One way to conceptualize human life is to describe it as a process through which the biological body is progressively transformed into a psychological one through its mentalization and symbolization. This process occurs through the relational field, which begins with caregiver-infant proto-conversations and develops through adolescence into the ongoing complex interpersonal relational network we call society and culture. The essence and the problems of adolescents are intricately tied to the social and cultural contexts in which they experience life. Therefore, adolescence (...) cannot be understood if all the levels that it expresses are not taken into consideration. We identify three psycho-historical phases through which adolescence has changed in the past century: Oedipal; Narcissistic; and Post-narcissistic. In this last phase due to the psychological and historical failure of the narcissistic ideals, the ideal is mingling with the real in a wholly new way. This process has overturned Erikson's paradigm: identity, opposed and defined by a dichotomic otherness, must be transformed into a fluid integration of similarities and differences negotiated and developed through empirical interpersonal intersubjective experiences. This, in our perspective, is a possible key to understand the rapid change in the nature of consciousness, selfhood, and gendering in today's western world, together with some important psychopathological disorders which describe the new creative challenges of today's adolescents. (shrink)

What are the main learning difficulties or advantages encountered by students with learning disabilities within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the (...) references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools. (shrink)