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Background: Major depressive disorder (MDD) is prevalent and disabling among older adults. Standing on its tolerability profile, vortioxetine might be a promising alternative to selective serotonin reuptake inhibitors (SSRIs) in such a vulnerable population. Methods: We conducted a randomised, assessor- and statistician-blinded, superiority trial including older adults with MDD. The study was conducted between 02/02/2019 and 02/22/2023 in 11 Italian Psychiatric Services. Participants were randomised to vortioxetine or one of the SSRIs, selected according to common practice. Treatment discontinuation due to adverse events after six months was the primary outcome, for which we aimed to detect a 12% difference in favour of vortioxetine. The study was registered in the online repository clinicaltrials.gov (NCT03779789). Findings: The intention-to-treat population included 179 individuals randomised to vortioxetine and 178 to SSRIs. Mean age was 73.7 years (standard deviation 6.1), and 264 participants (69%) were female. Of those on vortioxetine, 78 (44%) discontinued the treatment due to adverse events at six months, compared to 59 (33%) of those on SSRIs (odds ratio 1.56; 95% confidence interval 1.01–2.39). Adjusted and per-protocol analyses confirmed point estimates in favour of SSRIs, but without a significant difference. With the exception of the unadjusted survival analysis showing SSRIs to outperform vortioxetine, secondary outcomes provided results consistent with a lack of substantial safety and tolerability differences between the two arms. Overall, no significant differences emerged in terms of response rates, depressive symptoms and quality of life, while SSRIs outperformed vortioxetine in terms of cognitive performance. Interpretation: As opposed to what was previously hypothesised, vortioxetine did not show a better tolerability profile compared to SSRIs in older adults with MDD in this study. Additionally, hypothetical advantages of vortioxetine on depress

Recognizing the importance of postgraduate courses in supporting the connection between training and the world of work and moving from the need to implement the current postgraduate training offer of the Department of of Human Sciences for Education "Riccardo Massa" (University of Milano-Bicocca), departmental research on postgraduate training courses was promoted with particular attention to masters, specialization and advanced training courses. The article shows the structure and results of this research, returning the demand for training of outgoing students and, at the same time, identifying the social and professional requests from the representatives of the Social Partners and the Presidents of the Department's Degree Courses. The research was also a profitable opportunity to reflect on the training needs of the territory, thanks to the contribution of the social partners and to intensify, in an interdisciplinary perspective, the links between the research areas of the Department and the possibilities of training planning.

In the last decades work has completely changed its configuration: the working practices, the type of work and employment status, the work’s meaning, its relationship with personal identity have changed. What contribution can then be made to pedagogy, beyond the most immediate declinations that generally reaffirm the value and centrality of "training"? The paper examines three possible variations in the relationship between training and work: education to work, education at work and education through work, recognizing what contributions a pedagogy of work can offer to support individuals and organizations.

Political, cultural and economic transformations that characterize the contemporary society impact the school, significantly. Therefore, as John Dewey stated, school is the educational institution that reproduces, in a simplified form, the issues qualifying the related social context in which it operates. Changes, within the current scenario, modify the teaching-learning experiences, the interactions between the generations, just like all the interactive relationships between school and family. These relationships, in particular, have become really critic and, in fact, it needs considerable pedagogical attention, if we want to promote a real educational partnership. The need for a shared strategy, between school and family, is not a recent phenomenon, but it represents a need that has always been essential, since these two experiences act significantly, within the child’s life. However, while this partnership assumed a specific configuration, till few years ago, that did not create particular problems, now it seems to get into a crisis. Starting from these premises, the paper purpose is to highlight both critical points, over the relationship between school and family, within the Italian context, and the strategies that can be selected to face the tensions, often generated when these two different educational realities touch each other. The paper will refer specifically to an action-research, carried out in two schools of Bergamo, a city in Northern Italy, as a part of the project named “Listening to promote. From the school of autonomy to the inclusive one: the quality of the school experience. Action-research on the inclusive school”. The paper will first present the context of the project and its theoretical and methodological framework, then it will analyze the main issues, recognized by teachers, as the critical aspects of the current relationship with families and, finally, it will identify those strategies able to allow us in starting a new cooperation betwee

This paper presents an action research conducted with teachers at an “istitutocomprensivo” (jointly managed preschool, primary and lower secondary school) in Bergamo (Northern Italy). The study was informed by ecological and naturalistic paradigms, and above all by the values of participatory action research (PAR). It examined the possibility that the difficult relationship between school and community may be viewed as an opportunity. The outcomes indicate that focusing on school-community relations can offer benefits on two conditions: 1. That this focus is taken as a starting point for rethinking the school’s identity: and 2. That keywords are identified as a basis for understanding the school-community relationship in the current social context and for guiding appropriate action. We identified three types of action that may usefully be undertaken: introducing new forms of documenting school experience, involving the students’ parents and the broader communityin school projects, and using the outcomes of such projects to redefine school programs. A key recommendation for the future is to conduct further participatory research with students, their families, or other stakeholders, and to revisit the school curriculum in the light of the findings.

