• Grazzani, I. (in press). L’adattamento italiano della Batteria di Comprensione e Spiegazione della Falsa Credenza per la valutazione della teoria della mente nei bambini. Psicologia Clinica dello Sviluppo.
• Grazzani, I., Conte, E., & Datteri, E. (in press). False beliefs attribution in toddlers: An exploratory study with a novel unexpexted-identity task. Frontiers in Psicology. 
• Tatalović Vorkapić, S., Vujičić, L., Čamber Tambolaš, A., Grazzani, I., Cavioni, V., Cefai, C., & Camilleri, L. (2026). Implementing PROHMES to foster social and emotional learning, resilience, and mental health: Evidence from Croatian schools. Children, 13, 154. Doi: 10.3390/children13010154 https://www.mdpi.com/2227-9067/13/1/154
• 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, 41:6. Doi: 10.1007/s10212-025-01050-5 https://link.springer.com/article/10.1007/s10212-025-01050-5
• Simoes, C., Santos, M., Lebre, P., Canha, L., Santos, A., Fonseca, A., Santos, D., Murgo, C., Gaspar de Matos, M., & Grazzani, I. (2025). Promoting Mental Health in Schools. PROMEHS: impact of curriculum implementation in Portugal. Educação e Pesquisa, 51, e282780. Doi: 10.1590/S1678-4634202551282780en
  https://www.scielo.br/j/ep/a/Y7x738mPK7RCMvj6NJgNjMk/?format=pdf&lang=en
• Santos, M., Gimez-Baya, D., Simoes, C., Grazzani, I., & Lebre, P. (2025). Do school and family well-being mediate the relationship between social and emotional learning and subjective happiness? Child Indicators Research, 18, 2309-2330.
  Doi: 10.1007/s12187-025-10277-z https://link.springer.com/article/10.1007/s12187-025-10277-z
• Schapira, R., & Grazzani, I. (2025). Shared book reading and promoting social and emotional competences in
  educational settings: A narrative review. Frontiers in Psychology.
  Doi: 10.3389/fpsyg.2025.1622536 Schapira & Grazzani-fpsyg-2-1622536
• Grazzani, I., & Valle, M. (2025). Training preschoolers with language games: Enhancing theory of mind, emotion understanding, prosocial orientation, and language ability. European Journal of Developmental Psychology, 22(5), pp. 651-673.
  Doi: 10.1080/17405629.2025.2523752 EIDP-2025-Training preschoolers with language games
• Poulou, M., Grazzani, I., Cavioni, V., Cefai, C., & Camilleri, L. (2024). Teachers’ mental health during COVID-19: An evidence-based program for teachers . Hellenic Journal of Psychology, vol.21, pp.155-172. Doi: 10.26262/hjp.v21i2.9942 Poulou,Grazzani et al 2024
• Grazzani, I. (2024). Promoting theory of mind and emotion understanding in preschool settings: an exploratory training study. Frontiers in Psychology. 15:1439824. Doi: 10.3389/fpsyg.2024.1439824 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1439824/full
• Grazzani, I. (2024). Giochi linguistici e teoria della mente nella prima e seconda infanzia. In O. Floquet & S. Melogno (a cura di), Metalinguistic awareness: recomposing cognitive, linguistic, and cultural conflicts, Sapienza Università Editrice, Roma, pp. 229-240. Doi: 10.13133/9788893773119
  https://www.labpse.it/wp-content/uploads/sites/9/2025/06/Metalinguistic_Awareness_ESTRATTO_Grazzani.pdf 
• Cavioni, V., Broli, L., & Grazzani, I. (2024). Bridging the SEL CASEL Framework with European educational policies and assessment approaches. International Journal of Emotional Education, 16(1), 6-25. Doi: 10.56300/ULTX1565  
  https://www.um.edu.mt/library/oar/handle/123456789/120857
• Tatalović Vorkapić, S., Anthony, C.J., Elliott, S.N., Grazzani, I., & Cavioni, V. (2024). Measuring social and emotional learning skills of preschool children in Croatia : initial validation of the SSIS SEL Brief Scales. International Journal of Emotional Education, 16(1), 50-69. Doi: 10.56300/RRMN9191 https://www.um.edu.mt/library/oar/handle/123456789/120865
• Grazzani, I., Martinsone, B., Simoes, C., Cavioni, V., Conte, E., Ornaghi, V., & Pepe, A. (2024). Assessing teachers’ social and emotional competences: The validation of SECTRS in Italy, Latvia, and Portugal. International Journal of Emotional Education.  
  Doi: 10.56300/ULTX1565 https://www.um.edu.mt/library/oar/handle/123456789/120911
• Grazzani, I., & Conte, E. (2024). Lo sviluppo della comprensione sociale: una rassegna narrativa focalizzata sul linguaggio nella fascia 0-6 anni Psicologia Clinica dello Sviluppo. XVIII, 1, pp. 29-58.
