Miriam Belluzzo

Employment of autistic adults remains a persistent social and policy issue. While research on autistic people’s transitions into work, supported employment or employer perspectives in private-sector settings is increasing, little research interrogates public-sector employment of autistic individuals, despite the public sector’s potential to act as an example for the wider labour market to model inclusive practice. We aimed at exploring the experiences and perspectives of autistic individuals, and/or other stakeholders on employability, work experiences or workplace inclusion in Public Administrations and public work through a qualitative metasynthesis. Stunned by the lack of qualitative research on this topic, we chose to use the occasion to interrogate this critical blind spot in current literature, providing a critical reflection on potential reasons for the evidence gap through the lenses of a ‘large forces’ perspective and conclude with targeted recommendations for researchers, public employers, and policy makers, calling for participatory research and pilot workplace reforms that could enhance the public sector’s unique capacity to lead inclusive employment practice.

Participatory video (PV), a methodology in which participants collectively design, film and edit audiovisual material about their own experience, has been proposed as an approach combining therapeutic, advocacy and knowledge-producing functions. This scoping review mapped and critically examined empirical reports applying PV with people experiencing severe mental illness, psychosis and related stigmatised conditions. Five bibliographic databases (Scopus, PubMed, Web of Science, PsycINFO, ERIC) and a multi-database search on the EBSCOhost platform were searched, supplemented by a Google Scholar hand-search, with reporting following PRISMA-ScR. Twelve reports, deriving from ten independent projects, were included, appraised using the Mixed Methods Appraisal Tool (MMAT) and synthesised through thematic analysis. Four themes were identified: stigma reduction and changing public perceptions; recovery, narrative and psychosocial change; voice, empowerment and collective agency; and community, institutional relationships and structural limitations. The findings suggest that a single procedure may act in two directions, on those who produce the videos and on those who watch them. Participants reported narrative development, skill acquisition, self-esteem, connectedness and, in one project, significantly reduced self-stigma; viewers reported improved knowledge, attitudes and intended behaviour where videos were delivered alongside structured contact with those who produced them. Documented difficulties included unequal contribution and contested authorship within production groups, participants unwilling to be publicly identified, and one case of institutional retaliation following a project’s public advocacy. Designs were predominantly qualitative and single-arm, with no comparison conditions and follow-up beyond three months in a single project. Only one report involved neurodivergent participants, adults with developmental disabilities; none involved autistic participants specifically or anyone under 18.

This article offers a critical reworking of ecological and social-ecological models as applied to intellectual and developmental disabilities, autism, and severe mental illness. Drawing on a qualitative synthesis of 18 studies, we show that ecological frameworks are predominantly used as descriptive mapping devices, that power and inequalities enter analyses in partial and fragmented ways, and that intersystemic connections often generate formally inclusive yet experientially exclusionary arrangements. To address these limitations, we propose an Integrated Ecological Model for Mental Disability, which retains Bronfenbrenner’s multilevel architecture but introduces four structural extensions: asymmetry of reciprocity in the microsystem, the defensive mesosystem, capital-modulated exosystemic permeability, and the performative and normalizing exosystem. These concepts integrate Bourdieu’s theory of capital and field, Foucault’s genealogy of dispositifs , ¹ and group psychoanalysis, and they are grounded in recurrent patterns observed across school transitions, family-service relations, residential services, and autism employment programs. The framework has implications for research designs that move beyond barriers and facilitators for multilevel clinical and educational interventions, and for normative debates on relational justice and psychopolitical validity in mental-disability policy.

In recent years, concerns about youth mental health, school disengagement and territorial inequalities have renewed interest in arts-based, participatory educational practices, including participatory video (PV) and youth-led filmmaking. This scoping review, conducted and reported in accordance with the PRISMA-ScR guidelines, maps empirical studies employing PV or youth-led filmmaking with adolescents and young people (approximately 9–24 years) in school, after-school and community-based programmes, focusing on engagement, belonging, psychological well-being, agency, empowerment and socio-emotional skills. A structured search was conducted in four electronic databases (Scopus, Web of Science, PubMed, PsycInfo) and complemented by manual screening of reference lists, yielding nineteen peer-reviewed articles in English using qualitative, quantitative or mixed-methods designs in which PV was a central component. Narrative thematic synthesis suggests that PV can create “third spaces” for expression and co-authorship, support participation and voice, strengthen trust, self-efficacy and relational competences, and foster school connectedness. At the same time, the literature points to limitations linked to structural constraints, power hierarchies and partial institutional recognition of youth-produced narratives. Overall, the review indicates that participatory video is a promising but context-dependent approach for supporting protective factors associated with school disengagement and early school leaving and outlines implications for integrated school–community interventions and future research on longer-term impacts.

