La resilienza nel circuito penale minorile in tempi di pandemia: un’esperienza di studio e formazione basata sul Modello Sferico della Coscienza su un gruppo di educatori

Patrizio Paoletti, Tania Di Giuseppe, Carmela Lillo, Grazia Serantoni, Giulia Perasso, Alessandro Maculan, Francesca Vianello

Abstract


Il lavoro proposto illustra i risultati di una ricerca che ha indagato i predittori della resilienza negli educatori del circuito penale minorile e gli effetti della formazione. I risultati hanno rilevato che (a) l’autoefficacia nella gestione delle emozioni positive e negative e l’attitudine positiva sono predittori della resilienza e che (b) il confronto delle medie pre-post formazione rileva un impatto di quest’ultima sul bilanciamento tra autoefficacia nella gestione delle emozioni positive, delle emozioni negative e sull’attitudine positiva. In definitiva, la ricerca sembra indicare la necessità di promuovere percorsi formativi sulla gestione delle emozioni a supporto dell’educatore nel circuito penale minorile.


Keyword


resilienza, emozioni, coping positivo, giustizia minorile, educatori, Modello Sferico della Coscienza

Riferimenti bibliografici


Accordini, M., Saita, E., & Tramontano, M. (2015). Identità in cambiamento: il ruolo del funzionario della professionalità giuridico pedagogica in carcere. Narrare i Gruppi, 10(3): 253-268.

Arici-Ozcan, N., Cekici, F., & Arslan, R. (2019). The Relationship between Resilience and Distress Tolerance in College Students: The Mediator Role of Cognitive Flexibility and Difficulties in Emotion Regulation. International Journal of Educational Methodology, 5(4), 525-533. https://doi.org/10.12973/ijem.5.4.525.

Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. Cambridge university press. https://doi.org/10.1017/CBO9780511527692.

Bouw, N., Huijbregts, S. C. J., Scholte, E., & Swaab, H. (2019). Mindfulness-based stress reduction in prison: Experiences of inmates, instructors, and prison staff. International journal of offender therapy and comparative criminology, 63(15-16), 2550-2571. https://doi.org/10.1177%2F0306624X19856232.

Buruck, G., Dörfel, D., Kugler, J., & Brom, S. S. (2016). Enhancing well-being at work: The role of emotion regulation skills as personal resources. Journal of occupational health psychology, 21(4), 480. https://doi.org/10.1037/ocp0000023.

Caprara, G. V., Di Giunta, L., Eisenberg, N., Gerbino, M., Pastorelli, C., & Tramontano, C. (2008). Assessing regulatory emotional self-efficacy in three countries. Psychological assessment, 20(3), 227. https://doi.org/10.1037/1040-3590.20.3.227.

Caprara, G. V., Steca, P., Gerbino, M., Paciello, M., & Vecchio, G. M. (2006). Looking for adolescents' well-being: Self-efficacy beliefs as determinants of positive thinking and happiness. Epidemiology and Psychiatric Sciences, 15(1), 30-43. https://doi.org/10.1017/s1121189x00002013.

Caprara, G. V. (Ed.). (2001). La valutazione dell'autoefficacia. Costrutti e strumenti. Edizioni Erickson.

Caprara, G. V., Scabini, E., Barbaranelli, C., Pastorelli, C., Regalia, C., & Bandura, A. (1999). Autoefficacia percepita emotiva e interpersonale e buon funzionamento sociale. Giornale italiano di Psicologia, 26(4), 769-790.

Champe, J., Okech, J. E. A., & Rubel, D. J. (2013). Emotion regulation: Processes, strategies, and applications to group work training and supervision. The Journal for Specialists in Group Work, 38(4), 349-368. https://doi.org/10.1080/01933922.2013.834403.

Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and anxiety, 18(2), 76-82. https://doi.org/10.1002/da.10113.

Davies, J., Ugwudike, P., Young, H., Hurrell, C., & Raynor, P. (2021). A Pragmatic Study of the Impact of a Brief Mindfulness Intervention on Prisoners and Staff in a Category B Prison and Men Subject to Community-Based Probation Supervision. International Journal of Offender Therapy and Comparative Criminology, 65(1), 136-156. https://doi.org/10.1177%2F0306624X20944664.

Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of educational change, 9(3), 243-260. http://doi.org/10.1007/s10833-007-9054-6.

del Mar Salinas-Jiménez, M., Artés, J., & Salinas-Jiménez, J. (2011). Education as a positional good: A life satisfaction approach. Social indicators research, 103(3), 409-426. https://doi.org/10.1007/s11205-010-9709-1.

Di Fabio, A., & Palazzeschi, L. (2012). Connor-Davidson Resilience Scale: Psychometric properties of the Italian version [Connor-Davidson Resilience Scale: proprietà psicometriche della versione Italiana]. Counseling: Giornale Italiano di Ricerca e Applicazioni, 5(1), 101–109.

Di Giuseppe, T. (2022). Envisioning the future and the 10 keys for resilience. RESILIENCE FOR THE FUTURE. An international roundtable to promote resilience in times of the COVID-19 pandemic. https://elearning.fondazionepatriziopaoletti.org/resilience-for-the-future-in-time-of-pandemic-da-covid-19-an-international-round-table.

Di Giuseppe, T., Serantoni, G., Paoletti, P., & Perasso, G. (IN PRESS). Un sondaggio a quattro anni da Prefigurare il Futuro, un intervento neuropsicopedagogico post-sisma [A survey four years after Envisioning the Future, a post-earthquake neuropsychopedagogic intervention]. Orientamenti Pedagogici, in press.

Dicken, C. (1963). Good impression, social desirability, and acquiescence as suppressor variables. Educational and Psychological Measurement, 23(4), 699-720. https://doi.org/10.1177%2F001316446302300406.

Fredrickson, B. L. (1998). What good are positive emotions?. Review of general psychology, 2(3), 300-319. https://doi.org/10.1037%2F1089-2680.2.3.300.

Gehring, T., & Hollingsworth, T. (2002). Coping and beyond: Practical suggestions for correctional educators. Journal of Correctional Education, 89-95. https://doi.org/10.2307/41971083.

Gelana, G., & Hindeya, H. (2014). Correctional Education Teachers’ Teaching Competence and Use of Adult Learning Principles: Inmates and Teachers’ Views in Selected Correctional Institutions. Ethiopian Journal of Education and Sciences, 9(2), 83-98.

Giordano, F., Cipolla, A., & Ungar, M. (2021). Tutor of Resilience: A Model for Psychosocial Care Following Experiences of Adversity. Frontiers in Psychiatry, 12, 351. https://doi.org/10.3389/fpsyt.2021.559154.

Gomez, M., Vincent, A., & Toussaint, L. L. (2013). Correlates of resilience in adolescents and adults. International Journal of Clinical Psychiatry and Mental Health, 1(1), 18-24.

Guarino, A., & Serantoni, G. (2008). Modelli di educazione alla salute. Rapporti ISTISAN, 8(1), 29-42.

Hamby, S., Grych, J., & Banyard, V. (2018). Resilience portfolios and poly-strengths: Identifying protective factors associated with thriving after adversity. Psychology of Violence, 8(2), 172-183. https://doi.org/10.1037/vio0000135.

Herrman, H., Stewart, D. E., Diaz-Granados, N., Berger, E. L., Jackson, B., & Yuen, T. (2011). What is resilience?. Canadian journal of psychiatry. Revue canadienne de psychiatrie, 56(5), 258–265. https://doi.org/10.1177/070674371105600504.

Hülsheger, U. R., Alberts, H. J., Feinholdt, A., & Lang, J. W. (2013). Benefits of mindfulness at work: the role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. The Journal of applied psychology, 98(2), 310–325. https://doi.org/10.1037/a0031313.

Hwang, Y. S., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26-42. http://doi.org/10.1016/j.tate.2017.01.015.

Imel, S. (1999). Using groups in adult learning: Theory and practice. Journal of continuing education in the health professions, 19(1), 54-61. https://doi.org/10.1002/chp.1340190107.

Jeanes, J., McDonald, J., & Simonot, M. (2009). Conflicting demands in prison education and the need for context-specific, specialist training for prison educators: an account of the work of the Initial Teacher Training project for teachers and instructors in London prisons and offender learning. Teaching in Lifelong Learning, 1(1), 16-20. http://doi.org/10.5920/till.2009.1128.

