École de Psychologues Praticien

PURPOSE: Since the term orthorexia nervosa (ON) was coined from the Greek (ὀρθός, right and ὄρεξις, appetite) in 1997 to describe an obsession with "correct" eating, it has been used worldwide without a consistent definition. Although multiple authors have proposed diagnostic criteria, and many theoretical papers have been published, no consensus definition of ON exists, empirical primary evidence is limited, and ON is not a standardized diagnosis. These gaps prevent research to identify risk and protective factors, pathophysiology, functional consequences, and evidence-based therapeutic treatments. The aims of the current study are to categorize the common observations and presentations of ON pathology among experts in the eating disorder field, propose tentative diagnostic criteria, and consider which DSM chapter and category would be most appropriate for ON should it be included. METHODS: 47 eating disorder researchers and multidisciplinary treatment specialists from 14 different countries across four continents completed a three-phase modified Delphi process, with 75% agreement determined as the threshold for a statement to be included in the final consensus document. In phase I, participants were asked via online survey to agree or disagree with 67 statements about ON in four categories: A-Definition, Clinical Aspects, Duration; B-Consequences; C-Onset; D-Exclusion Criteria, and comment on their rationale. Responses were used to modify the statements which were then provided to the same participants for phase II, a second round of feedback, again in online survey form. Responses to phase II were used to modify and improve the statements for phase III, in which statements that met the predetermined 75% of agreement threshold were provided for review and commentary by all participants. RESULTS: 27 statements met or exceeded the consensus threshold and were compiled into proposed diagnostic criteria for ON. CONCLUSIONS: This is the first time a standardized definition of ON has been developed from a worldwide, multidisciplinary cohort of experts. It represents a summary of observations, clinical expertise, and research findings from a wide base of knowledge. It may be used as a base for diagnosis, treatment protocols, and further research to answer the open questions that remain, particularly the functional consequences of ON and how it might be prevented or identified and intervened upon in its early stages. Although the participants encompass many countries and disciplines, further research will be needed to determine if these diagnostic criteria are applicable to the experience of ON in geographic areas not represented in the current expert panel. LEVEL OF EVIDENCE: Level V: opinions of expert committees.

Aim/Purpose: The present work focuses on French PhD students’ well-being: an understudied working population thus far, which impedes the development of evidence-based policies on this issue in France.The focus of this work is the well-being of French PhD students, on which almost nothing has been published thus far, impeding any evidence-based policy on this issue to be carried out in France. Background: Research studies from several countries have shown that carrying out a PhD can be a difficult experience resulting in high attrition rates with significant financial and human costs. Methodology: The two studies presented in this article focus on biology PhD students from University Lyon 1, a very large French university (~40,000 students). A first study aimed at measuring the mental health and well-being of PhD students using generalist and PhD-specific tools. In a second study, we carried out and assessed a positive psychology intervention (PPI) aimed at improving PhD students’ well-being. Contribution: Our work is one of the first characterizations of French PhD students’ mental health and well-being. As with other recent studies conducted in Western coun-tries, we found a high level of mental distress among PhD students. Our work also underlines the importance of taking many dimensions of the PhD (not only supervisor behaviour) in order to understand PhD student well-being. Cultural specificities are highlighted and can help inform the design of interventions adapted to each situation. The PPI showed pre-to-post positive changes on PhD students’ well-being. Further research is needed on a larger sample size in order to detect more subtle effects. However, these results are promising in terms of interventions that help reduce PhD student distress. Findings: Study 1 involved 136 participants and showed that a large fraction of the PhD students experiences abnormal levels of stress, depression, and anxiety. We found that career training and prospects, research experience, and the impact of carrying out a thesis on health and private life have more impact on PhD students’ mental health than the supervisors’ behaviour. French PhD students’ well-being is specifically affected by career uncertainty, perceived lack of progress in the PhD, and perceived lack of competence compared to UK PhD students well-being, which suggests cultural differences about the PhD experi-ence in France compared to other countries. In study 2, the scores of the test and control groups (N = 10 and N = 13, respectively) showed a clear effect of the intervention on reducing anxiety. Impact on Society: The high levels of mental health issues and reduced well-being in French PhD students reported in this study underline the importance of developing interventions in this field. Improving the supervisor-student relationship is one possibility but is not the only one. Interventions aimed at learning how to cope with the research experience and with the uncertainty with career pathways, and a good balance between PhD work and personal life present other promising possibilities

