptoms, along with reduced social contact with friends and worsening relationships
family members. There are several alarm bells that need to be taken into account as a lot of attitudes
restrictive nutrition, reduction of calorie intake and elimination of certain categories of foods
(often carbohydrates). In addition to these, attention must be paid to the tendency towards isolation, to
excessive weight measurement or avoidance, a tendency to skip meals or sluggishness
to eat. It is essential to maintain a normal weight that allows us to stay healthy and be comfortable with
ourselves, learning to be more flexible and less judgmental with ourselves is the key to good
psychophysical balance.
HOW MUCH DO PSYCHOLOGISTS AND PSYCHOLOGISTS EXPOSE TO RISK?
risk).
In reality, psychologists are also people and as such they must be considered and treated, that is, with
respect and that right feeling, so as not to forget that we too from behind ours
desk we can be exposed to dangers.
In this regard, I believe and it could be emblematic to report an event that is often perpetuated,
especially for psychologists, or harassment that passes through a veiled attempt to help
and psychological support.
Many times we Psychologists are exposed to provocations, prevarications, verbal and sexual abuse,
verable and physical aggression, we are subjected to more or less direct threats, as women.
Our willingness to offer our skills and that intimacy that has always characterized
the rooms of ours Education, we also provide the our numbers phone to be more a
handy for all those who need in the moment of mental and daily difficulty
to be able to cry out in silence the discomfort that makes their thoughts troubled… in the midst of all of ours
professionalism there are also those who see our availability as an opportunity, but not of
therapy but of abuse and with not too veiled words they insinuate themselves into our days
with very specific requests.
Psychologists and Psychologists are always exposed to mental and physical dangers, abuse and violence, in
as for their role and their mission they expose themselves and take the responsibility to act
at the forefront.
Psychologists and psychologists may also fear for their safety, but the sense of
responsibility that characterizes us and unites us, gives us the desire and strength to overcome abuses, the
threats and the continuous persecutions that the most fragile and troubled people address us.
#psychologistoverabuse
#psychology
#missionandresponsability
The worldwide COVID-19 pandemic
different, specifically:
- Children: in children it is showing (among the different small patients present in our Studio) an increase in attention drop, reduced memory, poor learning strategies, hyperactivity, sleep disturbances, sign and symptoms that could fall within the framework of depression, as they were suddenly blocked in their expression
everyday life, just as social and concrete relationships have been blocked, while a series of compensations have been activated (such as video calls with friends) which, however important and avant-garde, have increased their sense of isolation and
frustration, exposing them to a completely new reality for which they had to learn new strategies very quickly to be able to manage it.
– Elderly: the fear of being hit first, and of having to end their lives in complete solitude, has led to the development of a completely new cognitive functioning that has led them to be more ready but at the same time more afraid of losing loved ones before the time.
– Reality at risk: during the lockdown situations already at social risk were exacerbated, physical, psychological, sexual and economic abuse increased in very high percentages, putting the people involved in conditions of despair and annulment.
– People in discomfort: during the months of lockdown, people who had previous situations of discomfort actually turned out to be "more ready" than the majority of the population not at risk (apparent), giving lessons in significant mental containment, as the isolation is in itself a mental factor, and people who experience it in everyday life have been more functional and adaptive.
Recent studies published in the most important international journals, underlined how in the months following the release of the lockdown the world population will be severely tested on an emotional and mental level to such an extent as to hypothesize a possible increase in the development of very significant mental disorders (for some authors even up to 80%).
ADOLESCENCE
ADOLESCENCE