  Doi: 10.1449/112819 https://www.rivisteweb.it/doi/10.1449/112819
• Grazzani, I., & Denham, S.A. (2024). Lo sviluppo delle emozioni e della competenza emotiva. In: S. Caravita, L. Milani e D. Traficante (a cura di), Psicologia dello sviluppo e dell’educazione, pp. 41-62. Il Mulino, Bologna.
• Cavioni, V., Conte, E., Grazzani, I., Ornaghi, V., Cefai, C.,  Anthony, C., Elliott, S.N., & Pepe, A. (2023). Validation of Italian students’ self-ratings on the SSIS SEL brief scales, Frontiers in Psychology,  2023.
  Doi: 10.3389/fpsyg.2023.1229653 https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1229653/full
• Grazzani, I. (2023). La scoperta della mente nell’infanzia. Come applicare le nuove conoscenze scientifiche alle attività educative del nido. Bambini, Settembre, pp. 14-18. https://www.labpse.it/wp-content/uploads/sites/9/2023/11/articolo-Grazzani.pdf
• Conte, E., Cavioni, V., Ornaghi, V., Agliati, A., Gandellini, S., Santos, M.F., Santos, A.C., Simões, C., & Grazzani, I. (2023). Supporting preschoolers’ mental health and academic learning through the PROMEHS program: A training study. Children, 10(6), 1070.
  Doi: 10.3390/children10061070 https://doi.org/10.3390/children10061070
• Cavioni, V., Grazzani, I., Ornaghi, V., Agliati, A., Gandellini, S., et al. …. Conte, E. (2023). A multi-component curriculum to promote teachers’ mental health: Findings from the Promehs program. International Journal of Emotional Education. April 2023.
  Doi: 10.56300/KFNZ2526
  https://www.um.edu.mt/library/oar/bitstream/123456789/108605/3/A_multi_component_curriculum_to_promote_teachers_mental_health_findings_from_the_PROMEH_program_2023.pdf
• Anthony, C., Lei, P.-W., Elliott, S.N., C. DiPerna, J., Cefai, C., Bartolo, P.A., Camilleri, L., O’Riordan, M., Grazzani, I., Cavioni, V., Conte, E., Ornaghi, V., Tatalović Vorkapić, S., et al. (2023). Measurement Invariance of Children’s SEL Competencies. An Examination of the SSIS SEL Brief Scales Witha Multi-Informant Sample From Six Countries, European Journal of Psychological Assessment.
  Doi: 10.1027/1015-5759/a000753 https://doi.org/10.1027/1015-5759/a000753

2022-2020

• Colomoeischi, A., Duca, D., Bujor, L., Rusu, P., Grazzani, I., & Cavioni, V. (2022). Impact of a school mental health program on children’s and adolescents’ socio-emotional skills and psychosocial difficulties. Children, 9, 1661. Doi: 10.3390/children9111661
  https://www.mdpi.com/2227-9067/9/11/1661
• Martinsone, B., Stokenberga, I., Grazzani, I. (2022). Monitoring system of implementation of the promoting mental health at schools (PROMEHS) program. Frontiers in Psychology. 13:1043001. Doi: 10.3389/fpsyg.2022.1043001 
  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1043001/full
• Poulou, M., Grazzani, I., Cavioni, V., Ornaghi, V., Conte, E., Cefai, C., Camilleri, L., & Bartolo, P. (2022). Teachers’ and students’ changes in social and emotional competences following the implementation of PROMEHS: A European program for promoting mental health at schools. Educational Research Applications. 7:205. Doi: 10.29011/2575-7032-100205 https://www.gavinpublishers.com/article/pdf/teachers-and-students-changes-in-social-and-emotional-competences-following-the--implementation-of-promehs-a-european--program-for-promoting-mental-health-at-schools?
• Poulou, M., Grazzani, I., Cavioni, V., Ornaghi, V., Conte, E., Cefai, C., Camilleri, L., & Bartolo, P. (2022). Changes in students’ social and emotional competences following the implementation of a school-based intervention program. American Journal of Applied Psychology. 11(5), pp. 122-132. Doi: 10.11648/ajap.20221105.11 https://www.sciencepublishinggroup.com/article/10.11648/j.ajap.20221105.11
• Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Cavioni, V., Conte, E., Ornaghi, V., Agliati, A., Gandellini, S., Tatalovic Votrkapic, S., Poulou, M., Martinsone, B., et al. (2022). The effectiveness of a school-based, universal mental health programme in six European countries. Frontiers in Psychology, 13:925614. Doi: 10.3389/fpsyg.2022.925614 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.925614/full
• Brazzelli, E., Grazzani, I., & Pepe, A. (2022). Prosocial Behavior in Toddlerhood: The Contribution of Emotion Knowledge, Theory of Mind, and Language Ability. Frontiers in Psychology.13:897812.