BACKGROUND: To compare response to antidepressants between randomized controlled trials (RCTs) and observational trials. METHODS AND FINDINGS: Published and unpublished studies (from 1989 to 2009) were searched for by 2 reviewers on Medline, the Cochrane library, Embase, clinicaltrials.gov, Current Controlled Trial, bibliographies and by mailing key organisations and researchers. RCTs and observational studies on fluoxetine or venlafaxine in first-line treatment for major depressive disorder reported in English, French or Spanish language were included in the main analysis. Studies including patients from a wider spectrum of depressive disorders (anxious depression, minor depressive episode, dysthymia) were added in a second analysis. The main outcome was the pre-/post-treatment difference on depression scales standardised to 100 (17-item or 21-item Hamilton Rating Scale for Depression or Montgomery and Åsberg Rating Scale) in each study arm. A meta-regression was conducted to adjust the comparison between observational studies and RCTs on treatment type, study characteristics and average patient characteristics. 12 observational studies and 109 RCTs involving 6757 and 11035 patients in 12 and 149 arms were included in the main analysis. Meta-regression showed that the standardised treatment response in RCTs is greater by a magnitude of 4.59 (2.61 to 6.56). Study characteristics were related to standardised treatment response, positively (study duration, number of follow-up assessments, outpatients versus inpatients, per protocol analysis versus intention to treat analysis) or negatively (blinded design, placebo design). At patient level, response increased with baseline severity and decreased with age. Results of the second analysis were consistent with this. CONCLUSIONS: Response to antidepressants is greater in RCTs than in observational studies. Observational studies should be considered as a necessary complement to RCTs.

BACKGROUND: Parents, caregivers and mental health professionals have often reported violence and aggression in children or adolescents with autistic disorder. However, most of these observations derived from anecdotal reports, and studies on frequency and characterization of aggression in autism remain limited. Our objective was to better characterize and understand the different types of aggressive behaviors displayed by a large group of individuals with autism in different observational situations. METHODOLOGY/FINDINGS: The study was conducted on 74 children and adolescents with autism and 115 typically developing control individuals matched for sex, age and pubertal stage. Other-Injurious Behaviors (OIB) were assessed in three observational situations (parents at home, two caregivers at day-care, a nurse and a child psychiatrist during blood drawing) using validated scales. The frequency of OIB was significantly higher in individuals with autism compared to typically developing control individuals during the blood drawing (23% vs. 0%, P<0 .01). The parents observed significantly less OIB in their children than caregivers (34% vs. 58%, P<0.05). In addition, the most frequent concurrent behaviors occurring just before the appearance of OIB in individuals with autism were anxiety-related behaviors and excitation according to the parental as well as the caregiver observation. CONCLUSIONS/SIGNIFICANCE: The results suggest that in a stressful situation, such as the blood drawing, individuals with autism release their stress through behaviors such as OIB, whereas typically developing individuals regulate and express their stress through cognitive skills such as mental coping strategies, symbolization skills with representation and anticipation of the stressful situation, social interaction and verbal or non-verbal communication. The findings underline also the key role of the environment in assessing OIB and developing therapeutic perspectives, with an individual who modulates his/her behavior according to the environment, and an environment that perceives this behavior and reacts to it with different tolerance thresholds according to the observers.

While the formulation of Mihaly Csikszentmihalyi's theory of flow, including the experience dimensions, has remained stable since its introduction in 1975, its dedicated measurement tools, research methodologies, and fields of application, have evolved considerably. Among these, education stands out as one of the most active. In recent years, researchers have examined flow in the context of other theoretical constructs such as motivation. The resulting work in the field of education has led to the development of a new model for understanding flow experience in education, specifically dedicated to adult learning. As a result of both a meticulous analysis of existing models and consideration of more recent developments, a new flow scale has thus been developed. The aim of this study is therefore twofold: to validate the new flow measurement scale dedicated to the educational environment, EduFlow-2, and to test a new theoretical model. Students taking a course ( N = 6,596), some on-site and others in a MOOC, participated. Several scales were administered online at the end of the participants' course during the 2017 academic year. The factor structure of EduFlow-2 was tested using Exploratory Structural Equation Modeling. Several models were tested. The model with a second-order factor best fit the data. We tested the invariance of the flow scale measure for gender and for the type of training (MOOC/on-site). We were able to show that the flow scale is invariant of the modalities of these two variables. Results revealed good psychometric qualities for the scale, making it suitable for both on-site and distance learning. The analysis also revealed significant relationships with the classic variables of motivation, self-efficacy, learning climate, and life satisfaction. Furthermore, all four dimensions of the model were found to be adequate and consistent with the underlying theoretical arguments. In the end, this new, short flow scale and the theoretical model were demonstrated to be promising for future studies in the field of education.

