<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Zachary M. Rosenthal</style></author><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Francesco Sessa</style></author><author><style face="normal" font="default" size="100%">Iris Consalvo</style></author><author><style face="normal" font="default" size="100%">Valerio De Masi</style></author><author><style face="normal" font="default" size="100%">Luana Pagano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MISOPHONIA: SYMPTOMS, COMORBIDITIES AND PERSPECTIVES OF INTERVENTION. FROM THEORY APPROACH TO INTEGRATED CLINICAL PRACTICE RESEARCH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">behavioural response</style></keyword><keyword><style  face="normal" font="default" size="100%">comorbidity</style></keyword><keyword><style  face="normal" font="default" size="100%">differential diagnosis</style></keyword><keyword><style  face="normal" font="default" size="100%">emotional response</style></keyword><keyword><style  face="normal" font="default" size="100%">hearing disorders</style></keyword><keyword><style  face="normal" font="default" size="100%">misophonia</style></keyword><keyword><style  face="normal" font="default" size="100%">psychoeducational tools</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological disorders</style></keyword><keyword><style  face="normal" font="default" size="100%">psychotherapeutic techniques</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/444-1657475465.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">36-48</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Luigi Vitale</style></author><author><style face="normal" font="default" size="100%">Francesco Sessa</style></author><author><style face="normal" font="default" size="100%">Ines Tedesco</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE REORGANIZATION OF THE FAMILY SYSTEM AT THE TIME OF COVID-19: EDUCATIONAL RESILIENCE AND ASSISTIVE TECHNOLOGIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">assistive technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">educational resilience</style></keyword><keyword><style  face="normal" font="default" size="100%">emotional literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">family system</style></keyword><keyword><style  face="normal" font="default" size="100%">health emergency</style></keyword><keyword><style  face="normal" font="default" size="100%">psychotherapy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2539628</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">18-26</style></section></record></records></xml>