Valeria Cavioni
Valeria Cavioni, is psychologist and psychotherapist. She earned her PhD in Psychology at the University of Pavia and she spent part of her Ph.D period at the Centre for Resilience and Socio-Emotional Health (University of Malta). She was a research fellow at the University of Milan-Bicocca qne Researcher at the University of Foggia. Currently she is associate professor at the Mercatorum Univerisy, in Rome. She has obtained specializations in “The Teacher and Social and Emotional Learning (SEL)” and “School Health for Children and Adolescents Specialization” at the University of Colorado Boulder (USA). For over ten years, she has been involved in the design, implementation, and evaluation of school intervention programs to improve the psychological well-being of students and teachers, in collaboration with local, regional, national, and international bodies. She has collaborated on research projects for INVALSI, INDIRE, the European Commission, UNESCO, and OECD, and has conducted research and teaching activities for several universities in Europe and beyond. She has presented her research findings at numerous conferences, was an invited speaker at the Lombardy Region, the Italian Senate of the Republic, and the Order of Psychologists of Lombardy. She is the author of numerous national and international scientific publications, chapters, and volumes, including the latest book, of which she is co-author, entitled “L'apprendimento sociale ed emotivo. Teorie e buone pratiche per promuovere la salute mentale a scuola” (ed. Il Mulino).
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for adolescents with migratory backgrounds who must reconcile their ethnic identities with the dominant
culture. This study explores the mental health, life satisfaction, student–teacher relationship,
and academic achievement of Italian-born, second-generation, and first-generation immigrants. The
sample of 680 adolescents (M = 382; F = 280; Prefer not to say = 18; Mean age = 16.77 years) includes
native-born Italians (n = 244), second-generation immigrants (n = 210), and first-generation immigrants
(n = 226). Data were collected using self-report measures for mental health, life satisfaction,
student–teacher relationship, and school achievement. A Multivariate Analysis of Variance identified
significant group differences, followed by post-hoc tests to further explore differences between the
groups. Second-generation immigrants reported significantly lower emotional well-being compared to their Italian-born peers. Both first- and second-generation immigrants exhibited lower life satisfaction,
particularly in peer relationships. In terms of student–teacher relationship, second-generation immigrants perceived higher levels of school danger compared to Italian-born adolescents, possibly driven by discrimination. Academic outcomes revealed significant disparities, with Italian-born students outperforming second-generation immigrants, highlighting the impact of acculturative and bicultural stress. The findings highlight the unique challenges second-generation immigrants face in Italy in balancing cultural integration with preserving their heritage.
for adolescents with migratory backgrounds who must reconcile their ethnic identities with the dominant
culture. This study explores the mental health, life satisfaction, student–teacher relationship,
and academic achievement of Italian-born, second-generation, and first-generation immigrants. The
sample of 680 adolescents (M = 382; F = 280; Prefer not to say = 18; Mean age = 16.77 years) includes
native-born Italians (n = 244), second-generation immigrants (n = 210), and first-generation immigrants
(n = 226). Data were collected using self-report measures for mental health, life satisfaction,
student–teacher relationship, and school achievement. A Multivariate Analysis of Variance identified
significant group differences, followed by post-hoc tests to further explore differences between the
groups. Second-generation immigrants reported significantly lower emotional well-being compared to their Italian-born peers. Both first- and second-generation immigrants exhibited lower life satisfaction,
particularly in peer relationships. In terms of student–teacher relationship, second-generation immigrants perceived higher levels of school danger compared to Italian-born adolescents, possibly driven by discrimination. Academic outcomes revealed significant disparities, with Italian-born students outperforming second-generation immigrants, highlighting the impact of acculturative and bicultural stress. The findings highlight the unique challenges second-generation immigrants face in Italy in balancing cultural integration with preserving their heritage.
and Greece, in addition to a broad overview of the current status of SEL across the European continent, we document and discuss
issues pertaining to theory, policy, research, and practice. In doing so, our chapter speaks
to wider questions and debates, including,
for example, cultural transferability and adaptation
of SEL programs.
