Pubblicazioni scientifiche

2026-2023

-Grazzani, I. & Scotti A. (2026). Shared Book-Reading and the Promotion of Emotional Competence and Prosocial Conduct in Toddlerhood: The TEPP Program. In R. Schapira, D. Aram (eds.), Shared Book Reading and Children’s Social-Emotional Competence, Springer Nature, pp. 211-230. doi: 10.1007/978-3-032-14688-5_13 Cap, 13 Grazzani & Scotti – 2026

-Veronese, G., Fiscone, C., Saleh, I., Grazzani, I. & Cavazzoni, F. (2026). Trauma symptoms, life satisfaction, and perceived happiness as predictors of mental health in displaced children and adolescents in Niger. Journal of Child and Adolescent Trauma. https://doi.org/10.1007/s40653-026-00876-5 – https://rdcu.be/fd7Ab

-Grazzani I., Conte, E., Datteri, E. (2026). False belief attribution in toddlers: an exploratory study with a novel unexpected-identity task. Front. Dev. Psychol. 4:1727052 fdpys-4-1727052

-Grazzani I. (2026, Early access). L’adattamento italiano della Batteria di Comprensione e Spiegazione della Falsa Credenza per la valutazione della teoria della mente nei bambini. Psicologia Clinica dello Sviluppo. doi: 10.1449/119831 Grazzani-PCS-2026 early access

-Grazzani Ilaria, Cavioni V. (2026).  The impact of the PROMEHS Program on preschoolers’ social and emotional competencies: Evidence from direct measures. European Journal of Psychology of Education. 41:6. https://doi.org/10.1007/s10212-025-01050-5

Grazzani, I., Conte, E. & Datteri E. (2026). False Belief Attribution in Toddlers: An Exploratory Study with a Novel Unexpected-Identity Task. Frontiers in Developmental Psychology. 4:1727052. doi: https://doi.org/10.3389/fdpys.2026.1727052

-Simoes, C., Santos, M., …….. Grazzani, I. (2025). Promoting Mental Health in Schools. PROMEHS: impact of curriculum implementation in Portugal. Educação e Pesquisa, 51, e282780. doi: 10.1590/S1678-4634202551282780en Educ Pesqui inglese

-Schapira, R. & Grazzani, I. (2025). Shared book reading and promoting social and emotional competences in
educational settings: A narrative review. Frontiers in Psychology. DOI 10.3389/fpsyg.2025.1622536 Schapira & Grazzani-fpsyg-2-1622536

-Grazzani, I., Boffi, L., Giorgio, M. (2025, Ottobre). Giochi linguistici e teoria della mente nella scuola dell’infanzia. Dalla ricerca alla proposta educativa con nuove storie. Bambini. pp. 4-8.

-Grazzani Ilaria, Valle Martina (2025). Training preschoolers with language games: Enhancing theory of mind, emotion understanding, prosocial orientation, and language ability. European Journal of Developmental Psychology, 22(5), pp. 651-673 doi: 10.1080/17405629.2025.2523752 EIDP-2025-Training preschoolers with language games

-Grazzani, I., Cavioni, V., Conte, E., Agliati, A., Gandellini, S. (2025). Promuovere l’apprendimento sociale ed emotivo nella scuola dell’infanzia e primaria. Il Programma PROMEHS, Edizioni Junior-Bergamo.

– Poulou, M., Grazzani, I., Cavioni, V., Cefai, C. & Camilleri, L. (2024). Teachers’ mental health during COVID-19: An evidence-based program for teachers . Hellenic Journal of Psychology, vol.21, pp.155-172. doi: 10.26262/hjp.v21i2.9942 Poulou,Grazzani et al 2024

– Grazzani, I. (2024). Promoting theory of mind and emotion understanding in preschool settings: an exploratory training study. Frontiers in Psychology. 15:1439824. doi: 10.3389/fpsyg.2024.1439824 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1439824/full

– Grazzani, I., Conte, E., Datteri, E. & Pepe, A. (2024). Implicit theory of mind in infancy: An experimental study based on an unexpected-identity task. Poster presented at 27th Biennial Meeting of the International Society for the Study of Behavioural Development. Lisbon, June 16-20. In Full Program, p.237. Poster ISSBD_last

Grazzani, I., Conte, E., Datteri, E. & Pepe, A. (2024). La Teoria della Mente nell’infanzia: la competenza comunicativo-linguistica c’entra? Poter presentato alle Giornate CLASTA. XIV Edizione. Università di Milano-Bicocca, 17-18 Maggio 2024. Presentazione Poster Clasta

-Grazzani, Ilaria (2024). Giochi linguistici e teoria della mente nella prima e seconda infanzia. In O. Floquet & S. Melogno (a cura di), Metalinguistic awareness: recomposing cognitive, linguistic, and cultural conflicts, Sapienza Università Editrice, Roma, pp. 229-240. Metalinguistic_Awareness_ESTRATTO_Grazzani

-Anthony, C. J., Grazzani, I., Elliott, S. N., & Cavioni, V. (2024). Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs. International Journal of Emotional Education, 16(1), 1-5. https://www.um.edu.mt/library/oar/handle/123456789/120856

-Cavioni, V., Broli, L., & Grazzani, I. (2024). Bridging the SEL CASEL Framework with European educational policies and assessment approaches. International Journal of Emotional Education, 16(1), 6-25. https://www.um.edu.mt/library/oar/handle/123456789/120857

