Professore Ordinario di Psicologia dello Sviluppo e dell’Educazione, Dipartimento di Scienze Umane per la Formazione ‘R.Massa’, è responsabile scientifica del Laboratorio di Ricerca in Psicologia dello Sviluppo e dell’Educazione (Lab-PSE). E’ inoltre componente del Presidio di Qualità dell’Ateneo, Ramo Ricerca, ed è stata Presidente della Commissione ‘Assicurazione di Qualità  della Ricerca’ per il DISUF.
Coordina vari progetti che hanno ottenuto finanziamenti nazionali e internazionali, fra cui il progetto europeo Promehs – Erasmus+ KA3 (https://it.promehs.org/). Tra i principali interessi di ricerca: il ruolo del linguaggio nello sviluppo della teoria della mente dei bambini; lo sviluppo della competenza socio-emotiva; la validazione di programmi di intervento per la promozione di abilità di comprensione sociale e apprendimento socio-emotivo nei bambini. E’ Associate Editor di riviste internazionali, fra cui Infant Mental Health Journal e International Journal of Emotion Education. Appartiene a varie Società scientifiche fra cui EADP (European Association on Developmental Psychology), ISRE (International Society for Reseach on Emotions), ENSEC (European Network for Social and Emotional Competence) e ICIS (International Congress for Infant Studies).

Alcune pubblicazioni (selezione)

2022 – 2020

-Colomoeischi A., Duca, D., Bujor, L., Rusu, P., Grazzani, I., Cavioni, V. (2022). Impact of a school mental health program on children’s and adolescents’ socio-emotional skills and psychosocial difficulties. Children, 9, 1661.doi: 10.3390/children9111661

-Martinsone, B., Stokenberga, I., Grazzani, I. (2022). Monitoring system of implementation of the promoting mental health at schools (PROMEHS) program. Frontiers in Psychology. 13:1043001. doi: 10.3389/fpsyg.2022.1043001

-Poulou, M., Grazzani, I., Cavioni, V., Ornaghi, V., Conte, E., Cefai, C., Camilleri, L. Bartolo, P. (2022). Teachers’ and students’ changes in social and emotional competences following the implementation of PROMEHS: A European program for promoting mental health at schools. Educational Research Applications. 7:205. doi: 10.29011/2575-7032-100205

-Poulou, M., Grazzani, I., Cavioni, V., Ornaghi, V., Conte, E., Cefai, C., Camilleri, L. Bartolo, P. (2022). Changes in students’ social and emotional competences following the implementation of a school-based intervention program. American Journal of Applied Psychology. 11(5), pp. 122-132. doi: 10.11648/ajap.20221105.11

-Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Cavioni, Conte, E., Ornaghi, V., Agliati, A., Gandellini, S., Tatalovic Votrkapic, S., Poulou, M., Martinsone, B., et al. (2022). The effectiveness of a school-based, universal mental health programme in six European countries. Frontiers in Psychology, 13:925614. doi : 10.3389/fpsyg.2022.925614

-Anthony, C.J., Elliott, S.N., ….Grazzani, I. Ornaghi, V. et al. (2022). Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries. Frontiers in Psychology, 13:928189. doi: 10.3389/fpsyg.2022.928189

-Brazzelli E., Grazzani I., Pepe A. (2022). Prosocial Behavior in Toddlerhood: The Contribution of Emotion Knowledge, Theory of Mind, and Language Ability. Frontiers in Psychology.13:897812. doi: 3389/fpsyg.2022.897812

-Brazzelli E., Grazzani I. (2022). Valutare l’aiuto, la condivisione e il conforto: una batteria di prove prosociali per l’infanzia (BPS-I) (The assessment of helping, sharing, and comforting in infancy: proposal of a prosocial task battery). Psicologia Clinica dello Sviluppo, 26(2), pp. 337-344. doi: 10.1449/102018.

Grazzani I., Agliati, A., Cavioni, V., Conte, E. et al. (2022). Adolescents’ resilience during COVID-19 pandemic and its mediating role in the association between SEL skills and mental health, Frontiers in Psychology, 13: 801761. doi: 10.3389/fpsyg.2022.801761

-Martinsone, B., Stokenberga, I., Damberga, I., Supe, I., ….Grazzani, I., Ornaghi, V., Camilleri, L. (2022). Adolescent social emotional skills, resilience and behavioral problems during the COVID-19 pandemic: A longitudinal study in three European countries. Frontiers in Psychiatry,13:942692. doi: 10.3389/fpsyt.2022.942692

Brazzelli E., Grazzani I. (2022). Valutare l’aiuto, la condivisione e il conforto:  una batteria di prove prosociali per l’infanzia (BPS-I) (The assessment of helping, sharing, and comforting in infancy: proposal of a prosocial task battery). Psicologia Clinica dello Sviluppo (doi: 10.1449/102018).

