For this year’s historical archive, we present two chapters of the book Extreme Stress and Communities. Impact and Intervention, edited by Stevan E. Hobfoll and Marten W. De Vries (Springer Ed., Kluver, Dordrecht, Netherlands, 1995), which reports the research, contributions and discussions of the seminar – organized by NATO – held in Chateau de Bonas in the summer of 1994 between international researchers and scholars in the field of stress.
Related Articles
Reminescence therapy for depression in elderly patients: Systematic review
In view of the fact that the Italian population is characterized by a progressive aging and that depression in old age represents a very widespread disorder, but often not recognized and adequately treated, it is considered worthwhile to know which therapies give evidence of effectiveness in contrasting the onset of this pathology, improving the elderly quality of life. The purpose of the following systematic review is to understand if the reminiscence therapy improves the geriatric patient’s mood and decreases his depression, becoming an efficient tool for the treatment of this psychopathology. The research carried out through the electronic databases
EBSCO and GOOGLE SCHOLAR, takes into account the articles from 2000 to 2019 selected by the following criteria: studies dealing with all kind of reminiscence therapy (instrumental and integrative); studies reporting depression as a major tested out-come; studies considering subjects > 60 years of age without a diagnosis of dementia or mild cognitive impairment; articles in English or Italian, article with available full text. The review seems to evidence that reminiscence therapy is an excellent option of treatment in case of senile depression that would lead to substantial symptoms alleviation.
Publishing
This issue of Psychomed 2020 is affected by the particular conditions that have occurred this year. A viral pandemic that has spread across the globe has had profound impacts in many countries of the world, giving reasons to affect, even in unpredictable ways, laws and regulations – and therefore on the life habits of populations consolidated over […]
CYBERBULLYING: REVIEW ON EVIDENCE-BASED INTERVENTION PROGRAMS
Annalisa Colasanti, Mario Becciu, Antonella Sinagoga, Valentina Costa, Annalisa Urbano, Francesca Bilotta, Ketty Cappadona, Mariangela Cerasuolo, Laura Iardella, Marilena Menti, Marilena Minei, Ilaria Mucci & Ester Piras
Aims. In light of the rapid spread of cyberbullying even during the current pandemic, the research question posed in this article has been to examine and analyze the effectiveness of several studies – belonging to the recent international literature – which aims to reduce or prevent cyberbullying through specific intervention programs. The aim of this examination is to carry a systematic review of the abovementioned interventions , showing a scientific framework on the progress of the effective ones as the research so far shows more studies with effective intervention programs on bullying.
Method. The research, using, the Scopus and PubMed electronic database, considered articles published in the last 10 years, based on the following criteria: • the studies must focus on an intervention program on cyberbullying; the studies must have an RCT or almost RCT design; the studies must provide a followup; the sample must be equal to or greater than (N ≥ 100) – if it is composed of student recipients- and equal or minor than (N<100) if it is composed of other recipients (teachers, school counselors). Results. This review highlights the effectiveness of interventions in a school or university environment, oriented to prevent cyberbullying. This goal is achieved by promoting digital education for the responsible use of the Internet; training students on empathy as well as social, communication, and coping skills to deal with relevant episodes; increasing the sense of self- efficacy; involving parents and teachers. Discussion. The studies included in the review have confirmed the effectiveness of the cyberbullying intervention programs and many of them agree on the need for direct interventions not only to students 24 but also to the other social actors involved such as parents, teachers, and school staff. Future cyberbullying prevention studies should also include specific individual approaches for the actors already involved and it is necessary to implement the studies to provide schools and children with more effective tools and strategies for using the internet in a more functional way.