Academic literature on the topic 'Età adulta'
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Journal articles on the topic "Età adulta"
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Vinay, Aubeline. "Traiettorie della vita adottiva: età adulta e resilienza?" MINORIGIUSTIZIA, no. 4 (January 2018): 18–26. http://dx.doi.org/10.3280/mg2017-004002.
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Ranieri, Salvatore, Giuseppina Laganà, Elisabetta Cretella Lombardo, and Paola Cozza. "Le problematiche respiratorie nel sonno in età adulta: il ruolo dell’ortodontista." Dental Cadmos 86, no. 06 (June 2018): 501. http://dx.doi.org/10.19256/d.cadmos.06.2018.06.
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Bellantonio, Sergio. "Apprendimento e trasformazione in età adulta: le transizioni identitarie secondo la prospettiva pedagogica." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (January 2019): 66–78. http://dx.doi.org/10.3280/erp2018-002005.
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Paterlini, Federica. "Esordi psicotici in adolescenza e giovane età adulta: prospettive teoriche e di trattamento." RIVISTA SPERIMENTALE DI FRENIATRIA 146, no. 3 (December 2022): 31–60. http://dx.doi.org/10.3280/rsf2022-003003.
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La letteratura scientifica, negli ultimi anni, è sempre più costellata di articoli che trattano il tema del riconoscimento e dell'intervento precoce evidenziandone l'importanza al fine di intercettare il malessere dei giovani e ridurre la loro sofferenza soggettiva, il rischio di transizione alla psicosi e ridurne la successiva disabilità. Da una meta-analisi su larga scala è stato rilevato che il 12,3% dei disturbi psicotici si verifica prima dei 18 anni e il 47,8% prima dei 25, con un picco di insorgenza a 20,5 anni [1]. Una parte di questi disturbi ha il suo esordio anche prima dei 18 anni. È ormai noto che il periodo prodromico in cui emergono sintomi sottosoglia e aspecifici può essere anche di oltre 10 anni. A fronte di ciò è utile valutare il rischio di esordio psicotico nella fase adolescenziale. I servizi che si occupano di minori dovrebbero, sempre più, avere uno sguardo rivolto anche a ciò che emerge prima del disturbo psicotico, a quei fenotipi a rischio di transizione. Obiettivo di questo lavoro è analizzare, senza la presunzione di esser esaustivo, quali modelli di valutazione precoce sono utilizzabili per l'adolescenza e la giovane età al fine di riconoscere, valutare e aiutare giovani help seeker a rischio di sviluppare psicosi e conoscere quali sono, ad oggi, i possibili trattamenti psicosociali attivabili nei servizi al fine di prendersi cura di questa fascia di popolazione che sperimenta angoscia e stigmatizzazione causate dalla loro condizione già al momento in cui si rivolgono ai servizi [2-5]. Non verrà trattato l'aspetto psicofarmacologico di pertinenza dei colleghi psichiatri e neuropsichiatri. La ricerca deve continuare per poter fornire più risposte ai clinici che quotidianamente incontrano la sofferenza di ragazzi e famiglie e avere ulteriori risposte alle domande relative alla miglior identificazione e ai più efficaci trattamenti psicosociali.
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Smorti, Martina, and Silvia Guarnieri. "Le relazioni fraterne durante la vita adulta." RICERCHE DI PSICOLOGIA, no. 1 (May 2012): 39–61. http://dx.doi.org/10.3280/rip2011-001003.
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Le relazioni fraterne costituiscono un punto di riferimento centrale per la vita affettiva dell'individuo durante l'intero arco di vita in quanto promuovono la sua competenza cognitiva, affettiva e sociale e contribuiscono fortemente al suo generale benessere psicologico. Nonostante la rilevanza di tali relazioni, risultano ancora scarsi gli studi sulla qualità che connota questi legami durante la vita adulta. La presente ricerca intende quindi indagare la qualità delle relazioni fraterne durante la vita adulta ed esaminare il ruolo che tali relazioni hanno nella promozione della globale qualità di vita dell'individuo. Partecipanti. 288 soggetti (124 maschi e 164 femmine), divisi in due diverse fasce d'età: 148 giovani adulti d'età compresa tra i 20 e i 35 anni e 140 adulti di età compresa tra i 40 e i 55 anni. Strumenti. Per misurare gli aspetti qualitativi che connotano la relazione fraterna è stata utilizzata la versione italiana (Tani, Guarnieri, Ingoglia, submitted) dell'Adult Sibling Relationship Questionnaire - ASRQ (Stocker, Lanthier, Furman, 1997). Per rilevare la qualità di vita è stato utilizzato il cluster Qualità di Vita del Psychological Treatment Inventory - PTI (Gori, Giannini, Schulberg, 2008). I risultati hanno evidenziato come durante la vita adulta, in relazione al raggiungimento di una maggiore maturità, si attenuino alcuni aspetti del legame fraterno legati alla conflittualità e alla rivalità e, parallelamente, acquistino maggiore rilevanza gli aspetti legati all'affettività. La qualità della relazione fraterna risulta inoltre essere un significativo predittore della qualità di vita anche durante l'età adulta.
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Pario, Leslye, Luigia de Marinis, and Vincenzo Velio Degola. "Approccio multidisciplinare alle malattie infiammatorie croniche intestinali: la rettocolite ulcerosa." PNEI REVIEW, no. 2 (November 2021): 98–116. http://dx.doi.org/10.3280/pnei2021-002008.
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La significativa diffusione delle inflammatory bowel disease (IBD) o malattie autoimmuni dell'intestino nei paesi occidentali giustifica un'ipotesi clinica eziopatogenetica secondo cui l'urbanizzazione, insieme alla dieta occidentale, siano fattori stressanti, che in alcuni soggetti più suscettibili a causa di eventi avversi infantili (ACE) portino all'insorgere della IBD in età adulta. Negli studi sugli animali l'ipersensibilità viscerale è stata collegata a diversi eventi avversi della prima infanzia e nell'uomo le IBD possono manifestarsi in età adulta in seguito ad ACE, che riattivano l'asse ipotalamo-ipofisi-surreni (HPA) disregolato a causa degli stressor avvenuti in fase di sviluppo. In questo articolo è stato investigato il ruolo dell'asse HPA, l'importanza della trasmissione epigenetica dell'ipersensibilità viscerale alla generazione successiva non esposta al trauma, il ruolo della nutrizione e della respirazione yogica come fattori protettivi a livello epigenetico. Essendo malattie multifattoriali, viene esposto un caso clinico con approccio Pnei, con approccio nutrizionale ad personam, respirazione yogica per il controllo del perineo e terapia EMDR (Eye Movement Desensitization and Reprocessing) per elaborazione dei target relativi all'infanzia e alla malattia nel presente.
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Piccinni, Mariassunta, and Francesca Succu. "L'amministrazione di sostegno come strumento di supporto nel passaggio all'età adulta." MINORIGIUSTIZIA, no. 4 (July 2022): 96–105. http://dx.doi.org/10.3280/mg2021-004011.
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Le autrici, individuate le coordinate normative di riferimento e presentati alcuni casi emblematici di ricorso a misure di protezione delle persone prive in tutto o in parte di autonomia nel passaggio dalla minore alla maggiore età, propongono una riflessione sul funzionamento delle misure di protezione, ed in particolare dell'amministrazione di sostegno, come strumenti di partecipazione del minore con disabilità nelle scelte che lo riguardano anche nella delicata fase di transizione verso l'età adulta.
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Carretta, Ilaria, Antonella Di Biase, Stefania Bruzzese, and Raffaele Visintini. "L'effetto delle misure di lockdown sulla capacità di regolazione emotiva degli adolescenti Uno studio su due realtà cliniche." PSICOBIETTIVO, no. 3 (December 2021): 81–91. http://dx.doi.org/10.3280/psob2021-003005.
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La pandemia COVID-19 ha portato nel corso del 2020 e del 2021 ad una serie di misure sociali stringenti per prevenire il diffondersi del contagio. Nelle diverse realtà dove operano gli autori (l'ambulatorio filtro di psicoterapia dell'IRCCS Turro e l'ambulatorio AMU a Milano) si è assistito ad una maggiore richiesta di aiuto psicologico da parte degli adolescenti e della prima età adulta a seguito delle misure di lockdown del 2020. Questo aumento di richieste, conseguente all'aumento del disagio psicologico, non è casuale: gli autori ipotizzano che la mancanza di strutture regolatorie ambientali abbia portato ad un aumento di disregolazione emotiva in tutte le età, compresa l'età adolescenziale, con significative differenze rispetto all'anno precedente.
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Buzzetti, Raffaella, and Simona Zampetti. "Cambiamento del sovrappeso dall’infanzia alla prima età adulta e rischio di diabete di tipo 2." L'Endocrinologo 19, no. 4 (August 2018): 220–21. http://dx.doi.org/10.1007/s40619-018-0459-7.
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Stanghellini, I., E. Genovese, S. Palma, C. Falcinelli, L. Presutti, and A. Percesepe. "A mild phenotype of sensorineural hearing loss and palmoplantar keratoderma caused by a novel GJB2 dominant mutation." Acta Otorhinolaryngologica Italica 37, no. 4 (August 2017): 308–11. http://dx.doi.org/10.14639/0392-100x-1382.
