Ti ricordi...? Il reminiscing nella diade genitore-bambino prescolare e scolare in contesti di sviluppo tipico e atipico

The first part of the work, devoted to the theoretical in-depth analysis, has been subdivided into three chapters in which we have examined the studies about the characteristics of reminiscing and its adaptive value in favouring the development and consolidation of the child's various emotional, cognitive and relational abilities. Furthermore, we have examined the studies that enquired into the reminiscing's training potentials carried out in typical and atypical development contexts. Eventually, we have analyzed the study of illness narratives, i.e. the narrative method to cope with and work through the illness situation. The main purpose of the research has been to enquire into reminiscing in typical and atypical development situations and assess the efficacy of a reminiscing training. To pursue these targets, the research has been organized in three studies. The first study has been devoted to analyze reminiscing in typical development situations with pre-school and school-age children, observed in interaction with their mothers or fathers. We submitted questionnaires to 107 dyads of parent-child aiming at enquiring into the child's various abilities, besides the reminiscing conversation about positive and negative events (Laible & Song, 2006). Descriptive, qualitative and quantitative analyses have been conducted on the gathered data. The results have shown how Italian parents are used to communicating usually with their children about past events spent together. Furthermore, in the reminiscing conversations on positive and negative events, they mainly used an elaborative style. Even the children involved have shown a behavior similar to their parents’ behaviour, mainly using the elaborative style. The second study has been conducted with the aim of assessing the efficacy of reminiscing training for the parents of children with typical development, to improve their elaborative and emotional reminiscing style. 24 dyads of parent-child have taken part in this study, subdivided into two groups, respectively experimental and control groups. The results have shown the efficacy of training, because there has been an increase in the importance attributed to the reminiscing practice by the parents belonging to the experimental group. Besides, they have obtained a significant increase in the use of the elaborative style both in the recollections of positive and negative events, as well as a higher use of references to the child’s self in recollecting both events and an increase in references to the emotions in the recollection of negative events. Similarly, also the children involved in training have shown an increase in the use of an elaborative style, references to emotions and self, both in recollecting positive and negative events. After the training, there has been also an increase in interactive exchanges and, more specifically, elaborative interactive exchanges. The third study has been conducted with the aim of enquiring into the reminiscing practice in children that present an oncological pathology and their parents. 15 dyads of parent-child with illness diagnosed since at least 6/10 months or in remission have taken part in the study. Instruments have been proposed to assess the child's psychophysical wellbeing state, together with the reminiscing conversation on positive and negative events (Laible & Song, 2006) and on acute and chronic events linked with the illness (Sales & Fivush, 2005). Qualitative and quantitative descriptive analyses have been conducted. The results have enabled to show how oncology children’s parents are used to carrying out the reminiscing practice in every-day life. Regarding the parental style employed in recollecting positive, negative, acute and chronic events, the parents have mainly used an elaborative reminiscing style. From the reminiscing conversations, interesting data have emerged concerning the presence in the parents of references to the dyad relational self, i.e. parent’s references to the dyad. Furthermore, while recollecting chronic events, the parents have made more references to emotional aspects and coping strategies. On the whole, the research confirmed the data present in literature about the influence that the various reminiscing parental styles may have on the socio-emotional skills and competences of pre-school and school-age children. Furthermore, the data have highlighted the importance of the use of an emotional reminiscing style, both in typical and atypical development situations.