È possibile parlare di formazione facendo a meno del soggetto? Il discorso filosofico del Novecento ha operato una profonda critica del concetto di soggetto togliendo all’uomo ogni certezza identitaria. L’uomo è stato descritto come illusione prospettica, come feticcio, come volto sulla sabbia. Quali rischi comporta per il discorso pedagogico e per le pratiche educative ricorrere a tale concetto? Se il concetto di uomo è un elemento irrinunciabile per parlare di formazione, questo lavoro propone di problematizzarlo per cogliere aspetti spesso impensati della proposta pedagogica che lo contiene. In questa prospettiva l’uomo da presenza scontata diviene occasione di riflessione critica capace di illuminare le dimensioni normative e di potere delle pratiche formative. Il testo mette all’opera questa ipotesi analizzando il soggetto implicito della Clinica della formazione e offre a educatori, formatori e insegnanti delle possibilità per ripensare i propri discorsi e le proprie pratiche al di là del soggetto.

Object of interest and philosophical speculation, sometimes examined as in contrast to the perception and knowledge, Imaginary has generated, in the history of thought, conflicting theories that have defined it, alternately, positive enhancer of knowledge or element disturbing element of pure and rational knowledge, a real obstacle to the learning process. Years of psychotherapy that, since the Rêve-Eveillè of Desoille (1930) led us to the current definition of Imaginative Experience, have confirmed, as stated Desoille, that the psychotherapy with the imaginative experience is a privileged way to approach the unconscious. Privileged way, in which the contributions of neuroscience, through the studies of neural substrate (Passerini, 2009) and a new explanation of neuro- psycho - biological imaginative phenomenon, have allowed us to identify a new way of working. Psychotherapy with Imaginative Experience, psychodynamic model based on the privileged use of the imaginative production, exploits Imaginary as the main place of the treatment. It is situated within a theoretical framework referable to the depth psychology, since it interacts and mobilizes psychic energies that when are conflictual, traumatic or deficient, can lead to suffering. Beyond the resolution of the symptoms, the methodology with Imaginative Experience, through a specifically structured psychodynamic setting, allows to recover the subjectivity of the individual who, at the beginning of the treatment, is suffering from the disease and is calling for help. It also allows to bring to mind, through movement in the imaginative place, "all the scattered elements of the psyche in order to make a synthesis" (Desoille). The stimulating imagination, born of the therapeutic relationship between two individual who interact since they need love, to be loved and recognized for their values ??and meanings, leads to conflictual and unconscious areas. That can trigger real transformative movement that is the result of

Questo percorso di ricerca ha come oggetto di indagine l’approccio della Clinica della formazione. L’obiettivo è stato quello di cogliere la specificità di questa proposta considerandola non solo nel suo aspetto di strategia di formazione e di metodo di ricerca sul campo in educazione, ma anche e soprattutto come tentativo di ridefinizione del profilo epistemologico della pedagogia. In questo studio si è scelto di procedere tramite l’esplicitazione di un elemento riconosciuto come impensato, come a-priori che sostiene latentemente l’intero impianto teorico e metodologico della pratica: il concetto di soggetto. Solo presupponendo un soggetto con specifiche caratteristiche risulta possibile intendere lo statuto del dispositivo latente dissotterrato dalla Clinica della formazione e chiarire la natura del percorso di ricerca e di formazione da essa attivati. Si è promosso pertanto un lavoro “clinico” sulla Clinica della formazione. Il concetto di soggetto è stato ricavato come precipitato di un’indagine sul funzionamento della pratica. Si è trattato di considerare come ogni pratica crei i suoi oggetti e parimenti i suoi soggetti. Sono quindi state analizzate le condizioni di visibilità dello sguardo clinico (oggettivazione) e ci si è soffermati sul dispositivo clinico e sul suo modello formativo (soggettivazione) in modo da considerare la pratica nei suoi effetti di sapere e in quelli di potere. È stato così possibile tratteggiare il profilo del soggetto clinico. Si è riconosciuto come l’immagine del soggetto a quo la pratica prende le mosse si configuri nei termini di soggetto “pedagogico”, “contro-natura”, “trans-individuale” e “spossessato” fino a individuare nel carattere “non-indentitario” la qualificazione del soggetto ad quem la pratica formativa mira. Il soggetto emerso dallo studio della pratica è apparso con caratteristiche molto diverse dall’immagine sostanzializzata cui il discorso pedagogico ci ha abituato, tanto da indurre a riconoscere nella C