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Le mutazioni dominanti del gene GJB2 sono causa di forme di sordità neurosensoriale sindromiche associate a manifestazioni cutanee palmo-plantari. In questo lavoro viene descritta la correlazione genotipo / fenotipo di una nuova mutazione nel gene GJB2 identificata in tre generazioni di una famiglia italiana (probando, madre e nonno) i cui membri presentano ipoacusia neurosensoriale associata a cheratoderma palmo-plantare ad insorgenza nelletà adulta. Una nuova mutazione di GJB2 (c.66G > T, p.Lys22Asn) allo stato eterozigote è stata identificata in tutti membri affetti. La segregazione della mutazione, la sua frequenza nella popolazione generale e predizioni in silico ne attribuiscono un ruolo patogenetico. La mutazione p.Lys22Asn GJB2 determina una forma di sordità dominante associata ad unespressione variabile di cheratoderma palmo-plantare, rappresentando un modello di penetranza completa con effetto età-dipendente sul fenotipo.
Dissertations / Theses on the topic "Età adulta"
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Salvalaggio, Mara <1959>. "Apprendere e insegnare la lingua inglese in età adulta." Doctoral thesis, Università Ca' Foscari Venezia, 2011. http://hdl.handle.net/10579/1085.
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Il presente studio si propone d’indagare alcuni aspetti dell’apprendimento in età adulta, e in particolare dell’apprendimento della lingua inglese, in Italia. Esso si colloca nella prospettiva del lifelong learning e si inserisce nel filone di ricerca sulla validità degli assunti dell’andragogia. La metodologia utilizzata è lo studio di caso e gli adulti presi in considerazione sono persone in età compresa tra i 18 e i 65 e più anni, esclusi i giovani adulti universitari, e i loro docenti. La ricerca si è svolta in contesti di educazione formale e non formale e una parte di essa si focalizza sull’apprendimento e insegnamento della lingua inglese in contesto di lingua seconda al fine di operare un confronto a livello metodologico.This study investigates some of the aspects involved in the learning and teaching of the English language in adulthood in Italy. It aims at providing evidence of the validity of certain assumptions of andragogy and it is based on the direct observation of class work and data collection from 497 informants: 445 students of English in Italy and 22 students of English in Wales, between 18 and 65+ years of age, and 30 teachers of English, 26 working in Italy and 4 working in Wales.
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Ruffino, Milena. "L'educazione di comunità nei processi di lifelong learning in età adulta." Thesis, Università degli Studi di Catania, 2011. http://hdl.handle.net/10761/202.
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La ricerca su "L'educazione di comunita' nelle strategie di Lifelong learning in eta' adulta. Le learning communities of place" si propone di analizzare i modelli di community education e di learning community e di descrivere i processi educativi e di apprendimento che si realizzano nei contesti locali e, nello specifico, nelle comunita'. Si assume, infatti, che nella comunita' la dimensione della prossimita' (fisica e relazionale), nella misura in cui fa da ponte tra l'individuo, il gruppo e la societa', rende il locale un ambito privilegiato non solo per fronteggiare i fenomeni di disorientamento, di emarginazione e di esclusione sociale ma, anche, per l'implementazione di politiche e di interventi educativi tesi a risvegliare il desiderio di apprendere degli adulti. L'obiettivo della ricerca consiste nel valutare l'ipotesi di una relazione positiva tra l'educazione di comunita' e la partecipazione degli adulti alle attivita' di lifelong learning. L'articolazione della ricerca si sviluppa in tre fasi logicamente conseguenti. Nella prima ci si propone di fornire un contributo alla riflessione sulle origini storiche e teoriche della community education. Successivamente, si prosegue con lo studio teorico ed epistemologico della learning community e con la riflessione, ad essa strettamente connessa, sulla natura sociale dei processi di apprendimento. Infine, nell'ultima parte della ricerca, la comparazione dei modelli di learning city e delle comprehensive community initiatives finalizzata all'elaborazione di alcune considerazioni sulla possibilita' di un adattamento e/o di un trasferimento dei modelli anglosassoni di learning community of place nei contesti italiani.The research activity concerning Community education in the strategies of Lifelong learning for adults. Learning communities of place is addressed to analyze models of community education and learning community and to describe educational and learning processes as they come to be in local contexts and, specifically, in the communities. It is assumed, in fact, that in communities the dimension of proximity (physical and relational) as far as it bridges the individual, the group, and general society makes local environments the favorable place for both facing disorientation, emigration, and social exclusion phenomena and the implementation of education policies for reviving the desire of learning in adults. The objective of the research is to evaluate the hypothesis according to which there is a positive relationship between community education and adults engagement in lifelong learning activities. The research develops into three phases. During the first phase we try to improve on the analysis of the historical and theoretical origins of community education. Then, we shall explore the theoretical and epistemological dimension of learning community and, as they are tightly linked, the social nature of learning processes. Finally, we shall employ the comparison between models of learning city and those of comprehensive community initiatives in order to formulate some considerations on the possibility of adapting and/or transferring Anglo-Saxon models of learning community of place into Italian contexts.
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Albanese, Sara <1998>. "Abilità di lettura e comprensione in età adulta: strumenti di valutazione." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/22013.
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La lettura è un’abilità fondamentale nella vita quotidiana. Essa si compone di due abilità chiave: la decodifica e la comprensione. Un lettore competente deve essere in grado di decodificare ciò che legge, pronunciandolo in modo corretto e di comprenderlo. Da sempre c’è stato grande interesse da parte dei ricercatori per la valutazione e il potenziamento di tale competenza. A fronte di numerosi studi rivolti all’età evolutiva, sono, tuttavia, pochi gli studi condotti sulle abilità di lettura e comprensione in età adulta.
Gli strumenti ad oggi utilizzati per la valutazione di tale competenza tendono a considerare velocità, decodifica e comprensione come aspetti separati. L’obiettivo di questo progetto è quello di riprendere gli studi di Scagnelli, Della Beffa e Santulli (2018), i quali propongono di utilizzare un nuovo parametro per la valutazione delle competenze di lettura in età adulta: l’efficacia di lettura, già utilizzato all’interno del corso Super Reading, in grado di integrare il tempo e la comprensione. Nonostante il grande vantaggio dell’efficacia di lettura, quest’ultima presenta un limite consistente: si è notato che, mentre la comprensione può raggiungere il valore massimo del cento per cento, il tempo è illimitato. In questo modo i due valori hanno un peso diverso all’interno della formula. Per tale ragione in questo elaborato è stata rivista la formula dell’efficacia di lettura ed è stato inserito un tetto anche al tempo.
In questo progetto verranno presentati i dati riguardanti la prestazione di un gruppo di studenti universitari in compiti di lettura e comprensione. Nello specifico sono stati somministrati i medesimi test utilizzati all’interno del corso Super Reading e presentati in Scagnelli, Della Beffa & Santulli (2008). I dati raccolti sono relativi al tempo, alla comprensione e all’efficacia di lettura, modificando la modalità di somministrazione, ovvero inserendo un tetto massimo al tempo. L’ultima sezione della ricerca riguarda le considerazioni finali, date dal confronto dei risultati ottenuti dalla popolazione di studio con quelli raggiunti dal gruppo di controllo, per il quale è stata utilizzata la formula originale, ovvero senza tetto al tempo ma solo alla comprensione.
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Casalin, Elena <1991>. "disabilità in età adulta e il reinserimento lavorativo tra gli assistiti Inail." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11937.
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Michielin, Erica <1990>. "SuperReading: un metodo d’intervento per il recupero della dislessia in età adulta." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/18147.
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La lettura è un compito cognitivo complesso caratterizzato da due processi fondamentali: da un lato la decodifica dei segni grafici nei corrispondenti suoni linguistici, e dall’altro la comprensione di ciò che viene letto. Quando si riscontrano difficoltà di decodifica del testo, cioè nel mancato riconoscimento della corrispondenza tra grafema e fonema, ci si trova di fronte ad un disturbo di lettura comunemente conosciuto come dislessia.
La dislessia rientra nella categoria dei Disturbi Specifici di Apprendimento (DSA) ed è un disturbo nella lettura che compromette la capacità di leggere in modo corretto e fluente; essa si può manifestare nei bambini ma anche negli adolescenti e negli adulti.
Il presente lavoro è volto ad indagare l’efficacia di SuperReading, un metodo d’intervento per il recupero della dislessia in età adulta. SuperReading è un corso che è stato progettato da Ron Cole negli anni ’90 del secolo scorso in California, rivolto sia a normolettori sia a soggetti con dislessia, con l’obiettivo di migliorare la velocità di lettura unitamente alla comprensione del testo.
I risultati emersi da vari studi dimostrano che SuperReading si rivela efficace per entrambe le popolazioni indagate, normotipici e dislessici; tutti i partecipanti, infatti, hanno ottenuto un incremento delle prestazioni di lettura in modalità silente, in termini sia di velocità sia di comprensione del testo. I cambiamenti si sono verificati per entrambi i gruppi, però, è stato dimostrato che i soggetti con diagnosi di dislessia sono quelli che hanno ricavato maggiore beneficio dal corso.
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MUSTACCHI, CLAUDIO LUIGI ANGELO. "Il luogo della poesia. Indagine fenomenologica sulla poesia nell'educazione in età adulta." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2017. http://hdl.handle.net/10281/148204.