Resilience may be viewed as the capacity of an individual, or perhaps of a dynamic system, to adjust and adapt positively to adversities and disruptions that impact one's functioning and development. Yet a common statement in the literature is that there are still today numerous ways of defining and conceiving resilience. This multiplicity of approaches calls for clarification and generates a need of common theoretical ground. Therefore, this review aims to examine, to clarify and to synthesize how "human" resilience is conceptualized within the recent human sciences literature to help answer the question: 'What are the key approaches, concepts, and definitions of resilience?". Following Whittemore and Knafl (2005, https://doi.org/10.1111/j.1365-2648.2005.03621.x) methods, an integrative review of the recent resilience literature (2013-2019) was undertaken. Four databases were used for the search: PsycINFO, PubMed, ERIC, Google Scholar. A reference and citation tracking was then performed on the papers identified. Sixty-nine papers passed all the stages (identification, screening, eligibility, inclusion) and formed the sample. Results show that resilience definitions are nowadays either about "adapting and bouncing back to previous levels of health" or about "thriving and rising above the adversity towards increased levels of health." Results also show that resilience features-antecedents, mechanisms, consequences-are mainly conceptualized in a vertical sequence where an antecedent influences another or influences a mechanism leading to consequences. This paper concludes that modern conceptions can fit within a transactional and constructivist approach that goes beyond the former approaches by providing a more nuanced and realistic picture of the resilience process and by viewing it as a dynamic and person-situation-defined process.

NASA is planning human exploration of the Moon, while preparations are underway for human missions to Mars, and deeper into the solar system. These missions will expose space travelers to unusual conditions, which they will have to adapt to. Similar conditions are found in several analogous environments on Earth, and studies can provide an initial understanding of the challenges for human adaptation. Such environments can be marked by an extreme climate, danger, limited facilities and supplies, isolation from loved ones, or mandatory interaction with others. They are rarely encountered by most human beings, and mainly concern certain professions in limited missions. This systematic review focuses on professional extreme environments and captures data from papers published since 2005. Our findings provide an insight into their physiological, biological, cognitive, and behavioral impacts for better understand how humans adapt or not to them. This study provides a framework for studying adaptation, which is particularly important in light of upcoming longer space expeditions to more distant destinations.

BACKGROUND: We investigated the impact of the COVID-19 crisis on mental health of professionals working in the intensive care unit (ICU) according to the intensity of the epidemic in France. METHODS: This cross-sectional survey was conducted in 77 French hospitals from April 22 to May 13 2020. All ICU frontline healthcare workers were eligible. The primary endpoint was the mental health, assessed using the 12-item General Health Questionnaire. Sources of stress during the crisis were assessed using the Perceived Stressors in Intensive Care Units (PS-ICU) scale. Epidemic intensity was defined as high or low for each region based on publicly available data from Santé Publique France. Effects were assessed using linear mixed models, moderation and mediation analyses. RESULTS: In total, 2643 health professionals participated; 64.36% in high-intensity zones. Professionals in areas with greater epidemic intensity were at higher risk of mental health issues (p < 0.001), and higher levels of overall perceived stress (p < 0.001), compared to low-intensity zones. Factors associated with higher overall perceived stress were female sex (B = 0.13; 95% confidence interval [CI] = 0.08-0.17), having a relative at risk of COVID-19 (B = 0.14; 95%-CI = 0.09-0.18) and working in high-intensity zones (B = 0.11; 95%-CI = 0.02-0.20). Perceived stress mediated the impact of the crisis context on mental health (B = 0.23, 95%-CI = 0.05, 0.41) and the impact of stress on mental health was moderated by positive thinking, b = - 0.32, 95% CI = - 0.54, - 0.11. CONCLUSION: COVID-19 negatively impacted the mental health of ICU professionals. Professionals working in zones where the epidemic was of high intensity were significantly more affected, with higher levels of perceived stress. This study is supported by a grant from the French Ministry of Health (PHRC-COVID 2020).

