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249
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Citations since 2017
Introduction
Additional affiliations
June 2017 - present
June 2017 - June 2018
January 2014 - April 2017
Education
October 2010 - July 2012
October 2007 - October 2010
Publications
Publications (49)
Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across
cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these chall...
In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers’ and their students’ readiness for SEL during an intervention in five European countries. The participants were teachers (n = 402) in five Eu...
(1) Background: The high rates of mental disorders in adolescence presented in the literature often exclude internalizing problems. Although there is extensive data on the effectiveness of SEL skills in improving resilience, few studies included evidence in their reports on the relationship between SEL skills and internalizing problems. The present...
This research report presents the findings of semi- randomised evaluation of the Promoting Mental Health in School (PROMEHS) programme, developed by a nine-partners European consortium funded by the EU. The evaluation with more than 10,000 students from six different countries examined whether the progrmme is effective in enhancing students’ social...
As children and young people today face ever increasing social, emotional
and mental health challenges, schools, as one of the primary systems in
children’s lives, are called to broaden their agenda and help to address these
challenges. This paper discusses the evaluation of a school-based, universal
mental health promotion programme developed rece...
The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy,...
Objectives
The consequences of long-lasting restrictions related to the COVID-19 pandemic have become a topical question in the latest research. The present study aims to analyze longitudinal changes in adolescents’ social emotional skills, resilience, and behavioral problems. Moreover, the study addresses the impact of adolescents’ social emotiona...
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
The main purpose of this paper is to investigate the role of social and emotional learning (SEL) skills and resilience in explaining mental health in male and female adolescents, during the COVID-19 pandemic. Three self-report questionnaires were administered to 778 participants aged between 11 and 16 years (mean age = 12.73 years; SD = 1.73) and r...
In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers' and their students' readiness for SEL during an intervention in five European countries. The participants were teachers ( n = 402) in five E...
We investigated early-childhood teachers’ emotion socialization practices via a multi-method study that combined self-report measures and structured observational situations at day care centre. Eighty-nine teachers (Mage = 38.29 years; SD = 11.06) completed two questionnaires about their emotion socialization style and beliefs about emotions,
respe...
We investigated, through a cross-sectional study, whether and to what extent toddlers’ empathy is associated with a set of individual and family factors known to foster positive social skills in early childhood: children’s own emotion regulation, language ability, and maternal emotion socialization style. Participants were 320 toddlers (Mage = 28.8...
We investigated, through a cross-sectional study, whether and to what extent toddlers’ empathy is associated with a set of individual and family factors known to foster positive social skills in early childhood: children’s own emotion regulation, language ability, and maternal emotion socialization style. Participants were 320 toddlers
(Mage = 28.8...
“Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems”, co-funded by the Erasmus+ Programme of the European Union, is an experimental project that brings together education authorities, teaching practitioners and researchers from 7 European countries: Finland, Italy La...
Il progetto “Learning to Be: Development of Practices and Methodologies
for Assessing Social, Emotional and Health Skills within Education Systems”, cofinanziato dal programma Erasmus+ dell’Unione europea, è un progetto sperimentale che coinvolge differenti Istituti ed Enti di ricerca che si occupano di istruzione ed educazione appartenenti a sette...
Numerous studies suggest that both emotion knowledge and language abilities are powerfully related to young children's theory of mind. Nonetheless, the magnitude and direction of the associations between language, emotion knowledge, and theory-of-mind performance in the first years of life are still debated. Hence, the aim of this study was to asse...
Mental health is defined as a state of well-being in which every individual realizes his or her own potential, copes with the normal stresses of life, works productively and fruitfully, and is able to make a contribution to her or his community (WHO, 2014). Mental health problems among children have been increasing over the past decades. This under...
Research Findings: In this study, we investigated associations among social cognition skills (specifically, emotion knowledge and theory of mind), language abilities, and 3 varieties of prosocial behavior (helping, sharing, and comforting) in early childhood. The effects of age and gender were also taken into account. Participants were 149 Italian...
The relation between emotion understanding and theory of mind in children aged 3 to 8: The key role of language -
Ilaria Grazzani, Veronica Ornaghi, Elisabetta Conte, Alessandro Pepe,
Claudia Caprin -
Although a significant body of research has investigated the relationships among children’s EU, ToM, and language abilities, as far as we know, no...
Introduzione I comportamenti prosociali definiscono le azioni messe in atto per beneficiare gli altri senza trarne un vantaggio personale (Eisenberg et al., 2015) ed includono l’aiuto, la condivisione e la consolazione. Dalla letteratura emerge che in età prescolare lo sviluppo di tali comportamenti procede di pari passo con quello delle competenze...
Introduzione In letteratura c’è generalmente consenso sul fatto che le abilità empatiche promuovano il benessere psico-sociale e riducano il rischio di sviluppare condotte antisociali (Ostrov et al., 2013). Tuttavia, le ricerche che hanno indagato il rapporto tra empatia e comportamenti aggressivi forniscono risultati controversi: gli studi nel per...
Children spontaneously help others since the first years of life. Helping behaviors define actions intended to assist someone in goal-directed efforts, for instance instrumental helping and informing. Some abilities, such as social cognition (e.g. affective and cognitive perspective taking) and language skills, are thought to influence the occurren...
Children spontaneously help others since the first years of life. Helping behaviors define actions intended to assist someone in goal-directed efforts, for instance instrumental helping and informing. Some abilities, such as social cognition (e.g. affective and cognitive perspective taking) and language skills, are thought to influence the occurren...
Fin dalla prima infanzia i bambini mettono in atto comportamenti prosociali, cioè azioni spontanee volte a beneficiare gli altri (es. aiuto, condivisione, consolazione). Questi comportamenti vengono spesso indagati tramite questionari compilati dai genitori e osservazioni in contesti sperimentali, mentre ad oggi mancano griglie osservative da utili...
We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension (EC), theory of mind (ToM) and prosocial orientation in preschoolers. Seventy-five 4-to 5 year old children (Mage at pre-test: 5 years and 1 month; SD = 6.83 mos.), assigned to experimental and control conditions, were pre-...
Abstract. We investigated whether conversational intervention focused on emotions could
promote the development of emotion comprehension (EC), theory of mind (ToM), and
prosocial orientation in preschoolers. Seventy-five 4- to 5-year-old children (Mage at
pre-test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental
and...
We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension (EC), theory of mind (ToM), and prosocial orientation in preschoolers. Seventy-five 4- to 5-year-old children (mean age at pre-test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental and contr...
Projects
Projects (3)
PROMEHS is an Erasmus + Key Actions 3 Project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
Website: www.promehs.org