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L'indagine prende le mosse dalla diffusione del paradigma narrativo nel campo dell'educazione degli adulti, allo scopo di approfondire le implicazioni della parola poetica. Dopo una ricostruzione delle principali ragioni per le quali le pratiche narrative e biografiche sono diventate oggetto d’interesse negli studi sull’educazione degli adulti, si sofferma su quei contributi ritenuti fecondi per la riflessione sulla poesia e, in seguito, esplora processi educativi ricostruiti tramite i vissuti di soggetti adulti dotati di intenzionalità riconoscibile verso l’esperienza della lettura e della scrittura di poesie. L'intento è indicare le implicazioni e le declinazioni pedagogiche della capacità di "innovazione semantica" (Ricœur 1975) presente nel linguaggio umano, tensione metaforica e polisemica che agisce in senso vitale per allargare gli orizzonti del significato: le possibilità linguistiche come quelle esistenziali. Prendendo in considerazione quella che è stata definita la "svolta narrativa" (West et al. 2007) nell'educazione degli adulti, si mostra come questa sia da mettere in relazione a una condizione adulta caratterizzata dalla dissoluzione dei riferimenti identitari (Alheit et al. 1995), dalla precarietà e dalla fragilità (Castiglioni 2011), dal venir meno degli habitus convenzionali (Demetrio e Alberici 2002); condizione esistenziale immersa nei più generali cambiamenti di un’epoca definita, a seconda dello sguardo, ora “tarda modernità”, ora “surmodernità”, ora “modernità liquida”, ora “postmodernità”. In seguito, si delineano gli elementi nodali del paradigma narrativo approfondendo il concetto di “identità narrativa” nella cornice proposta da Paul Ricœur (1950, 1970, 1975, 1983) – mostrandone anche le ricadute sugli studi psicologici (Bruner 1990, 2002), politici (Nussbaum 1997, 2012, ), antropologici (Geertz 1973, Clifford 1988) – per evidenziare come il percorso che porta alla teoresi dell’identità narrativa trovi origine nell’attenzione rivolta al simbolo e in un proposito generale di costruzione di una “poetica della volontà”. Vista la qualità fondamentale che il pensiero poetico assume per il paradigma narrativo, sono state ulteriormente approfondite le caratteristiche del linguaggio poetico, con il contributo di studi semiologici (in particolare Lotman 1970, 1984 e Corti 1976), per ritrovare aspetti centrali evidenziati da Ricœur, ma anche per mostrare aspetti meno considerati, come ad esempio il tema del suono.
Parallelamente è stata svolta un'indagine empirica che ha voluto osservare e interrogare soggetti in età adulta che sono stati individuati come attori di processi educativi legati alla poesia che si è articolata in una serie di azioni: raccolta di autobiografie relative al rapporto con la poesia; interviste a promotori della cultura poetica (Marcos y Marcos, Casa della Cultura, Spazio/Poesia); interviste a poeti (Butcovan, Capalbi, Corona, De Angelis, Loi, Pusterla, Rossi); osservazione partecipante di un gruppo di lettori di poesia; partecipazione a un progetto europeo sulla poesia nell’educazione degli adulti; sperimentazione di un percorso di formazione alla scrittura creativa e poetica nell’ambito di un corso universitario per educatori e assistenti sociali. Dentro la cornice fenomenologica è stato possibile collocare pedagogicamente la poesia come una manifestazione particolare di trascendenza della coscienza intenzionale, una forma attraverso cui il soggetto fa esperienza del mondo collocandosi nella propria interiorità e nel linguaggio. Pedagogicamente la poesia assume un doppio interesse per il suo statuto di processo che cerca tramite il linguaggio di dare una forma al flusso di pensiero mantenendosi in un contatto con l’interiorità e per la capacità di sintonizzarsi, risvegliare, sensibilizzare, risuonare con le altrui interiorità e creare tramite il suo linguaggio un ponte empatico, che si fa anche sensibilità collettiva.This research takes its cue from the spread of the narrative paradigm in the field of adult education, with the intention of exploring the implications of poetic language. After outlining the main reasons why narrative and biographical practices have become a focus point in adult education theory, works considered useful for a reflection upon poetry shall be examined, before exploring educational processes reconstructed through the life experiences of adult individuals who possess a recognizable interest in the experience of reading and writing poetry. The intention is to indicate the educational implications and varieties of the capacity for “semantic innovation” (Ricoeur 1975) present in human language; namely, a metaphorical and polysemic tendency, which acts vitally to expand the horizons of meaning, with both linguistic and existential possibilities. Taking into account what has been defined the “narrative turn” (West et al. 2007) in adult education, it is demonstrated how this should be linked to an adult condition featuring the loss of identity-related references (Alheit et al. 1995), precariousness and fragility (Castiglioni 2011), the decline of conventional habitus (Demetrio and Alberici 2002); an existential condition that is immersed in the more general changes of an era which has been variously defined, depending on viewpoints as “late modernity” (Giddens 1994), “surmodernity” (Augé 2009), “liquid modernity” (Bauman 2011), and “post-modernity” (Lyotard 1981). The central elements of the narrative paradigm shall then be outlined, by exploring the concept of narrative identity within the framework proposed by Paul Ricoeur (1950, 1970, 1975, 1983) – also demonstrating its impacts on research in psychology (Bruner 1990, 2002), politics (Nussbaum 1997, 2012), and anthropology (Geertz 1973, Clifford 1988) –to highlight how the theories on narrative identity originally developed from an interest in the symbol, and as part of a general idea of constructing a “poetics of will”. Given the fundamental quality that poetic theory holds for the narrative paradigm, further analyses have been made of the characteristics of poetic language, with the contribution of semiology research (specifically Lotman 1970, 1984 and Corti 1976), in order to pinpoint central aspects highlighted by Ricoeur, as well as showing less noted aspects, such as the theme of sound, for example. In parallel, an empirical survey was conducted in order to observe and question adult-age individuals who were identified as actors in poetry-related educational processes; this survey comprised a series of actions: gathering autobiographies concerning their relationship with poetry; interviews with promoters of poetic culture (Casa della Cultura, Spazio Poesia, Marcos y Marcos); interviews with poets (Loi, De Angelis, Pusterla, Butcovan, Corona, Rossi, Capalbi); participatory observation in a group of poetry readers; participation in a European project on poetry in adult education; experimentation with training sessions on creative writing and poetry as part of a university course for educators and social workers. Within the phenomenological framework, it was possible to situate poetry, pedagogically, as a specific manifestation of the transcendence of intentional consciousness, a form through which the individual experiences the world, located within his or her own interior sphere and language. In educational terms, poetry has a dual relevance: for its status as a process which seeks, through language, to give shape to the flow of thoughts, maintaining contact with inner life; and for its ability to tune in, reawaken, raise awareness, resound with other people’s inner beings, and to create through its language an empathic bridge, also acting as a collective sensibility.
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TREVISANELLO, FEDERICA. "Una seconda "chance" in età adulta. Prospettive formative ed esistenziali tra lifelong learning e cura di sé." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14339.
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This study concerns the strategy of lifelong and life wide learning as a form of "taking care of oneself". I assume, as Beck and Bauman say, that nowadays we live in a "risk society" and in a "liquid" society. In this context, the world has become more complex and the future more unpredictable in comparison with only few decades ago. The former collective agents (workers, women, social movements in general) seem to have vanished and the prospect of a public solution to the problems posed by the new/post modernity is very slim. It is the individual who has to undertake responsibility for his/her own future. There are at least two ways of considering lifelong learning: the first focuses on personal ability to purchase the skills, the competences, the capabilities required by the market, and become a "lifelong learner" in order to continuously respond to market-place challenges and remain employable. Somehow the person has always got to learn and can never consider himself/herself a complete professional, citizen, individual but is obliged to follow adaptive strategies just to stay afloat. The second way tries to see the "positive" side of an epoch of uncertainty: if social roles and status have become less solid, it should be possible, in adult life, to have the opportunity to seek for an autonomous form of satisfactory life, where lifelong learning links with experience and original, personal ways of elaborating experience. In this perspective, lifelong learning is a construct that has to give account of the situated, historical, economical, political role that education experiences play at the individual level but also in the individual's social context. I investigate the link between "necessity and possibility" in the process of "Bildung" of subjectivities. There are social, structural and cultural bonds that strongly condition access to education and to the opportunity to find one's place into society and there must be some possibility to overcome those bonds. What are the resources that individuals can count on to express their aptitudes and yearnings? What is the role of gender differences in such a need? I can say that lifelong learning may be only one of many different strategies to respond to deep and latent needs concerning identity, membership, self-planning, gender. As no dominion disposals are given without some resistance disposals, I look at experiences of existential re-definition that take place through a fracture, a crisis, a withdrawal, and lead to a new equilibrium, where the people experiencing them look for a "second chance" in their lives. I de-construct the idea of "second chance" pointing up notions of falling, risk, gain and loss, crisis and opportunity, freedom of choice. Also, the courage to look for something considered "second best" - or the courage to quit aiming for a first place in a competitive and individualistic society is to be valued. In the concept of "second chance" there is a redeeming dimension: the idea that learning throughout one's life does not mean to accumulate knowledge, skills, competencies in a linear and adaptive process, but - on the contrary - can be an evolutionary process similar to that found in nature, expressed by the concept of "exaptation". By the term "exaptation" I refer to the ability of individuals to learn, develop and self construct using in a creative form what they already possess. Maybe this is a particular kind of wisdom. It is also necessary to re-think the role of education in individual life stories, the different weight and the different meaning that people give to it depending on the moments in which they come into contact with educational systems. The role of those responsible for educational processes must also change: there is a need for a more circular way of defining educational requirements and knowledge. And so, the research, moving from a critical theory of society and from a Foucoultian perspective (with regards to the categories of power, resistance and freedom), makes use of the method devised in Italy by Riccardo Massa and by the Clinic of Education, because it allows investigation of the latent and hidden dimensions of everyday actions and beliefs while simultaneously constructing new forms of knowledge and self-knowledge. The research participants are individuals who have decided to give themselves a "second chance": they are adult students in Bicocca and many of them have abandoned previous studies, some have changed their lifestyles and have experienced a personal crisis. In this research, narrative and auto/biographical pedagogy play a substantial role: this approach, as a matter of fact, in the last fifteen years has gained full recognition in many context (Denzin & Lincoln; West; Josso; Ferrarotti; Pineau; Demetrio; Formenti; Gonzàlez Monteagudo, etc) and has proved to be a powerful research method in its own right for understanding subjectivity and making subjective experiences more visible and intelligible. Above all, this approach, with the aim of critiquing hierarchical models, has important implications for the change of roles. It is a way of acquiring knowledge and a social action, that promotes self-directed learning and the appropriation of one's own education. For these reasons I selected a small group of adults (aged 34 and up) who have decided to give themselves a "second chance", taking possession of their own lives, and by so doing taking care of themselves. I investigated together with these people their life history and the roots of the "turning point". To carry out this research I used face-to-face instruments, such as open and in-depth interviews, into a clinic perspective. The Clinic of Education as a method that brings to light the hidden dimensions of actions and decisions, in other words the symbolic, cognitive, emotional and procedural latencies related to education, is the theoretical frame in which the research is inscribed.
