Programma formativo SAFER (Italiano)

Bibliografia

Adler – Baeder, F., Kerpelman, L., J., Schramm, G., D., Higginbotham, B. & Paulk, A. (2007). The impact of Relationship Education on Adolescents of Diverse Backgrounds, Family Relations, 56, p. 291 – 303.

 

Antle, F., B., Sullivan J., D., Dryden, A., Karam, A., E. & Barbee, P., A. (2011). Healthy relationship education for dating violence prevention among high – risk youth. Children and Youth Services Review (33), p. 173 – 179.

 

Cherry, K. (2018). Developmental Milestones in Children. Disponibile all’indirizzo: https://www.verywellmind.com/what-is-a-developmental-milestone-2795123

 

Cohen, T. R. (2010). Conflict resolution. In I. B. Weiner & W. E. Craighead (Eds.), The Corsini Encyclopedia of Psychology, 4th ed., 1, 390-391. Hoboken, NJ: John Wiley & Sons, Inc.

 

Cohen, R. A. (2013). Common Threads: a recovery programme for survivors of gender based violence. Intervention, 11(2), 157-168

 

Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current directions in psychological science, 21(5), 335-341.

 

Fennell, S., & Arnot, M. (Eds.). (2008). Gender education and equality in a global Context: Conceptual frameworks and policy perspectives. London: Routledge.

 

Florea, M. N., & Hurjui, E. (2015). Critical thinking in elementary school children. Procedia – Social and Behavioral Sciences 180, 565 – 572.

 

“Global evaluation of life skills education programmes”. New York: United Nations Children’s Fund. August 2012. p. 8-9. Retrieved 2014-09-02.

 

Health Policy Project, Public Health Foundation of India, MEASURE Evaluation, and International Center for Research on Women. (2014). Applying Gender-integrated Strategies and Approaches to Addressing Gender-based Violence in India. Washington, DC: Futures Group, Health Policy Project. Retrieved on 15 February, 2019 from https://www.healthpolicyproject.com/pubs/382_GenderBasedViolence.pdf

 

Humphrey, N., Lendrum, A., & Wigelsworth, M. (2010) “Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation”

 

Ioannidou, F., & Konstantikaki, V. (2008). Empathy and emotional intelligence: What is it really about? International Journal of Caring Sciences, 1(3), 118–123.

 

Karakasidou, E., & Stalikas, A. (2017). Empowering the Battered Women: The Effectiveness of a Self-Compassion Program. Psychology, 8(13), 2200-2214.

 

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Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of educational psychology, 101(3), 689-704.

 

Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … & Sears, M. R. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.

 

Morin, A. (2011). Self‐awareness part 1: Definition, measures, effects, functions, and antecedents. Social and Personality Psychology Compass, 5(10), 807-823.

 

Oswalt, A. (2018). Early Childhood Emotional and Social Development: Social Connections. Disponibile all’indirizzo: https://www.mentalhelp.net/articles/early-childhood-emotional-and social-development-social-connections/

 

“Partners in Life Skills Education: Conclusions from a United Nations Inter-Agency Meeting”. World Health Organization. 1999. Retrieved 2018-07-15.

 

Roeser, R. W. (2014). The emergence of mindfulness-based interventions in educational settings. In Motivational interventions (pp. 379-419). Emerald Group Publishing Limited.

 

Selimović, Z., Selimović, H., Opić, S. (2018). Development of social skills among elementary school children. International Journal of Cognitive Research in Science, Engineering and Education, 6(1).

 

Skowron, E. A., Holmes, S. E., & Sabatelli, R. M. (2003). Deconstructing differentiation: Self regulation, interdependent relating, and well-being in adulthood. Contemporary Family Therapy, 25(1), 111-129.

 

Southwick, S. M., Vythilingam, M., & Charney, D. S. (2005). The Psychobiology of Depression and Resilience to Stress: Implications for Prevention and Treatment. Annual Review of   Clinical Psychology, 1, 255-291

 

Stosny, S. (2011). Anger in the age of entitlement: self-regulation. Psychology today.

 

Wilson, D. (2003). Paper commissioned for the EFA Global Monitoring Report 2003/4. The Leap to Equality. United Nations, Educational, Scientific and Cultural Organization.

 

World Health Organization (2009). Preventing violence by developing life skills in children and adolescents. Library Cataloguing-in-Publication Data. Retrieved on 15 February, 2019, from https://www.who.int/violence_injury_prevention/violence/life_skills.pdf

 

Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), 154-160.