Paolo Valerio

Adult Attachment and Transgender Identity in the Italian Context: Clinical Implications and Suggestions for Further Research

ABSTRACT Introduction: Although attachment theory has been recognized as one of the main references for the study of the general well-being, little research has been focused on the attachment styles of transgender people. Attachment styles are deeply influenced by the earliest relationships with caregivers, which, for gender-nonconforming children, are often characterized by parental rejection. Consequently, transgender children and adults likely internalize societal stigma, developing internalized transphobia. The current research was aimed to explore the link between adult attachment and internalized transphobia. Method: Twenty-five male-to-female (MtF) and 23 female-to-male (FtM) transgender people participated in the survey filling in two self-report questionnaires: the Attachment Style Questionnaire and the Transgender Identity Survey. A cluster analysis, t-test, and multiple regression analysis were conducted to explore the link between attachment styles and internalized transphobia. Results: A greater prevalence of secure attachment styles was detected. Participants with secure attachment styles reported higher levels of positive transgender identity than those with insecure attachment styles. Secure attachment styles significantly affect positive transgender identity, while insecure attachment styles influence internalized transphobia. Conclusions: A clinical focus on the redefinition of the internal working models of transgender people can inform psychologically focused interventions that transgender people can benefit from.

Psychometric characteristics of the Transgender Identity Survey in an Italian sample: A measure to assess positive and negative feelings towards transgender identity

ABSTRACT Transgender people experience systematic oppression due to societal endorsement of binary notions of gender. As a result, they are at risk for self-stigmatization via the internalization of negative attitudes about being transgender. Thus, researchers need instruments to assess the multilayered nature of transgender identity and its role in the experience of mental health and well-being. This study evaluated the psychometric characteristics of the Transgender Identity Survey (TIS) in an Italian sample of 149 transgender people. The TIS assesses levels of pride, shame, alienation, and passing in transgender populations, providing researchers and clinicians with an instrument that can evaluate both positive aspects of transgender identity and internalized transphobia. Confirmatory factor analyses showed that the original four-factor model had adequate fit to the data obtained from the Italian sample, with the exception of one item. Both convergent and predictive validity were assessed and partially confirmed, indicating that the TIS is significantly correlated with some of the enacted stigma and mental health outcome measures (perceived stress, depression, and anxiety). This study provides both clinicians and researchers with a tool to assess positive and negative aspects of identity in transgender populations.

Sexism, homophobia and transphobia in a sample of Italian pre-service teachers: the role of socio-demographic features

Abstract Although recent research has highlighted that lesbian, gay, bisexual and transgender (LGBT) youths represent a resilient population, they still suffer from social stigma and oppression, being potentially at additional risk of developing negative mental health outcomes. One of the main environments where violence and harassment against this population are present is the school. Within school contexts, the impact that teachers can have on the educational experiences of LGBT youths seems to be a crucial point. This paper explored sexist, homophobic and transphobic attitudes among 438 pre-service teachers in relation to specific socio-demographic features. Results indicated that being male, heterosexual, conservative and currently religious were positively associated with sexist, homophobic, and transphobic attitudes and feelings, and having a LGBT friend was negatively associated with homophobic and transphobic attitudes and feelings. These results suggest the need to introduce specific training on the deconstruction of gender and sexual stereotypes and prejudices, to provide teachers with efficient tools to address diversity in the classrooms and to implement inclusive school policies. Suggestions for the implementation of good practices are provided.

“Soccer is a matter of real men?” Sexist and homophobic attitudes in three Italian soccer teams differentiated by sexual orientation and gender identity

During the 1980s and early 1990s, homophobia and sexism were pervasive in sport contexts due to their sex-segregation, male-domination, and heteronormative culture. In the last two decades, a change in attitudes toward gender and sexuality, in particular within typically masculine sports, has been observed. Notwithstanding that, no research assessing if this change also occurred in Italy was conducted. Using semi-structured focus groups and adopting the framework of Inclusive Masculinity Theory, the current study explored sexist and homophobic attitudes in three Italian soccer teams differentiated by gender and sexual orientation. Team 1 comprised openly gay male athletes, Team 2 comprised both lesbian and heterosexual women, and Team 3 comprised heterosexual men. Narratives were analysed through constant comparison analysis. Specific macro-categories were identified in each team, as follows: Team 1: need for affiliation, in/visibility, perceived homophobia, and perceived institutionalised homophobia; Team 2: need for affiliation, masculine dominance, equal opportunities, and crossing gender boundaries; and Team 3: presumption of heterosexuality, female inferiority, and tendency toward a homosocial law. The results suggest that soccer, in Italy, still represents a context organised around men’s dominance over women and the stigmatisation of gay men. Notwithstanding, they suggest also that we are witnessing an interlocutory phase where some heterosexual soccer players are starting to challenge homophobia but, at the same time, women and openly gay players still perceive a homohysteric culture. The discussion is contextualised in the social context where discourses arose.