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DESSI', CHRISTIAN. "Possibili differenze sesso-specifiche nella vulnerabilità alle sostanze d’abuso in età adulta dopo esposizione al Δ9-tetraidrocannabinolo durante l’adolescenza." Doctoral thesis, Università degli Studi di Cagliari, 2014. http://hdl.handle.net/11584/266469.
Full textAbstract:
It is well established that early cannabis use during adolescence leads to neurobiological changes that can affect adult brain functions which in turn might lead to an increased vulnerability to drug abuse (Realini et al., 2009). Epidemiological evidence of cannabis use before other drugs has reinforced the idea of the "Cannabis gateway hypothesis" according to which early exposure to cannabis increases the risk of starting the use of harder drugs, such as heroin, cocaine and amphetamine (Kandel, 1975). Indeed, several studies have suggested the presence of significant functional interactions between the endocannabinoid and dopamine systems (Cheer et al., 2007; González et al., 2002) in the mesolimbic pathways, but also between endocannabinoid and opioid systems (Fattore et al., 2005) and between endocannabinoid and the cholinergic-nicotinic systems (Scherma et al., 2008) necessary for the expression of heroin and nicotine reward-related behaviours. Moreover, sex-dependent differences are frequently observed in the biological and behavioral effects of drugs of abuse (Becker and Hu, 2008) and in keeping with epidemiological data in humans, differences in drug-intake and seeking have been well-documented in animal studies, and the most recent findings have implicated cannabinoid abuse as well. (Fattore et al., 2010). Clinical and preclinical findings indicate that sex and gonadal hormones may account for individual differences in susceptibility to the reinforcing effects of addictive substances, and that differences in vulnerability to drug abuse may be mediated by the same biological mechanisms (Fattore et al., 2009). The aim of this study was to evaluate whether exposure to THC, primary psychoactive substituent of cannabis, during adolescence is able to increase the reinforcing effects of drugs of abuse such as nicotine, heroin and cannabinoids in adult male and female rats, and to compare the results obtained in order to identify possible sex-specific differences. To this end, behavioral studies have been conducted on both male and female rats using a validated experimental model to study dependence (O’Brien et al., 2005): the chronic intravenous self-administration (IVSA). Male, at 45 postnatal day (PND) and female adolescent, at 35 PND, Sprague-Dawley (for nicotine and heroin studies) and Lister Hooded rats (for WIN55,212-2 studies) (Deiana et al., 2007), were treated intraperitoneally (i.p) with increasing doses of THC (2.5, 5 and 10 mg/kg) or with vehicle twice/day for 11 consecutive days. Once animals reached the adulthood (85 or 75 PND), we studied the effects of THC exposure on acquisition and maintenance of nicotine (30 μg/kg/infusion), heroin (30 μg/kg/infusion) and cannabinoid agonist WIN55,212-2 (12.5 μg/kg/infusion) IVSA using continuous fixed-ratio (FR-1) schedule of reinforcement with lever-pressing as operandum. Faster acquisition and higher rate of drug intake was considered as index of vulnerability to drug abuse. Behavioral data obtained with male rats showed that exposure to THC during adolescence produces an increased vulnerability to CB1 receptor agonist WIN55,212-2 and heroin but not to nicotine intake in adulthood with respect to each control group. Data from nicotine self-administration in adult female rats showed no differences in intake between animal exposed to THC in adolescence and vehicle-treated rats. On the other hand, THC adolescence exposure increased both heroin and WIN55,212-2 intake as compared to corresponding control groups. Comparison of results obtained in females and male rats of heroin and WIN55,212-2 IVSA experiments shows that average intake of drugs during the maintenance phase of self-administration training is significantly higher in females than in males. This increased vulnerability of female rats to drug taking as compared to males is in line with previous studies on sex-dependent differences showing that females are more sensitive than males to cannabinoid-induced behavioral effects. In summary, these studies seem to support the hypothesis that a previous exposure to THC during adolescence increases the vulnerability to heroin and cannabinoids, but not to nicotine abuse in adult rats with sex-specific differences.
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SCIFO, ANDREA. "Studio degli effetti della pre-esposizione adolescenziale al Δ9-THC nell’autosomministrazione di eroina, in età adulta, in un modello animale di maggiore (ratti Lewis) e minore (ratti Fischer 344) predisposizione all’abuso." Doctoral thesis, Università degli Studi di Cagliari, 2016. http://hdl.handle.net/11584/266869.
Full textAbstract:
Introduction: The progression from adolescence strong use of Cannabis to heroin abuse in adulthood, theorized by Kandel as Gateway Hypothesis (GH) doesn't adequately account the importance of phenotype vulnerability as predisposing factor involved in the development of a drug abuse-related behavioral disorder. Addiction prone Lewis (LEW) and addiction resistant Fischer (F344) inbred rat strains represents a useful animal model of different drug vulnerability in light of the different susceptibility to opiates and psychostimulants reinforcing properties.
Aim: Thus, the purpose of this study was to investigate the influence of Δ9-THC adolescence exposure on the addictive properties of heroin in LEW and F344 strain, during heroin self-administration (SA) in adulthood.
Methods: On the 6th postnatal (PN) week rats were administered twice a day with increasing doses of Δ9-THC (2, 4, 8 mg/kg, i.p.) for three consecutive days. In adulthood (12th PN), LEW and F344 rats were trained to acquire heroin SA behavior (0.025 mg/kg/48 μl, 1-h daily session), under Fixed Ratio-1 (FR-1) (1NP = 1 infusion) schedule of responding. When criterion of acquisition was met, LEW and F344 rats were subjected to self administer heroin:
i) under Fixed Ratio (FR-3 and FR-5) schedule of responding (Exp I), to better understand how Δ9-THC could influence heroin reinforcing properties;
ii) under Progressive Ratio (PR3-4) schedule of reinforcement (Exp II) in order to evaluate if Δ9-THC adolescent exposure affect the motivational value of heroin;
iii) during daily 4-h SA (long access, LA), with increasing doses of heroin (0.025, 0.050 and 0.100 mg/kg), under FR-1 schedule (Exp. III) to determine the role of Δ9-THC as predisposing factor in the vulnerability of opiate abuse by escalation of heroin intake.
Results: In each experiments, adolescent pre-exposure to Δ9-THC induced higher operant responding activity and greater adaptation to all experimental conditions (Exp I, II, III) of opiate-reinforced SA behavior in adult LEW rats as well as progressive escalation of heroin intake when exposed to higher doses of heroin, compared to LEW vehicle as well as to F344 strain (Exp III). Furthermore, LEW Δ9-THC pretreated rats readily acquire PR schedule, showing greater nose poking behavior and higher breaking point values compared to their controls as well as to the counterpart F344 groups. No such differences were observed in the F344 rats strain.
Conclusion: Genetic vulnerability plays a critical role as a predisposing factor in the progression to opiate abuse and related behavioral disease. The results of my research strongly demonstrate that Δ9-THC pre-treatment in adolescence differentially affects both heroin rewarding properties and motivational value, in adulthood, in a strain-related way, and for the first time clearly indicate that heavy Cannabis use during adolescence could have a gateway effect in the adulthood only on individuals provided by an addiction prone genetic and/or phenotype background.
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Lazzaro, Silvia. "Trapianto di fegato in tarda adolescenza e giovane età adulta e processo di transizione dal servizio pediatrico al servizio per adulti. Progetto pilota di strutturazione e implementazione di interventi educativi e strumenti di dialogo ad hoc: una esperienza condotta presso l'Azienda Ospedaliera - Università di Padova." Doctoral thesis, Università degli studi di Padova, 2017. http://hdl.handle.net/11577/3422900.
Full textAbstract:
1. Introduction
Coping with a chronic disease during emerging adulthood is challenging. The journey from adolescence to adulthood spans many years and may be delayed in young patients with chronic conditions, such as liver transplantation. Moreover, young patients are involved in a significant process of transition from the paediatric to adult care.
The study is based on a theoretical framework that considers patient education as an empowerment process aimed to promote self-reflection and life skills through educational relationship and dialogue.
2. Aims
The main aims of this study were: i) to explore the experience of transplantation and transition process ii) to create, implement and verify the effectiveness of targeted ad hoc educational measures and ad hoc dialogue tools in a group of young patients (late adolescence, young adulthood) who underwent liver transplantation. These educational interventions have been focused on: quality of life and adherence after liver transplantation, transition process from paediatric to adult care and independent management of health.
3. Study design
The study consists in a pilot project with mixed methodologies. Patients have been randomized in experimental group (E) (involved in educational interventions) and control group (C) (not involved in educational interventions).
