Factor Structure,Internal Consistency and Criterion Validity of the Full‐form and Short‐form Versions of the Centrality of Events Scale in Young People

The perceived centrality of a traumatic event has been hypothesized to impact subsequent responses to that event and shown to be positively associated to a number of psychological problems. In order to understand the role of this construct in adjustment to stress and trauma, reliable and valid measures are needed. The objective of this study was to evaluate the factor structure, internal consistency and convergent validity of the full‐form and short‐forms of the Centrality of Event Scale when used with young people. A sample of 262 undergraduate students completed this study. Confirmatory factor analyses, Cronbach alpha coefficients and Pearson correlation coefficients were performed. The findings support a one‐factor structure of the full 20‐item and the short 7‐item versions. We also found that both versions provide reliable and valid scores when used with young people. We recommend the use of the 7‐item version to minimize assessment burden. Copyright © 2017 John Wiley & Sons, Ltd.     

When Trust in the Leader Matters: The Moderated-Mediation Model of Team Performance and Trust

This study contributes to the sport and team literature by exploring the conditions in which trust in a leader translates into trust in a team and subsequent team performance. Findings from 709 athletes on 74 basketball teams demonstrated that trust in the coach represents a critical antecedent of team trust, especially when the team's past performance has been poor. We also found a combined effect of the level and consensus in trust on team performance. Practical implications suggest that a coach needs to ensure that every player, rather than just some or even the majority of individual team members, trusts him or her and the team.     

The Influence of a Foreign Versus Native Language on Creativity

Creativity may be enhanced by contextual factors that contribute to a divergence from conventional and habitual modes of thought. Two studies tested the prediction that a foreign language (that is frequently associated with moving away from the routine experiences) will contribute to originality of solutions, compared to one’s native language. Findings demonstrate that a foreign language confers benefits for creativity on well-established nonverbal tasks. Participants were more creative in designing t-shirt outlines (Study 1) and in drawing an alien character for a story (Study 2) within the context of their foreign, as compared to the native, language. The potential underlying mechanisms and implications of the effect are discussed.     

Improving Intergroup Relations with Extended Contact among Young Children: Mediation by Intergroup Empathy and Moderation by Direct Intergroup Contact

A correlational study investigated extended contact as a strategy to improve outgroup attitudes and stereotyping and to prepare children for future contact. Additional aims were to investigate when and why the effects of extended contact occur. In particular, intergroup empathy was tested as a mediator and direct contact (i.e. cross‐group friendship) as a moderator of extended contact. Participants were Italian and immigrant elementary school children. Results showed that extended contact was associated with improved intergroup empathy, which, in turn, was associated with more positive outgroup attitudes, stereotypes and behavioural intentions. These effects were significant only among participants with a low or moderate level of direct contact. The theoretical and practical implications of findings are discussed. Copyright © 2016 John Wiley & Sons, Ltd.     

Emotional Competence Disorders and Social Communication in Young Victims of Abuse

This research analyses the emotional competence difficulties (measured through emotional intelligence and empathy) and social communication disorders of young victims of abuse. These minors are in residential care centres with protective measures after suffering maltreatment and/or neglect. The relation between their emotional competence and social communication is analysed, as well as the contribution of empathy and emotional intelligence in predicting their social communication. The results indicate that a lack of emotional competence is related to and can predict their difficulties in social communication. The study manifests a scarcity of emotional intelligence, affecting attention, emotional repair and clarity of feelings, as well as a deterioration in affective and cognitive empathy. The minors’ scarce ability to put themselves in the place of others, to understand others’ intentions and emotional states, limits their use of language in social interactions. The research stresses the need to set up intervention programmes aimed at training in interpersonal and intrapersonal emotional competences which can encourage social communication.     

Children’s Coping Strategies to Inter-Parental Conflict: The Moderating Role of Attachment

In the literature on inter-parental conflict, little attention has been paid to the relationships among children’s attachment, coping strategies, and coping efficacy. The present study aims to explore whether and how children’s Internal Working Models of attachment moderate the associations among children’s perceived distress during the conflict, coping strategies, and coping efficacy. One hundred eighty-two school-aged children (87 secure, 46 anxious-ambivalent and 49 avoidant) and their parents completed measures of inter-parental conflict, attachment, coping strategies, and coping efficacy. The results indicate that children with different IWMs varied in the relations between coping strategies and coping efficacy. More precisely, the data show that secure children, when distressed, use the all of the coping strategies investigated, but the only ones that mediate the associations between their distress reactions and perceived coping efficacy were the positive cognitive restructuring strategies and the seeking support for feelings strategies. Avoidant children, when distressed, use higher levels of distraction and avoidance strategies and avoidance strategies mediated the effects of the children’s distress reactions on their coping inefficacy. Finally, anxious-ambivalent children, when distressed, activate all the coping strategies, with the exception of distraction and support for feelings. However, none of the strategies are correlated to their perceived coping efficacy.     

Immigration Policies in Italy: Their Impact on the Lives of First-Generation Moroccan and Egyptian Migrants

This paper analyzes the impact of Italian immigration policies on migrants’ lives. Policies and changes in policies can affect migrants’ capabilities to stabilize themselves in the host country, in terms of legal residence and secure labor conditions, as well as their chances of becoming part of the host society. We argue that, together with border controls, these are crucial ways through which immigration policies may have the postulated effects on the lives of migrants. We use data from 59 in-depth interviews conducted with first-generation Moroccan and Egyptian migrants living in two Italian cities, Turin and Rome, in the period 2011–2013. The results show that Italian immigration policies do not successfully control migration inflow, but effectively hinder the stability of migrants’ legal status and the status transition from temporary residence to permanent residence and subsequent Italian citizenship. In this way, Italian immigration policies largely affect migrants’ capabilities to be part of the host country; this gets in the way of integration, social cohesion, and future migration projects.     

Adolescent Patients’ Responses to Interpretations Focused on Endings in Short-Term Psychoanalytic Psychotherapy

Discussing endings is a crucial part of the work of short-term psychoanalytic psychotherapy with adolescents, but there are different views on how best this should be done and whether it is helpful or appropriate to link endings to interpretations of the transference. This study looks at how adolescent patients suffering from moderate to severe depression respond to interpretations around endings in a 28-session long, manualized psychoanalytic psychotherapy. Data come from a randomized clinical trial in which all sessions were audio-recorded. Purposive sampling was used to identify four sessions with four different adolescents in which therapists raised the issue of upcoming endings, explored the patients’ emotional responses, and linked these to the transference. The four extracts were transcribed and analysed using conversation analysis. Findings show that patients either emphasized or diminished the importance of their relationship to the therapists and the consequences of the separation from them in response to transference interpretations. They managed the conversational exchange by either “trouble-telling” or “story-telling.” The authors reflect on the implication of patients’ responses for treatment technique and consider whether transference work with adolescents should be paced and adapted more flexibly in short term psychoanalytic psychotherapy.     

Learning to read in children with Williams syndrome

People with Williams syndrome are characterized by linguistic abilities that are higher than their level of intelligence. There is controversy concerning their reading level because there are few studies. The aim of this work was to test reading abilities in a group of school-age children with Williams syndrome. Their performance was contrasted with a control group of the same mental age. Three kinds of tasks were used: word and pseudoword reading, phonological awareness, and naming speed. Results show that the Williams syndrome children performed similarly to control children in reading accuracy but were slower in reading words and pseudowords. They were also slower in the naming speed tasks. These results suggest that Williams syndrome children do not have difficulties in developing grapheme-phoneme decoding but do present some difficulties in developing lexical reading.