• Grazzani, I., Agliati, A., Cavioni, V., Conte, E., & Martinsone, B. (2022, July 7-10). Promoting Mental Health at Schools (PROMEHS): European project for development of curriculum involving all school community. In B. Martinsone (Chair), Promoting Mental Health at Schools (PROMEHS) – the evidence-based curriculum from kindergarten to high school [Symposium]. 43rd Annual Conference of the International School Psychology Association, Leuven, Belgium.
• Cefai, C., Bartolo, P., Camilleri, L., Simoes, C., & Gandellini, S. (2022, July 7-10). Impact of PROMEHS Curriculum: Results from the pilot study conducted in six European countries. In B. Martinsone (Chair), Promoting Mental Health at Schools (PROMEHS) – the evidence-based curriculum from kindergarten to high school [Symposium]. 43rd Annual Conference of the International School Psychology Association, Leuven, Belgium.
• Colomeischi, A. A., Tatalović Vorkapić, S., Poulou, M., Rossi, F. M., & Ornaghi, V. (2022, July 7-10). Impact of PROMEHS Curriculum on teachers’ mental health: Results from three European countries. In B. Martinsone (Chair), Promoting Mental Health at Schools (PROMEHS) – the evidence-based curriculum from kindergarten to high school [Symposium]. 43rd Annual Conference of the International School Psychology Association (ISPA), Leuven, Belgium.
• Poulou, M., Cefai, C., Camilleri, L., Bartolo, P., & Agliati, A. (2022, July 8-10). Teachers’ promotion of mental health: Results from a European intervention program (PROMEHS) [Paper presentation]. International Conference on Teaching and Learning, Zurich, Switzerland.
• Cavioni, V. (2022, June 30-July 3). The PROMEHS project: A comprehensive multi-component curriculum to promote mental health at schools [Paper presentation]. 8th ENSEC Conference “Social Emotional Learning and Positive Development”, Suceava, Romania.
• Grazzani, I., Ornaghi, V., Cavioni, V., Conte, E., Agliati, A., Gandellini, S., & Poulou, M. (2022, June 30-July 3). Promoting mental health in school: The PROMEHS project. In V. Cavioni (Chair), The PROMEHS project: A comprehensive multi-component curriculum to promote mental health at schools [Symposium]. 8th ENSEC Conference “Social Emotional Learning and Positive Development”, Suceava, Romania.
• Cavioni, V., & Grazzani, I. (2022, June 24-25). The PROMEHS project: An innovative comprehensive curriculum to promote mental health in schools [Paper presentation]. Jean Monnet Chair Freiburg for European Education International Conference – “Teacher Training in Europe. Challenges, Problems, and Solutions”. Freiburg, Germany and Online.
• Brazzelli, E., Grazzani, I., Agliati, A., Cavioni, V., Conte, E., Gandellini, S., Rossi, F. M., Ornaghi, V., Camilleri, L., Cefai, C., Colomeischi, A., Duca, D., Golob, L., Martinsone, B., Poulou, M., Santos, M., Simões, C., Supe, I., & Tatalović Vorkapić, S. (2022, June 19-23). The effectiveness of the PROMEHS project: A comprehensive multi-component curriculum to promote mental health in schools [Poster presentation]. 26th International Society for the Study of Behavioural Development Conference, Rhodes, Greece.
• Conte, E. (2022). Aspetti chiave nella promozione della salute mentale a scuola. Conferenza «Promuovere il benessere a scuola» – Rete delle scuole21 Ticinese, Radix Svizzera Italiana. 18 maggio, Camignolo, Svizzera.
• Cavioni, V. (2022, March 30). Promoting the mental health at school [Paper presentation]. OECD Directorate for Education and Skills Q&A Webinar – “Ask an Expert: What role does emotional well-being play in 21st-century childhood?”, Online.
• Cavioni, V. (2022, January 24 – February 18). The PROMEHS project: A universal multi-component curriculum to promote mental health in schools [Paper presentation]. 80th International Scientific Conference of the University of Latvia, Riga, Latvia and Online.