Grazzani I., Agliati, A., Cavioni, V. , Conte, E. et al. (2022). Adolescents’ resilience during COVID-19 pandemic and its mediating role in the association between SEL skills and mental health, Frontiers in Psychology, 13: 801761. doi: 10.3389/fpsyg.2022.801761

Martinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P., O’Riordan, M.R., & Grazzani, I. (2022). Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: Parent and teacher evaluations. Frontiers in Psychology, 12: 760782. doi: 10.3389/fpsyg.2021.760782

Grazzani I., Ornaghi V. (2022). Children’s development of social understanding. Using language games to promote the comprehension of mental states. Edizioni Junior-Bambini Srl, Parma.

Cavioni V., Grazzani I., Ornaghi V., Agliati A., Pepe A. (2021). Adolescents’ mental health at school: The mediating role of life satisfaction, Frontiers in Psychology, 12:720628. doi: 10.3389/fpsyg.2021.720628

Confalonieri, Grazzani I. (2021), Adolescenza e compiti di sviluppo. Terza edizione ampliata, Unicopli, Milano.

Brazzelli E., Grazzani I. & Pepe A. (on line, 204, 2021). Promoting prosocial behavior in toddlerhood: A conversation-based intervention at nurseryJournal of Experimental Child Psychology. doi: 10.1016/j.jecp.2020.105056

Höltge, J., Jefferies, P., Cowden, R.G., Govender, K., Maximo, S.I., Carranza, J.S., Kapoor, B., Tomar, A., Theron, L., van Rensburg, A., Lu, S., Hu, H., Cavioni, V., Agliati, A., Grazzani, Ilaria. et al. (2021). A cross-country network analysis of adolescent resilience, Journal of Adolescent Health. DOI: 0.1016/j.jadohealth.2020.07.010.

Grazzani, I., Cavioni, V., Ornaghi, V., Pepe A. (2020). Il Test of Emotion Comprehension (TEC) per bambini dai 3 ai 10 anni: proprietà psicometriche, punteggi di riferimento e utilizzo in ambito tipico e atipico / The Test of Emotion Comprehension (TEC) for children aged 3 to 10: Factorial structure, normative scores and use in typical and atypical assessment, Ricerche di Psicologia, 43(3), 907-927.

Ornaghi, I., Conte, E., & Grazzani, I. (2020). Empathy in toddlers: the role of emotion regulation, language ability, and maternal emotion socialization style. Frontiers in Psychology, 11:586862. doi: 10.3389/fpsyg.2020.58686262

Ornaghi, V., Grazzani, I. (2020). Lo sviluppo della comprensione sociale nei bambini. Un laboratorio linguistico per promuovere la teoria della mente e la comprensione delle emozioni. Edizioni Junior Spaggiari (intervista: https://www.facebook.com/ilaria.grazzani.92/videos/905591933520002).

Grazzani, I., Ornaghi, V., Agliati, A. & Brazzelli, E. (2020). Promoting toddlers’ development of mental-state language and social cognition: The role of conversation at nursey school. In C. Cefai & R. Spiteri (Eds.), Resilience in schools: Research and practice. University of Malta Press, Msida, Malta (pp. 73-103).

Farina, E., Ornaghi, V., Pepe, A., Fiorilli, C., Grazzani, I. (2020). High school student burnout: Is empathy a protective or a risk factor? Frontiers in Psychology, 11: 897 (doi: 10.3389/fpsyg.2020.00897

Cavioni, C., Grazzani, I., Ornaghi, V., Pepe, A. & Pons, F. (2020, online). Assessing the factor structure and measurement invariance of the Test of Emotion Comprehensio (TEC): A large cross-sectional study with children aged 3-10 years. Journal of Cognition and Development. 21(3), pp. 406-424. doi: 10.1080/15248372.2020.1741365

Cavioni, C., Grazzani, I., Ornaghi, V. (2000). Mental health promotion in schools: A comprehensive theretical framework. International Journal of Emotional Education, 1, 65-82.

2019 e 2018

Grazzani, I., Brockmeier, J. (2019). Language games and social cognition: Revisiting Bruner. Integrative Psychological and Behavioral Science, 53:602–610.

Conte, E., Ornaghi, V., Grazzani, I., Pepe, A., & Cavioni, V. (2019). Emotion knowledge, theory of mind, and language in young children: Testing a comprehensive conceptual model. Frontiers in Psychology, 10(2144). doi:10.3389/fpsyg.2019.02144

Ornaghi, V., Pepe, A., Agliati, A., & Grazzani, G. (2019). The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation. Social Development, 28(3), 581-598. doi:10.1111/sode.12351

Conte, E., Grazzani, I., & Pepe, A. (2018). Social cognition, language, and prosocial behaviors: A multitrait mixed-methods study in early childhood. Early Education & Development, 29 (6), 814-830. doi:10.1080/10409289.2018.1475820

