@article {262,
	title = {EDUCATIONAL LEADERSHIP AND WORK-RELATED STRESS: AN EXPLORATORY INVESTIGATION ON SCHOOL MANAGER},
	journal = {Problems of Psychology in the 21st Century},
	volume = {17},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {9-23},
	abstract = {Contemporary studies highlight how chronic stress influences a person{\textquoteright}s state of health and psycho-physical well-being. A high allostatic load, resulting from chronic hyperactivation of the stress system, contributes to several negative consequences for individual health status in the long term.
The study showed that the stressful and problematic situations of managerial work are numerous and that they radically influence individual psychophysical well-being both in the professional context and in private life. Greater attention to the evaluative dimension of managers{\textquoteright} discomfort is useful and functional, in order to promote improvement actions that concretely constitute an opportunity to reflect on the "managerial practices" adopted that can create workplace discomfort.
This study has led to the need to promote good practices for the prevention of mental health and the activation of coping strategies and protection systems.
},
	keywords = {educational leadership, school management, school manager, work-related stress},
	issn = {2029-8587},
	doi = {https://doi.org/10.33225/ppc/23.17.09},
	url = {https://oaji.net/articles/2023/444-1703344337.pdf},
	author = {Maria Annarumma and Maria Anna Formisano and Ines Tedesco}
}
@article {250,
	title = {MISOPHONIA: SYMPTOMS, COMORBIDITIES AND PERSPECTIVES OF INTERVENTION. FROM THEORY APPROACH TO INTEGRATED CLINICAL PRACTICE RESEARCH},
	journal = {Problems of Psychology in the 21st Century},
	volume = {16},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {36-48},
	abstract = {Recent scientific studies have noted that misophonia is a complex neurophysiological and behavioural syndrome characterised by high physiological and emotional reactivity, resulting from an intolerance to specific auditory stimuli. People with this distress have emotional and behavioural responses, excessive in relation to the auditory stimulus that provokes them; in fact, these people may have outbursts of anger, severe anxiety crises, and even panic attacks. One of the questions that the first studies of this syndrome have asked was what link occurred between misophonia and certain psychological disorders such as anxiety, depression, and personality disorders. Another important research objective was to examine the differential diagnosis between misophonia and hearing disorders such as tinnitus. In view of the current literature on misophonia, it has become important to define the comorbidity and differential diagnosis of misophonia with other disorders. The next step is, through further research on clinical cases, to define the most effective psychotherapeutic techniques on misophonic symptoms, and the psychoeducational tools needed to intervene in family systems with misophonic patients.},
	keywords = {behavioural response, comorbidity, differential diagnosis, emotional response, hearing disorders, misophonia, psychoeducational tools, psychological disorders, psychotherapeutic techniques},
	issn = {2029-8587},
	doi = {https://doi.org/10.33225/ppc/22.16.36},
	url = {https://oaji.net/articles/2022/444-1657475465.pdf},
	author = {Zachary M. Rosenthal and Maria Annarumma and Francesco Sessa and Iris Consalvo and Valerio De Masi and Luana Pagano}
}
@article {172,
	title = {BEYOND CORONAVIRUS: NATURE, TECHNOLOGY AND HUMAN IDENTITY},
	journal = {Problems of Psychology in the 21st Century},
	volume = {14},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {The great catastrophes of humanity {\textendash} be it the plague of 1347 or that of 1629, the Spanish flu of 1918, the tsunami of 2004, the Coronavirus of 2020 {\textendash} are all showing that, despite scientific progress or the arrogance of the "Promethean syndrome", the human being is constantly in danger. Violently and unexpectedly dropped in an atypical situation, which has subverted values and annihilated ancient certainties, we keep convincing ourselves that nothing will be the same. We try to hypothesize scenarios, outline reference frames, look ahead to the future. Probably, after the first months of austerity, of virtuous assertions about moral commitments to restore the frugality of customs as well as considerations about the sense of death and destiny, we will be carried away by the joy of having survived and we just would like to forget what happened. We will be rejecting the memory of suffering, bereavement, hospitals and intensive care. We will try to forget painful traces and go back to saying yes to life.},
	keywords = {Coronavirus pandemic, human identity, technological developments},
	issn = {2029-8587},
	doi = {https://doi.org/10.33225/ppc/20.14.04},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2539622},
	author = {Maria Annarumma}
}
@article {183,
	title = {FROM FRAGMENTED CERTAINTY TO POST COVID PARADIGM: RESILIENT MODALITIES BASED ON GROUP INTERACTION SUPPORTED BY TECHNOLOGIES},
	journal = {Problems of Psychology in the 21st Century},
	volume = {14},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {87-92},
	abstract = {It is no longer the age of good practices and certainties, of well-made projects and great ideologies but it is the age of dynamic, creative and flexible strategies. In the midst of the crisis, we have acquired at least one certainty: No one saves himself alone. Reluctantly we understand that it is not a question of being strong or weak, {\textquotedblleft}winning{\textquotedblright} or {\textquotedblleft}losing{\textquotedblright}, but that we exist through this existential fragility that allows us to affirm our belonging to the community. 
