Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that is usually diagnosed in childhood. It is characterized by attention deficits, hyperactivity, and impulsivity leading to significant impairment in academic, occupational, familiar, and social functioning. Most of the literature has been focusing on the impact of this condition on infancy and preadolescence, but little is known on its consequences in adulthood. This narrative review addresses this gap by focusing on the studies regarding the schooling outcomes of this population. After identifying the specific clinical and neuropsychological profile of ADHD in adults, this study analyzes their precise needs for effective learning and presents evidence on their academic and occupational achievements. Pharmacological, educational, and rehabilitative factors predicting a positive scholastic and career success are critically reviewed. Finally, this study focuses on the strategies that can improve the learning processes in adults with ADHD by expanding the analysis on executive functions, metacognition, and emotional dysregulation. Schooling outcomes in adults with ADHD, therefore, are conceptualized as a complex measure depending on several variables, like early pharmacological treatment, educational support, neuropsychological intervention, and targeted strategies for life-long learning.

Introduction: The Major Depressive Disorder (MDD) is a mental health disorder that affects millions of people worldwide. It is characterized by persistent feelings of sadness, hopelessness, and a loss of interest in activities that were once enjoyable. MDD is a major public health concern and is the leading cause of disability, morbidity, institutionalization, and excess mortality, conferring high suicide risk. Pharmacological treatment with Selective Serotonin Reuptake Inhibitors (SSRIs) and Serotonin Noradrenaline Reuptake Inhibitors (SNRIs) is often the first choice for their efficacy and tolerability profile. However, a significant percentage of depressive individuals do not achieve remission even after an adequate trial of pharmacotherapy, a condition known as treatment-resistant depression (TRD).Methods: To better understand the complexity of clinical phenotypes in MDD we propose Network Intervention Analysis (NIA) that can help health psychology in the detection of risky behaviors, in the primary and/or secondary prevention, as well as to monitor the treatment and verify its effectiveness. The paper aims to identify the interaction and changes in network nodes and connections of 14 continuous variables with nodes identified as "Treatment" in a cohort of MDD patients recruited for their recent history of partial response to antidepressant drugs. The study analyzed the network of MDD patients at baseline and after 12 weeks of drug treatment.Results: At baseline, the network showed separate dimensions for cognitive and psychosocial-affective symptoms, with cognitive symptoms strongly affecting psychosocial functioning. The MoCA tool was identified as a potential psychometric tool for evaluating cognitive deficits and monitoring treatment response. After drug treatment, the network showed less interconnection between nodes, indicating greater stability, with antidepressants taking a central role in driving the network. Affective symptoms improved at follow-up, with the highest predictability for HDRS and BDI-II nodes being connected to the Antidepressants node.Conclusion: NIA allows us to understand not only what symptoms enhance after pharmacological treatment, but especially the role it plays within the network and with which nodes it has stronger connections.

It is widely recognized that body dissatisfaction is an important public health concern. In the past, being a fashion model was almost synonymous with anorexia/bulimia, and even today, there are cases of eating disorders in young women whose ambition is to become a top model. Moreover, stress can play a substantial role within ill health via related behaviors such as smoking, substance abuse, and inappropriate eating. In our study, we examined 112 aspiring fashion models aged between 15 and 24 years (M = 19.5, SD = 2.08) from 32 different countries of the world during an international contest, and 100 students (control group), aged between 16 and 22 years (M = 18.6, SD = 1.39). The purpose of this cross-sectional study was to examine whether stress mediated the relationship between body dissatisfaction and eating disorders. The study included the administration of stress and self-efficacy and the locus of control dimensions, body (image) dissatisfaction, and eating attitude disorder. Results indicated higher scores on body dissatisfaction, stress level, and eating attitudes disorder among the group of fashion models compared to the control. Mediational analyses showed that body dissatisfaction was partially mediated by stress level on eating disorders. Especially in the aspiring fashion models, there are often many possibilities that competitive stress causes candidates to exacerbate attempts to maintain their body weight below normal weight/height parameters. These results indicated that appropriate intervention for the management of stress level could possibly defend against the negative impact of body dissatisfaction on eating disorder symptoms. The presence of skilled health workers in the field of nutrition and psychology can be extremely important in the field of fashion to maintain an adequate quality of life.

The COVID-19 pandemic has caused unprecedented changes in the educational system, requiring students to continually switch between distance and in-person learning conditions. Recent studies have revealed that students experienced severe levels of anxiety in the COVID-19 period. Considering the close relationship that has always linked anxiety to mathematics, the present study explores the differences in the anxiety levels of students towards mathematics during distance or in-person school learning. During the second wave of COVID-19, 405 students, recruited from twelve middle schools of Catania province (Italy), completed an online version of the MeMa questionnaire, answering each item twice and imagining themselves to be, respectively, in distance and in-person learning conditions. The items explored generalized school anxiety, learning and evaluation mathematics anxiety, mental states, and the metacognitive awareness associated with mathematical tasks. The results showed a minor state of anxiety experienced during distance learning. However, the students who preferred to learn mathematics in person revealed less mathematics anxiety and better mental states and metacognitive awareness; the same results were found in those who reported higher math marks and who preferred scientific subjects. It seems that math anxiety is not one of the various flaws that are imputed to distance learning. Our findings encourage a reflection on possible interventions to reduce students’ anxiety by working on motivation and dysfunctional beliefs.

Sleep disorders have become increasingly prevalent, with many adults worldwide reporting sleep dissatisfaction. Major Depressive Disorder (MDD) and Bipolar Disorder (BD) are common conditions associated with disrupted sleep patterns such as insomnia and hypersomnolence. These sleep disorders significantly affect the progression, severity, treatment, and outcome of unipolar and bipolar depression. While there is evidence of a connection between sleep disorders and depression, it remains unclear if sleep features differ between MDD and BD. In light of this, this narrative review aims to: (1) summarize findings on common sleep disorders like insomnia and hypersomnolence, strongly linked to MDD and BD; (2) propose a novel psychometric approach to assess sleep in individuals with depressive disorders. Despite insomnia seems to be more influent in unipolar depression, while hypersomnolence in bipolar one, there is no common agreement. So, it is essential adopting a comprehensive psychometric protocol for try to fill this gap. Understanding the relationship between sleep and MDD and BD disorders are crucial for effective management and better quality of life for those affected.

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p ≤ .05) in mathematics achievement and in the areas of divergent thinking, nonverbal reasoning abilities, and mental imagery.