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This case study examines the use of acceptance and commitment therapy (ACT) for a 24-year-old immigrant with post-traumatic stress disorder, caused by a serious accident and complicated by irreversible lower limb impaired motor function. The treatment is based on concepts and techniques of acceptance of experience, cognitive defusion, present moment, and self as a context. The therapy aims to increase the patient's psychological flexibility in order to clarify their values and develop actions consistent with them. Compassion-focused therapy, a cognitive-behavioural approach to promote in the patient a non-self-judging and kind attitude towards self, was also used. At the end of the clinical intervention, the patient experienced a remission of symptoms, a reduction of experiential avoidance, an expansion of behavioural repertoires, and a significant improvement of mood and physical well-being. In summary, this study describes an ACT-inspired clinical experience with a foreign migrant. The possible application of this model to patients with heterogeneous cultural origins certainly requires clinical work on a more representative sample of cases and by a larger number of clinicians. [ABSTRACT FROM AUTHOR]

Copyright of e-Revista Internacional de la Protección Social is the property of e-Revista Internacional de la Proteccion Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Questo contributo presenta i risultati di una ricerca condotta nel centro storico di Napoli, in cui l’obiettivo primario è stato quello di analizzare il rapporto tra immigrati e territorio, e le reciproche interazioni tra queste due dimensioni nel processo di integrazione. Le principali domande di ricerca sono state: in che termini il “luogo nuovo” si prospetta come spazio di accoglienza e di integrazione? Quali sono le principali variabili che entrano in gioco nel favorire o ostacolare questo processo? Spostarsi dentro il territorio può essere un elemento di forza, o piuttosto il risultato di una strategia di esclusione? Quali sono le implicazioni in termini di mobilità abitativa, lavorativa, rapporti di prossimità con il vicinato e con gli autoctoni in generale? Tutto questo in un contesto, quale quello del centro storico di Napoli, denso di identità materiale e immateriale e attraversato da visibili processi di innovazione sociale e commerciale. Nel rispondere a queste domande la ricerca più in generale si è posta l’obiettivo di indagare la misura in cui essi si sentano dentro o fuori luogo in città.

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Philological Research & Studies. Romance Languages Series / Studii şi Cercetări Filologice. Seria Limbi Romanice is the property of Philological Research & Studies. Romance Languages Series and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Positive Youth Development theoretical perspective posits that youth involvement in actions aiming to promote societal change (i.e. social activism) is a marker of their optimal growth. In particular, it claims that immigrant adolescents' engagement in initiatives that foster the progress of host communities is a clear evidence of their positive adjustment. From the PYD standpoint, it is necessary to identify individual and ecological factors that boost youth civic engagement. Among them, multiple social identities and connection seem to play a key role, particularly in those ambiguous contexts, such as the Italian one, in terms of immigration policies and inclusion of foreigners in civic participation. On the basis of these premises, the current study tested a model in which multiple social identities positively influence youth social activism through the mediating role of multiple social connection. This model has been hypothesized to be invariant for Italian and immigrant adolescents who grow up in the same, general developmental context, although they experience different life circumstances. Eighty-six immigrant adolescents (57% male; Mage=17.12, DS=1.73) and 114 Italian adolescents (52% male; Mage=16.68, DS=1.68) took part in the research. They were high school students and they were from southern Italy. Self-report questionnaires were administered including three measures of social identity (national, religious, ethnic/regional), three measures of social connection (perceived legitimacy of authorities, connection with Italian society and the religious group) and one measure of social activism. Data analysis provided for the estimation of alternative mediation models (total and partial) and the invariance between immigrant and Italian adolescents. Results suggest that multiple social connection fully mediate the relationship between multiple social identities and social activism in a sort of process that promotes positive civic engagement among both autochthonous and immigrant youths. Findings provide useful insights that might help in the planning of educational interventions that not only incite adolescents to explore they several social identities but also encourage them to feel part of larger communities and to promote societal change in a constructive way. [ABSTRACT FROM AUTHOR]