• Ornaghi, V., Conte, E., Agliati, A., & Gandellini, S. (2021). Pratiche di socializzazione emotiva al nido: uno studio multi-metodo. Lavoro presentato all’interno del simposio dal titolo “I processi di socializzazione emotiva: riflessioni di metodo e di contesto”. XXXIII CONGRESSO NAZIONALE AIP SEZIONE DI PSICOLOGIA DELLO SVILUPPO E DELL’EDUCAZIONE. BARI, 20-23 Settembre 2021. Libro degli abstract, pagg. 235-236.
• Conte, E., Ornaghi, V., Agliati, A., & Gandellini, S. (2021). Early-childhood Teachers’ Emotion Socialization Practices: A Multi-Method Study at Nursery. Paper presented at the EADP online conference “Developmental Trends: Concerns and Opportunities” 10^th September 2021. In Book of Abstract, pp. 32-33.
• Conte, E., Ornaghi V. (2021). Stili di socializzazione emotiva materna, regolazione emotiva ed empatia nella prima infanzia. Lavoro presentato all’interno del simposio dal titolo “Io e i grandi: la relazione con l’adulto e il suo ruolo nello sviluppo dall’infanzia all’adolescenza”. XXXIII CONGRESSO NAZIONALE AIP SEZIONE DI PSICOLOGIA DELLO SVILUPPO E DELL’EDUCAZIONE. BARI, 20-23 Settembre 2021. Libro degli abstract, pagg. 219-221.
• Pepe, A., Conte, E. (2021). Uno studio multimetodo sui comportamenti prosociali spontanei dei bambini di 2 e 3 anni. Presentazione orale nel Simposio “I comportamenti prosociali nell’infanzia: quali variabili associate?”. XXXIII Congressso Nazionale AIP, sezione Psicologia dello Sviluppo e dell’Educazione (Abstract Book, pp. 50-51). 20-23 settembre, Bari, Italia.
• Cavioni, V., Agliati, A., Conte, E., Gandellini, S., Lupica Spagnolo, M., Rossi, F., et al. (2021). PROMEHS: un programma d’intervento per promuovere la salute mentale a scuola. Lavoro presentato al XXXIII Congresso nazionale AIP – Associazione Italiana di Psicologia. Sezione di Psicologia dello Sviluppo e dell’Educazione Bari, 20-23 settembre 2021. In Libro degli abstract, pagg 26-28.
• Grazzani, I. (2019). Social and emotional competence in early years education: The impact of intervention programs on young children’s development. Keynote presentation, 7th ENSEC Conference, Budapest, 29-31 August. Book of Abstracts, p. 15.
• Cavioni, V., Grazzani, I., Agliati, A., Conte, E., Ornaghi, V. (2019). The PROMEHS project: A comprehensive multi-component curriculum to promote mental health in schools. Oral presentation, 7th ENSEC Conference, Budapest, 29-31 August. Book of Abstracts, p. 92.
• Cavioni, V., Agliati, A., Grazzani, I. (2019). Exploring mental health in schools among adolescents in Italy. Poster, 7th ENSEC Conference, Budapest, 29-31 August. Book of Abstracts, p. 139.
• Conte, E., Ornaghi, V. (2019). Early childhood development of theory of mind in typical and atypical samples: Associations with language and social abilities. Symposium, 19th European Conference on Developmental Psychology, Athens, 29 August-1 September. Abstract Book, p. 242.
• Conte, E., Ornaghi, V., Grazzani, I., Pepe, A. (2019). The association between emotion knowledge and theory of mind in early years: The role of language abilities. Oral presentation in the Symposium “Early childhood development of theory of mind in typical and atypical samples: Associations with language and social abilities”. 19th European Conference on Developmental Psychology, Athens, 29 August-1 September. Abstract Book, p. 243.
• Conte, E., Grazzani, I., Pepe, A. (2019). The determinants of helping and sharing behaviors: A study with toddlers and preschoolers. Oral presentation in the Symposium “Prosocial child: Contextual and cultural factors that influence children’s prosocial and moral behavior”. 19th European Conference on Developmental Psychology, Athens, 29 August-1 September. Abstract Book, p. 486.
• Ornaghi, V., Suttora, C. (2019). Caregivers’ mind-mindedness in family and out-of-home contexts: Methodological perspectives. Symposium, 19th European Conference on Developmental Psychology, Athens, 29 August-1 September. Abstract Book, p. 538.
