Pubblicazioni scientifiche

2023

-Cavioni, V., Grazzani, I. (2023). L’apprendimento sociale ed emotivo. Teorie e buone pratiche per promuovere la salute mentale a scuola (Presentazione di Joseph Durlak), Il Mulino, Bologna.

-Pepe, A., Ornaghi, V., Belacchi, C., & Farina, E. (2023). Alexithymia as a risk factor for social indifference: a quantitative study with a large sample of female adolescents. School Mental Health, doi:10.1007/s12310-023-09568-z, https://link.springer.com/article/10.1007/s12310-023-09568-z 

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

-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

-Ornaghi, V., Conte, E., Agliati, A., & Gandellini, S. (2022). Early-childhood teachers’ emotion socialization practices: a multi-method study. Early Child Development and Care, 192(10), 1608-1625.  doi:10.1080/03004430.2021.1918124

-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., 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

-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

-Holtge, J., Theron, L., Cowden, R.G., ….Grazzani, I. et al. (2021). A cross country network analysis of adolescent resilience. Journal of Adolescent Health, 68, pp. 580-588. Doi: 10.1016/j.jadohealth.2020.07.010

-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

Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Cavioni, V., Conte, E., Ornaghi, V., Agliati, A., Gandellini, S., Tatalović Vorkapić, S., Poulou, M., Martinsone, B., Stokenberga, I., Simões, S., Santos, M., & Colomeischi, A. A. (2022). The effectiveness of a school-based, universal mental health programme in six European countries. Frontiers in Psychology. doi: 10.3389/fpsyg.2022.925614

Anthony, C. J., Elliott, S. N., Yost, M., Lei, P., DiPerna, J. C., Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Ornaghi, V., Cavioni, V., Conte, E., Tatalović Vorkapić, S., Poulou, M., Martinsone, B., Simões, S., & Colomeischi, A. A. (2022). Multi-informant validity evidence for the SSIS SEL Brief Scales across Six European Countries. Frontiers in Psychology. doi: 10.3389/fpsyg.2022.928189

Martinsone, B., Stokenberga, I., Damberga, I., Supe, I., Simões, C., Lebre, P., Canha, L., Santos, M., Caetano, A., Fonseca, A. M., Santos, D., Gaspar de Matos, M., Conte, E., Agliati, A., Cavioni, V., Gandellini, S., 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, Public Mental Health. doi: 10.3389/fpsyt.2022.942692

Brazzelli, E., Pepe, A., Grazzani, I. (2022). Prosocial behavior in toddlerhood: The contribution of emotion knowledge, theory of mind, and language ability, Frontiers in Psychology, 13:897812. doi: 10.3389/fpsyg.2022.897812

Grazzani, I., Agliati, A., Cavioni, V., Conte, E., Gandellini, S., Lupica Spagnolo, M., Ornaghi, V., Rossi, F. M., Cefai, C., Bartolo, P. A., Camilleri, L., Oriordan, M. R. (2022). Adolescents’ resilience during COVID-19 pandemic and its mediating role in the association between SEL skills and mental health. Frontiers in Psychology. 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

Brazzelli, E., & Grazzani, I. (2021). Valutare l’aiuto, la condivisione e il conforto: una batteria di prove prosociali per l’Infanzia (BPS-I). Psicologia Clinica dello Sviluppo, 3, pp. 337-344. doi:10.1449/102018

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

Farina, E., Pepe, A., Ornaghi, V., & Cavioni, V. (2021). Trait emotional intelligence and school burnout discriminate between high and low alexithymic profiles: A study with female adolescents. Front. Psychol. 12:645215. doi:10.3389/fpsyg.2021.645215

Berg, M., Talvio, M., Hietajärvi, L., Benítez, I., Cavioni, V., Conte, E., Cuadrado, F., Ferreira, M., Košir, M., Martinsone, B., Ornaghi, V., Raudiene, I., Šukyte, D., Talic, S., & Lonka, K. (2021). The development of teachers’ and their students’ social and emotional learning during the “Learning to Be Project”-Training course in five European countries. Front. Psychol. 12:705336. doi:10.3389/fpsyg.2021.705336

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, I. et al. (2021). A cross-country network analysis of adolescent resilience. Journal of Adolescent Health, 68(3), 580-588. DOI: 0.1016/j.jadohealth.2020.07.010.

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 sui giochi linguistici per promuovere la teoria della mente e la comprensione delle emozioni. Edizioni Junior, Parma (ascolta l’intervista: https://www.facebook.com/ilaria.grazzani.92/videos/905591933520002).

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.

Brazzelli, E., Grazzani, I., & Pepe A. (2020). Promoting prosocial behavior in toddlerhood: A conversation-based intervention at nursery. Journal of Experimental Child Psychology. doi: 10.1016/j.jecp.2020.105056

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

Farina, E., Ornaghi, V., Pepe, A., Fiorilli, C., & Grazzani, I. (2020). High School Student Burnout: Is Empathy a Protective or Risk Factor? Frontiers in Psychology, 11:897. doi: 10.3389/fpsyg.2020.00897

Cavioni, V., Grazzani, I., & Ornaghi, V. (2020). Mental health promotion in schools: A comprehensive theoretical framework. International Journal of Emotional Education, 12(1), Centre for Resilience & Socio-Emotional Health, University of Malta, 65-82.

Conte, E., Cavioni, V., Grazzani, I., Ornaghi, V., & Agliati, A. (2020). Assessment and Promotion of Social, Emotional, and Health Skills in European Schools: The Learning to Be Project. Resiliance in Schools: Research and Practice. Centre for Resilience & Socio-Emotional Health, University of Malta, 186-200.

Grazzani, I., Ornaghi, V., Agliati, A., Brazzelli E. (2020). Promoting Toddlers’ Development of Mental-State Language and Social Cognition: The Role of Conversation in Nursery Schools. Resiliance in Schools: Research and Practice. Centre for Resilience & Socio-Emotional Health, University of Malta, 73-103.

2019-2016

Ornaghi, V., Agliati, A., Pepe, A., & Gabola, P. (2020). Patterns of association between early childhood teachers’ emotion socialization styles, emotion beliefs and mind-mindedness. Early Education and Development, 31(1), 47-65. doi:10.1080/10409289.2019.1627805

Grazzani, I., Brockmeier, J. (2019). Language Games and Social Cognition: Revisiting Bruner. Integrative Psychological and Behavioral Science, 53(4), pp. 602–610. doi:10.1007/s12124-019-09489-0

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