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Drawingvoice 2.0 is an instructional method of collaborative pencil and paper drawing to use in the school classroom, followed by Facebook interaction on the drawing produced in class. It is based on a participatory and meta reflective approach, explicitly aimed at deconstructing, negotiating, and reconstructing the meaning that students attribute to themselves regarding their professional expectations and educational pathways. In particular, the collaborative pencil and paper drawing allows for the student's emotional symbolisation processes underlying their educational pathway. Drawingvoice 2.0 induces a multidimensional cognitive and meta-cognitive process further supported by the following interaction on Facebook. Therefore, the World Wide Web is the added resource for sharing and deepening the classmates' discussion. Finally, Drawingvoice 2.0 supported structural group interaction and was an important supportive and instructional method to bring about transformational and developmental training practices. As the main result, in our experience, psychology students increased their reflectivity about their strengths and threats in being psychologists within their cultural contexts and potential positive resources underlying their choice. Drawingvoice 2.0 thus enhanced their self-awareness about the lights and shadows of their training and future professional career.

Modern social ecosystems have become increasingly complex due to the sanitary, political, social, cultural and technological transformations they are dealing with. This also requires professionals working within these contexts—such as community psychologists—to adapt by acquiring new and updated skills in order to properly address the challenges they pose. Therefore, this paper unpacks the experience of planning, organising and managing the 9th International Conference of Community Psychology (9ICCP) as a case study showing how onlife social contexts require the development of specific professional competencies and at the same time take advantages from psychologists' relational skills. Indeed, the conference hosted participants from all over the world, yet it was to be organised when the COVID‐19 pandemic and the Russian–Ukrainian war represented threats to participants' mobility, safety and health; therefore, it was managed as an onlife, hybrid event. Dealing with this meant that the organising committee had to face unprecedented challenges, which required the team to rely on the core competencies of community psychologists, and also on digital and technical skills as well as on models and competencies typical of other professional fields (e.g., social marketing principles). We will describe and discuss the strengths as well as the pitfalls of this process, with the aim of highlighting the main challenges required by dealing with hybrid, onlife settings and how they can be enhanced and updated. We will propose guidelines and key issues to be tackled, based on the relational and participatory community psychologists' competencies to be developed in onlife settings. [ABSTRACT FROM AUTHOR]

Women experience gender violence more than men, in the digital world as well as offline. To understand and prevent this phenomenon, we must consider the continuum between the virtual and the real world and highlight that cyberviolence and offline violence follow the same patterns. Therefore, to comprehend cyberviolence against women, the present study aimed to examine the feelings and emotions of those who have had direct and indirect experiences with it. The research involved 43 young Italians, aged 20–35 and used a narrative approach with a stimulus composed of six questions. The textual material was analysed using reflexive thematic analysis and four main themes emerged: Emotional experiences of cyberviolence; the amplification of cyberviolence in the offline world; the role of bystanders; and actions to prevent cyberviolence. The results highlighted the importance of approaching cyberviolence against women from a holistic and multidimensional perspective through an ecological approach that integrates different levels of action: collective, organisational, interpersonal and individual. Cyberviolence against women entails interventions that are complex and multi‐focused on all those who inhabit the virtual dimension, as well as the offline dimension, where the consequences of online violence become evident. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic, which has affected a significant number of individuals worldwide, is generating serious mental health issues. Recovered COVID‐19 patients have experienced traumatic events related to their symptoms, isolation, possible hospitalization, bereavement, fear of infecting loved ones and the physical consequences of COVID‐19. One effective psychological treatment for these patients is Eye Movement Desensitization and Reprocessing (EMDR). The aim of this paper is to describe the therapeutic intervention and effects of EMDR in a pool of COVID‐19 survivors referred to an integrated psychological/psychiatric outpatient service. Twelve patients, comprising of nine males and three females, underwent EMDR psychotherapy from October 2020 to February 2022. Each patient received 8–16 weekly treatment sessions. The standard EMDR protocol of eight stages was administered to enable desensitization and reprocessing of four main targets: first positive swab, hospitalization, isolation and fear for relatives' health. Efficacy of EMDR was demonstrated by the significant improvement at clinical scale for subjective distress caused by traumatic events. For the therapists, carrying out these treatments was an intense and challenging experience. In fact, the perceived distance between therapist and patient was less defined than in other hospital settings because the pandemic affects everyone equally. However, with the widespread availability of vaccines and although the pandemic is still ongoing with the emergence of new variants, a window of improvement in the mental health landscape is starting to open up. [ABSTRACT FROM AUTHOR]