• Ornaghi, V., Agliati, A., Pepe, A., Gabola, P. (2019). How early-childhood teachers’ mind-mindedness relates to their beliefs on emotions and their emotion socialization styles. Oral presentation in the Symposium “Caregivers’ mind-mindedness in family and out-of-home contexts: Methodological perspectives”. 19th European Conference on Developmental Psychology, Athens, 29 August-1 September. Abstract Book, p. 540.
• Cavioni, V., Agliati, A., Grazzani, I. (2019). Exploring school mental health, student-teacher relationship, and school climate among adolescents: Results of a survey study in Italy. Poster, 19th European Conference on Developmental Psychology, Athens, 29 August-1 September. Abstract Book, p. 690.
• Brazzelli, E., Grazzani, I., Pepe, A., Ornaghi, V., Conte, E. (2019). Parental socialization of prosocial development: Psychometric properties of the Parental Prosocial Practices Questionnaire (PPPQ). Poster, 19th European Conference on Developmental Psychology, Athens, 29 August-1 September. Abstract Book, p. 751.
• Agliati, A., Ornaghi, V., Gandellini, S., & Gabola, P. (2018). La relazione tra mind-mindedness, credenze sulle emozioni e stile di socializzazione emotiva delle educatrici al nido. In XXXI Congressso Nazionale AIP, sezione Psicologia dello Sviluppo e dell’Educazione, Torino. Simposi (p.189).
• Cavioni, V., & Conte, E. (2018). Racconti di vita scolastica: ricordi ed emozioni della relazione con i docenti. In XXXI Congressso Nazionale AIP, sezione Psicologia dello Sviluppo e dell’Educazione, Torino. Simposi (p.162).
• Brazzelli, E., & Grazzani, I. (2018). Promozione delle competenze emotive e prosociali al nido: un intervento conversazionale condotto dalle educatrici. In XXXI Congressso Nazionale AIP, sezione Psicologia dello Sviluppo e dell’Educazione, Torino. Simposi (p.60).
• Ornaghi, V., Agliati, A., Pepe, A., & Grazzani, I. (2018). Comprensione e regolazione emotiva tra i 2 e i 3 anni: il ruolo dello stile di socializzazione emotiva materno. In XXXI Congressso Nazionale AIP, sezione Psicologia dello Sviluppo e dell’Educazione, Torino. Simposi (p.8).
• Brazzelli, E., Grazzani, I., & Pepe, A. (2018). Pratiche di socializzazione alla prosocialità: studio di validazione del Parental Prosocial Practices Questionnaire (PPPQ). In XXXI Congresso Nazionale AIP, sezione Psicologia dello Sviluppo e dell’Educazione, Torino. Simposi (p.12).
• Conte, E., Cavioni, V., Grazzani, I., Ornaghi, V., & Agliati, A. (2018). Learning to Be: Development of practices and methodologies for assessing social, emotional, and health skills within education systems. In European Conference on Resilience in Education, Malta.
• Cavioni, V., & Conte, E. (2018). Social and Emotional Learning and Resilience in Schools: Projects from Europe. In European Conference on Resilience in Education, Malta.
• Brazzelli, E., & Grazzani, I. (2018). Promoting toddlers’ social cognition and prosocial behavior: a training study at nursery. In BCCCD 2018 – Budapest CEU Conference on Cognitive Development. Program and Abstract (pp.194-194).
• Ornaghi, V., Agliati, A., Grazzani, I. (2017). The effects of an emotion-knowledge training on toddlers’ prosocial and aggressive behavior. In 18th European Conference on Developmental Psychology Abstract. Abstract book (pp. 149).
• Ornaghi, V., Agliati, A., Gandellini, S. (2017). Toddlers’ Empathic Behavior: The Role Of Emotion Regulation, Language, Maternal Emotional Style. In 18th European Conference on Developmental Psychology Abstract. Abstract book (pp. 557).
• Brazzelli, E., Farina, E., Grazzani, I., & Pepe, A. (2017). The Child Prosocial Behavior Questionnaire (CPBQ): Assessing toddlers’ prosocial behavior. In 18th European Conference on Developmental Psychology Abstract. Abstract book (pp.506).
• Brazzelli, E., Farina, E., Grazzani, I., & Pepe, A. (2017). The Prosocial Practices Questionnaire: Impact Of Parents’ Strategies On Children’s Prosocial Behavior. In 18th European Conference on Developmental Psychology. Abstract book (pp.148).