Grazzani, I., Ornaghi, V., Conte, E., Pepe A., & Caprin, C. (2018). The Relation between Emotion Understanding and Theory of Mind in Children Aged 3 to 8: The Key Role of Language. Frontiers in Psychology, 9:724. doi:10.3389/fpsyg.2018.00724

Brazzelli, E., Farina, E., Grazzani, I., & Pepe, A. (2018). La misura dei comportamenti prosociali nella prima infanzia: uno studio di validazione del CPBQ. Psicologia Clinica dello Sviluppo, 3, pp. 581-596. doi: 10.1449/91522

2017 e 2016

Grazzani, I., Ornaghi, V., Pepe, A., Brazzelli, E., & Rieffe, C. (2017). The Italian version of the Empathy Questionnnaire for 18- to 36-months-old children: psychometric properties and measurement invariance across gender of the EmQue-I13. European Journal of Developmental Psychology, 14(1), 118-126. doi: 10.1080/17405629.2016.1140640.

Ornaghi V., Pepe A., Grazzani I. (2016). False-belief understanding and language ability mediate the relationship between emotion comprehension and prosocial orientation in preschoolers. Frontiers in Psychology, 7: 1534. doi: 103389/fpsyg.2016.01534

Grazzani, I., Ornaghi, V., Brockmeier, J. (2016). Conversation on mental states at nursery: Promoting social cognition in early childhood. European Journal of Developmental Psychology.13, (5), p. 563-581 http://www.tandfonline.com/doi/full/10.1080/17405629.2015.1127803

Grazzani I., Ornaghi V., Agliati A., Brazzelli E. (2016). How to foster toddlers’ mental-state talk, emotion understanding and prosocial behavior: A conversation-based intervention at nursery school. Infancy, 21(2), 199-227. http://onlinelibrary.wiley.com/doi/10.1111/infa.12107/epdf

Ciucci, E., Baroncelli, A., Grazzani, I., Ornaghi, V., Caprin, C. (2016).  Emotional arousal and regulation: Further evidence of the validity of the “How I Feel” Questionnaire for use with school-age children. Journal of School Health, 86, 3, 195-203.

2015 e 2014

Grazzani I., Corti I., Ornaghi V., Antoniotti C., Pepe A. (2015). Regolazione delle emozioni, autoefficacia emotiva ed empatia: Una ricerca in preadolescenza. Psicologia Clinica dello Sviluppo, XIX, 3,429-447. doi: 10.1449/81775

Grazzani I., Ornaghi V., Riva Crugnola, C. (2015). Emotion comprehension and attachment: A conversational intervention with school-aged children. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 65(6), 267-274. doi: 10.1016/j.erap.2015.10.0004

Grazzani I., Ornaghi V. (2015). La “Prova di completamento di storie sull’orientamento prosociale”: Un’esperienza per potenziare la disposizione ai comportamenti di aiuto. Psicologia Clinica dello Sviluppo, 2 (Agosto), 357-362.

Ornaghi, V., Grazzani, I., Cherubin, E., Conte, E. Piralli, F. (2015). ‘Let’s talk about emotions!’ The effect of conversational training on preschoolers’ emotion comprehension and prosocial orientation. Social Development, 24, 1, pp.166-183.

Grazzani, I. (2014). Psicologia dello sviluppo emotivo. Seconda edizione, Bologna, Il Mulino.

Ornaghi V., Brockmeier J., Grazzani I. (2014). Enhancing social cognition by training children in emotion understanding: A primary school study. Journal of Experimental Child Psychology, 119, pp. 26-39. DOI: 10.1016/j.jecp.2013.10.005.

2002-2013

Ornaghi V., Grazzani I. (2013). The relationship between emotional-state language and emotion comprehension: A study with school-age children. Cognition and Emotion, 27, 2, pp. 356-366.

Grazzani I., Ornaghi V. (2012), How do use and comprehension of mental-state language relate to theory of mind in middle childhood? Cognitive Development, 27, pp. 99-111.

Grazzani I., Ornaghi, V. (2011), Emotional state talk and emotion understanding: A training study with preschool children, Journal of Child Language, 38(5), pp. 1124-1139.

Ornaghi V., Brockmeier, J., Grazzani I. (2011), The role of language games in children’s understanding of mental states: A training study, Journal of Cognition and Development, 12(2), pp. 239-259.

Grazzani I., Ornaghi V., Antoniotti, C. (2011), Children’s and adolescents’ narratives of guilt: Antecedents and mentalization, European Journal of Developmental Psychology, 8(3), pp. 311-330.

Grazzani, I., Ornaghi, V. (2002). Children’s conceptions of name: A study on metalinguistic awareness in Italian children. In J. Brockmeier, M.Wang & David R. Olson (Eds.). Literacy, Narrative and Culture, Curzon Press, Rickmond (UK), pp. 199-214.

1999

Grazzani I., Oatley K. (1999). The experience of emotions of interdependence and independence following interpersonal errors in Italy and Anglophone Canada, Cognition & Emotion, 1, 49-63.