Johnson, D. W., & Johnson, R. T. (2005). Training for cooperative group work. M. A. West, D. Tjosvold, K. G. Smith, (Eds.), The essentials of teamworking: International perspectives, 131-147.

Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of applied Psychology, 86(1), 80. https://doi.org/10.1037//0021-9010.86.1.80.

Kazdin, A. E. (2008). Evidence-based treatment and practice: new opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American psychologist, 63(3), 146. https://doi.org/10.1037/0003-066X.63.3.146.

Keinan, G., & Malach-Pines, A. (2007). Stress and burnout among prison personnel: Sources, outcomes, and intervention strategies. Criminal Justice and Behavior, 34(3), 380-398. https://doi.org/10.1177%2F0093854806290007.

Kielyl, J., & Hodgson, G. (1990). Stress in the prison service: The benefits of exercise programs. Human Relations, 43(6), 551-572. https://doi.org/10.1177%2F001872679004300604.

Korb, A. (2015). The upward spiral: Using neuroscience to reverse the course of depression, one small change at a time. New Harbinger Publications.

Lambert, E. G., Hogan, N. L., Paoline, E. A., & Stevenson, M. T. (2008). I want to know and I want to be part of it: The impact of instrumental communication and integration on private prison staff. Journal of Applied Security Research, 3(2), 205-229. https://doi.org/10.1080/19361610802135938.

Lang, N. C. (2010). Group work practice to advance social competence: A specialized methodology for social work. Columbia University Press.

Law, F. M., & Guo, G. J. (2016). Correlation of hope and self-efficacy with job satisfaction, job stress, and organizational commitment for correctional officers in the Taiwan prison system. International Journal of Offender Therapy and Comparative Criminology, 60(11), 1257-1277. https://doi.org/10.1177%2F0306624X15574997.

Maculan, A., Di Giuseppe, T., Vianello, F., & Vivaldi S. (2022. Narrazioni e risorse. Gli operatori del sistema penale minorile al tempo del Covid-19. Autonomie locali e servizi sociali, in press.

Mastropasqua, I. (2020), In medio stat virtus, in I. Mastropasqua, L. Pandolfi e F. Palomba (a cura di), Le comunità educative nella Giustizia penale minorile, Gangemi Editore, pp. 11-28.

Muschitiello, A. (2019). Il ruolo dell’educatore professionale socio-pedagogico nelle comunità residenziali per minori. Quali gli orientamenti metodologici?. Pedagogia Oggi, 17(1), 557-568. https://doi.org/10.7346/PO-012019-37.

Newsome, S., Waldo, M., & Gruszka, C. (2012). Mindfulness group work: Preventing stress and increasing self-compassion among helping professionals in training. The Journal for Specialists in Group Work, 37(4), 297-311. https://doi.org/10.1080/01933922.2012.690832.

O’Dougherty Wright, M., Masten, A. S., & Narayan, A. J. (2012). Resilience Processes in Development: Four Waves of Research on Positive Adaptation in the Context of Adversity. In AA.VV. (2012) Handbook of Resilience in Children, 15-37. https://doi.org/10.1007/978-1-4614-3661-4_2.

Paoletti, P. (2002). Flussi, Territori, Luogo [Flows, Territories, Place]. Madeira: M.E.D. Publishing.

Paoletti, P. (2008). Crescere nell’eccellenza. Roma: Armando editore.

Paoletti, P., & Selvaggio, A. (2011a). Osservazione. Quaderni di Pedagogia per il terzo Millennio. Perugia: Edizioni 3P.

Paoletti, P., and Selvaggio, A. (2011b). Mediazione. Quaderni di Pedagogia per il Terzo Millennio. Perugia: Edizioni 3P.

Paoletti, P., and Selvaggio, A. (2012). Traslazione. Quaderni di Pedagogia per il Terzo Millennio. Perugia: Edizioni 3P.

Paoletti, P., & Selvaggio, A. (2013). Normalizzazione. Quaderni di Pedagogia per il Terzo Millennio. Perugia: Edizioni 3P.

