Alessia Agliati
Dados Biográficos
| ID | 8525487 |
|---|---|
| NOME | Alessia Agliati |
| PRENOMES | Alessia |
| SOBRENOME | Agliati |
| ASSINATURA | AGLIATI A |
| AFILIAÇÕES | Department of Human Sciences for Education University of Milano‐Bicocca Milan Italy |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 1 |
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…
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…
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…
Child and Adolescent Psychosocial and Emotional Development (4 obras) · Developmental psychology (4 obras) · Psychology (4 obras) · Early Childhood Education and Development (3 obras) · Mental health (3 obras) · Prosocial behavior (3 obras) · Clinical Psychology (2 obras) · Clinical Psychology (2 obras) · Medicine (2 obras) · Psychiatry (2 obras)