This contribution takes cue from a teaching experience of Italian L2 to A1-level immigrant students within the SPRAR project in Lucca from November 2015 to May 2016. During lessons, the class has been enriched with students from different places in the world and who talked very different languages. Multilingualism had only one underlying theme: the Italian language used during the lessons. It was the same Italian language which they got accustomed to by living in Italy since about a year. The experience started from the hard fact that the only common knowledge was this basic-level Italian language. So a new strategy was tested: to create couples or small groups made up with students linguistically different (like anglophones with francophones). They were forced to use Italian language and let other students understand through their previous knowledges due to the daily contact with the Italian reality. This brought very positive results such as the creation of discussions about the activities, the mutual correction of mistakes, the increase of communication skills through alternative strategies (like mime or drawing). Despite the different individual and initial levels, Italian language as lingua franca let them understand Italian language more efficiently. L’italiano come lingua franca, il principio dei vasi comunicanti e il miglioramento dei risultati nella classe plurilingue. Un’esperienza didattica Il presente contributo trae spunto da un’esperienza di insegnamento di italiano L2, livello A1, a immigrati adulti all’interno del progetto SPRAR (Sistema di Protezione per Richiedenti Asilo e Rifugiati) di Lucca svoltasi tra novembre 2015 e maggio 2016. Il gruppo di corsisti era formato da adulti provenienti da diverse zone del mondo e parlanti lingue distanti tra loro. Tutti vivevano in Italia da circa un anno e poiché l’unica conoscenza comune e di eguale livello era proprio quella – basilare – dell’italiano, si è sperimentata la strategia di formare coppie o piccoli gruppi di studenti linguisticamente distanti (ad esempio francofoni e anglofoni) in modo da sollecitare l’uso delle conoscenze pregresse dovute al contatto quotidiano con la realtà italiana. Ciò ha portato a risultati più che positivi: dibattiti relativi alle attività svolte, correzione tra pari degli errori, un’incrementata capacità di farsi comprendere utilizzando strategie alternative (il mimo, il disegno). Nonostante i diversi livelli iniziali, l’uso dell’italiano come lingua franca ha permesso di far apprendere l’italiano stesso in maniera più efficace e omogenea.

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Besides the (prevailing) majority, officially recognized minorities with certain rights live in each state, as well as unrecognized minorities and immigrant communities. Using the case study of Slovenia, I present people who define themselves as culturally mixed and who proudly present their hyphenated identity. I illustrate multiethnicity, plurilinguality and multireligiousness in the Slovene society and school classes with the life histories of Anila Zaimi, Max Shonhiwa Zimani, Goran Vojnovič, Maja Lamberger Al Khatib (Milharčič Hladnik, 2011) and with the examples of pupils from three primary schools (Vižintin 2014b). In opposition to single identity, I advocate the concept of cultural mixedness (Sedmak, 2011)and hyphenated identity (Milharčič Hladnik, 2011). Both concepts recognize multiethnicity, multiculturality, multireligiousness, and plurilinguality on the individual and group levels, and the culture of mixedness resists any classification and categorization, while the hyphenated identity (and-and) explains the choice, if a person wishes to do so. Both concepts enable that each individual freely, proudly and voluntarily defines himself or herself as a member of several cultures, several languages, several ethnic communities and religions. Namely, both concepts are supportive of members of ethnically mixed families and children of ethnically mixed couples. The hyphenated identity (and-and) does not imply, whether one identity is more valuable than the other, but it presupposes all possibilities equal to the other. It expresses diversity and does not force us to be imperfect (half-half), on the contrary, it presents our cultural/linguistic/ethnic/religious starting points and decisions as equal. [ABSTRACT FROM AUTHOR]

Copyright of Sociologia del Lavoro is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of La Medicina del Lavoro is the property of Mattioli 1885 SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to available studies, migrant workers represent a vulnerable workers' category. For this reason, the Italian law on safety and health at work (art. 11, D.Lgs 81/08) points out the need for Public Administration initiatives devoted to migrant workers' health and safety at work. Local Public Health Department of Brescia for years now had a significant commitment in migrants' health. Thanks to the collaboration of occupational physicians and expert physicians on migration health, it was developed a multidimensional method to assess working risks taking into account also the fragile conditions of migrant workers, considering both personal and social characteristics and professional experience, in order to support companies in the planning of necessary actions to improve health and safety at work. The method was shared by both local industrial association and trade unions and then tested in some manufactures. [ABSTRACT FROM AUTHOR]

In Italy, almost 18% of the immigrants work in the construction industry, the principal sector of occupation for such workers. In the province of Bergamo, during 2009-2010, 29.5% of workers in construction industry were immigrants. According to the protocol proposed by SIMLII, during 2009 910 workers underwent health surveillance, 708 were Italians, 202 immigrants. The prevalence of occupational diseases was related to years of service in construction industry and not to the origin of the workers. Nationality was not related with limitations in fitness for work. As regards lifestyles, particularly for smoking, alcohol drinking, drug consumption (declared and tested), immigrant workers showed a more virtuous behaviour than the Italians. According to the data issued by the local health authority, immigrant workers were most frequently involved in fatal accident at work than Italians. Therefore, there is a compelling call for action aimed at safety and prevention in workplaces, together with specific education for immigrants. [ABSTRACT FROM AUTHOR]