Abstract
.
Riferimenti bibliografici
Aguzzoli, C., De Santi, A. y Geraci A. (2021) Benessere e gestione dello stress secondo il modello biopsicosociale: focus su scuola, università e sanità, Istituto Superiore di Sanità, Roma. Rapporti ISTISAN 21/4. https://assets.univadis.com/content_media/prod/guidelines_it_vdanet/934ba0fabbbbb707c3ffe97d71aed255.pdf
Bersia, M., Berchialla, P., Charrier, L., Lemma, P., Borraccino, A., Nardone, P., Pierannunzio, D., Ciardullo, S., Comoretto, R. I., y Dalmasso, P. (2022). Mental Well-Being: 2010-2018 Trends among Italian Adolescents. International journal of environmental research and public health, 19(2), 863. https://doi.org/10.3390/ijerph19020863
Bottaccioli, A. G., Mariani, U., Schiralli, R., Mari, M. G., Pontani, M., Bologna, M., Muzi, P., Giannoni, S. D., Ciummo, V., Necozione, S., Cofini, V., Chiariotti, L., Cuomo, M., Costabile, D., y Bottaccioli, F. (2023). Empathy at school project: Effects of didactics of emotions® on emotional competence, cortisol secretion and inflammatory profile in primary school children. A controlled longitudinal psychobiological study. Comprehensive psychoneuroendocrinology, 14, 100183. https://doi.org/10.1016/j.cpnec.2023.100183
Bruni, E., Del Citto, F., Giaccone, A. R. Mariani, U., Schiralli, R. y Zoncheddu, L. (2007). La prevenzione del disagio e delle dipendenze patologiche in età evolutiva. La didattica delle emozioni a scuola e in famiglia (Vol. 15). FrancoAngeli.
Dehaene, S., Pegado, F., Braga, L. W., Ventura, P., Nunes Filho, G., Jobert, A., Dehaene-Lambertz, G., Kolinsky, R., Morais, J., y Cohen, L. (2010). How learning to read changes the cortical networks for vision and language. Science (New York, N.Y.), 330(6009), 1359–1364. https://doi.org/10.1126/science.1194140
Gigantesco, A., Minardi, V., Contoli, B., y Masocco, M. (2022). Depressive symptoms among adults in 2018-2019 and during the 2020 COVID-19 pandemic in Italy. Journal of affective disorders, 309, 1–8. https://doi.org/10.1016/j.jad.2022.04.131
Leger L, Young I, Blanchard C, Perry M. (2010). Promoting health in schools: from evidence to action. International Union for Health Promotion and education. https://www.iuhpe.org/images/PUBLICATIONS/THEMATIC/HPS/Evidence-Action_ENG.pdf
Luna, B., Ravindranath, O., Larsen, B., y Parr, A. (2022). The Brain Basis Underlying the Transition from Adolescence to Adulthood. In O. Houdé y G. Borst (Eds.), The Cambridge Handbook of Cognitive Development (Cambridge Handbooks in Psychology, pp. 122-138). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108399838.008
Mariani, U., y Schiralli, R. (2012). Intelligenza emotiva a scuola. Percorso formativo per l'intervento con gli alunni. Edizioni Erickson.
Martí-González, M., Barrasa, A., Belli, S., Espinel, J., Da Costa, S., y López-Granero, C. (2022). Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic. Frontiers in psychology, 13, 991574. https://doi.org/10.3389/fpsyg.2022.991574
Rosenblat, J. D., Mansur, R. B., Brietzke, E., Kennedy, S. H., Carvalho, A. F., Lee, Y., Subramaniapillai, M., Muzina, D. J., Dale, R., Tamura, J. K., Lui, L. M. W., Park, C., Phan, L., Tuineag, R. M., y McIntyre, R. S. (2020). Association of history of adverse childhood experiences with irritable bowel syndrome (IBS) in individuals with mood disorders. Psychiatry research, 288, 112967. https://doi.org/10.1016/j.psychres.2020.112967
Sadler, K., Vizard, T., Ford, T. , Goodman, A., Goodman, R. y McManus, S. (2018). Mental Health of Children and Young People in England, 2017: Trends and characteristics. Leeds, UK: NHS Digital. https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2017/2017
Sapolsky R. M. (2015). Stress and the brain: individual variability and the inverted-U. Nature neuroscience, 18(10), 1344–1346. https://doi.org/10.1038/nn.4109
Saulle, R., De Sario, M., Bena, A., Capra, P., Culasso, M., Davoli, M., De Lorenzo, A., Lattke, L. S., Marra, M., Mitrova, Z., Paduano, S., Rabaglietti, E., Sartini, M., y Minozzi, S. (2022). School closures and mental health, wellbeing and health behaviours among children and adolescents during the second COVID-19 wave: a systematic review of the literature. Chiusura della scuola e salute mentale, benessere e comportamenti correlati alla salute in bambini e adolescenti durante la seconda ondata di COVID-19: una revisione sistematica della letteratura. Epidemiologia e prevenzione, 46(5-6), 333–352. https://doi.org/10.19191/EP22.5-6.A542.089
Unicef. (14 de octubre de 2022). Salute Mentale e giovani: presentati i risultati del sondaggio realizzato sulla piattaforma U-Report Italia. Unicef per ogni bambino. https://www.unicef.it/media/u-report-italia-risultati-sondaggio-salute-mentale/
World Health Organization. Regional Office for Europe. (2020). Spotlight on adolescent health and well-being. Findings from the 2017/2018 Health Behaviour in School-aged Children (HBSC) survey in Europe and Canada. International report. Volume 2. Key data. World Health Organization. Regional Office for Europe. https://apps.who.int/iris/handle/10665/332104.
Yu, J., Patel, R. A., Haynie, D. L., Vidal-Ribas, P., Govender, T., Sundaram, R., y Gilman, S. E. (2022). Adverse childhood experiences and premature mortality through mid-adulthood: A five-decade prospective study. Lancet regional health. Americas, 15, 100349. https://doi.org/10.1016/j.lana.2022.100349
Zeduri, M., Vigezzi, G. P., Carioli, G., Lugo, A., Stival, C., Amerio, A., Gorini, G., Pacifici, R., Politi, P., Gallus, S., y Odone, A. (2022). COVID-19 lockdown impact on familial relationships and mental health in a large representative sample of Italian adults. Social psychiatry and psychiatric epidemiology, 57(8), 1543–1555. https://doi.org/10.1007/s00127-022-02273-3
Questo volume è pubblicato con la licenza Creative Commons Attribuzione - Non commerciale 4.0 Internazionale.
Copyright (c) 2023 Pinelatinoamericana