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IntroductionThe high prevalence of depression among adolescents underlines the need for further research into effective treatment options. Previous research has demonstrated the effectiveness of physical activity in reducing depressive symptoms. Recently, studies on surf therapy, as an innovative approach of physical activity, have shown promising results regarding the reduction of depressive symptoms in adults and the improvement of general mental health problems in adolescents. However, research in this area is still limited. The aim of the current study was to investigate the feasibility and effectiveness of a group therapy program that combines physical activity, including surf therapy, with cognitive behavioral therapy for treating depression among adolescents.MethodsThirty-two outpatients (28 female, four male) aged 13–18 years with a mean age of 15.58 years (SD = 1.52) and a primary diagnosis of depression were included. They participated in a 3-month group therapy program in groups of eight adolescents. The dropout rate was calculated as an aspect of feasibility. To evaluate effectiveness, depressive symptoms were assessed using the “Children's Depression Rating Scale–Revised” (CDRS-R) as the primary outcome measure at pre-program, post-program, and at 3-month follow-up. In addition, questionnaires assessing depressive symptoms [“Beck Depression Inventory II” (BDI-II)], emotion regulation strategies [“Fragebogen zur Erhebung der Emotionsregulation bei Kindern und Jugendlichen” (FEEL-KJ)] and self-esteem [“Selbstwertinventar für Kinder und Jugendliche” [SEKJ)] were administered as secondary outcome measures.ResultsResults showed a low dropout rate of 9.38% (n = 3). Depressive symptoms, assessed by the CDRS-R, were significantly reduced over time, with a large effect size. Symptom reductions were maintained at the 3-month follow-up.DiscussionStudy results suggest that the group therapy program is feasible and can reduce depressive symptoms. Further research that includes control groups is needed. As a clinical implication, novel treatment forms which integrate elements of physical activity, should be considered as a treatment option for depressed adolescents

BackgroundDeficits in Multisensory Integration (MSI) in ASD have been reported repeatedly and have been suggested to be caused by altered long-range connectivity. Here we investigate behavioral and ERP correlates of MSI in ASD using ecologically valid videos of emotional expressions.MethodsIn the present study, we set out to investigate the electrophysiological correlates of audiovisual MSI in young autistic and neurotypical adolescents. We employed dynamic stimuli of high ecological validity (500 ms clips produced by actors) that depicted fear or disgust in unimodal (visual and auditory), and bimodal (audiovisual) conditions.ResultsWe report robust MSI effects at both the behavioral and electrophysiological levels and pronounced differences between autistic and neurotypical participants. Specifically, neurotypical controls showed robust behavioral MSI for both emotions as seen through a significant speed-up of bimodal response time (RT), confirmed by Miller’s Race Model Inequality (RMI), with greater MSI effects for fear than disgust. Adolescents with ASD, by contrast, showed behavioral MSI only for fear. At the electrophysiological level, the bimodal condition as compared to the unimodal conditions reduced the amplitudes of the visual P100 and auditory P200 and increased the amplitude of the visual N170 regardless of group. Furthermore, a cluster-based analysis across all electrodes revealed that adolescents with ASD showed an overall delayed and spatially constrained MSI effect compared to controls.ConclusionGiven that the variables we measured reflect attention, our findings suggest that MSI can be modulated by the differential effects on attention that fear and disgust produce. We also argue that the MSI deficits seen in autistic individuals can be compensated for at later processing stages by (a) the attention-orienting effects of fear, at the behavioral level, and (b) at the electrophysiological level via increased attentional effort.

La nota che propongo è un contributo introduttivo di un pomeriggio di confronto sul ruolo dei corpi (e della loro assenza) nelle relazioni educative, formative e terapeutiche - ruolo che abbiamo sempre dato per scontato e che il digitale ci chiede oggi di ripensare. Ci siamo chiesti, inoltre, se è possibile apprendere (e insegnare ad apprendere), e se è possibile prendersi cura (ed essere curati) senza compresenza fisica. Come cambiano le relazioni, i processi di apprendimento, i ruoli e le responsabilità? Come cambia l'affettività? E ancora: che fine fanno i corpi nelle relazioni digitali?

Abstract Findings of genetic overlap between Schizophrenia, Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) contributed to a renewed conceptualization of these disorders as laying on a continuum based on aetiological, pathophysiological and neurodevelopmental features. Given that cognitive impairments are core to their pathophysiology, we compared patients with schizophrenia, ADHD, ASD, and controls on ocular-motor and manual-motor tasks, challenging crucial cognitive processes. Group comparisons revealed inhibition deficits common to all disorders, increased intra-subject variability in schizophrenia and, to a lesser extent, ADHD as well as slowed processing in schizophrenia. Patterns of deviancies from controls exhibited strong correlations, along with differences that posited schizophrenia as the most impaired group, followed by ASD and ADHD. While vector correlations point towards a common neurodevelopmental continuum of impairment, vector levels suggest differences in the severity of such impairment. These findings argue towards a dimensional approach to Neurodevelopmental Disorders’ pathophysiological mechanisms.

