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The ability to read depends on different cognitive skills. This study investigated the role of the main components of attention (selective attention, focused attention, distributed attention, and alternating attention) on the different dimensions of reading skills in novice readers. Participants were 288 Italian children, who attended the first year of primary school. Attention and reading skills (reading “comprehension,” “accuracy,” and “speed”) were measured. Different components of attention influence each dimension of reading. Moreover, both the correctness and rapidity at which attention operates play a pivotal role in learning to read. Interestingly, selective attention is involved in all dimensions of reading. These findings may have educational and practical relevance. The early assessment of attention might favor the development of new strategies of intervention in dyslexic children and in children at risk of developing learning difficulties.

Background Having a child hospitalized is a stressful event for parents. Previous studies have found increased stress in families with children affected by different kinds of pathologies, and analyzed disease related objective variables producing stress. However, most of these studies recruited caregivers of children with chronic or serious illnesses, and focused on evaluation of objective environmental stressors and did not consider subjective \"perception\" of stress. The aim of this study was to investigate perception of acute stress in caregivers taking care of children without serious physical damage that were hospitalized for short periods. Moreover, some variables, such as recreational and school services offered to children, influencing perception of cognitive, physiological and behavioral state relating to the sensation of \"being stressed\" were analyzed. Methods This study was realized with a sample of caregivers of children hospitalized for mild acute diseases. Research was conducted using two standardized tests, PSM (Psychological Stress Measure) and STAI (State Trait Anxiety Inventory), whose characteristics of reliability and validity had been successfully established. Results Present data showed that caregivers of hospitalized children perceived high levels of stress and anxiety. Perception of stress was influenced by the degree of kindred with patients, length of hospitalization, and, notably, participation in some of the activities offered to children, mainly school services. Discussion Findings showed that child hospitalization is a stressful event for caregivers, even if hospitalization is for middle and transient pathologies. Perception of stress was influenced by length of hospitalization, and by degree of kindred. Findings even suggest that some services offered to children can modulate caregivers' perception of stress and impact of hospitalization. Caregivers whose children used school services describe themselves as less irritable and with higher emotional control compared to other caregivers. Considering the importance of education in a child's life, the possibility to continue school activities helped caregivers to feel less under pressure. In the light of this finding, amelioration of scholastic activities in pediatric departments may represent a critical point in order to provide a more agreeable hospital stay for children and their caregivers and, as a consequence, improve family involvement in care management.

Background/Objectives: Affective touch is crucial in infant development, particularly in regulating emotional, cognitive, and physiological processes. Preterm infants are often deprived of essential tactile stimulation owing to their early exposure to the external environment, which may affect long-term developmental outcomes. This review aimed to examine the neurobiological mechanisms of affective touch and highlight effective interventions, such as skin-to-skin contact (SSC) and kangaroo care (KC), to promote development in preterm infants. Methods: This review summarizes recent studies in the literature on affective touch, the role of C-tactile fibers, and the effects of tactile interventions in neonatal care. Studies were selected based on their relevance to the care and development of preterm infants, with a focus on physiological and neurodevelopmental outcomes. Key interventions, including SSC and massage therapy, are discussed in relation to their effectiveness in the neonatal intensive care unit (NICU). Results: The results suggest that affective touch, mainly through activation of tactile C-fibers, improves caregiver–infant bonding, reduces stress responses, and supports neurodevelopment in preterm infants. Interventions such as SSC and KC have also been shown to improve physiological regulation in these infants, including heart rate, breathing, and temperature control while promoting emotional regulation and cognitive development. Conclusions: Affective touch is a key component of early development, particularly in preterm infants admitted to the NICU. Integrating tactile interventions such as SSC and KC into neonatal care practices may significantly improve long-term developmental outcomes. Future research should explore the epigenetic mechanisms underlying affective touch and further refine tactile interventions to optimize neonatal care.