education and their essential contribution to shaping the trajectory of
inclusive education in the years to come. With a profound connection
to the work of Paul Cooper, a luminary in the field of student engagement
and inclusion, our study investigates the essence of what it means
to prepare the educators of tomorrow for students with special educational
needs. Paul Cooper’s extensive body of work, grounded over decades
of research, has been focused on the multifaceted needs of students
with diverse educational needs. In this chapter, we connected the research
and experiences offered by Professor Cooper’s work with the knowledge
and practical implications of teacher pre- service education raised by our
findings, fostering a holistic understanding of the intricate interplay that
unites teachers’ identity, inclusion, and student support.
per informazioni: https://www.mulino.it/isbn/9788815386830#
The objective of this report is to make recommendations — on the basis of international research, EU policy, and current practices in Member States — for the integration of social and emotional education as a core component of curricula across the EU.
Appare, quindi, fondamentale predisporre programmi educativi specifici per dotare i bambini, fin dai primi anni di scolarizzazione, di quelle competenze necessarie per aiutarli ad affrontare e superare gli ostacoli che possono incontrare nel percorso di vita potenziando così la resilienza mediante lo svolgimento di particolari attività a scuola.
Il presente contributo presenta un manuale di accompagnamento per la formazione dei docenti creato a seguito di un’esperienza di progetto europeo per la creazione e la realizzazione di un curricolo europeo per la promozione della resilienza a scuola con particolare attenzione per i bambini situazioni di svantaggio e vulnerabilità.
RESCUR, nome che nasce dall’unione dei termini “Resilienza” e “Curriculum”, è un progetto Comenious LLP nato dalla collaborazione di ricercatori universitari provenienti da sei paesi europei (Malta, Creta; Portogallo, Svezia, Italia e Croazia) con l’obiettivo di migliorare la qualità dell'istruzione in Europa mediante la creazione di un curriculo europeo per la promozione della resilienza e del benessere psicologico. La guida presenta il quadro teorico di riferimento, la struttura delle attività e le indicazioni pratiche per implementare RESCUR nei contesti scolastici.
La batteria SR 4-5 fornisce uno strumento accurato e di facile utilizzo per valutare queste abilità di base, in modo da individuare precocemente eventuali fragilità e agire in un’ottica preventiva. Si compone di due test (uno per i bambini di 4 e uno per i bambini di 5 anni) che indagano l’acquisizione delle abilità fonologiche, linguistiche, logico-matematiche e di simbolizzazione e lo sviluppo psicomotorio. Include inoltre la Scheda insegnanti per l’osservazione della prontezza scolastica.
La batteria è rivolta a insegnanti di scuola dell’infanzia e primaria, per facilitarli nella comprensione dello sviluppo dei bambini e nella predisposizione di adeguati percorsi didattici personalizzati di potenziamento e supporto, e a psicologi e professionisti della salute per la ricerca e la riabilitazione.
Provides practicable guidance on incorporating SEE within the classroom and throughout the entire school ecology
Explores SEE as a multidimensional, multistage, multi-intervention, multitarget program for school children
Discusses the emotional and social benefits not only for students but for school professionals and parents as well
This book synthesizes concepts, findings, and best practices for a complete guide to planning, implementing, and evaluating social and emotional education (SEE) programs. Emphasizing "caught" as well as taught lessons, it offers a whole-school framework for SEE, with content, rationales, assessment tools, and age-appropriate strategies. Interventions are also included for use across subjects, to engage learners and assist students with behavioral and emotional difficulties. And the lessons travel beyond the classroom, involving the whole school, families and communities.
Key areas of coverage include:
How SEE can be taught and assessed as a core competence.
Classroom and whole school frameworks to enhance SEE.
Examples of targeted interventions for at-risk students.
Techniques for enlisting parents and communities in supporting SEE.
A complete online set of SEE class and homework activities.