Nell’ultimo anno, nel nostro paese, il tema della didattica a distanza è stato al centro della scena mediatica e ha alimentato un vivace dibattito pubblico che ha portato, e poi mantenuto, l’attenzione generale sulla scuola e sul suo ruolo sociale e formativo. Articoli in quotidiani e riviste, webinar tematici di formazione e discussione, interventi di politici, dirigenti, sindacalisti ed esperti di vari ambiti disciplinari, ma anche manifestazioni di piazza di docenti, genitori e studenti: si è trattato di uno scenario eterogeneo e complesso, giocato su più fronti, nel quale i diversi attori sociali hanno preso parola. Anche gli antropologi hanno immediatamente intuito la rilevanza di questa transizione epocale nelle pratiche didattiche e negli stili di apprendimento e socializzazione degli studenti e delle studentesse e hanno fatto sentire la loro voce nei blog, nelle pagine facebook, così come in articoli di riviste o testi collettanei (Parisi, 2020; Polidori, 2020; Vereni, 2020; D’Agostino, 2020; Biscaldi, 2020, 2021; Parbuono, 2021) mettendo in dialogo l’auto-etnografia (la loro esperienza di docenti) con l’analisi critica del fenomeno e interrogandosi sia su questioni di metodo (come fare etnografia della dad?) sia sul ruolo del sapere antropologico in pandemia (che cosa abbiamo da dire in quanto studiosi di fenomeni culturali sulla dad?).

What is then this teacher’s magic? The rhetoric of the presence in Italian schools in times of pandemic ----- Abstract --- Starting from ethnographic research and anthropological reflexivity, this paper proposes a critical reading of the rhetoric of presence in the classroom as constitutively good - rhetoric that is nostalgically spreading to challenge remote teaching, so-called ‘didattica a distanza’. Remote teaching is discussed as an important opportunity to rethink the role of bodies, the setting and responsibility in the educational relationship.

Using a schema-theoretical perspective in the field of moral cognition, we assessed response behavior of adolescent (n = 15) and adult (n = 22) individuals with Autism Spectrum Disorder (ASD) in comparison with adolescent (n = 22) and adult (n = 22) neurotypically developed controls. We conceptualized the Intuitive Moral Reasoning Test--in five moral dilemmas, participants had to choose between two alternative actions and assess their decision with respect to emotional valence, arousal, moral acceptability and permissibility from both the perspective of the acting person and then of the victim. Patients with ASD displayed a different decision and response behavior, particularly when the dilemmas were based on extreme life situations in combination with a social schema involving close social relationships.

Sensory features in autism spectrum disorder (ASD) have received increasing interest in clinical work and research during the recent years. With the Sensory Perception Quotient (SPQ), Tavasolli and colleagues have produced a self-rating scale for adults with ASD that measures sensory hyper-sensitivity in different sensory modalities, without also tapping cognitive or motivational aspects that precede or follow autistic sensory experiences. Here, we present the results of a translation of the SPQ to German and its short version as well as their validation in samples of autistic or neuro-typical participants. We, furthermore, present the psychometric properties and validities of Tavasolli's original SPQ-short version as well as an alternative short version based on different psychometric item-selection criteria. We can show here that our alternative SPQ-short version, overlapping with the original short-version in 61% of its items, exhibits superior reliabilities, reasonable concurrent validities with other related measures. It, furthermore, exhibits excellent differentiation between autistic and non-autistic samples, underscoring its utility as a screening instrument in research and a clinical instrument to supplement the ASD diagnostic process.

While Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD) and Schizophrenia (SCZ) differ in many clinically relevant features such as symptomatology and course, they may also share genetic underpinnings, affective problems, deviancies in social interactions, and are all characterized by some kind of cognitive impairment. This situation calls for a joint investigation of the specifics of cognitive (dys-)functions of the three disorders. Such endeavor should focus, among other domains, on the inter-section of processing cognitive, affective and social information that is crucial in effective real-life interactions and can be accomplished when attentional preferences for human facial expressions of emotions is studied. To that end, attention to facial expressions of basic emotions was examined in young adults with ASD, ADHD, or SCZ in the present study. The three clinical groups were compared with an age-matched group of typically-developing participants (TD) during the free contemplation of five different facial emotions presented simultaneously, by varying identities, through the registration of eye movements. We showed, that dwell times and fixation counts differed for the different emotions in TD and in a highly similar way in ADHD. Patients with ASD differed from TD by showing a stronger differentiation between emotions and partially different attentional preferences. In contrast, the SCZ group showed an overall more restricted scanning behavior and a lack of differentiation between emotions. The ADHD group, showed an emotion-specific gazing pattern that was highly similar to that of controls. Thus, by analyzing eye movements, we were able to differentiate three different viewing patterns that allowed us to distinguish between the three clinical groups. This outcome suggests that attention for emotion may not tap into common pathophysiological processes and argues for a multi-dimensional approach to the grouping of disorders with neurodevelopmental etiology.