Cargando…

Supporting Preschoolers’ Mental Health and Academic Learning through the PROMEHS Program: A Training Study

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...

Descripción completa

Detalles Bibliográficos
Autores principales:	Conte, Elisabetta, Cavioni, Valeria, Ornaghi, Veronica, Agliati, Alessia, Gandellini, Sabina, Santos, Margarida Frade, Santos, Anabela Caetano, Simões, Celeste, Grazzani, Ilaria
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	MDPI 2023
Materias:	Article
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10297171/ https://www.ncbi.nlm.nih.gov/pubmed/37371301 http://dx.doi.org/10.3390/children10061070

Ejemplares similares

Adolescent social emotional skills, resilience and behavioral problems during the COVID-19 pandemic: A longitudinal study in three European countries
por: Martinsone, Baiba, et al.
Publicado: (2022)

The effectiveness of a school-based, universal mental health programme in six European countries
por: Cefai, Carmel, et al.
Publicado: (2022)

Adolescents’ Mental Health at School: The Mediating Role of Life Satisfaction
por: Cavioni, Valeria, et al.
Publicado: (2021)

Adolescents' Resilience During COVID-19 Pandemic and Its Mediating Role in the Association Between SEL Skills and Mental Health
por: Grazzani, Ilaria, et al.
Publicado: (2022)

Monitoring system of implementation of the Promoting Mental Health at Schools (PROMEHS) program
por: Martinsone, Baiba, et al.
Publicado: (2022)

Emotion Knowledge, Theory of Mind, and Language in Young Children: Testing a Comprehensive Conceptual Model
por: Conte, Elisabetta, et al.
Publicado: (2019)

Does Online Implementation Make a Difference in the Effects of a Mental Health Curriculum at Schools?
por: dos Santos, Margarida Frade, et al.
Publicado: (2022)

Validation of Italian students’ self-ratings on the SSIS SEL brief scales
por: Cavioni, Valeria, et al.
Publicado: (2023)

Empathy in Toddlers: The Role of Emotion Regulation, Language Ability, and Maternal Emotion Socialization Style
por: Ornaghi, Veronica, et al.
Publicado: (2020)

False-Belief Understanding and Language Ability Mediate the Relationship between Emotion Comprehension and Prosocial Orientation in Preschoolers
por: Ornaghi, Veronica, et al.
Publicado: (2016)

The Relation Between Emotion Understanding and Theory of Mind in Children Aged 3 to 8: The Key Role of Language
por: Grazzani, Ilaria, et al.
Publicado: (2018)

The role of teachers' socio-emotional competence in reducing burnout through increased work engagement
por: Ornaghi, Veronica, et al.
Publicado: (2023)

Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries
por: Anthony, Christopher J., et al.
Publicado: (2022)

Trait Emotional Intelligence and School Burnout Discriminate Between High and Low Alexithymic Profiles: A Study With Female Adolescents
por: Farina, Eleonora, et al.
Publicado: (2021)

High School Student Burnout: Is Empathy a Protective or Risk Factor?
por: Farina, Eleonora, et al.
Publicado: (2020)

Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties
por: Colomeischi, Aurora Adina, et al.
Publicado: (2022)

The Development of Teachers' and Their Students' Social and Emotional Learning During the “Learning to Be Project”-Training Course in Five European Countries
por: Berg, Minna, et al.
Publicado: (2021)

Consensus on the Best Practice Guidelines for Psychomotor Intervention in Preschool Children with Autism Spectrum Disorder
por: Frazão, Adriana, et al.
Publicado: (2022)

Social Emotional Competence, Learning Outcomes, Emotional and Behavioral Difficulties of Preschool Children: Parent and Teacher Evaluations
por: Martinsone, Baiba, et al.
Publicado: (2022)

COVID-19 Pandemic and the Second Lockdown: The 3rd Wave of the Disease Through the Voice of Youth
por: Branquinho, Cátia, et al.
Publicado: (2021)

Prosocial Behavior in Toddlerhood: The Contribution of Emotion Knowledge, Theory of Mind, and Language Ability
por: Brazzelli, Elisa, et al.
Publicado: (2022)

Chronic Condition and Risk Behaviours in Portuguese Adolescents
por: Santos, Teresa, et al.
Publicado: (2014)

Neuropsychological deficits in preschool as predictors of ADHD symptoms and academic achievement in late adolescence
por: Sjöwall, Douglas, et al.
Publicado: (2017)

Adolescent’s subjective perceptions of chronic disease and related psychosocial factors: highlights from an outpatient context study
por: Santos, Teresa, et al.
Publicado: (2016)

Psychosocial Profile in Portuguese Adolescents with Chronic Disease Attending an Outpatient Department in a Hospital Setting
por: Santos, Teresa, et al.
Publicado: (2018)

Mucocele of the appendix: what to expect
por: Santos, Sofia Frade, et al.
Publicado: (2022)

Dynamic assessment of self-regulated learning in preschool
por: Silva Moreira, Janete, et al.
Publicado: (2022)

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills
por: Escolano-Pérez, Elena, et al.
Publicado: (2017)

Nutritional status in preschool children: current trends of mother's body perception and concerns
por: Aparício, Graça, et al.
Publicado: (2013)

Application of the FANTASTIC Lifestyle Questionnaire in the Academic Context
por: Batista, Patrícia, et al.
Publicado: (2022)

Playing Darwin. Part B. 20 years of domestication in Drosophila subobscura
por: Santos, Marta, et al.
Publicado: (2010)

Caregivers’ Responses to Children’s Negative Emotions: Associations with Preschoolers’ Executive Functioning
por: Fernandes, Carla, et al.
Publicado: (2022)

Associations between Emotion Regulation, Feeding Practices, and Preschoolers’ Food Consumption
por: Santos, Ana Filipa, et al.
Publicado: (2022)

Association Between Preschoolers’ Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications
por: Escolano-Pérez, Elena, et al.
Publicado: (2020)

Psychometric properties of Nepalese preschool anxiety scale among preschool children: A cross‐sectional study
por: Maharjan, Sabina, et al.
Publicado: (2022)

Coping strategies and mental health: A web-based survey among the Italian population dealing with COVID-19
por: Rossi, Chiara, et al.
Publicado: (2022)

Health-related quality of life in migrant preschool children
por: Puder, Jardena, et al.
Publicado: (2013)

Effectiveness of an Executive Function Training in Italian Preschool Educational Services and Far Transfer Effects to Pre-academic Skills
por: Traverso, Laura, et al.
Publicado: (2019)

Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes
por: Finders, Jennifer K., et al.
Publicado: (2021)

Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence
por: Korucu, Irem, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_oqdva1sr7kbajg9juosn1i8rhs