The objective of this theoretical analysis is based on the analysis of the relationship between resilience and collaborative activity based on technologies. This analysis highlights that resilient action is activated thanks to the collaboration between the actors of the exceptional event that through technology redefine environmental boundaries, generating a resilient informal context.
},
	keywords = {collaborative activity, post covid paradigm, resilient modalities, theoretical analysis},
	issn = {2029-8587},
	doi = {https://doi.org/10.33225/ppc/20.14.87},
	url = {http://oaji.net/articles/2020/444-1608225214.pdf},
	author = {Maria Annarumma and Felice Corona}
}
@article {174,
	title = {THE REORGANIZATION OF THE FAMILY SYSTEM AT THE TIME OF COVID-19: EDUCATIONAL RESILIENCE AND ASSISTIVE TECHNOLOGIES},
	journal = {Problems of Psychology in the 21st Century},
	volume = {14},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {18-26},
	abstract = {In the life cycle of family systems, transition periods are important stages for the maturation of the individual and his family as it allows the reorganization of relational arrangements. The health emergency of recent months makes it necessary for us to reflect on resilience education, to cultivate more authentic educational relationships and to react to stressful and problematic situations with greater self-effectiveness. If rigid family systems risk of causing communicative and relational diseases, investing in emotional literacy and empathy means providing adults and children with the tools to deal with the painful situations, that are inevitably part of everyday life, to share negative experiences and bring out the inner resources. In this perspective, technologies play a significant role in the media, both because they are a bridge between the family context and the external social network, and because they potentially allow more inclusive and flexible learning-teaching processes. A meticulous analysis of assistive technologies is thus necessary in order to call for a reconfiguration of information flows, spatial-temporal arrangements, methodologies and tools that are to be reconfigured ad habitus of the new individual and social educational needs.},
	keywords = {assistive technologies, educational resilience, emotional literacy, family system, health emergency, psychotherapy},
	issn = {2029-8587},
	doi = {https://doi.org/10.33225/ppc/20.14.18},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2539628},
	author = {Maria Annarumma and Luigi Vitale and Francesco Sessa and Ines Tedesco}
}
@article {121,
	title = {THE EVOLUTIONARY PERSPECTIVE ON KNOWLEDGE DEVELOPMENT: EMOTION AND REASON FROM ARISTOTELE TO DAMASIO},
	journal = {Problems of Psychology in the 21st Century },
	volume = {10},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {69-76},
	abstract = {The analysis of the reason-emotion dynamics intersects several disciplinary fields, such as psychology, medicine, informatics, linguistics, neuroscience, with a specific relevance for Education Sciences, as it offers interesting perspectives over its influence on the learning process.
Such issues are rooted in philosophical reflections by Plato, Aristotle and later by Descartes, Vico and Kant. These dualistic perspectives will be definitively abandoned in favour of a globalist vision of the mind-body relationship, during the first half of the XX century, particularly thanks to Dewey (1933) who, inspired by Darwin{\textquoteright}s theories, was the first to support this unity by recognizing an intersection among physical, mental and environmental processes. Over the last decades, an imperatively anti-dualistic analysis has been developing in the field of neurosciences and cognitive linguistics: on the one hand, cognitivism, considering the mind in its function of symbolic manipulation; on the other hand, connectionism, studying neural networks. Furthermore, recent scientific research has allowed mapping in a detailed - albeit admittedly incomplete manner - the complex activity of the brain and highlighting analogies between elementary connections and complex interactions. The systemic perspective is hence considering {\textquotedblleft}mind and body{\textquotedblright}, {\textquotedblleft}reason and emotion{\textquotedblright} as two interconnected and essential aspects of human complexity.
In this regard, Damasio{\textquoteright}s research shows how participation of the organism to conscious experience returns to the consciousness itself those biological requirements which are essential to legitimate it as an object of scientific study. Knowledge is generated by socio-experiential relationships that play a crucial role within knowledge representation. The mind takes therefore an active role in shaping the representation of the world: understanding does not just consist in a mere reproduction of the external world in our mind; instead, it is a continuous process of creative reconstruction of our perceptive dynamics. Emotion, creativity and rationality are essential elements of the human being, which activate and develop due to personal inclination as well as socio-cultural aspects. Both genetic and social components are decisive in cognitive dynamics, as they represent innate potentials that need to be recognized, understood and exploited.
},
	keywords = {emotion and reason, knowledge, learning, neuroscientific perspective},
	issn = {2029-8587},
	doi = {https://doi.org/10.33225/ppc/16.10.69},
	url = {http://oaji.net/articles/2017/444-1484075342.pdf},
	author = {Maria Annarumma and Luigi Vitale and Olga Campiglia}
}
