To explain the low employment rates of people with disabilities (PwDs), emerging debates have revealed an unexploited potential impact of assistive technology (AT) on human talent and the inclusion process. This article provides a systematic review to critically evaluate the current trends in the literature on AT. A systematic review was performed according to the inclusion criteria of the PRISMA-S guidelines, followed by a thematic analysis identifying the main themes by which the literature on the subject is organized. Finally, the Human Activity Assistive Technology (HAAT) model was used to deepen the contents taken into consideration in the scientific literature and to discuss the concept of workplace inclusion and its use. Forty-one studies fully met the eligibility criteria of the systematic review. The thematic analysis produced four clusters related to the impact and characteristics of AT in the workplace. Overall, the use of the HAAT model highlighted a lack of studies on the affective and socio-cultural dimensions that characterize the use of AT in the workplace. It is concluded that the deployment of AT can and should work on multiple levels to shape the workplace experiences of PwDs.

We describe a university’s psychological counselling approach, based mainly on a form of dialogue known as an “Elicitation Interview”. It is a technical conversational situation in which a counsellor helps a student to raise his or her awareness of his/her educational experiences. It is a conversational approach that provides students with a reflective activity by means of guided reenactments of experiences of his or her relational difficulties, feelings of low self-efficacy, risky behaviours, physical and mental symptoms. This reflective activity seems to be a relevant step for helping them to consolidate coping and resilience skills. This paper present clinical examples of this type of interview. The data have been collected at the University of Salerno’s counselling service, Italy.

In recent years, the socio-material perspective has informed an important interdisciplinary debate concerning the role of the physical world (i.e., the objects) in human psychological development. Several studies in the field of developmental psychology showed positive achievements in explaining the relationship between the subject and the social context through a socio-material approach, in particular in the early development. The importance of objects was also recognized in children with autism spectrum disorder (ASD), showing that these children are characterized by alterations in the use of the objects from early development. Some studies highlighted that objects could be a facilitator in the interactions between children with ASD and peers. However, the role of objects was not sufficiently investigated in interactions between children with ASD and adults. The main purpose of the present study was to investigate in children with ASD the communicative function that the activities with objects assume in the interactions with adults, highlighting the mediator role of objects in these interactions. More generally, this study also aims to highlight the relevance of adopting a socio-material perspective to explore some neglected aspects of the psychological activity of children with ASD. To test this hypothesis, we conducted an extensive exploratory study, collecting data from a sample of 3-year-old (N = 18; F = 3) and 4-year-old (N = 26; F = 3) with ASD. Children were observed in a free-play situation with an adult. They were free to choose an object from a predefined set. Through quantitative data, we have described the general characteristics of the manipulation of objects; through qualitative data, we aimed to capture and describe, in microgenetic sequences, some characteristics of children’s activities, defined as socio-material. The analysis of the socio-material activities suggested the role of objects as mediator of the interactions between children with ASD and adults.

Several scientific studies have highlighted the negative impact of new technologies (NTs) on children’s psychological development, both in terms of emotional and cognitive development. NTs, such as smartphones, tablets, and video games, have a significant impact on children’s development, both in terms of social relationships and cognitive functions. This study aims to identify and explore the cultural models that shape children’s exposure to new technologies in early childhood. This study involved 48 subjects between parents and infant educators. Unstructured interviews were conducted. Emotional Text Analysis was applied. The findings reveal the existence of three cultural repertoires (clusters): Connected but isolated (45.2), Technology education (30%), and Mistrust (24.8%). Their placement in the factorial space explains how the negative effects on children’s psychological development are determined. Technology education seems to be a protective factor for the cognitive and affective development of children. These findings are discussed, comparing them with Musk’s recent experiment and the rapid loss of social ties due to the lack of an educational plan.

This chapter is based on a clinical and research reflection and aims to analyze university students’ coping strategies in the face of events or situations of particular stress (university enrollment/departure transition), and their correlations with respect to perceived self-esteem level, global discomfort index, coping and some illustrative variables (gender, age, college degree, faculty, enrollment year, attendance at the site).