The aim of the study was to investigate the association between psychological characteristics and biological markers of adherence in chronic kidney disease patients receiving conservative therapy, hemodialysis, peritoneal dialysis (PD), or kidney transplantation.Seventy-nine adult patients were asked to complete the following questionnaires: Toronto Alexithymia scale, Snaith–Hamilton Pleasure Scale, and Short Form Health Survey. Biological markers of adherence to treatment were measured.Peritoneal dialysis patients showed a lower capacity to feel pleasure from sensorial experience (p = .011) and a higher values of phosphorus compared to the other patients’ groups (p = .0001).The inability to communicate emotions was negatively correlated with hemoglobin levels (r = −(0).69; p = .001) and positively correlated with phosphorus values in the PD patients (r = .45; p = .050).Findings showed higher psychological impairments and a lower adherence to the treatment in PD patients and suggest the implication of emotional competence in adherence to treatment.

The study investigates inclusivity practices and bullying management in a group of teachers. The study involved 18 volunteer teachers from upper secondary school in Italy (12 of them were women). They ranged in age from 33 to 66 years of age (M = 44.53). A semi-structured interview was adopted to explore their knowledge on inclusivity within teaching interventions or programmes, and experiences about bullying management. Data were collected using online interviews through specific platform such as Zoom, Skype, and Google Meet. The interviews were carried out between April 2020 and October 2020 in the participant’s native language. Using thematic analysis, we identified themes within individuals’ brief narratives. Analysis was inductive and involved line-by-line coding with codes deriving from brief narratives. Four major themes emerged: (1) Contact with the phenomenon of bullying (i.e., direct experience versus lack of experience); (2) Educational-didactic practices (i.e., lack of specific knowledge regarding educational-didactic practices versus attempted solutions); (3) Awareness of the bullying phenomenon and its effects on students; (4) Avoidance solutions of topics concerning bullying incidents (i.e., disengagement and disconfirmation responses). Theoretical and psycho-educational implications are discussed.

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The present study aimed to assess the effectiveness of an expressive writing (EW) intervention on psychological and physiological variables after kidney transplant. The final sample of 26 were randomly assigned to an expressive writing group (EWG) and control group (CG). Outcomes were focused on depression, anxiety, alexithymia, empathy, resilience, locus of control, creatinine, CDK-EPI, and azotemia. Depressive symptoms and alexithymia levels decreased in the EWG, with better adherence. Resilience declined over time in both groups. The EWG showed a significantly higher CDK-EPI, indicating better renal functioning. EW seems an effective intervention to improve the psychological health of transplanted patients, with a possible effect on renal functioning. These findings open the possibility of planning brief psychological interventions aimed at processing emotional involvement, in order to increase adherence, the acceptance of the organ, and savings in healthcare costs.