Published: 2014-12-07

Introduction to Special Issue “Towards a psychology integrating low-power social groups such as migrants, elders, women, children, people with a diagnosis of disability or mental disorder”

Rosa Maria Paniccia, Fiammetta Giovagnoli

1-4

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Theories or theory

Training in psychoanalysis: A comparison of models

Renzo Carli

179-196

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Special issue

Serious mental health dsorders intersect with other social problems: Issues and intervention models to build inclusive communities

Mary A. Jansen, Susan Lynn McCammon, Erika Carr

5-23

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Changes need change: A psychosociological perspective on participation and social inclusion

Roberto Falanga

24-38

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World War II Aftermath and the Reabilitation of the Displaced Persons

Silvia Salvatici

39-47

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Violence against women: theoretical prospectives and experiences of integration and prevention in the outskirts and in the province of Naples

Valentina Scognamiglio, Roberta Di Capua

48-59

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In-home elder care. The case of Italy: the badante

Rosa Maria Paniccia, Fiammetta Giovagnoli, Andrea Caputo

60-83

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Families with a child with a disability: The expectations toward services and psychology.

Rosa Maria Paniccia, Fiammetta Giovagnoli, Fiorella Bucci, Andrea Caputo

84-107

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Regular teachers’ representations of school inclusion in Macedonia: A multivariate study

Viviana Langher, Andrea Caputo, Maria Elisabetta Ricci, Goran Ajdinski

108-121

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Racial Integration in schools in Italy and in Germany: A small study with surprising results

Angelika Groterath

122-130

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A peer-mediated intervention to develop social and work abilities for adolescents with ASD: Pilot study

Fiorenzo Laghi, Federica Costigliola, Simona Levanto, Orazio Giuseppe Russo, Manuel Michienzi, Maurizio Ferraro

131-146

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Suggesting a resilient and systemic oriented psychodynamic model to include students with behavioural problems: Theoretical issues and practical challenges

Elias Kourkoutas, Angie Hart

147-168

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Special Educational Needs: diversity as potentiality. Methodological approaches for inclusive education.

Sonia Rossetti, Sara Seno

169-178

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