Ilaria Grazzani
Biographic Data
| ID | 174547 |
|---|---|
| NAME | Ilaria Grazzani |
| GIVEN NAMES | Ilaria |
| FAMILY NAME | Grazzani |
| SIGNATURE | GRAZZANI I |
| AFFILIATIONS | University of Milano-Bicocca |
| ORCID | 0000-0001-6420-2160 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The impact of the PROMEHS program on preschoolers’ social and emotional competencies
The effectiveness of the PROMEHS program – designed to enhance students’ social and emotional learning (SEL) – has thus far been evaluated in preschool settings only through indirect measures. In contrast, this study assessed the effectiveness of the SEL component of the PROMEHS program by using direct measures with preschool children. Participants were 139 preschoolers (mean age in months: 4 years and 10 months; 63 girls, 48.6%) assigned to eith…
Implementing PROMEHS to Foster Social and Emotional Learning, Resilience, and Mental Health
Background/Objectives : In light of the concerning research data on students' mental health, it is essential to provide high-quality programs that support children and young people in strengthening their psychological well-being. To address this need, the three-year Erasmus+ KA3 international project PROMEHS: Promoting Mental Health at Schools was developed. The project involved universities and education policy representatives from seven Europea…
Do School and Family Well-being Mediate the relationship between Social and Emotional Learning and Subjective Happiness
Supporting Preschoolers’ Mental Health and Academic Learning through the PROMEHS Program
There is compelling evidence that early school intervention programs enhance children's development of life skills, with a positive knock-on effect on their behaviors and academic outcomes. To date, most universal interventions have displayed gains in children's social-emotional competencies with a limited reduction in problem behaviors. This may depend on programs' curricula focused to a greater extent on preschoolers' social-emotional competenc…
Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties
The challenges of today's society demand high levels of socio-emotional skills in children and adolescents; therefore, mental health is an important issue to be addressed and promoted in schools. The present study aims to investigate the effectiveness of a school mental health program (Promoting Mental Health at Schools; PROMEHS) designed to promote socio-emotional learning and prevent psychosocial difficulties in children and adolescents. The st…
Adolescent social emotional skills, resilience and behavioral problems during the Covid-19 pandemic
Due to its longitudinal design, sample size, and multi-informant approach, this study adds to a deeper understanding of the pandemic's consequences on adolescents' mental health
Does Online Implementation Make a Difference in the Effects of a Mental Health Curriculum at Schools
COVID-19 changed and challenged education, with schools obliged to adapt to online settings. This study aims to evaluate the impact of a mental health curriculum implemented at schools, considering the implementation settings: online, onsite, and mixed (online and onsite). From kindergarten to high school, 933 students were evaluated by teachers regarding their social and emotional learning, strengths and difficulties, and academic outcomesin two…
Language Games and Social Cognition
The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation
In this study, we set out to advance understanding of the association between emotion knowledge (EK) and emotion regulation (ER) in toddlerhood, by innovatively examining a model that simultaneously takes into account both individual factors, such as age, gender, and language ability, and contextual factors, such as maternal emotion socialization styles (coaching vs. dismissing). Participants were 242 toddlers (141 girls; M age = 28.79 months, SD…
How to Foster Toddlers' Mental‐State Talk, Emotion Understanding, and Prosocial Behavior
Recent years have seen the development and implementation of a range of training programs aimed at improving children's socio‐emotional skills. Nevertheless, few studies have been conducted with toddlers attending nursery school. In this study, we adopted observational and experimental paradigms to examine the efficacy of an intervention based on conversing about emotions with small groups of 2‐ to 3‐year‐old children. The intervention was design…
Let's Talk about Emotions!’. The Effect of Conversational Training on Preschoolers' Emotion Comprehension and Prosocial Orientation
We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension ( EC ), theory of mind ( ToM ), and prosocial orientation in preschoolers. Seventy‐five 4‐ to 5‐year‐old children ( M age at pre‐test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental and control conditions, were pre‐ and post‐tested for verbal ability, EC , false‐belief understanding, and …
Emotional state talk and emotion understanding
The present study investigates whether training preschool children in the active use of emotional state talk plays a significant role in bringing about greater understanding of emotion terms and improved emotion comprehension. Participants were 100 preschool children ( M =52 months; SD =9·9; range: 35–70 months), randomly assigned to experimental or control conditions. They were pre- and post-tested to assess their language comprehension, metacog…
Let's Talk about Emotions!’. The Effect of Conversational Training on Preschoolers' Emotion Comprehension and Prosocial Orientation
We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension ( EC ), theory of mind ( ToM ), and prosocial orientation in preschoolers. Seventy‐five 4‐ to 5‐year‐old children ( M age at pre‐test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental and control conditions, were pre‐ and post‐tested for verbal ability, EC , false‐belief understanding, and …
Language Games and Social Cognition
