<?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%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Maria Anna Formisano</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%">EDUCATIONAL LEADERSHIP AND WORK-RELATED STRESS: AN EXPLORATORY INVESTIGATION ON SCHOOL MANAGER</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%">educational leadership</style></keyword><keyword><style  face="normal" font="default" size="100%">school management</style></keyword><keyword><style  face="normal" font="default" size="100%">school manager</style></keyword><keyword><style  face="normal" font="default" size="100%">work-related stress</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/444-1703344337.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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%">Contemporary studies highlight how chronic stress influences a person'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' discomfort is useful and functional, in order to promote improvement actions that concretely constitute an opportunity to reflect on the &quot;managerial practices&quot; 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.
</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%">9-23</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>