Background: This study aimed to analyze Italian university students’ psychological needs, learning experiences, and wellbeing during the first two waves of the COVID-19 pandemic. Methods: The study was carried out during the first wave of the pandemic, and then during the second. A total of 1230 university students (654 in stage 1 and 576 in stage 2) completed a battery of validated questionnaires exploring students’ experiences in distance learning, perceived health risks related to COVID-19, and psychological wellbeing. Results: MANOVA showed a significant main effect of the pandemic stage on students’ learning experience and wellbeing. In particular, students were more distracted and concerned about their academic careers during the second phase of the pandemic than in the first. Furthermore, the pandemic stage also significantly affected health risk perceptions and fear of COVID-19, which were higher during the second wave of the pandemic. Female gender and concern for a university career were significant risk factors for high levels of negative affectivity and low levels of positive affectivity during the pandemic. In contrast, adherence to COVID-19 restriction measures and good family support were protective factors. Conclusions: It is essential to promote adequate university psychological services to support university students who have experienced the adverse psychological effects of the pandemic and enhance the resilience factors needed to improve their wellbeing in the post-pandemic period.

Vulvodynia is a chronic vulvar pain condition that can interfere with women’s developmental processes and overall well-being. Adopting a broader perspective of women’s health informed by lifespan developmental and biopsychosocial frameworks, this study examined psychosocial factors related to the psychological well-being of Italian women with vulvodynia. Between December 2023 and December 2024, a total of 533 women diagnosed with vulvodynia completed an online survey. The survey included questions about sociodemographics and the illness, as well as validated measures of dyadic adjustment, social support, self-efficacy, perceived stress, and psychological well-being. Descriptive statistics, group comparisons, Pearson correlations, and hierarchical multiple regressions were performed. Nearly two-thirds of the women reported symptoms lasting over five years, and 44% experienced severe pain. Those with more intense pain, longer symptom duration, or delayed diagnosis reported lower well-being and higher stress. Satisfaction with treatment was linked to greater well-being. Psychological well-being was strongly correlated with social support, dyadic adjustment, and psychological resources. Regression analyses identified younger age, higher pain intensity, lower treatment satisfaction, reduced social support, lower self-efficacy, and greater stress as predictors of poorer psychological well-being. Vulvodynia should be considered a psychosocial and developmental challenge as well as a medical condition. These findings underscore the importance of viewing vulvodynia as not only a medical condition, but also a psychosocial and developmental challenge within women’s broader health trajectories, highlighting the need for interventions that address pain and provide structured emotional support to strengthen psychological and relational resources.

(1) Background: This study aimed to analyze the impact of the confinement due to the COVID-19 pandemics on the eating, exercise, and quality-of-life habits of pregnant women. (2) Methods: This was an internet-based cross-sectional survey which collected information about adherence to the Mediterranean diet, physical exercise, health-related quality of life (HRQoL), and perceived obstacles (in terms of exercise, preparation for delivery, and medical appointments) of pregnant women before and after the confinement. The survey was conducted in 18–31 May 2020. (3) Results: A total of 90 pregnant women participated in this study. There was a significant decrease in the levels of physical activity (p < 0.01) as well as in HRQoL (p < 0.005). The number of hours spent sitting increased by 50% (p < 0.001), 52.2% were unable to attend delivery preparation sessions because these had been cancelled. However, there were no significant differences in the eating pattern of these women (p = 0.672). Conclusions: These results suggest the need to implement specific online programs to promote exercise and reduce stress, thus improving the HRQoL in this population, should similar confinements need to occur again for any reason in the future.

Childhood emotional neglect and parental overprotection are two subtle yet influential caregiving patterns that shape emotional, relational, and self-regulatory development. Though they are often examined separately, emerging research suggests that they may act independently and together to increase vulnerability to disordered eating. This narrative review synthesizes contemporary theoretical and empirical contributions to clarify how emotional neglect and overprotection affect pathways related to emotion regulation, attachment processes, and self-concept development. The review introduces the concept of complementarity, explaining how these patterns may co-occur within the same family system or fluctuate among individual caregivers. This creates developmental contexts marked by emotional deprivation and restricted autonomy. Based on this synthesis, the manuscript presents an integrative framework that considers distinct and shared mechanisms connecting caregiving experiences to maladaptive eating patterns. Developmental and clinical implications are discussed, emphasizing the importance of assessing relational histories, supporting emotional clarity, and promoting autonomy in intervention planning. The limitations of the narrative approach and directions for future research are outlined, including the need for longitudinal designs, more precise measurement of caregiving dimensions, and a more systematic investigation of the interactive effects of emotional neglect and overprotection.

