Abstract
Video games are ubiquitous in the society and this technology has transcended its initial playful side to become also an educational and cognitive training tool. In this sense, different studies have shown that expert game players gain advantages in various cognitive processes respect to non-players and that playing with video games can result in particular profits that in some cases could be generalized to other tasks. Accordingly, video games could be used as a training tool in order to improve cognitive abilities in atypical populations, such as relating to individuals with intellectual disabilities (ID). However, literature concerning video games in people with ID is sparse. In this paper we executed a narrative review of the studies about the use of video games in relation to people with ID.

Abstract
Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is a developmental disorder which affects around 3%-7% of school-aged children, more often boys than girls. The present research aims to explore the relationship between ADD symptoms, Emotional Intelligence and Self-Image and how different levels of ADD affect emotional intelligence and self-perception. Method: We administered to a total of 370 young adolescents (girls = 203, boys = 167) with an age range of 12 years to 16 years (mean = 13; standard deviation = .59), the following self-reports: SIE - Self-Image Evaluation; EQ-i: YV - Emotional Quotient Inventory: Youth Version; Brown ADD Scales - Brown Attention-Deficit Disorder Scales. Results: deficits in emotional intelligence were associated with a negative evaluation of self-image in adolescents who scored higher on the Brown ADD Scales.

Abstract
The study analyzed the relationships among the Self (Actual and Future Self), expectations of future changes and psychological well-being (Actual and Future Satisfaction), in a life period permeated by changes, such as menopause. We hypothesized that Menopause affects negatively actual and future representations and Menopause has a moderating influence on the relation between actual and future representations. The sample is made up of 188 women. Menopausal women are more afraid of future bodily changes, and they had more negative expectations about their own body image, than those who are not yet menopausal. However, despite the pessimistic expectations about the body physiology, a positively oriented trend emerged regarding a future context. Both Actual Self and Actual Satisfaction had a positive impact on expectation about future changes. Furthermore, Menopausal status showed a moderating influence on the relation between Actual Self and Future Self representation. The results underline how a positive representation of the Self helps in dealing with menopausal changes.

Abstract
Background: For many parents, making sense of “being together” with their disabled child is a very difficult undertaking, sometimes due to the objective complications in decoding the child signals, sometimes due to the parental phantasmatization of the child. Consequently, the traumatic impact of disability on parents can generate a dissociation between the perception of the child and the (emotional and affective) meaning of the experience. The aim of this study is to corroborate a substantial amount of clinical observations with concrete evidence about the lack of accuracy, in some cases, for looking at interacting with, and representing their children with disability. Method: In a sample of 44 children (0 to 17 y.o.) with disabilities, we compared the cognitive, motor, sensor, neuropsychological, communicative, emotional and relational functioning of children through an ICF-CY assessment with the parental perception of child’s personal, domestic and community ability, evaluated by VABS (Vineland Adaptive Behavior Scales  Sparrow, Balla, & Cicchetti, 2003); and the social orientation and the emotional regulation, utilizing the QUIT (Questionari Italiani del Temperamento  Axia, 2000). Results: In more than one third of parents in our sample, showing many difficulties in regarding his/her offspring, we found very significant differences in the inconsistencies between: the child’s actual functioning and the level of his/her abilities as reported by the parents; the child’s emotional evaluations coming from parents and professionals. Conclusions: We can consider our results as an evidence of post-traumatic effects, with a significant narcissistic dimension, in some parents of children with disabilities, and in a percentage comparable to other evidence of trauma.

Abstract
Time processing has been found relevant to explain some differences in the performance of students with ADHD, but also in students with other special educational needs, i.e. Borderline Intellectual Functioning and Specific Learning Disorders. The aim of this study was to devise an instrument suitable to measure time processing skills influencing learning and behavior of children with typical and impaired development. A Time Perception (TP) test was built, measuring by a computerized device simple reaction times, basic spontaneous rhythm, time reproduction and time discrimination. The sample for the standardization of the test consisted of 395 primary school students (mean age 9.12 years), equally divided by gender, of which 60 with Special Educational Needs: Specific Learning Disorders, ADHD, Borderline Intellectual Functioning. Psychometric properties of TP are reported, i.e. test-retest reliability and factor structure of the tasks, and the comparisons between groups with typical and impaired development, to confirm the validity of the instrument, useful both for research and educational and/or clinical purposes.