(1) Background: Occupational stress is high in academia, and is partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics' psychological flexibility, mental health, well-being, and time management. (2) Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety, and depression symptoms), well-being, and time use were collected before and after the eight week program. (3) Results: Results showed that psychological flexibility, mental health, well-being, and efficient time use significantly increased in the intervention group compared to the control condition. (4) Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management.

introduction Regular sport practice is recognized as beneficial for health. In certain situation of practice, namely selective exercise, it nevertheless appears likely to induce a stress response. Anxiety is a stress response-modulating factor. Our objective is to characterize the role of anxiety in the stress response induced by a selective race. Method 63 young male military conducted a selective race (an 8 km commando-walk) and were assessed the day before, the day of the race and the day after. The variables were psychometric (anxiety- trait, state and mood, stress adjustement (coping), and perceived stress and physiological nocturnal stress biomarkers (heart rate variability and sleep actigraphy). The subjects were classified on the basis of anxiety questionnaires, using mean-k clustering, into two groups according to their anxious (G ANX) or non-anxious (G N-ANX). Results Before the race, the G ANX was characterized by a lower level of self-esteem, higher scores in dysfunctional coping and a greater perceived stress compared to the G N-ANX. Compared to G N-ANX, the stress response to the exercise was higher in G ANX: G ANX exhibited (1) in immediate post-exercise, greater level in mood-anxiety and -anger and mental fatigue associated with a same level of physical fatigue and (2) in nocturnal post-exercise, an increase in sympathetic activation associated with a higher sleep fragmentation. Conclusions A selective race causes a stress response, particularly for anxious subjects. Repetition of selective sport exercises for anxious status could be at risk for health, namely by increasing the risk of emergence of overtraining. These results must be taken into account for professional anxious athletes by highlighting their need of anxiety management program.

BACKGROUND AND STUDY HYPOTHESIS: Are dyslexic children and teenagers more creative than non-dyslexic children and teenagers? Whether creativity is higher in dyslexia, and whether this could be related to neurological development specific to the dyslexic disorder, or to compensatory strategies acquired later in life, remains unclear. Here, we suggest an additional role of differential educational approaches taken in each school that could either enhance or suppress an already higher baseline creativity of dyslexic children and teenagers. RESULTS: Creativity in dyslexic and non-dyslexic children and teenagers from different schools in France and in Belgium, as well as in students from different universities, was evaluated with the Torrance Test of Creative Thinking (TTCT). Children and teenagers with dyslexia and/or with other similar dysfunctions showed higher creativity scores than non-dyslexic participants. Moreover, the educational approach could further enhance the creative scores in dyslexia, which could be as high as those measured in students from art universities. CONCLUSIONS: We conclude that dyslexic children and teenagers can be highly creative. Yet, expression of creativity can be modulated by educational approach, indicating a probable advantage for personal follow-up compared to normalizing education strategies.

Introduction: Long-duration space missions will be a real challenge for maintaining astronauts' adaptability. Research on transcutaneous vagus nerve stimulation (taVNS) is expanding rapidly, and its modalities constitute a major research challenge. A growing number of reviews stress the need to validate biomarkers for monitoring effects to enhance our understanding of the processes by which taVNS acts. Heart rate variability (HRV) appears to be a relevant candidate that informs on the autonomic nervous system (ANS). This is a promising technique to minimize the pathogenic effects of such large-scale missions and thus might be a relevant countermeasure. This study aimed to investigate the impact of taVNS on cognitive, psychological, and physiological functioning, including ANS functioning, and the benefits of increasing the number of taVNS sessions. Method: A total of 44 healthy participants were randomly assigned to one of the two cross-over protocols: a single session protocol (one taVNS and one sham simulation) or a repeated session protocol (three taVNS and three sham simulations). Cognitive, psychological, and physiological measures were performed before (pre) and after (post) each intervention. Sleep monitoring was only recorded before the first and after the last intervention in each protocol. For the repeated session protocol only, participants were allocated to two groups according to their parasympathetic activation gain during the three interventions: high parasympathetic delta (HPd) and low parasympathetic delta (LPd). Results: Participants in the repeated session protocol increased their HRV, cognitive performance, and sleep efficiency. In particular, taVNS induced higher parasympathetic activation and cardiac flexibility compared to the sham simulation in the repeated session protocol. Nevertheless, the perception of stress may indicate a nocebo effect of the repeated session. The HPd profile had higher interoceptive awareness, HRV highlighted by non-linear measures, and cognitive performance, but presented a decrease in some indicators of sleep efficiency compared to the LPd profile. Conclusion: taVNS seems to induce positive health outcomes, especially when the stimulation is repeated three times per week. Our findings highlight the benefits of parasympathetic activation during taVNS on psychophysiological and cognitive functioning. Further research is needed to validate these results on a large sample, using longitudinal measures over several months. This intervention appears promising as a countermeasure to extreme missions and occupations.

