Valeria Cavioni
Dados Biográficos
| ID | 6880685 |
|---|---|
| NOME | Valeria Cavioni |
| PRENOMES | Valeria |
| SOBRENOME | Cavioni |
| ASSINATURA | CAVIONI V |
| AFILIAÇÕES | Mercatorum University |
| ORCID | 0000-0002-6327-3060 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
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…
From burnout to growth
In contrast to previous studies focused on the negative impact of teacher stress and burnout, recently there has been a shift towards processes which help to support teachers’ wellbeing and mental health. The objective of the present study is to examine the status of the job satisfaction, wellbeing, and mental health of schoolteachers in Maltese schools and examine the interrelations between these key variables. A total of 351 primary and seconda…
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
Adolescents’ Life Satisfaction, Physical Activity, and the Moderating Role of Gender
Background: Engaging in physical activity (PA) is especially significant for adolescents, as this is a key developmental stage for establishing lifelong habits. While the physical, mental, and cognitive health benefits of PA are well-documented, less is known about its relationship with adolescents' life satisfaction (LS). Most existing evidence often involves small sample sizes, focusing particularly on developed regions, and few studies use lar…
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…
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
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…
Sem obras proeminentes nesta página.
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…
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
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 …
From burnout to growth
In contrast to previous studies focused on the negative impact of teacher stress and burnout, recently there has been a shift towards processes which help to support teachers’ wellbeing and mental health. The objective of the present study is to examine the status of the job satisfaction, wellbeing, and mental health of schoolteachers in Maltese schools and examine the interrelations between these key variables. A total of 351 primary and seconda…
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
Adolescents’ Life Satisfaction, Physical Activity, and the Moderating Role of Gender
Background: Engaging in physical activity (PA) is especially significant for adolescents, as this is a key developmental stage for establishing lifelong habits. While the physical, mental, and cognitive health benefits of PA are well-documented, less is known about its relationship with adolescents' life satisfaction (LS). Most existing evidence often involves small sample sizes, focusing particularly on developed regions, and few studies use lar…
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…
Mental health (7 obras) · Psychology (7 obras) · Early Childhood Education and Development (6 obras) · Resilience and Mental Health (6 obras) · Child and Adolescent Psychosocial and Emotional Development (5 obras) · Social emotional learning (5 obras) · Clinical Psychology (4 obras) · Curriculum (4 obras) · Developmental psychology (4 obras) · Medicine (4 obras)