Mental health promotion in schools : a comprehensive theoretical framework

Recent decades have seen a rise in mental health problems among children and adolescents. Despite a proliferation of studies describing effective school-based mental health programs, reviews of current research in this field suggest a strong lack of consensus concerning the definition of school mental health and its constructs. In the present paper, we set out to fill this gap via a two-step process: first, we offer a critical overview of recent research around the concept of school mental health; second, we propose a comprehensive theoretical framework for researchers, practitioners, and policy-makers involved in mental health promotion and school prevention programs. The proposed framework comprises three key domains: the first two, cover the promotion of social and emotional learning and resilience, while the third concerns the prevention of behavioural problems.peer-reviewe

Social and emotional learning for children with learning disability : implications for inclusion

This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD). The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and self-esteem, and externalized and internalized behavior problems. The relationship between social and emotional learning programmes and learning disability is then discussed, underlining the benefits of social and emotional learning for students with LD. The paper concludes by highlighting the need for universal social and emotional learning as a vehicle for the academic and social inclusion of students with LD.peer-reviewe

Validation of Italian students’ self-ratings on the SSIS SEL brief scales

IntroductionDespite increasing interest in measuring social and emotional learning (SEL), there is a lack of European-validated tools for assessing the efficacy of SEL programs. The aim of this study was to validate an Italian version of the social skills improvement system (SSIS) SEL brief scales–student form.MethodsParticipants were 1,175 students (mean age: 11.02 years; SD: 2.42; range: 8–16 years; males: 46.8%) recruited at schools in Northern Italy.Statistical analyses and resultsInitial confirmatory factor analysis encountered a series of challenges, implying non-convergence of the original five-factor measurement model (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) based on the Collaborative on Academic Social Emotional Learning (CASEL) competency framework established with students in the United States. Further exploratory and confirmatory analyses supported a four-factor model that remained partially invariant across gender groups. The Italian version of the SSIS SEL brief scales was thus shown to be an efficient measurement tool for estimating social and emotional learning in students.DiscussionWe discuss the implications of findings in relation to selecting valid and reliable instruments for assessing children’s and adolescents’ SEL competencies, while considering the culturally-situated nature of the constructs under study

Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children : parent and teacher evaluations

This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents’ and teachers’ evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their parents’ and teachers’ evaluations. Third, the role of the preschool children’s social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children (3–6 years, mean age 4.85 years, SD 0.82) and their parents and teachers. Both informants completed the Strengths and Difficulties Questionnaire and Social Skills Improvement System Social-Emotional Learning Brief Scales, and teachers reported on each child’s learning outcomes (by completing a three-item Learning outcomes measure). When comparing both informants’ evaluations, positive associations were found between teacher and parental evaluations of prosocial behavior and emotional, and behavioral difficulties of preschool children, as well as self-management. Parents evaluated their children higher than teachers in conduct problems, hyperactivity, prosocial behavior, and total difficulty, while teachers evaluated children higher than parents in social emotional competence. According to teachers, the social emotional competence of preschool children was negatively correlated to all difficulty scales, and positively related to the prosocial behavior scale. The demographic variables, as well as parental socioeconomic status and children’s belonging to a vulnerable group were not found to be significantly associated with the preschool children’s learning outcomes. However, social emotional competence remains a significant variable in teacher-rated learning outcomes of preschool children even if sociodemographic variables are controlled. Our findings indicate that a higher level of social emotional competence and lower levels of social, emotional, and behavioral difficulties are related to a higher preschoolers’ academic learning in their teachers’ evaluation. This suggests the importance of early facilitation of social emotional competence as a key factor for academic success and more positive behavioral outcomes.peer-reviewe

Seventh Monograph in Resilience and Health, Centre for Resilience and Socio-Emotional Health

This report presents the findings of semi- randomised evaluation of the Promoting Mental Health in School (PROMEHS) programme, developed by a nine-partners European consortium funded by the EU. The evaluation with more than 10,000 students from six different countries examined whether the progrmme is effective in enhancing students’ social and emotional learning, resilience, mental health, and academic outcomes and whether the teachers implementing the programme reported enhanced social and emotional competence, resilience, and self-efficacy.peer-reviewe

The effectiveness of a school-based, universal mental health programme in six European countries

As children and young people today face ever increasing social, emotional and mental health challenges, schools, as one of the primary systems in children’s lives, are called to broaden their agenda and help to address these challenges. This paper discusses the evaluation of a school-based, universal mental health promotion programme developed recently for the European context. The programme provides a universal curriculum from early years to high school, aiming to promote social and emotional learning and resilience and prevent social, emotional, and behavioural problems in children and adolescents. A total of 7,789 students (and their teachers and parents) from kindergarten to high school across 6 countries in Europe were recruited from 434 classrooms in 124 schools, making use of cluster sampling. A quasi- experimental longitudinal design was used to evaluate the effectiveness of the programme on students’ outcomes by comparing the groups’ outcomes within times (pre-test vs. post-test) and between groups (experimental vs. control group). A total of 779 classroom teachers completed pre-and-post scales measuring students’ social and emotional learning, mental health and academic achievement. Results indicate that the experimental group had significantly larger increase in social and emotional competence and prosocial behaviour, and a decrease in mental health issues (externalising and internalising problems). No significant impact was found for academic outcomes. The findings are discussed in view of the limitations of the study and areas for further research.peer-reviewe

Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries

The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi- site study across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania). The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent and predictive relationships with scores from the Connor-Davidson Resilience Scale (CD-RISC) and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire (SDQ). Although there were a few exceptions, these patterns generally were consistent across informants (parents, teachers, and students) and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed.peer-reviewe

A multi-component curriculum to promote teachers’ mental health : findings from the PROMEHS program

In the last two years, a growing number of studies have focused on the promotion of students’ mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers’ mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers’ wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers’ mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area.peer-reviewe

PINK. Le pioniere del graphic design. Donne nella storia del progetto grafico italiano

Le storie delle arti e delle professioni sono state prevalentemente scritte in chiave maschile. Il progetto PINK ha ricostruito e mette in mostra le figure e i contributi di progettiste grafiche attive tra gli anni ’50 e i ’70 del Novecento in Italia, in un periodo di grandi cambiamenti per la società italiana, tra boom economico e nuovi costumi. Un periodo in cui l’inserimento lavorativo delle italiane, anche in settori professionali per certi versi “privilegiati”, era condizionato da stereotipi e preconcetti sui ruoli femminili. PINK racconta micro-storie del progetto grafico che hanno visto come protagoniste donne graphic designer, prevalentemente escluse dalle grandi storie del design italiano e internazionale, come Brunetta Mateldi, Anita Klinz, Claudia Morgagni, Simonetta Ferrante, Jeanne Grignani, Umberta Barni, Carla Gorgerino, Ornella Linke Bossi, Alda Sassi (Alsa), Lora Lamm, Maddalena Angeretti (C+M Angeretti). Nel mostrare manifesti, libri, bozzetti, disegni, fotografie, non solo si possono vedere artefatti grafici in molti casi straordinari, ma anche vite di donne autonome, coraggiose, talentuose che conciliavano la vita professionale con la vita privata. Definendo dei modelli di riferimento che fino a oggi non sono stati tratteggiati e discussi. 27-30 luglio 2023, Sala di Città, San Lazzaro di Savena (BO), in occasione della 191a Fiera di San Lazzaro