-Tatalović Vorkapić, S., Anthony, C. J., Elliott, S. N., Grazzani, I., & Cavioni, V. (2024). Measuring social and emotional learning skills of preschool children in Croatia : initial validation of the SSIS SEL Brief Scales. International Journal of Emotional Education, 16(1), 50-69. https://www.um.edu.mt/library/oar/handle/123456789/120865

-Grazzani, I., Martinsone, B., Simoes, C., Cavioni, V., Conte, E., Ornaghi, V. & Pepe, A.(2024). Assessing teachers’ social and emotional competences: The validation of SECTRS in Italy, Latvia, and Portugal. International Journal of Emotional Education.  doi:10.56300/ULTX1565 https://www.um.edu.mt/library/oar/handle/123456789/120911

-Grazzani, I., Conte E. (2024). Lo sviluppo della comprensione sociale: una rassegna narrativa focalizzata sul linguaggio nella fascia 0-6 anni Psicologia Clinica dello Sviluppo. XVIII, 1, pp. 29-58 doi: 10.1449/112819 https://www.rivisteweb.it/doi/10.1449/112819

-Grazzani, I., Denham, S.A. (2024, Nuova Edizione, in press), Lo sviluppo delle emozioni e della competenza emotiva. In: S. Caravita, L. Milani e D. Traficante (a cura di), Psicologia dello sviluppo e dell’educazione. Il Mulino, Bologna.

-Grazzani, I., Ornaghi, V. (Epub-2024). Children’s development of social understanding. Junior, Parma. Download: https://www.bookrepublic.it/ebook/9788884347275-childrens-development-of-social-understanding-edizioni-junior/

– Conte, E., Cavioni, V., & Ornaghi, V. (2024). Exploring stress factors and coping strategies in Italian teachers after COVID-19: Evidence from qualitative data. Education Sciences, 14(2), 152. https://doi.org/10.3390/educsci14020152

– Ornaghi, V., Conte, E., Cavioni, V., Farina, E., & Pepe, A. (2023). The role of teachers’ socio-emotional competence in reducing burnout through increased work engagement. Frontiers in Psychology, 14:1295365. https://doi.org/10.3389/fpsyg.2023.1295365

-Cavioni, V., Conte, E., Grazzani, I., Ornaghi, V., Cefai, C.,  Anthony, C., Elliott, SN, & Pepe, A. (2023). Validation of Italian students’ self-ratings on the SSIS SEL brief scales, Frontiers in Psychology,  2023, DOI 10.3389/fpsyg.2023.1229653 https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1229653/full

– Grazzani, I. (2023). La scoperta della mente nell’infanzia. Come applicare le nuove conoscenze scientifiche alle attività educative del nido. Bambini, Settembre, pp. 14-18. https://www.labpse.it/wp-content/uploads/sites/9/2023/11/articolo-Grazzani.pdf

-Conte, E., Cavioni, V., Ornaghi, V., Agliati, A., Gandellini, S., Santos, M. F., Santos, A. C., Simões, C., & Grazzani, I. (2023). Supporting preschoolers’ mental health and academic learning through the PROMEHS program: A training study. Children, 10(6), 1070. https://doi.org/10.3390/children10061070

-Valeria Cavioni, Ilaria Grazzani, Ornaghi, V., Agliati, A., Gandellini, S. et al. …. Conte, E. (2023). A multi-component curriculum to promote teachers’ mental health: Findings from the Promehs program. International Journal of Emotional Education. April 2023. https://doi.org/10.56300/KFNZ2526

-Anthony, C. , Pui-Wa Lei, Elliott, S.N., C. DiPerna, J., Cefai, C., Bartolo, P.A., Camilleri, L., O’Riordan, M., Grazzani, I., Cavioni, V., Conte, E., Ornaghi, V., Tatalović Vorkapić, S. et al. (2023). Measurement Invariance of Children’s SEL Competencies. An Examination of the SSIS SEL Brief Scales Witha Multi-Informant Sample From Six Countries, European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000753

-Agliati, A., Ornaghi, V. (2023). Parola alle emozioni. Un percorso in 10 tappe per contrastare la povertà educativa a scuola. La Meridiana, Bari.

-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

-Colomeischi, A. A., Ursu, A., Bogdan, I., Ionescu – Corbu, A., Bondor, R., & Conte, E. (2022). Social and emotional learning and internalizing problems among adolescents: The mediating role of resilience. Children, 9 (1326), 1-14. doi: 10.3390/
children9091326

-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 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.897812/full

-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. https://www.rivisteweb.it/doi/10.1449/102018?rwSearchIds=[Rivisteweb:ARTICOLO:96849,Rivisteweb:ARTICOLO:79438,Rivisteweb:ARTICOLO:90780,Rivisteweb:ARTICOLO:87248,Rivisteweb:ARTICOLO:87888,Rivisteweb:ARTICOLO:102018,Rivisteweb:ARTICOLO:87249,Rivisteweb:ARTICOLO:80318,Rivisteweb:ARTICOLO:96842]

-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 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.720628/full

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.

Brazzelli, E., Grazzani, I. (2021). Le storie di Tom e Bea. Amici per il pelo. Promuovere i comportamenti prosociali con la lettura e la conversazione sulle emozioni. Milano: Fronteretro (isbn: 978-88-909-457-4-0).

Arriga, A., Barriga, P., Alvarez Cifuentes, P., Benitez Baena, I., Berzanskyte, J., Cavioni, V., Conte, E……Grazzani, I., …….Ornaghi, V.,……..(2020). Toolkit for assessing social and emotional skills at school. European Commission.TOOLKIT_L2B_ENG_Finale

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