4. Materials and methods
According to specific aims, different methodologies have been used:
i) with regard to the analysis of experience of transplantation and transition process: a semi-structured interview has been performed for each patient. Interviews have been recorded, transcribed and then analysed considering emerging themes (Atlas.ti, 7.1.8);
ii) considering the assessment of educational interventions' efficacy: a pre and post analysis has been conducted (before and after interventions). Patients filled in some questionnaires in order to evaluate: overall well-being: Satisfaction Profile (SAT-P); adherence: Morisky medication adherence scale (MMAS-4) and an ad hoc questionnaire concerning adherence after liver transplantation; patients' perceptions about their problem solving and decision making skills: (APSP); patients' perceptions about their health managing skills: ad hoc questionnaire. Data have been analysed using SPSS, 23.
5. Results
The study has been conducted between July 2015 and October 2016. 14 young liver transplanted patients have been enrolled in the project. 8 (57,1%) were male; the mean age was 23,9 (±4,7) (range: 16-30). The mean age at transplantation was 8,7 (±7,2) (range: 1-25).
Qualitative data: with regard to the three main topic (transplantation, autonomy and transition) some interesting suggestions emerged from the analysis. Transplantation has been frequently associated with the discussion about "identity". Patients expressed their difficulties in talking about transplantations; moreover, some problems have been expressed with regard to relationships with parents, concerning the management of health after transplantation.
Autonomy has been expressed as a conflicting challenge between the desire to be independent (from every point of view) and the need to be protected.
Quantitative data from the pre-test overall analysis: considering well-being (SAT-P) physical and social dimensions presented higher average (67±15,3 and 66±18,5 respectively) compared to psychological dimension, occupation and sleep and nutrition (60±18,7; 62,8±22,2 and 60,9±15,4 respectively). Considering MMAS, 30% of patients resulted non adherent. With regard to patients' perceptions about problem solving and decision making skills (APSP) results revealed a low mean score: 66±13,1.
Quantitative data from the post-test analysis (E pre vs. E post; C pre vs. C post): considering well-being, data from the E post-test analysis revealed an improvement concerning mood (p<0,001), emotional stability (p<0,05) and self-confidence (p<0,05). An overall maintenance or improvement of adherence has also been observed in E. In C a general decrease of self-efficacy has been observed at post-test analysis (p<0,05).
6. Discussion
Qualitative analysis revealed some critical issues related to the process of understanding and talking about the experience of transplantation among young patients.
Quantitative data pointed out these problems concerning overall well-being (especially considering psychological dimension) as well as adherence and patients perceptions about their skills.
These results are consistent with literature concerning this topic, revealing the presence of some difficulties in managing health after transplantation during this period of life, even considering transition process as a crucial developmental step toward independence.
With regard to the implementation of educational measures, the comparison within the two groups at the pre-test and post-test analysis revealed some encouraging data. Educational interventions and dialogue tools can play a significant role in promoting self-reflection and the understanding process linked to transplantation. Moreover, educational dialogue (with specific dialogue tools) may be useful in order to foster an independent management of health after transplantation and during the transition process.
7. Conclusion
This is a pilot study with a very small sample, so it is not possible to generalize data. Results are useful in order to guide future research on this field.
Considering this first results, educational interventions and dialogue tools will be revised in order to implement the study in a larger cohort of young transplanted patients.1. Introduzione Il delicato equilibrio sul quale la persona tenta in età giovanile di poggiare la propria costruzione identitaria può venire in alcuni casi alterato da una malattia o da una condizione di cronicità quale il trapianto. Proprio in questa età, il paziente si trova inoltre coinvolto in un delicato processo di transizione dal servizio pediatrico al servizio di cura per adulti. La cornice teorica all'interno della quale si muove il presente progetto si riferisce a forme di educazione alla salute che privilegiano un'azione finalizzata all'empowerment della persona, alla promozione di abilità autoriflessive e di resilienza e al miglioramento di una serie di life skills attraverso la relazione educativa mediata dalla narrazione e dal dialogo. 2. Obiettivi Sono stati perseguiti due obiettivi: i) analisi del vissuto di trapianto e dell'esperienza di transizione; ii) strutturazione, implementazione e verifica dell'efficacia di una serie di interventi educativi mediati dall'uso di strumenti di dialogo originali in un gruppo di pazienti (tarda adolescenza, giovani adulti) sottoposti a trapianto di fegato. Gli interventi educativi (quattro in tutto, con specifici protocolli) si sono focalizzati sui seguenti aspetti: qualità di vita e aderenza dopo trapianto; processo di transizione; sviluppo di abilità di gestione autonoma della salute. 3. Disegno dello studio Lo studio prevede la messa in atto di un progetto pilota con metodologie di ricerca miste. I pazienti coinvolti nel progetto sono stati randomizzati in gruppo sperimentale (Gs) (con il quale sono stati realizzati gli incontri educativi) e gruppo di controllo (Gc) (non hanno partecipato agli incontri). 4. Materiali e metodi Sono state utilizzate metodologie e metodi differenti a seconda degli obiettivi perseguiti: - obiettivo i) analisi del vissuto di trapianto: intervista semi-strutturata con tutti i pazienti coinvolti. Tutte le interviste sono state audio registrate, trascritte e analizzate attraverso la ricognizione di temi ricorrenti (Atlas.ti, versione 7.1.8). - obiettivo ii) verifica di efficacia degli interventi educativi: conduzione di un'analisi pre e post interventi attraverso la somministrazione di una batteria di questionari atti a valutare le seguenti dimensioni: benessere complessivo: Satisfaction Profile (SAT-P); aderenza: Scala di Morisky per l'aderenza terapeutica (MMAS-4) e questionario ad hoc "Valutazione dell'aderenza in pazienti sottoposti a trapianto di fegato"; autoefficacia percepita nella gestione di situazioni problematiche: Scala di autoefficacia percepita nella soluzione di problemi (APSP); livello di competenza percepito rispetto al tema della transizione: questionario ad hoc "Gestione autonoma del proprio stato di salute in relazione al processo di transizione". Le statistiche descrittive e inferenziali sono state condotte mediante l'utilizzo del software SPSS, versione 23. 5. Risultati Lo studio ha preso avvio a luglio 2015 e si è concluso ad ottobre 2016. Sono stati coinvolti 14 pazienti con un'età media (±DS) di 23,9 (±4,7) anni (range: 16-30) e un'etè media (±DS) al trapianto di 8,7 (±7,2) anni (range: 1-25). Contenuti qualitativi: l'analisi delle interviste ha permesso di approfondire diversi aspetti legati al trapianto connessi al tema del ricordo, della comunicazione e del racconto. Ancora, il legame ambivalente con i genitori nella gestione della salute dopo il trapianto, il rapporto con amici e compagni di scuola e l'esperienza di transizione caratterizzata da una significativa tensione tra dipendenza e autonomia (soprattutto dalle figure genitoriali). Dati quantitativi: considerando l'intero gruppo di pazienti, i dati emersi dall'analisi pre indicano per il benessere soggettivo (SAT-P) medie (±DS) più elevate per la funzionalità fisica (67±15,3) e sociale (66±18,5) rispetto a quella psicologica (60±18,7), lavorativo/scolastica (62,8±22,2) e legata allo stile di vita (60,9±15,4). Quasi il 30% dei pazienti si colloca nella fascia di mancata aderenza (MMAS-4). Rispetto alla percezione di autoefficacia nella soluzione di problemi (APSP) emerge un punteggio medio (±DS) classificato come basso di 66 (±13,1). Al confronto operato entro i gruppi nel pre e post test, i dati evidenziano un miglioramento statisticamente significativo alla somministrazione post nel Gs per i punteggi del SAT-P inerenti il tono dell'umore (p<0,001), la stabilità emozionale (p<0,05) e la fiducia in se stessi (p<0,05). Si ravvisa inoltre un generale mantenimento o rinforzo dell'aderenza nel Gs e un mantenimento della mancata aderenza nel Gc (p=ns). Rispetto all'autoefficacia (APSP) si osserva un decremento significativo del punteggio complessivo al post test nel Gc (p<0,05). Decremento generale osservato, sempre nel Gc, per il livello di competenza percepito rispetto al tema della transizione a fronte di un generale miglioramento dei punteggi dello stesso nel Gs (p=ns). 6. Discussione I diversi risultati presentati hanno permesso di elaborare alcune riflessioni in merito al vissuto dopo trapianto, a partire da alcune generali difficoltà espresse dai ragazzi nel parlare e raccontare questa esperienza. Difficoltà ravvisate anche e soprattutto sul piano psicologico ed emotivo (per quanto riguarda, ad esempio, la stabilità emozionale e il tono dell'umore). Criticità sono state inoltre riscontrate rispetto all'aderenza, soprattutto all'assunzione della terapia immunosoppressiva. Entrambi questi dati trovano conferma nella letteratura specifica di riferimento. I risultati (sia qualitativi che quantitativi) hanno permesso di identificare alcune possibili aree di intervento educativo. Tra queste, la promozione dell'autoriflessione e dell'elaborazione dell'esperienza del trapianto, il lavoro più mirato sull'acquisizione e rinforzo di determinate competenze psicosociali con i pazienti e il supporto e l'accompagnamento dei genitori nel corso del processo di transizione. 7. Conclusioni Questo studio rappresenta una prima esperienza a carattere interventistico rispetto all'educazione in questo ambito. Essendo questo un progetto pilota che ha coinvolto un gruppo ristretto di pazienti non risulta possibile operare delle generalizzazioni per quanto concerne i risultati identificati. Le prospettive future, ed auspicabili, al termine dello studio consisteranno in una revisione degli interventi (alla luce dei risultati conseguiti) e una loro possibile implementazione con un campione pià ampio di giovani pazienti. Il progetto potrebbe inoltre fornire un nuovo punto di vista rispetto al tema della transizione nelle sue implicazioni clinico - pratiche.
