Claudia Mazzeschi

Children's fears: a survey of Italian children ages 6 to 10 years.

The aim of this study was to explore childrens fears. The article reports on average factor scores of a study carried out in Italy using the Fear Survey Schedule for Children (here, the “Fear Survey”; Ollendick, 1983) with normal 6- to 10-yr.-old children (931 girls, 914 boys). Participants were 1,845 children, recruited in mainstream classrooms. Respondents were asked to complete the schedule indicating their fears and the intensity of such fears. A principal components analysis yielded a four-factor structure (1: Death and Danger, 2: Injury and Animals, 3: Failure and Criticism, 4: Fear of the Unknown). Average factor scores showed significant differences across the factors and according to sex and age. Girls reported significantly higher fearfulness than boys. Age differences were found on some factors.

Two measures of affect and emotion in Italian children aged 6 to 11 years.

The authors investigated the relation between affective and cognitive processes in fantasy play and emotional understanding of 50 Italian children (25 boys and 25 girls) enrolled in regular elementary school in Northern Italy. Children were administered a standardized play task, the Affect in Play Scale, and answered questions about their understanding of emotions. Consistent, yet modest, relationships were found between dimensions of fantasy play and emotional understanding.

ALL BONDS ARE NOT THE SAME: DIFFERENT STRUCTURAL LEVELS OF POSITIVE BONDING RELATIONSHIPS IN THERAPY GROUPS

The referential cycle described by Wilma Bucci predicts that during the session – and more generally during the therapeutic path – three phases alternate: a) arousal of the emotion schemas within the patient-therapist relationship, b) symbolization by the patient trying to translate into words his/her experiences with the therapist collaboration, and c) reorganization/reflection in which patient and therapist try to recognize and understand the emotional significance of patient’s experiences. So far, to monitor the development of these three phases during the sessions therapists and researchers could use their own clinical sensitivity or the referential activity computerized measures, which however need the session verbatim transcription. In order to develop a parallel and less time-consuming method we built up a self-report questionnaire that measures the main dimensions of the referential activity and cycle. For three months seven therapists have completed it online to evaluate 255 sessions, right at their conclusion. The factorial analysis revealed a factorial structure consistent with the measured constructs and a high internal consistency of the subscales. The utility of the scale will be highlighted both for therapists and researchers: the T-RAPS is a useful monitoring and supervision tool applicable by therapists of any orientation and can be correlated with the other main clinical constructs as well as with the referential activity computerized measures. Furthermore, the previewed construction of the patient version of the scale will allow for a more complete and multifaceted overview of the referential cycle.