Background: Occupational stress is high in academia, and partly related to time pressure. Mindfulness-based programs are known to be effective in reducing stress and increasing well-being. Recent work suggested that these programs may also improve time management. This study tested the effects of a mindfulness-based program on academics’ psychological flexibility, mental health, well-being and time management.Methods: The study was conducted in a French research department. Participants were offered to join a mindfulness-based program (n = 21) or to be on a wait-list control group (n = 22). Self-reported measures of psychological flexibility, mental health (stress, anxiety and depression symptoms), well-being and time use were collected before and after the 8 weeks program.Results: Results showed that psychological flexibility, mental health, well-being and effective time use significantly increased in the intervention group compared to the control condition.Conclusions: The results suggested that the mindfulness-based programs were effective in improving adaptive functioning, well-being, and optimal time use in academia, thus underlining potential useful perspectives to help academics improve mental health and time management.

This study aimed to objectivize the quality of smooth pursuit eye movements in a standard laboratory task before and after an Eye Movement Desensitization and Reprocessing (EMDR) session run on seven healthy volunteers. EMDR was applied on autobiographic worries causing moderate distress. The EMDR session was complete in 5 out of the 7 cases; distress measured by SUDS (Subjective Units of Discomfort Scale) decreased to a near zero value. Smooth pursuit eye movements were recorded by an Eyelink II video system before and after EMDR. For the five complete sessions, pursuit eye movement improved after their EMDR session. Notably, the number of saccade intrusions-catch-up saccades (CUS)-decreased and, reciprocally, there was an increase in the smooth components of the pursuit. Such an increase in the smoothness of the pursuit presumably reflects an improvement in the use of visual attention needed to follow the target accurately. Perhaps EMDR reduces distress thereby activating a cholinergic effect known to improve ocular pursuit.

Satisfaction with life as a judgmental cognitive process can be negatively influenced by appraisals of daily events such as hassles. Trait-gratitude-a tendency to appraise, recognize and respond to life events through being grateful-is a determinant of mental health and well-being, and has been shown to be related to the positive appraisal of life. The aim of the current study was to investigate the moderating role of trait-gratitude in the relationship between daily hassles and satisfaction with life. In the process of carrying out this study, the French version of the Gratitude Questionnaire (GQ-6) was validated. A total of 328 French undergraduates completed questionnaires measuring gratitude, satisfaction with life, and daily hassles to test the main hypothesis. They also completed optimism, coping strategies, depression, and anxiety questionnaires in order to assess the convergent validity of the French version of the GQ-6. First, the results showed satisfactory psychometric properties of the Gratitude Questionnaire. Second, the results indicated the moderating role of trait-gratitude in the relationship between daily hassles disturbance and satisfaction with life. This study further documents the role of gratitude as a determinant of well-being and provides French-speaking clinicians and researchers with a useful tool to measure grateful disposition.

Objectives: The purpose of this exploratory cross-sectional study is to assess the psychological impact of insulin-dependent type 1 diabetes (IDDM) on siblings of the ill child. Methods: The study population consisted of two groups of siblings, each including six children aged 12 to 15 years and 8 to 12 years respectively, under the responsibility of the Therapeutic Education Centre for Young Diabetic Children. G roup interviews and behavioural observations were conducted within the framework of structured group counselling sessions. Narratives were submitted to a content analysis. Results: showed that siblings of IDDM children have difficulties interacting with the ill child, and display negative emotions such as guilt, anxiety, anger and jealousy. Conclusion: brothers and sisters of diabetic children are disturbed by the occurrence of this chronic illness. Controlled prospective trials are required before these results can be confirmed and generalised.