Books on the topic "Età adulta"
1
Federighi, Paolo, ed. Educazione in età adulta. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-752-8.
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Il volume presenta l’esito di una serie di incontri e seminari che, a più livelli, hanno contribuito alla costruzione del Convegno Internazionale La ricerca sull’Educazione in età Adulta nelle università italiane tenutosi all’Università di Firenze il 23 e 24 novembre 2017. I vari contributi hanno provato a dare risposta alla domanda sull’origine e lo sviluppo dell’educazione degli adulti in Italia all’interno dei contesti accademici. Cosa significa occuparsi di tale ambito di ricerca? Le direttrici indagate hanno riflettuto su una molteplicità di approcci di ricerca e hanno ricostruito la varietà delle teorie, dei modelli, degli autori che hanno tratteggiato lo sviluppo della disciplina in Italia negli ultimi cinquant’anni. Tra i temi trattati: accrescimento della qualità educativa dei luoghi di lavoro, comprensione dell’educazione incorporata nei luoghi di lavoro, studio delle finalità dell’educazione nei luoghi formali e informali. Si è giunti così a un tema originalmente rilevato, ma non toccato dalla letteratura nazionale, ovvero la questione delle diseguaglianze e la povertà relativa, fenomeni importanti per comprendere lo sviluppo delle società del futuro.
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Insegnamento e apprendimento dell'italiano L2 in età adulta. Atene (GR): Edilingua, 2004.
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3
Silvana, Greco, and Rebughini Paola, eds. L'amicizia in età adulta: Legami di intimità e traiettorie di vita. Milano, Italy: FrancoAngeli, 2012.
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4
Orefice, Paolo, and A. Alberici. Le nuove figure professionali della formazione in età adulta: Profili e formazione universitaria. Milano, Italy: FrancoAngeli, 2006.
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5
Family-based treatment with struggling young adults: A clinician's guide to the transition from adolescence to autonomy. New York: Routledge, 2013.
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6
The Annual review of adult learning and literacy. San Francisco, CA: Jossey-Bass, 2002.
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7
Jacki, Pritchard, ed. Good practice in the law and safeguarding adults: Criminal justice and adult protection. London: Jessica Kingsley Publishers, 2009.
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8
Adult psychotherapy homework planner. Hoboken, N.J: Wiley, 2004.
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9
Carlsson, Nadja. I kamp med skriftspråket: Vuxenstuderande med läs- och skrivsvårigheter i ett livsvärldsperspektiv. Göteborg: University of Gothenburg, Department of Sociology, 2011.
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Carlsson, Nadja. I kamp med skriftspråket: Vuxenstuderande med läs- och skrivsvårigheter i ett livsvärldsperspektiv. Göteborg: University of Gothenburg, Department of Sociology, 2011.
Find full textBook chapters on the topic "Età adulta"
1
Sartorio, A., and N. Marazzi. "Obesità infantile: Un problema “in crescita” (a rischio elevato di persistenza in età adulta)." In Clinica psicologica dell’obesità, 5–13. Milano: Springer Milan, 2012. http://dx.doi.org/10.1007/978-88-470-2007-8_2.
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Jacoby, Elad, Nicola Gökbuget, and Arnon Nagler. "Adult Acute Lymphoblastic Leukaemia." In The EBMT/EHA CAR-T Cell Handbook, 61–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94353-0_11.
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AbstractALL is a malignancy of lymphoid progenitor cells, with a bimodal incidence, peaking in early childhood and in older age. In children, ALL tends to have an excellent prognosis, with more than 85% of patients achieving long-term survival. The outcome of younger adults has improved considerably as well. However, overall survival decreases with age (Dores et al. 2012), partially due to the different genetic background of adult ALL, with a higher proportion of Philadelphia chromosome-positive (Ph+) ALL and Ph-like and KMT2A rearrangements in comparison to childhood ALL (Iacobucci and Mullighan 2017). The introduction of paediatric-inspired regimens has improved outcomes in adults, but these regimens are less tolerated in older patients (Curran and Stock 2015).
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Matsuo, Kozo, and Koichiro Niwa. "Aortopathy Including Hereditary Disease (Marfan Syndrome, Bicuspid Aortic Valve, etc.)." In Adult Congenital Heart Disease, 207–24. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4542-4_13.
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Rapon, C., and P. Alfonsi. "Techniques locorégionales d’analgésie en réanimation adulte." In Analgésie et sédation en réanimation, 33–47. Paris: Springer Paris, 2010. http://dx.doi.org/10.1007/978-2-287-99029-8_3.
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Besche-Truthe, Fabian. "The Global Diffusion of Adult Basic Education." In Networks and Geographies of Global Social Policy Diffusion, 83–109. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83403-6_4.
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AbstractAdult Basic Education is an essential tool of social policy. It aims at tackling unemployment, integrating marginalized groups, fostering development, etc. Despite the rising importance and attention to lifelong learning, past research barely investigated ABE as a specific (social) policy field. Mostly, this is due to the lack of systematic data and a focus on formal schooling. This chapter investigates which determinants are most influential on the adoption of policies concerning the basic education of adults. The contribution, thereby, adds to the understanding of diffusion processes of policies on widening the right to education for previously marginalized groups of people.
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Le Goff, Jean-Marie, Valérie-Anne Ryser, and Laura Bernardi. "Subjective Well-Being, Family Dynamics and Vulnerability." In Withstanding Vulnerability throughout Adult Life, 17–29. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-4567-0_2.
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AbstractThere is a wealth of empirical studies linking the life events and transitions to variations in subjective wellbeing. These studies are often cross sectional or, when taking a dynamic approach, they address one life domain at the time. Within LIVES, the relationship between family transitions (like the transition to parenthood, couple separation, lone motherhood) and well-being has been investigated longitudinally and with attention to the spillovers between the family and other life domains. Several projects show the extent to which family events or phases affect individual subjective wellbeing in the short or long term and what are the interdependencies with employment and health trajectories. Results show also gender differences in the way different types of stressors act and are reacted to. For instance, men and women have different strategies and mobilize different resources and reserves drawing on various life domains (economic, social, cognitive) to deal with stressors related to critical events and transitions. In this chapter, we review and discuss the results of such projects (becoming a parent study, lone motherhood project, etc.) in the light of a multidimensional understanding of vulnerability processes across the life course.
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Boissel, Nicolas, and Fabio Ciceri. "Bridging Chemotherapy: Adult Acute Lymphoblastic Leukaemia." In The EBMT/EHA CAR-T Cell Handbook, 111–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94353-0_20.
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AbstractBridging therapy can be given after leukapheresis and before lymphodepletion during CAR-T cell manufacturing. The primary goal of bridging therapies is to prevent uncontrolled progression of the underlying disease during the manufacturing period before CAR-T cell infusion. Several studies indicate that a high tumour burden is associated with an increased risk of complications after CAR-T cell infusion (Cohen et al. 2019). Therefore, controlling the disease and even possibly decreasing the tumour burden is critical during the manufacturing period. The choice of bridging therapies is essential for the success of the procedure.
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Dauchy, Sarah, Cécile Charles, Elodie Tournay, Julie Beckers, Anne Auperin, and Darius Razavi. "Les adolescents et jeunes adultes." In L’adolescent atteint de cancer et les siens, 103–28. Paris: Springer Paris, 2010. http://dx.doi.org/10.1007/978-2-287-99086-1_11.
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Nynäs, Peter, Nurit Novis-Deutsch, and Paul Stenner. "Common Patterns of Religion and Spirituality: A Contribution to the Discussion on Typologies." In The Diversity Of Worldviews Among Young Adults, 93–112. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94691-3_5.
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AbstractThe aim to discern variation in religion and spirituality has been central to the Study of Religions, and in particular, it has fueled the discussion on typologies. In this chapter, we analyze five distinct worldview profiles (prototypes) that we extracted from our study in 12 countries with the Faith Q-Sort (FQS). The FQS enables us to investigate in detail how certain ideas, practices, attitudes etc. vary in relevance between prototypes, and reveals patterns of importance for the discussion on typology. It provides a meaningful methodological tool for assessing and comprehending worldviews and how these are configured. Our findings show that our five prototypes, on the one hand, are distinguished by certain characteristics and that they, on the other hand, also are multidimensional and emerge as variations of how several elements are combined and emphasized.
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Geirsdóttir, Ólöf G., Karen Hertz, Julie Santy-Tomlinson, Antony Johansen, and Jack J. Bell. "Overview of Nutrition Care in Geriatrics and Orthogeriatrics." In Perspectives in Nursing Management and Care for Older Adults, 3–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63892-4_1.
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AbstractEngaging older adults, and all those who care for them, is pivotal to providing high-value nutrition care for older adults. Nurses and other interdisciplinary team members are essential to this process. The aim of this chapter is to provide an overview of the rationale and evidence for interdisciplinary and systematised nutrition care as an effective nutrition care approach for older adults with or at risk of malnutrition. This chapter also serves as a guide to detailed chapters across this book to provide focal points on different aspects of nutrition care that should be considered across primary prevention, acute care, rehabilitation, secondary prevention and community settings (Dreinhöfer et al., Injury 49(8):1393–1397, 2018).
Conference papers on the topic "Età adulta"
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Idris, Irfan, Aryadi Arsyad, A. Wardihan Sinrang, and Syarifuddin Alwi. "The Profile of Endothelin-1 (Et-1), Receptor ETA, And Receptor ETB in Young and Adult Obese Wistar Rat." In Surabaya International Physiology Seminar. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007334501470150.