The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation
In this study, we set out to advance understanding of the association between emotion knowledge (EK) and emotion regulation (ER) in toddlerhood, by innovatively examining a model that simultaneously takes into account both individual factors, such as age, gender, and language ability, and contextual factors, such as maternal emotion socialization styles (coaching vs. dismissing). Participants were 242 toddlers (141 girls; M age = 28.79 months, SD…
Emotional state talk and emotion understanding
The present study investigates whether training preschool children in the active use of emotional state talk plays a significant role in bringing about greater understanding of emotion terms and improved emotion comprehension. Participants were 100 preschool children ( M =52 months; SD =9·9; range: 35–70 months), randomly assigned to experimental or control conditions. They were pre- and post-tested to assess their language comprehension, metacog…
Let's Talk about Emotions!’. The Effect of Conversational Training on Preschoolers' Emotion Comprehension and Prosocial Orientation
We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension ( EC ), theory of mind ( ToM ), and prosocial orientation in preschoolers. Seventy‐five 4‐ to 5‐year‐old children ( M age at pre‐test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental and control conditions, were pre‐ and post‐tested for verbal ability, EC , false‐belief understanding, and …
How to Foster Toddlers' Mental‐State Talk, Emotion Understanding, and Prosocial Behavior
Recent years have seen the development and implementation of a range of training programs aimed at improving children's socio‐emotional skills. Nevertheless, few studies have been conducted with toddlers attending nursery school. In this study, we adopted observational and experimental paradigms to examine the efficacy of an intervention based on conversing about emotions with small groups of 2‐ to 3‐year‐old children. The intervention was design…
The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation
In this study, we set out to advance understanding of the association between emotion knowledge (EK) and emotion regulation (ER) in toddlerhood, by innovatively examining a model that simultaneously takes into account both individual factors, such as age, gender, and language ability, and contextual factors, such as maternal emotion socialization styles (coaching vs. dismissing). Participants were 242 toddlers (141 girls; M age = 28.79 months, SD…
Language Games and Social Cognition
Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties
The challenges of today's society demand high levels of socio-emotional skills in children and adolescents; therefore, mental health is an important issue to be addressed and promoted in schools. The present study aims to investigate the effectiveness of a school mental health program (Promoting Mental Health at Schools; PROMEHS) designed to promote socio-emotional learning and prevent psychosocial difficulties in children and adolescents. The st…
Adolescent social emotional skills, resilience and behavioral problems during the Covid-19 pandemic
Due to its longitudinal design, sample size, and multi-informant approach, this study adds to a deeper understanding of the pandemic's consequences on adolescents' mental health
Does Online Implementation Make a Difference in the Effects of a Mental Health Curriculum at Schools
COVID-19 changed and challenged education, with schools obliged to adapt to online settings. This study aims to evaluate the impact of a mental health curriculum implemented at schools, considering the implementation settings: online, onsite, and mixed (online and onsite). From kindergarten to high school, 933 students were evaluated by teachers regarding their social and emotional learning, strengths and difficulties, and academic outcomesin two…
Supporting Preschoolers’ Mental Health and Academic Learning through the PROMEHS Program
There is compelling evidence that early school intervention programs enhance children's development of life skills, with a positive knock-on effect on their behaviors and academic outcomes. To date, most universal interventions have displayed gains in children's social-emotional competencies with a limited reduction in problem behaviors. This may depend on programs' curricula focused to a greater extent on preschoolers' social-emotional competenc…
Do School and Family Well-being Mediate the relationship between Social and Emotional Learning and Subjective Happiness
The impact of the PROMEHS program on preschoolers’ social and emotional competencies
The effectiveness of the PROMEHS program – designed to enhance students’ social and emotional learning (SEL) – has thus far been evaluated in preschool settings only through indirect measures. In contrast, this study assessed the effectiveness of the SEL component of the PROMEHS program by using direct measures with preschool children. Participants were 139 preschoolers (mean age in months: 4 years and 10 months; 63 girls, 48.6%) assigned to eith…
Implementing PROMEHS to Foster Social and Emotional Learning, Resilience, and Mental Health
Background/Objectives : In light of the concerning research data on students' mental health, it is essential to provide high-quality programs that support children and young people in strengthening their psychological well-being. To address this need, the three-year Erasmus+ KA3 international project PROMEHS: Promoting Mental Health at Schools was developed. The project involved universities and education policy representatives from seven Europea…
Psychology (10 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Developmental psychology (8 works) · Early Childhood Education and Development (7 works) · Mental health (6 works) · Social emotional learning (5 works) · Child and Animal Learning Development (4 works) · Prosocial behavior (4 works) · Resilience and Mental Health (4 works) · Clinical Psychology (3 works)