Employment is a key social determinant of health, yet autistic individuals face high levels of unemployment, with consequences for well-being and social inclusion. This exploratory study examined stakeholder perceptions regarding the inclusion of autistic individuals in public administration employment within the Italian context, considering its potential role in advancing health equity through stable and regulated work environments. A cross-sectional online survey was conducted to explore perceptions of current inclusion measures, the importance of specific inclusion domains, and the usefulness of potential support tools. Participants (n = 62) included autistic adults, family members, and professionals with expertise in autism. Quantitative data were analyzed using non-parametric tests, while qualitative responses were examined through reflexive thematic analysis. Quantitative findings showed that educators express more positive views on existing measures and greater support for new interventions compared to family members; autistic participants report intermediate perspectives. Qualitative analysis identified five areas: recognition of autistic perspectives, need for interventions, support figures, work personalization, and staff training. Although the study does not evaluate intervention effectiveness, the findings highlight stakeholder priorities and perceived needs related to employment inclusion. While exploratory and based on a limited sample, the results may inform future research and the development of more inclusive public employment practices.

1. Inclusion in sport has become a prominent goal in both policy and academic discourse, reflecting global commitments such as the UN Sustainable Development Goals (United Nation, 2015) and the Con...

The present study examines the associations between other-oriented perfectionism and individual stress within romantic relationships, focusing on the intervening role of social media use as a relational context. Data were collected through an online survey administered via a snowball sampling procedure to a sample of 455 Italian adults aged 19 to 65 years. Using mediation analyses with relevant demographic and relational covariates (age, gender, relationship duration, education level, and sexual orientation), results indicated that higher levels of other-oriented perfectionism were positively associated with greater social media use. In turn, increased social media use was associated with higher levels of stress within romantic relationships. Other-oriented perfectionism also showed a significant direct association with relationship stress, indicating a pattern consistent with partial mediation. Age and relationship duration were significantly associated with social media use, whereas gender and relationship duration were significantly associated with relationship stress. Education level and sexual orientation were not significantly related to relationship stress. Overall, the findings suggest that social media use represents a relevant contextual process through which perfectionistic tendencies oriented toward the partner are linked to relational stress, highlighting the importance of considering digitally mediated interactions in the study of contemporary romantic relationships.

Background: Individuals with severe mental illness (SMI), including schizophrenia and psychotic disorders, often face significant challenges in developing and maintaining romantic and intimate relationships. Despite a strong desire for companionship and sexual expression, these individuals frequently encounter barriers such as social stigma, cognitive issues, and psychiatric symptoms affecting social functioning. Existing research primarily focuses on general social engagement rather than the specific complexities of romantic and sexual relationships. This narrative review synthesizes recent literature (2017–2023) to explore the intersection of SMI with sexuality, intimacy, and romantic relationships among adolescents and young adults. Methods: A narrative review approach was used to examine studies published in English between January 2017 and December 2023. Literature searches were conducted using Web of Science and Scopus, with Boolean operators applied to keywords related to severe mental illness, adolescence and young adulthood, sexuality, and romantic relationships. Inclusion criteria focused on studies addressing intimacy, romantic relationships, and sexuality among individuals diagnosed with schizophrenia or psychosis. Studies that primarily discussed medical, forensic, or legal aspects without addressing relational or psychological dimensions were excluded. The selected literature was analyzed thematically. Results: Five key themes emerged: (1) Sexual risk-taking behaviors, highlighting increased vulnerability to unprotected sex, sexually transmitted infections (STIs), and exploitation; (2) Sexual dysfunctions, often related to psychiatric symptoms and medication side effects; (3) Personal and relational resources, including the role of self-esteem, social cognition, and relationship quality in supporting romantic engagement; (4) Social stigma, which impacts self-perception, desirability, and access to relationships; and (5) Sexual orientation and gender identity, emphasizing the unique challenges faced by LGBTQ + individuals with SMI, who experience compounded stigma and relational difficulties. Conclusions: This review highlights the unmet needs for intimacy, love, and sexual expression among individuals diagnosed with SMI and the significant barriers they face. Findings suggest that psychosocial interventions, comprehensive sexual education, and stigma reduction strategies are essential for improving relationship opportunities and overall well-being. Future research should focus on lived experiences and explore tailored interventions to support romantic and sexual relationships in this population.