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Scher, Irving S., Douglas E. Young, and Doris Trachtman. "The Influence of Age on the Forces Produced During Normal Seat Belt Buckling." In ASME 2007 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2007. http://dx.doi.org/10.1115/sbc2007-175551.
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Historically, the observed seat belt usage rate for occupants has varied across a number of factors (e.g., primary or secondary use law, seat location, etc.). Of these factors, the age of the driver or occupant has been consistently noted as an important characteristic that is linked to the use of the seat belt. For example, the seat belt use rate for drivers and front seat passengers in the U.S. in 2002 was estimated to be over 70% for adults [1] but over 10% less for pre-teens [2] and teenagers [3], which are generally less than 60%. This discrepancy between younger age groups and adults has been reported in several states across the country [2–5]. Eby et al. [4] reported that individuals 4–15 years old, seated in the second and third rows, wore seat belts about 50% of the time in the left and right positions. In a separate four-state observational study of teenage and older occupants by Womack et al. [6], teen seat belt use in the back seats was only 10.9%. Together, these studies indicate pre-teen and teenagers wear seat belts less frequently than comparable adult cohorts, and that they will be even less likely to wear a seat belt when they are located in the back seat positions.
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Haining, Wang, Tong Z, and K. Liu. "Development of 3D Reference Headforms for Chinese Adults." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001927.
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To improve the fit of head worn products for Chinese adults, this study utilized the principal component analysis (PCA) panel on 15 facial measurements extracted from 3,358 3D Chinese adult head scans. The PCA panel covers 95.80% of Chinese population. All samples were divided into 5 size categories based on the differences among eye and facial morphology, and 3D reference headforms were developed respectively based on the statistics of these measurements. The headforms can be used for head-worn products like eyewear, VR headsets, eye and face PPE and etc.
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Vagg, Tamara, Barry Plant, Joe Eustace, and Sabin Tabirca. "A REVIEW OF EDUCATIONAL INTERVENTIONS FOR ADULTS WITH CYSTIC FIBROSIS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-117.
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Cystic Fibrosis is the most common life limiting genetic disease affecting Caucasians. The life expectancy of this cohort has increased and is predicted to reach retirement age. As most CF patients are diagnosed from birth, they undergo educational and management programs throughout their lives. However numerous studies have identified various knowledge gaps. This paper presents a scoping literature review of the available educational interventions for adult CF patients. This review follows the framework as outlined by Arksey et al. [9]. A search string is entered into four databases and the resulting literature is downloaded into the academic reference manager software, Mendeley version 1.16.1. The manuscripts are then subjected to title, abstract, and introduction refinement. The remaining manuscripts are then reviewed under the following headings: 1) Aims/Objective, 2) Patient Demographic, 3) Educational Focus, 4) Research Type Conducted, 5) Methodologies, 6) Results, and 7) Author Noted Limitations. Of the 3649 manuscripts, only eight remained after the refinement stages. A significant amount of the papers that were excluded focused on CF pediatric patients only. Of the remaining papers, four manuscripts focused solely on CF adults. Seven of the papers identified a range of issues with CF education, including anxiety, knowledge gaps, and a lack of educational teams. Five papers introduced an educational intervention, only one was for CF adults only. Two of the interventions were ICT based. Of the manuscripts, one intervention that targeted both children and adults was reported as being implemented into the hospital services long term. From the final papers reviewed, it is apparent that there appears to be an issue with adult CF education and knowledge gaps. With CF survival rates rising and a new aging CF population emerging, there is a need for educational programs and interventions to meet the changing needs of the CF adult population.
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Proctor, Cecile J., Danie A. Beaulieu, Anthony J. Reiman, and Lisa A. Best. "LIVING WELL AFTER CANCER: THE IMPACT OF SOCIAL SUPPORT AND PRODUCTIVE LEISURE." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact029.
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"It is now recognized that the ""cancer experience"" extends beyond diagnosis, treatment, and end-of-life care. Relative to individuals who have not faced a cancer diagnosis, cancer survivors report increased mental health concerns and lowered physical and psychological well-being (Langeveld et al., 2004). Health-related quality of life encompasses overall physical (e.g., energy, fatigue, pain, etc.) and psychological functioning (e.g., emotional well-being, etc.), as well as general health perceptions (Hays & Morales, 2001). Nayak and colleagues (2017) reported that 82.3% of cancer patients had below-average quality of life scores, with the lowest scores found in the general, physical, and psychological well-being domains. Research suggests that various positive lifestyle variables, including social connectedness, leisure activity, and mindfulness practices are associated with increased quality of life in cancer patients (Courtens et al., 1996; Fangel et al., 2013; Garland et al., 2017). In this study, 350 cancer survivors completed an online questionnaire package that included a detailed demographic questionnaire with medical and online support and leisure activity questions. Additional measures were included to assess quality of life (QLQ-C30; Aaronson et al., 1993), social connectedness (Social and Emotional Loneliness Scale for Adults, SELSA-S; DiTommaso et al., 2004), and mindfulness (Adolescent and Adult Mindfulness Scale, AAMS; Droutman et al., 2018). Results show that increased QOL is predicted by increased medical support, lower family loneliness, self-acceptance, and engaging in a variety of leisure activities. Encouraging family support, including the patient in the decision-making process, encouraging a variety of physically possible leisure activities, and normalizing negative emotions surrounding diagnosis and disease symptoms are all ways that overall QoL can be improved."
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Higginson, J., T. Kesar, R. Perumal, and S. Binder-Macleod. "Simulation-Guided Stimulation for Paretic Ankle Muscles During Stroke Gait." In ASME 2007 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2007. http://dx.doi.org/10.1115/sbc2007-176365.
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Stroke is the leading cause of long-term adult disability in the U.S. Neuronal damage in the brain results in impaired muscle coordination which induces asymmetric and abnormal walking patterns. Muscle-actuated forward dynamic simulation of walking patterns of healthy young adults has elucidated unique and synergistic roles of the uniarticular and biarticular plantarflexors. Neptune and colleagues (2001) reported that soleus delivers energy to the trunk, gastrocnemius accelerates the leg forward, and both contribute significantly to vertical support of the center of mass [1]. In a simulation of post-stroke hemiparetic gait, Higginson et al. (2006) observed that non-paretic muscles mimicked the function of healthy muscles, while paretic ankle plantarflexor function was limited and required supplemental effort by hip and knee extensors [2].
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Stone, Nicholas, Kenneth Kaiser, and Robert D. White. "Autotuning of A PID Controller for an Active Vibration Suppression Device for the Treatment of Essential Tremor." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14138.
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Essential Tremor (ET) is a motion disorder which affects as many as one in 20-25 adults over the age of 40 [1]. Leblanc [2] proposed a device which consists of four linear actuators attached to a patient's wrist in an effort to actively suppress the tremor. This paper demonstrates experimentally a simplified version of that device. The system was tested on a stand designed to simulate an adult lower arm with a tremor in the horizontal plane. A single linear inertial actuator was attached to the "wrist" of the test stand. An accelerometer attached on the opposite side of the arm provided feedback to the controller. This paper demonstrates this system operating to produce 20%-60% vibration reduction in the 6-13 Hz bandwidth.
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Birch, Eileen E., and David R. Stager. "The Critical Period for Surgical Treatment of Dense Congenital Unilateral Cataract." In Vision Science and its Applications. Washington, D.C.: Optica Publishing Group, 1995. http://dx.doi.org/10.1364/vsia.1995.suc1.
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The surgical treatment of adults with cataracts is one of the most common and most successful of procedures, with 93% of adult patients achieving 20/40 or better acuity (Stark et al., 1987). In contrast, outcome following surgical treatment of infants with dense congenital unilateral cataracts historically has been dismal, with few patients achieving 20/200 acuity and most achieving only light perception (Hiles and Waller, 1977; Shapiro et al, 1978). Despite routinely excellent surgical outcomes and the availability of infant aphakic contact lenses, the unilateral visual deprivation experienced by these infants during the first months of life results in a severe abnormality in visual development which is often resistant to any late efforts toward visual rehabilitation. However, data from animal models of unilateral visual deprivation suggest that there may exist an early critical period during which the effects of visual deprivation are, at least to some extent, reversible (Hubei, 1982; von Noorden and Crawford, 1979; Weisel, 1982).
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Neagu, Simona nicoleta. "A NEW VISION OF ADULT LEARNING. CHECKLIST - MOTIVATIONAL FACTORS INVOLVED IN ADULT LEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-106.
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Learning depends on many internal and external conditions and it is not only a function of memory. Learning requires, above all, motivational, in other words, success in learning depends on factors that excitability and response to stimulus (involvement), the intensity of learning, availability for learning, learning awareness. Adults will be motivated in learning tasks when they perceive that the result will bring satisfaction to one or more of their basic human needs: security, acceptance, respect, power, health, status, training, discovery,achievement, self-esteem, etc. Some people are motivated by monetary reward, providing benefits and titles, recognition. These rewards are called extrinsic motivators; although they are important, but they do not meet all human needs. In fact, often they only lead to short-term results and behavioral changes. To ensure a long-term motivation, teachers need to create a learning climate so that all needs are met. Such a work atmosphere will lead to intrinsic motivation, so they will be motivated by their own internal mechanisms. At the end of the paper it is presented a research on a group of 24 subjects. This is a checklist on motivational factors involved in adult learning. Why teach adults? What is their motivation to learn? There are differences in the motivation of male and female subjects? A conclusion of this study is presented here: While women are motivated more by security, house, money, comfort, balance, men are motivated primarily by career development goals, social life. To the women they come only after being satisfied necessity security.
