2023

-Grazzani, I. (in corso di stampa). Giochi linguistici e teoria della mente nella prima e seconda infanzia. In O. Floquet, S. Melogno (Eds.), La Sapienza University Press, pp. 267-281.

-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

– 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.

Grazzani, I., Conte E. (accettato per pubblicazione). Lo sviluppo della comprensione sociale: una rassegna narrativa focalizzata sul linguaggio nella fascia 0-6 anni Psicologia Clinica dello Sviluppo.

-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

-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 nurseryJournal 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), 47-65doi: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

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

Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and emotional learning for children with Learning Disability: Implications for inclusion. International Journal of Emotional Education9(2), 100-109. https://www.um.edu.mt/__data/assets/pdf_file/0015/335031/v9i2dp8a.pdf

Ornaghi, V., Brazzelli, E., Grazzani, I., Agliati, A., Lucarelli, M. (2017). Does training toddlers in emotion knowledge lead to changes in their prosocial and aggressive behavior toward peers at nursery? Early Education and Development. 28, 4, pp. 396-414. doi:10.1080/10409289.2016.1238674

Grazzani, I., Ornaghi, V., Pepe, A., Brazzelli, E., & Reeffe, 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. 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:10.3389/fpsyg.2016.01534

Grazzani, I., Ornaghi, V., & Brockmeier, J. (2016). Conversation on mental states at nursery: promoting social cognition in eraly childhood. European Journal of Developmental Psychology, 13(5), 563-581.  doi:10.1080/17405629.2015.1127803

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. doi: 10.1111/josh.12370

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. doi:10.1111/infa.12107

Brazzelli, E., Grazzani, I., Agliati, A., Lucarelli, M., Ornaghi, V. (2016). Empatia e prosocialità. Tra natura e cultura, Proposte per un’educazione ai comportamenti prosociali al nido. Bambini.

2013-2015

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.

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

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 Development24(1), 166-183. DOI: 10.1111/sode.12091

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., Brockmeier J., Grazzani I. (2014). Enhancing social cognition by training children in emotion udnerstanding: a primary school study. Journal of Experimental Child Psychology, 119, 26-39. [doi: 10.1016/j.jecp.2013.10.005]

Grazzani I., Ornaghi V. (2014). Psychological lexicon and theory of mind: Training preschool children to improve their social cognition. In: Rundblad, G., Tytus, A., Knapton, O., and Tang, C. (Eds.). Selected Papers from the 4th UK Cognitive Linguistics Conference. London: UK Cognitive Linguistics Association (pp.136-151). http://uk-cla.org.uk/proceedings/volume_2_36/36-38

Ornaghi V., Grazzani I. (2013). The relationship between emotional-state language and emotion comprehension: A study with school-age children. Cognition & Emotion, 27, 2, pp. 356-366. doi:10.1080/02699931.2012.711745.

Ornaghi V., Piralli F., Cherubin E. (2013). Potenziare la competenza socio-emotiva: una ricerca intervento con bambini di 7 anni. Psicologia dell’Educazione, 3, 371-384.

Grazzani I., Ornaghi V. (2013). Lo sviluppo della competenza socio-emotiva nella scuola dell’infanzia: una proposta di intervento attraverso la conversazione. Psicologia dell’Educazione, 3, 385-396.

Ducan E., Ornaghi V., Grazzani I. (2013). Self-construal and psychological wellbeing in Scottish and Italian young adults. Journal of Happiness Studies, 2013, 14, 4, pp. 1145-1161. doi:10.1007/s10902-012-9372-0

2009-2012

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, 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), 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), 311-330. http://dx.doi.org/10.1080/17405629.2010.491303

Grazzani, I., Ornaghi, V., Piralli, F. (2011). Teoria della mente e comprensione del lessico psicologico nei bambini: dati preliminari di validazione del Test di lessico Emotivo (TLE). Psicologia Clinica dello Sviluppo, XV, 1, 257-266.

Ornaghi, V., Grazzani, I., Zanetti, M.A. (2010). Lessico psicologico e teoria della mente: uno studio con bambini di scuola primaria, Età evolutiva, 97.

Ornaghi, V., Grazzani, I. (2009). Capire la mente attraverso i giochi linguistici: un percorso educativo sull’uso del lessico psicologico, Difficoltà di apprendimento, 14/3, 405-414.