Suspended Sorrow: The Crisis in Understanding the Diagnosis for the Mothers of Children with A Disorder of Sex Development

ABSTRACT.Objectives: We conducted a survey to obtain information concerning how mothers of children with DSD represent the diagnosis. Methods: We examined our findings through IPA methodology. Results: We observed a crisis of meaning, based on the inability to classify their child with a milestone of the social experience: the gender category. That risks of slipping into adempitive adherences to medical knowledge or hasty decisions about the health of the child. Conclusions: Its necessary to structure spaces with medical-psychological teams, for allowing these families to manage the condition in relation to the choices, and the daily context, of their children.

Group psychodynamic counselling with final-year undergraduates in clinical psychology: A clinical methodology to reinforce academic identity and psychological well-being

Educational institutions should ensure that students develop a professional identity, as well as safeguarding their well-being and activating awareness and change processes. The aim of this study was to assess the efficacy of group psychodynamic counselling as a means of reinforcing academic identity – considered the forerunner of professional identity – and psychological well-being in a group of final-year undergraduates studying clinical psychology. Thirty-three final-year-students of clinical psychology who participated in six group psychodynamic counselling sessions were compared with sixteen final-year students of clinical psychology who had never participated in an intervention of this kind. The results suggested that group psychodynamic counselling made students feel more capable of managing their lives and more open to new experiences as well as encouraging them to perceive their relationships as more positive and satisfying, to believe that their life is meaningful, and to achieve greater self-acceptance. The in-depth exploration also prompted students to consider their commitment to their choice of career. Group psychodynamic counselling also reinforced students’ educational choice, as the likelihood of students becoming less committed to this choice was reduced after the intervention. Thus, the study confirmed the efficacy of group psychodynamic counselling as a means of reinforcing both academic identity and promoting well-being and demonstrated that it is a tool clinical psychologists and university teachers could use to activate self-reflection and change within educational settings.

Psychodynamic counselling in a university setting: A space for thinking together over emotional problems

Abstract The authors describe their experience as psychoanalytically oriented psychotherapists at the Counselling Service for University Students of the Office for Student Affairs, Naples. In this service they have provided, for the last fourteen years, to any student who applies to it, up to four individual sessions, with the possibility of follow-up sessions, should the client ask for them after a few months. Both the procedure and the aims of the interventions are similar to those described by psychotherapists working at the Tavistock Clinic (Copley 1976; Salzberger-Wittenberg 1977) and the Brent Consultation Centre (Hurry 1986; Novick 1987) of London. The technique is an adjustment of the psychoanalytic one and the therapist undertakes a careful listening to the students verbal and non-verbal communications. The main objective of the intervention is to enter into an alliance with the adult parts of the client in order to examine together his/her personal difficulties. A case report is presented, in o...

Empowering transgender youths: Promoting resilience through a group training program

ABSTRACT This study presents a training program developed with eight transgender youths who experienced transphobic episodes. Two focus groups were conducted and the 14-Item Resilience Scale was administered to evaluate training effectiveness in improving resilience. The intervention followed an empowerment, peer-group-based methodology. Three themes were identified: identity affirmation, self-acceptance, and group as support. A three-waves repeated measures ANOVA confirmed an increase in resilience levels. Suggestions for clinical practice and social policies are discussed.

Artificial Entities or Moral Agents? How AI is Changing Human Evolution

A large amount of theoretical and experimental research—from dynamic systems to computational neurosciences, from statistical learning to psychobiology of development—indicates that the encounter between Humans and very powerful AI will lead, in the near future, to organisms capable of going over the simulation of brain functions: hybrids that will learn from their internal states, will interpret the facts of reality, establish their goals, talk with humans and, especially, will decide according to their own ‘system of values’. Soon the traditional symbolic-formal domain could be overcome by the construction of systems with central control functions, with cognition similar to the biological brain. This requires a clarification on how they will act and, mostly, how they will decide. But what do we know today about decision-making processes and what is their relationship with the emotional spheres? If, traditionally, emotions were considered separate from the logical and rational thought, in recent years we have begun to understand that emotions have deep influence on human decisions. In this paper, we intend to show how emotions are crucial in moral decisions and that their understanding may help us to avoid mistakes in the construction of hybrid organisms capable of autonomous behavior.

The chance project: Complex interventions with adolescent school drop-outs in Naples

Abstract In this paper the authors describe their long experience, as psychoanalytically oriented psychotherapists, with an experimental school project with adolescent school drop-outs, a project that has been running in three deprived contexts of Naples. In the paper the structure of the psychological project supporting workers involved with these disruptive adolescents is analysed in detail along with the theoretical framework that lies behind it. The authors also give some illustrations that show the intense dynamics present in this field of work and some meaningful developments observed in the relationships and communications between adolescents and adults and in the group of peers.