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Chen, Farn-Shing, Chin-Wen Liao, and Tsai-Hsiu Chen. "Notice of Retraction: Adult Distance Education Students' Perspective on Critical Success Factors of e-Learning." In 2009 International Conference on Education Technology and Training (ETT 2009). IEEE, 2009. http://dx.doi.org/10.1109/ett.2009.85.
Full textReports on the topic "Età adulta"
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Castro, Carolina Robledo, Piedad Rocio Lerma-Castaño, and Luis Gerardo Pachón-Ospina. Rehabilitation programs based on computational systems: effects in the executive functions in young and middle adulthood: A scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0052.
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Review question / Objective: To identify empirical studies that measured the feasibility and effect of computer-based executive function stimulation and rehabilitation programs in the young and middle adult population. Background: Reviews that evaluate the effectiveness of computerized cognitive training programs on executive functions in different population groups have shown contradictory results, to a certain extent associated with the methodological characteristics of said studies (Gates et al., 2019; 2020); most of them These reviews have focused on older adults (Ten Brinke et al., 2020; Yoo et al., 2015) with stroke sequelae, and adults with cognitive impairment. These studies have found improvements in general cognitive function in older adults (Ten Brinke et al., 2020); however, the effect on executive functions have not been studied. Only one review was carried out on the average adult (Gates et al., 2019); the authors restricted the search to interventions with more than 12 weeks and only found one article with eligibility criteria. Their work concluded that computerized cognitive training in midlife demonstrated lasting effects on general cognitive function after 12 weeks of training and on memory after 24 weeks of training.
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Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer243.
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Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.
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Currier, Brad, Jonathan Mcleod, and Stuart Phillips. The Influence of Resistance Exercise Training Prescription Variables on Muscle Mass, Muscle Strength, and Physical Function in Healthy Adults: An Umbrella Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0028.
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Review question / Objective: To determine how resistance training prescription variables (load, sets, frequency, time under tension, etc) affect muscle mass, muscle strength, and physical function in healthy adults. Condition being studied: To determine how resistance training prescription variables (load, sets, frequency, time under tension, etc) affect muscle mass (hypertrophy), muscle strength, and physical function in healthy adults. Information sources: OVID MEDLINE, SPORTDiscus, Web of Science.
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Galán-Arroyo, Carmen, Javier de los Ríos-Calonge, Jorge Rojo-Ramos, Jose A. Parraça, César Fonseca, and Marco Alexandre da Silva Batista. Physical Literacy in Older Adults: a Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0009.
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Review question / Objective: “How is the concept of physical literacy characterized in older adults?”. P – People in their older adult years. C – Physical literacy. C – Any context. Eligibility criteria: Studies will be assessed for inclusion in the review according to the following criteria: Study Design: We will only include studies that investigate the physical literacy throughout older adult life. This includes primary research (peer-reviewed research arti-cles), evidence synthesis (narrative reviews, systematic reviews, scoping reviews, rapid re-views, etc.), conference abstracts, discussion articles, editorials, and thesis. We will not limit the included studies by the sample size of the study. Outcomes: We will include studies examining outcomes under the concept of physical literacy, both quantitatively and qualitatively. Study Population and Additional Characteristics: We will only include studies where the study population meets the MeSH (Medical Subject Headings) "Aged" characteristics: A person 65 years of age or older. We will not limit included studies by their ethnicity, country of origin, economic characteristics, or geographic region. We will limit the studies included by publication date to those published since 2001, since Whithead's physical literacy concept was first described in that year [22]. We will limit included studies to those published in English, Spanish and Portugueses.
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Owens, Janine, Rosie Allen, Amelia Pearson, Susan Davies, Catherine Robinson, and Alys Young. The impact of COVID-19 on social care and social work in the UK: A Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0174.
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Review question / Objective: What are the medium and long-term effects of the COVID-19 pandemic on practitioners and organisations providing social work and social care to adults in the UK? Rationale: The pandemic has exerted adverse effects on staff morale and well-being, with sickness absence rises across the sector and increased difficulties in recruiting staff from agencies, despite a pre-COVID government recruitment campaign (https://www.gov.uk/government/news/adult-social-care-recruitment-care-campaign-launched-to-boost-workforce). Care home providers report extreme anxiety and distress, burnout and financial concerns (CQC, 2020). These worsened during the proposed introduction of mandatory vaccination care home workers (Bell et al. 2021). Social care workers report a lack of support in terms of training and equipment, sleep disturbances and increasing levels of mental ill health (Pappa et al. 2020; Williamson et al. 2020; Donnelly et al. 2021). They also report experiencing conflicts in terms of caring for people with diverse needs (Greenberg et al. 2020). Some research suggests that workers experienced professional growth during the pandemic, but that this came at a cost to their own mental health (Billings et al. 2021). Other research reported increased team unity and more reflection on what mattered in life (Aughterson et al. 2021). One editorial claims that the pandemic created a reduction of bureaucracy and the emergence of more efficient ways of working in social care in Local Authorities (Golightley & Holloway 2020). The evidence appears conflicting and frequently fails to separate health care and social care work, when the roles and structures of service delivery organisations are different. There is also a lack of differentiation in reporting on effects on the social care workforce in general, and specifically social workers and statutory social work.
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Tavares, João, Lígia Passos, Daniela Figueiredo, Larissa Pedreira, Elaine Souza, and Lélia Oliveira. Atypical presentation of COVID-19 in older adults: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0103.
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Review question / Objective: The review questions of this scoping are: 1) What are the atypical presentations of symptoms of COVID-19 and its prevalence in older adults (60 or more years) that have been reported? 2) What are the demographic and clinical characteristics of older adults (60 or more years) with atypical presentations of symptoms of COVID-19? 3) What are the clinical outcomes for older adults with atypical presentations (60 or more years) of covid-19? The objective of this scoping review is to identify and analyse the atypical presentation of symptoms of COVID-19 in older adults. Eligibility criteria: Participants: This scoping review will consider all studies that included persons with 60 years or over. Concept: This scoping review will include studies that focus on atypical presentations of Covid-19. Atypical presentation was defined as an absence of the typical symptoms of COVID-19 and the presence of unusual symptoms such as, but not limited to, delirium, fall, functional impairment, reduce oral intake, chest pain, etc. Context: This scoping review will consider all contexts, but not limited to, of hospital, long-term care, primary care, community services and home care.
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Wan Brown, Jackie, Katherine Rogers, and Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities: A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.
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Review question / Objective: This scoping review aims to explore the literature to identify the types, scope and quality of evidence underpinning clinical assessment of deaf adults with learning disabilities, with or without autism, with mental health issues and/or challenging behaviour. Deaf adults are included in the review regardless of their communication modality, e.g. signed or spoken language, or other methods. The results of this review will inform considerations for future research and inform clinical practice. As an experiential type review, the PICO framework (Richardson et al. 1995) guides the question formulation. The review question is: what are the types, quality and extent of evidence that underpin clinical assessment of the mental health of deaf adults with learning disabilities?
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Keating, Louise, Ailish Malone Name, Maire-Brid Casey, Ciaran Bolger, Dara Meldrum, and Catherine Doody. Conservative Primary Care Management for Recent Onset Cervical Radiculopathy – a Systematic Review & Meta-analysis Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0047.
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Review question / Objective: To investigate the effectiveness of conservative management available in primary care for adults with recent onset (less than 12 weeks) cervical radiculopathy. Conservative management will be compared to any available comparator i.e. no treatment, placebo or any treatment. Eligibility criteria: Inclusion criteria – trials (as defined in item 15) investigating any conservative management (e.g. exercise, advice, manual therapy, traction, acupuncture, pharmacology etc), involving adults with single level CR (as defined in item 10) of any aetiology, with symptom duration of 12 weeks or less, and including 1 or more of the following outcomes i.e. pain, disability, overall improvement or satisfaction with intervention, quality of life or participation restriction. Exclusion criteria – full text not available, not a randomised controlled trial, trials not involving CR (e.g. cervicobrachial pain, neck pain only), trials involving chronic CR, multilevel or bilateral CR (polyradiculopathy) or radiculomyelopathy, major or systemic pathology, post-surgery interventions, trials of surgery or spinal injection only, or involving a paediatric population or not in English language.
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Cen, Mingzheng, and Yuhua Zhao. Clinical efficacy of Asari Radix et Rhizoma preparations for asthma in adults: a protocol for systemic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0023.
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Dong, Yi, LiJia Liu, Jianing Liu, Tianqi Liao, Jieru Zhou, and Huaien Bu. Incidences of Adverse Reactions in BNT162b2: A Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0043.
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Review question / Objective: This study searched PubMed, Cochrane Library, Web of Science, Embase Electronics, and other databases to collect healthy adults aged 16 and older, subjects with no previous history of COVID-19 infection, A randomized controlled trial of Pfizer's vaccine BNT162b2 versus placebo. Using RevMan5.4 software, meta-analysis was conducted to compare the effects of injection of BNT162b2 and placebo on the incidence of adverse reactions in healthy adults over 16 years of age. Main indexes include total incidence of adverse reactions, the incidence of local adverse reactions at the injection site (including red hot accessories), the incidence of systemic adverse reactions, including fever, headache, rash, urticaria, joint pain, muscle pain, gastrointestinal tract reaction, fatigue, cough, etc.), death rate, so as to provide a reference for clinical practice. Information sources: The following electronic databases will be searched from January 2020 to November 2021: PubMed, the Cochrane Library, Web of Science, Embase Electronics. In addition, reference lists of the included studies were manually searched to identify additional relevant studies.