GRAZZANI ILARIA

Grazzani, I., Conte, E., Datteri, E. (2026). False belief attribution in toddlers: an exploratory study with a novel unexpected-identity task. FRONTIERS IN DEVELOPMENTAL PSYCHOLOGY, 4, 1-11 [10.3389/fdpys.2026.1727052]. Detail

Grazzani, I., Cavioni, V. (2026). The impact of the PROMEHS program on preschoolers’ social and emotional competencies: Evidence from direct measures. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 41(1), 1-24 [10.1007/s10212-025-01050-5]. Detail

Grazzani, I., Scotti, A. (2026). Shared Book-Reading and the Promotion of Emotional Competence and Prosocial Conduct in Toddlerhood: The TEPP Program. In R. Schapira, D. Aram (a cura di), Shared Book Reading and Children's Social-Emotional Competence (pp. 211-230). Springer Nature [10.1007/978-3-032-14688-5_13]. Detail

Veronese, G., Fiscone, C., Saleh, I., Grazzani, I., Cavazzoni, F. (2026). Trauma Symptoms, Life Satisfaction, and Perceived Happiness as Predictors of Mental Health in Displaced Children and Adolescents in Niger. JOURNAL OF CHILD & ADOLESCENT TRAUMA [10.1007/s40653-026-00876-5]. Detail

Tatalovic Vorkapic, S., Vujicic, L., Camber Tambolas, A., Grazzani, I., Cavioni, V., Cefai, C., et al. (2026). Implementing PROMEHS to foster social and emotional learning, resilience, and mental health: Evidence from Croatian schools. CHILDREN, 13(1), 1-21 [10.3390/children13010154]. Detail