Extreme and unusual, and isolated and confined environments (EUE/ICE) are characterized by unique sensory stimulation. They are known to adversely affect human psychology and physiology, and threaten the outcome of spatial, polar, or submarine missions. This exploratory study evaluates the negative impact of a submarine patrol on the psychological and sensory performances according to heart rate variability (HRV). Nineteen submariners were classified into high parasympathetic activity (HPa) and low parasympathetic activity (LPa) groups using their pre-patrol parasympathetic level. The impacts of the mission on emotional health, interoception and exteroception were evaluated at baseline, twice during the patrol, and once at recovery one month later. Emotional health was assessed using the scale of positive and negative experience (SPANE) questionnaire. Interoception and exteroception were evaluated using other questionnaires and sensorial assessments, respectively. In all cases, no significant inter-group difference was found for emotional health. Exteroceptive and interoceptive functioning was better among the HPa group compared to the LPa group, both during the patrol and at recovery. HRV measures for the HPa group indicated a more adaptable profile, marked by greater cardiac vagal tone during the patrol and at recovery. Our results are the first to highlight the impact of physiological differences in HRV profile on adaptability in an ecological constraint environment. Such research would open perspectives for submariners’ preparation, but also the design of countermeasures that bring us closer to Mars.

Following increased flexibilization of labour market and related decline of traditional labour unionism over the last few decades, studying mobilization processes of precarious workers has become particularly timely. While localized forms of organization and unionization are gradually emerging, little is known about why workers intend to join these coordinated forms of collective action. Integrating social movement studies with social psychological literature on collective action, this study fills this gap by exploring collective action intentions in the current context of non-standard labour. To do so, we surveyed precarious workers enrolled by temporary hiring agencies in Italy (N = 379) and found two parallel psychological pathways explaining their collective action intentions. On the one hand, participants exhibited high collective action intentions when they were able to collectively identify with other precarious workers as part of the same social group. Collective identification with precarious workers increased group-based injustice that in turn predicted collective action intentions. On the other hand, participants also exhibited high collective action intentions when they were able to politically identify with unionized workers. Politicized identification with unionized workers increased collective efficacy that in turn predicted collective action intentions. By singling out the complementary role played by these two parallel pathways of collective action intentions among precarious workers, this study shed light on the socio-psychological determinants underlying the mobilization propensity of individuals still lacking any organizational affiliation, a topic that has been relatively ignored in scholarly literature. In doing so, we combine social movement studies and social psychological literature in innovative ways.

School burnout is affecting more and more adolescents. In order to develop appropriate preventative measures, the problem more than ever requires a detailed understanding of the mechanisms operating on students’ capacity to adapt to circumstances rendered particularly difficult by the SARS-CoV-2 pandemic (COVID-19). In the absence of an explanatory framework in the field of school health, the JD-R model of work-related stress constitutes an original prism for reading the quality of pupils’ adaptation to their school environment. The aim of this research is on the one hand to observe the predictive links between the different variables operationalized in the school JD-R model and on the other, to test the adequacy of this model against the data in schools acutely affected by the COVID situation. A total of 470 middle school, high school and 1st year BTS students agreed to participate in the longitudinal study. They were administered six scales spread over three measurement periods. The results of the predictive path analyses reveal that the hypotheses assumed are to a good degree verified. However, even if the model as a whole does not fit the data well, in their essence, the results point to the importance of strengthening students’ own resources as well as those present within the school.

In this article Rebecca C. Reynolds was missing from the author list. The complete correct author group is given below. Lorenzo M. Donini, Juan Ramón Barrada, Friederike Barthels, Thomas M. Dunn, Camille Babeau, Anna Brytek-Matera, Hellas Cena, Silvia Cerolini, Hye-hyun Cho, Maria Coimbra, Massimo Cuzzolaro, Claudia Ferreira, Valeria Galfano, Maria G. Grammatikopoulou, Souheil Hallit, Linn Håman, Phillipa Hay, Masahito Jimbo, Clotilde Lasson, Eva-Carin Lindgren, Renee McGregor, Marianna Minnetti, Edoardo Mocini, Sahar Obeid, Crystal D. Oberle, Maria-Dolores Onieva-Zafra, Marie-Christine Opitz, María-Laura Parra-Fernández, Reinhard Pietrowsky, Natalija Plasonja, Eleonora Poggiogalle, Adrien Rigó, Rachel F. Rodgers, Maria Roncero, Carmina Saldaña, Cristina Segura-Garcia, Jessica Setnick, Ji-Yeon Shin, Grazia Spitoni, Jana Strahler, Nanette Stroebele-Benschop, Patrizia Todisco, Mariacarolina Vacca, Martina Valente, Màrta Varga, Andrea Zagaria, Hana Flynn Zickgraf, Rebecca C. Reynolds &amp; Caterina Lombardo. The original article [1] has been corrected.