Background/Objectives: Observational learning allows people to acquire new skills by observing the actions of others embedded in their social environment. From childhood, observational learning is a central process in human cognitive development, playing a crucial role in the acquisition of complex skills. Children and adults with autism spectrum disorder (ASD) often exhibit deficits in what are considered prerequisites for observational learning to occur (i.e., attending, imitation, delayed imitation, consequence discrimination). Considering this, the present review examined the literature on the complex and timely question of whether individuals with ASD can learn by observation, while accounting for the social versus non-social nature/content of the tasks. Methods: This work was a narrative review aimed at providing an overview of published studies in which observational learning was analyzed in individuals with ASD. Twenty-two studies met the inclusion criteria and were eligible for this review. Results: The core findings indicate that individuals with ASD may be able to learn by observing others, especially when taught the prerequisites for observational learning. Furthermore, the findings indicate that observation may be an effective way to expand the typically restricted and circumscribed interests of children with ASD and to increase emotion recognition skills. Conclusions: Overall, these findings have significant educational, clinical, social, and economic implications, supporting the use of observational learning strategies for both social and non-social skills to reduce reliance on expensive one-on-one teaching and to address some of the core deficits of ASD.

Background: This study aimed to analyze the associations of adult attachment styles with psychological well-being in relation to age groups (young adults vs adults) and relationship status (singleness vs close relationships). Method: The study sample consisted of 393 Italian young adults and adults, aged 18 to 62 years, with stable close relationships (n = 219) or identified in this study as singles (n = 174). The Psychological Well-being Scale was used to analyze psychological well-being, and the Attachment Style Questionnaire was chosen to evaluate adult attachment dimensions. Results: Individuals with stable close relationships reported higher levels of psychological well-being than singles. Furthermore, compared to people with stable close relationships, singles had an attachment style associated with discomfort with closeness, relationships as secondary, and avoidance. Finally, in single people, psychological well-being was moderately and positively predicted by attachment style characterized by confidence but strongly and negatively by attachment characterized by the need for approval. Regarding individuals with stable relationships, psychological well-being was strongly and negatively predicted by attachment style characterized by the need for approval. Conclusions: In adult attachment styles, close relationships can be viewed as a protective factor for long-term emotional stability and psychological well-being.

Background Breastfeeding self-efficacy, defined as a mother’s confidence in her ability to breastfeed, is a central psychological determinant of breastfeeding initiation, duration, and exclusivity. Although widely studied, fewer investigations have examined breastfeeding self-efficacy within an integrated framework that simultaneously considers contextual, experiential, and psychological factors. The present study aimed to identify the main predictors of breastfeeding self-efficacy in a large sample of Italian mothers. Methods This cross-sectional study included 500 Italian mothers who were currently breastfeeding, either formula-free or in combination with formula feeding. Data were collected through a web-based survey assessing sociodemographic characteristics, childbirth-related variables, feeding practices, and breastfeeding-related informational support. Standardized measures included the Breastfeeding Self-Efficacy Scale-Short Form, the Maternal Postnatal Attachment Scale, the Maternal Self-Efficacy Questionnaire, and the Parenting Stress Index–Short Form. Hierarchical multiple regression analyses were conducted to examine predictors of breastfeeding self-efficacy. Results Higher breastfeeding self-efficacy was significantly associated with formula-free breastfeeding, initiation of complementary feeding while breastfeeding was ongoing, older infant age, multiparity, and receipt of postpartum breastfeeding information from healthcare professionals. In addition, higher general maternal self-efficacy predicted higher breastfeeding self-efficacy, whereas greater parental stress predicted lower confidence. Feeding-related variables accounted for the largest incremental proportion of explained variance. Conclusions Breastfeeding self-efficacy emerges as a multidimensional construct shaped by feeding practices, experiential factors, and maternal psychological functioning. Interventions aimed at enhancing breastfeeding outcomes should integrate practical postpartum support with strategies addressing maternal confidence and stress regulation, particularly among first-time mothers.