Ana Paula Lebre Santos Branco Melo
Biographic Data
| ID | 3551713 |
|---|---|
| NAME | Ana Paula Lebre Santos Branco Melo |
| GIVEN NAMES | Ana Paula Lebre Santos Branco |
| FAMILY NAME | Melo |
| SIGNATURE | MELO A P L S B |
| AFFILIATIONS | University of Lisbon |
| ORCID | 0000-0002-8440-2415 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Implementation fidelity and outcomes of a psychomotor intervention program for preschool children on the autism spectrum and neurotypically developed peers
Research on psychomotor interventions that support the diverse developmental profiles of preschool children, including those on the autism spectrum (ASD) and their neurotypical peers (ND), in inclusive settings is still limited. This pilot study used a quasi‐experimental, pre‐ and post‐test design to evaluate the effects of a psychomotor intervention program on psychomotor functions, social skills and behavioural problems. The intervention group …
Do School and Family Well-being Mediate the relationship between Social and Emotional Learning and Subjective Happiness
Consensus on the Best Practice Guidelines for Psychomotor Intervention in Preschool Children with Autism Spectrum Disorder
Psychomotor intervention has been used to promote development by the enhancement of psychomotor and socio-emotional competence. However, studies with high-quality evidence, describing psychomotor-intervention processes and outcomes are scarce. Therefore, we aimed to generate expert consensus regarding psychomotor-intervention guidelines to support psychomotor therapists through the design and implementation of interventions for preschool (3−6 yea…
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…
Processos de Resiliência na Transição para Vida Adulta de Adolescentes com Deficiência
É reconhecido na literatura o impacto que a resiliência tem no futuro de adolescentes com deficiência. Mais especificamente, tem-se discutido o significado deste conceito no contexto da transição da adolescência para a vida adulta. Isso porque os períodos de transição podem representar exposição a vulnerabilidade e riscos potenciais tendo em vista que exigem das pessoas uma reorganização estrutural e funcional. Algumas transições, como é o caso d…
Special Issue on Social and Emotional Competences
Mental health problems are a major cause of disability and morbidity of modern societies, as several epidemiological studies have evidenced. International reports indicate that before the age of 18 at least 20% of children and young people have a mental health problem, which highlights the importance of early intervention in order to promote good mental health. In this context, in the last two decades scientific research has consistently focused …
Social inclusion and social justice
Purpose – The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and…
A Resilience Curriculum for Early Years and Primary Schools in Europe
About twenty percent of school children experience social, emotional and behaviour problems during the course of any given year and may need the use of mental health services. The number may rise to up to fifty percent amongst children coming from socio-economically disadvantaged areas and from vulnerable communities. The economic crisis which Europe is undergoing at the moment has exacerbated the risks among those already facing disadvantages su…
No prominent works on this page.
A Resilience Curriculum for Early Years and Primary Schools in Europe
About twenty percent of school children experience social, emotional and behaviour problems during the course of any given year and may need the use of mental health services. The number may rise to up to fifty percent amongst children coming from socio-economically disadvantaged areas and from vulnerable communities. The economic crisis which Europe is undergoing at the moment has exacerbated the risks among those already facing disadvantages su…
Social inclusion and social justice
Purpose – The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and…
Special Issue on Social and Emotional Competences
Mental health problems are a major cause of disability and morbidity of modern societies, as several epidemiological studies have evidenced. International reports indicate that before the age of 18 at least 20% of children and young people have a mental health problem, which highlights the importance of early intervention in order to promote good mental health. In this context, in the last two decades scientific research has consistently focused …
Consensus on the Best Practice Guidelines for Psychomotor Intervention in Preschool Children with Autism Spectrum Disorder
Psychomotor intervention has been used to promote development by the enhancement of psychomotor and socio-emotional competence. However, studies with high-quality evidence, describing psychomotor-intervention processes and outcomes are scarce. Therefore, we aimed to generate expert consensus regarding psychomotor-intervention guidelines to support psychomotor therapists through the design and implementation of interventions for preschool (3−6 yea…
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…
Processos de Resiliência na Transição para Vida Adulta de Adolescentes com Deficiência
É reconhecido na literatura o impacto que a resiliência tem no futuro de adolescentes com deficiência. Mais especificamente, tem-se discutido o significado deste conceito no contexto da transição da adolescência para a vida adulta. Isso porque os períodos de transição podem representar exposição a vulnerabilidade e riscos potenciais tendo em vista que exigem das pessoas uma reorganização estrutural e funcional. Algumas transições, como é o caso d…
Do School and Family Well-being Mediate the relationship between Social and Emotional Learning and Subjective Happiness
Implementation fidelity and outcomes of a psychomotor intervention program for preschool children on the autism spectrum and neurotypically developed peers
Research on psychomotor interventions that support the diverse developmental profiles of preschool children, including those on the autism spectrum (ASD) and their neurotypical peers (ND), in inclusive settings is still limited. This pilot study used a quasi‐experimental, pre‐ and post‐test design to evaluate the effects of a psychomotor intervention program on psychomotor functions, social skills and behavioural problems. The intervention group …
Psychology (8 works) · Resilience and Mental Health (6 works) · Social Psychology (6 works) · Developmental psychology (4 works) · Medicine (4 works) · Political science (4 works) · Psychological resilience (4 works) · Social Psychology (4 works) · Curriculum (3 works) · Family and Disability Support Research (3 works)