• Caprin, C., Ornaghi, V., Giustarin, E., Ottoboni, F., Corti, E., Grazzani, I. (2017). Preschoolers’ prosocial behavior and its relation with language & socio-emotional abilities. In 18th European Conference on Developmental Psychology. Abstract book (pp.469).
• Conte, E., Grazzani, I. (2017). Helping behaviors in early childhood: The role of social cognition and language. In 18th European Conference on Developmental Psychology. Abstract book (pp.112).

• Conte, E., Grazzani, I., & Pepe, A. (2016). Emotion comprehension, language, prosociality and temperament in 2- and 3-years-olds: Preliminary results fron an Australian sample. In Abstract CERE 2016 (http://www.cere-emotionconferences.org/wp-content/uploads/2016/07/20160705_CERE2016-Abstracts.pdf) (pp.15-15).
• Ornaghi, V., Grazzani, I., Caprin, C., & Ottoboni, F. (2016). The relation between preschoolers’ emotion comprehension and their prosocial behavior: The role of age and language. In CERE 2016: Abstracts (pp.163-163). Leiden.
• Grazzani, I., Brockmeier, J. (2016). Young children’s understanding of the mind: the role of conversation in developing cognition. Colloquium, Institute Jean Nicod-Paris.
• Grazzani I., Ornaghi V., Agliati A. (2015). Emotion socialization at nursery school: An evidence-based research adopting a conversational approach. Paper presented at the Conference on the International Society for research on Emotion (ISRE) 2015. Geneve, July 8-10. Book of abstracts, p. 440.
• Caprin, C., Caruso, A., Grazzani I., Ornaghi V., Ottoboni, F. (2015). Preschoolers’ prosocial behavior: its relationship with linguistic, cognitive and emotional competences. Poster presented to the  14th  European Congress on Psychology. University of Milano-Bicocca, Milan, July 7-10.
• Grazzani I., Agliati A., Ornaghi V. (2015). Promoting story-bades conversations on emotions in nursery school: effects on toddlers’ verbal skills. Poster presented to the International Conference Narrative and Intervention, Université Paris-Descartes, France, June 10-12.
• Grazzani I., Agliati A., Ornaghi V. (2014). The impact of story-based conversations on nursery-schools’ children’s psychological lexicon and emotion comprehension. Paper presented at the 13th International Congress for the Study of Child Language (IASCL). Amsterdmam, The Netherlands, July 14-18.
• Grazzani I, Ornaghi V., Cherubin E., Piralli F. (2013). Promoting children’s social cognition through story-based conversation: An intervention study. Paper presented at the 16th European Conference on Developmental Psychology. Lausanne, 3-7 September. Title of the Symposium: Intervention procedures to promote narratives and through narratives.
• Agliati, A., Grazzani, I., Ornaghi, V. (2013). Promoting toddlers’ emotion socialization: The use of emotional-state language at the nursery school. Poster presented to the 16th European Conference on Developmental Psychology. Lausanne, 3-7 September.
• Grazzani I., Agliati A., Ornaghi V. (2013). Toddlers’ emotion socialization at nursery school: A conversational intervention using psychological language. Poster presented to the ISRE (International Society for Research on Emotions) Biennal Meeting 2013, Berkeley, California. Program p. 20.
• Grazzani, I., Ornaghi, V. (2012). Mental-state talk, narratives and theory of mind: Intervention procedures with preschoolers. Speech presented as invited speaker at the International conference NIL 2012: Narrative, intervention and literacy, Université La Sorbonne, Paris, September 6-7 2012.
• Ornaghi, V., Piralli, F., Cherubin, E., Grazzani, I. (2012). How to improve social cognition by training children in social understanding. In M. Cantoia et al. (eds.), Proceedings of the 5th Biennial Meeting of th EARLI SIG 16 Metacognition. EDUCatt, Milano, pp. 97-98.
• Grazzani I., Ornaghi V. (2010). Improving preschool children’s theory of mind: A training studies with language games. Lavoro presentato al Meeting della European Society for Philosophy and Psychology, Bochum/Essen, August 2010. In Proceedings of ESPP 2010 (p. 204).
• Ornaghi V., Grazzani I. (2008), Can 3 year-old children be trained to use mental-state talk in order to increase their understanding of the mind? Workshop on Pragmatics and Social Cognition. University College, London, 25-26 Aprile.