Attachment is an innate human relational mechanism that develops progressively from early childhood, influences individuals’ representations and behaviors, shapes relationships, and affects the social and cultural environment. Parental bonding refers to the ability of parents to be emotionally and behaviorally available to the child during infancy. Attachment style refers to the individual’s relational attitude in close relationships that influences adult love, bonding, handling relationships, and social exploration. The role of intergenerational, cultural and developmental factors influencing the relationship between the attachment style in adulthood and the parental bonding style recalled during childhood has been debated. This study explores the relationships between recalled parental bonding, adult attachment style, and cultural background in a sample of Spanish, Italian, and Japanese adults using a cross-sectional and cross-cultural design. For this purpose, the validated versions of the Experience in Close Relationship Scale and the Parental Bonding Instrument were administered to a non-clinical population of three hundred and five participants in the three countries. Results show that the most frequent adult attachment style is the secure style, followed by the dismissing-avoidant, the preoccupied, and the fearful-avoidant style. The dismissing-avoidant style was the most frequent insecure attachment style in the Japanese sample whereas the preoccupied style was the most frequent insecure attachment style in the Italians and Spaniards. Japanese are more anchored to the memory of maternal and paternal overprotection, which is related to more avoidance in actual close relationships. Spaniard’s current relationships are mildly independent of recalled parental bonding, showing an association between lower current avoidance to primary parental care. In the Italian sample, there is no significant relationship between current adult close relationships and recalled parental bonding. These results suggest that different cultural models influence adult attachment representations differently, in terms of the weight placed on attachment-related avoidance, attachment-related anxiety, care, and overprotection in infant and adult relationships.

Nowadays, there are several human attachment measures, most in the form of questionnaires that assess adult attachment styles. This study investigates the use of Feeney, Noller, Hanrahan, Sperling and Berman’s five-factors Attachment Style Questionnaire (ASQ, 1994), based on Bartholomew’s four-factors model (1991), and Hazan and Shaver’s three-factors model (1987). Nevertheless, no robust study has explored the ASQ questionnaire in Spanish compared to other cultures, such as Italian and Japanese. Therefore, the linguistic translation of the Spanish version of the ASQ was performed, based on the back-translation methodology. The results indicate that 5-factors ASQ Spanish version explains 43.67% of the variance, similar to the original English-Australian ASQ version. The Italian and Japanese versions explain 49.37% and 52.27% of the variance, respectively. No age correlation for any ASQ factors in the Japanese sample was found; meanwhile, the Spanish and Italian cultures showed a positive correlation with age and “Confidence” and negative correlation with age and “Relationships as Secondary” ASQ factors. Some transcultural differences and possible research approaches are addressed.

Research during the COVID-19 pandemic has shown a strong relationship between child symptoms, parental stress, and mental health challenges. The pandemic has changed family routines, worsening child symptomatology and parental burden. The aim of this study was to investigate how the magnitude of the perceived changes in child externalizing behavior, parental stress, and discontinuity of therapy—from before to during the COVID-19 pandemic—affected parental mental health during the pandemic. Moreover, we sought to compare these aspects cross-culturally between European countries and the USA. To these purposes, we asked Italian, Spanish, and U.S. parents of children with neurodevelopmental disabilities (NDD) to complete an online survey. Quantitative results showed that increased parental stress may have contributed to a worsening in parental psychological distress, regardless of culture. Moreover, they suggested an indirect effect of child externalizing behaviors on parents’ psychological distress via parental stress. Qualitative analyses highlighted that the lack, or discontinuity, of therapeutic activities may have been one of the key contributors to parenting burden during the COVID-19 pandemic. Finally, qualitative results highlighted resilience factors that could have decreased the risk of psychological problems during the pandemic, such as a strong sense of parental efficacy and the ability to adapt to changing family dynamics.

This study aimed to analyse and compare the storytelling of 25 children with Autism Spectrum Disorder (ASD) with a comparison group of 25 children with typical development. Children’s narratives were transcribed verbatim, and their forms and contents were analysed. The two groups were matched according to the narrative cohesion of the story using the Bears Family Projective Test, equivalent verbal age, sex, and socioeconomic level. No differences in the forms of the stories emerged, but compared with the narratives of the typical development group, the narrative contents of the ASD group showed more adaptive and maladaptive behaviours of the characters, more problems, and less use of the atmosphere outside the home. These contents are related to the intensity of the anxious symptomatology indicated by the ASD group, their family members and teachers.

Background: Collaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders.Aims: The current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies.Materials and Methods: Fourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross‐sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session.Results: The results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used.Conclusion: Collaboration, technological device handling, and shared storytelling did not present a barrier for the participants.