The Effects of Hospital-Based School Lessons on Children's Emotions, Distress and Pain.

Lessons conducted in hospitals ensure school continuity for hospitalized children unable to attend regular school. Hospital-based school (HS) provides a tailored experience that ensures normality for children through education. The objective of this study is to evaluate the effects of the proposed lessons in reducing negative emotions, distress, and pain in children, as well as fostering positive affects.

Doctor-patient care relationship in genetic cardiomyopathies: An exploratory study on clinical consultations.

Background: The present study aims to explore the setting of consultation and communication between physicians and patients affected by genetic cardiomyopathies, investigating how the two parts of the therapeutic relationship participate and share information.

Methods And Results: 45 adult patients affected by various cardiomyopathies took part in a prospective case study while attending consultations at a cardiologic outpatient clinic constituting an Italian referral centre for cardiomyopathies. A researcher observed the consultations, which were audio-recorded and transcribed.

Jerome Seymour Bruner: an Anticipator Scientist for an Anticipation Theory.

In this paper the Author intends to present the work of Jerome Bruner from the particular angle of the concept of anticipation. After having duly traced the biographical and scientific profile of the scientist, the Author shows how anticipation is a red thread that joints early youthful works up to those written in the last period of his life. The concept of anticipation then introduces that of expectation of a norm and that violation of the norm and how the person should consider them appropriately to produce new knowledge.

Beyond the Anomaly: Where Piaget and Bruner Meet.

The aim of this work is to focus on a basic concept in Brunerian narrative theory, that of violation of canonicity, showing how it relates to other basic concepts of cognitive theories such as anomaly, expectation and relationship between constancy and variability. To reach this aim, we will firstly discuss the Piagetian theory, in particular regarding the way in which the child deals with new and interesting events moved from the need to face and produce "spectacles interessantes" by means of experiencing the violation of canonicity. We will also briefly consider some results of neurosciences studies pointing out that the constancy-variability issue is at the base of human development.

Facing the Language-Memory Problem in the Study of Autobiographical Memory.

This paper discusses the problem of the role of language in autobiographical memory, that is barely considered in studies on autobiographical memories and narratives. As a matter of fact, most of the current studies on autobiographical memory confounded memory and narrative together. The present paper focuses on two main issues.

Why Narrating Changes Memory: A Contribution to an Integrative Model of Memory and Narrative Processes.

This paper aims to reflect on the relation between autobiographical memory (ME) and autobiographical narrative (NA), examining studies on the effects of narrating on the narrator and showing how studying these relations can make more comprehensible both memory's and narrating's way of working. Studies that address explicitly on ME and NA are scarce and touch this issue indirectly. Authors consider different trends of studies of ME and NA: congruency vs incongruency hypotheses on retrieving, the way of organizing memories according to gist or verbatim format and their role in organizing positive and negative emotional experiences, the social roots of ME and NA, the rules of conversation based on narrating.

Empathy and autobiographical memory: are they linked?

Autobiographical memory and empathy have been linked with social interaction variables as well as gender in independent bodies of literature. However a scarcity of research exists on the direct link between autobiographical memory and empathy. Exploring this link, in particular for memory of friendships and empathy, was the authors' main aim.

Medical error and systems of signaling: conceptual and linguistic definition.

In recent years the issue of patient safety has been the subject of detailed investigations, particularly as a result of the increasing attention from the patients and the public on the problem of medical error. The purpose of this work is firstly to define the classification of medical errors, which are distinguished between two perspectives: those that are personal, and those that are caused by the system. Furthermore we will briefly review some of the main methods used by healthcare organizations to identify and analyze errors.

Medical successes and couples' psychological problems in assisted reproduction treatment: a narrative based medicine approach.

Objective: 1) To explore the psychological processes that develop in women and men during their first pregnancy obtained with assisted reproduction treatment; 2) to individuate the main plot that women and men use to recount their transition to parenthood.

Methods: A face-to-face semi-structured autobiographical interview was administered. The interview was aimed to investigate the story of pregnancy.

Parental influences on memories of parents and friends.

The authors evaluated the role parent-child relationship quality has on two types of memories, those of parents and those of friends. Participants were 198 Italian university students who recalled memories during 4 separate timed memory-fluency tasks about their preschool, elementary school, middle school, high school and university years. Half were instructed to recall memories involving parents and the remainder memories involving friends.

Autobiography as tool to improve lifestyle, well being, and self-narrative in patients with mental disorders.

The aims of the present study were to explore how the autobiographical process can lead to a transformation in psychiatric patients' lifestyle, well-being, and self-narrative. Nine participants, aged between 20 and 42 years and affected by axis I psychiatric disorders (DSM IV) were selected to participate in an autobiographical laboratory. Eight to 10 meetings took place, each lasting about an hour, during which autobiographical accounts were collected.

A distant mirror: memories of parents and friends across childhood and adolescence.

Memories that were easily accessible (i.e., quickly retrieved in a memory-fluency task) of Italian university students were assessed.

Autobiography as a tool for self-construction: a study of patients with mental disorders.

The aim of the present study was to explore how the autobiographical process can lead to a transformation in the quality of psychiatric patients' self-narrative. Fifteen participants, with ages ranging from 25 to 40 years and affected by axis I psychiatric disorders (DSM IV), were selected to participate. A 10-question interview referring to 10 autobiographical cruxes was used to collect autobiographical data; the interview was readministered 2 weeks later.

Parental influences on earliest memories.

Recently, independent lines of research have indirectly supported the notion that social variables, especially parent-child relationships, have a significant impact on adults' memories of their early life. In order to directly assess this Italian students were asked to recall as many memories involving parents as they could from before the age of 6 in a 3-minute timed recall task (i.e.

Everyday life reasoning, possible worlds and cultural processes.

Discussing Faiciuc's paper, I first tackle the problem of fallacies in deductive reasoning showing how, in a possible world theory, non correct forms of reasoning can be useful strategies for discovery, providing these strategies remain at a hypothesis level. Secondly, everyday reasoning and its specificity in comparison to logical-normative one are analyzed. This topic stresses the notion of interpretation and, in this context, the role of the community and of cultural canons shared by the subject.

Definitions of bullying: a comparison of terms used, and age and gender differences, in a fourteen-country international comparison.

The study of school bullying has recently assumed an international dimension, but is faced with difficulties in finding terms in different languages to correspond to the English word bullying. To investigate the meanings given to various terms, a set of 25 stick-figure cartoons was devised, covering a range of social situations between peers. These cartoons were shown to samples of 8- and 14-year-old pupils (N = 1,245; n = 604 at 8 years, n = 641 at 14 years) in schools in 14 different countries, who judged whether various native terms cognate to bullying, applied to them.