Veronica Ornaghi
Datos Biográficos
| ID | 6726249 |
|---|---|
| NOMBRE | Veronica Ornaghi |
| NOMBRES | Veronica |
| APELLIDO | Ornaghi |
| FIRMA | ORNAGHI V |
| AFILIACIONES | University of Milano-Bicocca |
| ORCID | 0000-0003-3629-2714 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 7 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Timmy’s Trip to Planet Earth
The findings suggest that SEE programs can produce meaningful and lasting improvements in children's emotional and social skills across key educational transitions. Teacher training and family involvement likely played a critical role in supporting the program's sustained impact
Exploring Stress Factors and Coping Strategies in Italian Teachers after Covid-19
Teaching is a mentally and physically demanding profession that can be a source of stress and burnout. The COVID-19 pandemic put further pressure on teachers who had to face sudden challenges, such as online teaching and difficulties in holding students’ attention in virtual environments. Research has demonstrated that the negative effects of stress factors on teachers’ wellbeing can be modulated by coping strategies. This work explores the main …
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…
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
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 …
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…
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
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…
Exploring Stress Factors and Coping Strategies in Italian Teachers after Covid-19
Teaching is a mentally and physically demanding profession that can be a source of stress and burnout. The COVID-19 pandemic put further pressure on teachers who had to face sudden challenges, such as online teaching and difficulties in holding students’ attention in virtual environments. Research has demonstrated that the negative effects of stress factors on teachers’ wellbeing can be modulated by coping strategies. This work explores the main …
Timmy’s Trip to Planet Earth
The findings suggest that SEE programs can produce meaningful and lasting improvements in children's emotional and social skills across key educational transitions. Teacher training and family involvement likely played a critical role in supporting the program's sustained impact
Psychology (8 obras) · Developmental psychology (7 obras) · Child and Adolescent Psychosocial and Emotional Development (6 obras) · Early Childhood Education and Development (5 obras) · Prosocial behavior (5 obras) · Mental health (4 obras) · Child and Animal Learning Development (3 obras) · Clinical Psychology (3 obras) · Communication (3 obras) · Medicine (3 obras)