Paoletti, P., & Soussan, T. D. B. (2019). The sphere model of consciousness: from geometrical to neuro-psycho-educational perspectives. Logica Universalis, 13(3), 395-415. https://doi.org/10.1007/s11787-019-00226-0.

Paoletti, P., Di Giuseppe, T., Lillo, C., Anella, S., & Santinelli, A. (2022). Le Dieci Chiavi della Resilienza. https://fondazionepatriziopaoletti.org/10-chiavi-resilienza/

Pazè, P. (2013), Il sistema della giustizia penale minorile in Italia, Rassegna Italiana di Criminologia, 7(4): 277-285.

Perasso, G., & Velotti, P. (2020). Difficulties in emotion regulation scale. Encyclopedia of personality and individual differences, 1132-1134. https://doi.org/10.1007/978-3-319-24612-3_810.

Pintimalli, A., Di Giuseppe, T., Serantoni, G., Glicksohn, J., & Ben-Soussan, T. D. (2020). Dynamics of the Sphere Model of Consciousness: Silence, space, and self. Frontiers in Psychology, 11, 2327. https://doi.org/10.3389/fpsyg.2020.548813.

Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal Of Clinical Psychology, 58(3), 307-321. https://doi.org/10.1002/jclp.10020.

Segovia, F., Moore, J. L., Linnville, S. E., Hoyt, R. E., & Hain, R. E. (2012). Optimism predicts resilience in repatriated prisoners of war: A 37‐year longitudinal study. Journal of Traumatic Stress, 25(3), 330-336. https://doi.org/10.1002/jts.21691.

Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. Psychological Review, 84(2), 127. https://psycnet.apa.org/doi/10.1037/0033-295X.84.2.127.

Sica, C., Magni, C., Ghisi, M., Altoè, G., Sighinolfi, C., Chiri, L. R., & Franceschini, S. (2008). Coping Orientation to Problems Experienced-Nuova Versione Italiana (COPE-NVI): uno strumento per la misura degli stili di coping. Psicoterapia cognitiva e comportamentale, 14(1), 27.

Simonot, M., Jeanes, J., MacDonald, J., Nicholl, M., & Wilkinson, I. (2008). Initial teacher training project for teachers and instructors in prison and offender education. Consultabile presso: https://equalityanddiversity.net/docs/teachers-instructors-prison.pdf.

Tabibnia, G. (2020). An affective neuroscience model of boosting resilience in adults. Neuroscience & Biobehavioral Reviews, 115, 321-350. https://doi.org/10.1016/j.neubiorev.2020.05.005.

Tabibnia, G., & Radecki, D. (2018). Resilience training that can change the brain. Consulting Psychology Journal: Practice and Research, 70(1), 59. https://doi/10.1037/cpb0000110.

Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86(2), 320–333. https://psycnet.apa.org/doi/10.1037/0022-3514.86.2.320.

Wagnild G. (2009). The Resilience Scale User’s Guide for the US English version of the Resilience Scale and the 14-Item Resilience Scale (RS-14). Worden, MT: The Resilience Center.

Weare, K. (2010). Mental health and social and emotional learning: Evidence, principles, tensions, balances. Advances in school mental health promotion, 3(1), 5-17. https://doi.org/10.1080/1754730X.2010.9715670.

Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: what does the evidence say?. Health promotion international, 26(suppl_1), i29-i69. https://doi.org/10.1093/heapro/dar075.

Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge university press.

White M. A., McCallum F. (2021), Wellbeing and Resilience Education - COVID-19 and Its Impact on Education, Routledge, Taylor & Francis.


Refback

  • Non ci sono refbacks, per ora.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Utilizziamo i cookie per essere sicuri che tu possa avere la migliore esperienza sul nostro sito. Se continui ad utilizzare questo sito noi assumiamo che tu sia d'accordo con i cookie da noi utilizzati. Per maggiori informazioni clicca qui: Privacy policy e cookie

......................................................................................................................................................................................

Editore: Giuseppe Licari dal 2013 - piazza Lodi 4, 26100 Cremona

Rivista scientifica ISSN: 2281-8960 - registrata presso il Tribunale di Cremona: registro stampa n° 323/2013.