  Doi: 3389/fpsyg.2022.897812 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.897812/full
• Brazzelli, E., & Grazzani, I. (2022). Valutare l’aiuto, la condivisione e il conforto: una batteria di prove prosociali per l’infanzia (BPS-I) (The assessment of helping, sharing, and comforting in infancy: proposal of a prosocial task battery). Psicologia Clinica dello Sviluppo, 26(2), pp. 337-344. Doi: 10.1449/102018 https://www.rivisteweb.it/doi/10.1449/102018
• Grazzani, I., Agliati, A., Cavioni, V., Conte, E., et al. (2022). Adolescents’ resilience during COVID-19 pandemic and its mediating role in the association between SEL skills and mental health, Frontiers in Psychology, 13: 801761. Doi: 10.3389/fpsyg.2022.801761 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.801761/full
• Martinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P., O’Riordan, M.R., & Grazzani, I. (2022). Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: Parent and teacher evaluations. Frontiers in Psychology, 12: 760782. Doi: 10.3389/fpsyg.2021.760782 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.760782/full
• Cavioni, V., Grazzani, I., Ornaghi, V., Agliati, A., & Pepe A. (2021). Adolescents’ mental health at school: The mediating role of life satisfaction, Frontiers in Psychology, 12:720628.
  Doi: 10.3389/fpsyg.2021.720628 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.720628/full
• Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Cavioni, V., Conte, E., Ornaghi, V., Agliati, A., Gandellini, S., Tatalović Vorkapić, S., Poulou, M., Martinsone, B., Stokenberga, I., Simões, S., Santos, M., & Colomeischi, A.A. (2022). The effectiveness of a school-based, universal mental health programme in six European countries. Frontiers in Psychology. Doi: 10.3389/fpsyg.2022.925614 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.925614/full
• Anthony, C.J., Elliott, S.N., Yost, M., Lei, P.-W., DiPerna, J.C., Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Ornaghi, V., Cavioni, V., Conte, E., Tatalović Vorkapić, S., Poulou, M., Martinsone, B., Simões, S., & Colomeischi, A.A. (2022). Multi-informant validity evidence for the SSIS SEL Brief Scales across Six European Countries. Frontiers in Psychology. Doi: 10.3389/fpsyg.2022.928189 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.928189/full
• Martinsone, B., Stokenberga, I., Damberga, I., Supe, I., Simões, C., Lebre, P., Canha, L., Santos, M., Caetano, A., Fonseca, A.M., Santos, D., Gaspar de Matos, M., Conte, E., Agliati, A., Cavioni, V., Gandellini, S., Grazzani, I., Ornaghi, V., & Camilleri, L. (2022). Adolescent social emotional skills, resilience and behavioral problems during the COVID-19 pandemic: A longitudinal study in three European countries. Frontiers in Psychiatry, Public Mental Health. Doi: 10.3389/fpsyt.2022.942692 https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2022.942692/full
• Brazzelli, E., Pepe, A., & Grazzani, I. (2022). Prosocial behavior in toddlerhood: The contribution of emotion knowledge, theory of mind, and language ability, Frontiers in Psychology, 13:897812. Doi: 10.3389/fpsyg.2022.897812 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.897812/full
• Grazzani, I., Agliati, A., Cavioni, V., Conte, E., Gandellini, S., Lupica Spagnolo, M., Ornaghi, V., Rossi, F.M., Cefai, C., Bartolo, P.A., Camilleri, L., & Oriordan, M.R. (2022). Adolescents’ resilience during COVID-19 pandemic and its mediating role in the association between SEL skills and mental health. Frontiers in Psychology. Doi: 10.3389/fpsyg.2022.801761 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.801761/full
• Martinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P., O’Riordan, M.R., & Grazzani, I. (2022). Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: Parent and teacher evaluations. Frontiers in Psychology, 12: 760782. Doi: 10.3389/fpsyg.2021.760782 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.760782/full
• Brazzelli, E., & Grazzani, I. (2021). Valutare l’aiuto, la condivisione e il conforto: una batteria di prove prosociali per l’Infanzia (BPS-I). Psicologia Clinica dello Sviluppo, 3, pp. 337-344. Doi: 10.1449/102018 https://www.rivisteweb.it/doi/10.1449/102018
• Cavioni, V., Grazzani, I., Ornaghi, V., Agliati, A., & Pepe, A. (2021). Adolescents’ mental health at school: The mediating role of life satisfaction. Front. Psychol. 12:720628. Doi: 10.3389/fpsyg.2021.720628 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.720628/full
• Farina, E., Pepe, A., Ornaghi, V., & Cavioni, V. (2021). Trait emotional intelligence and school burnout discriminate between high and low alexithymic profiles: A study with female adolescents. Front. Psychol. 12:645215. Doi: 10.3389/fpsyg.2021.645215 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.645215/full
• Höltge, J., Jefferies, P., Cowden, R.G., Govender, K., Maximo, S.I., Carranza, J.S., Kapoor, B., Tomar, A., Theron, L., van Rensburg, A., Lu, S., Hu, H., Cavioni, V., Agliati, A., Grazzani, I., et al. (2021). A cross-country network analysis of adolescent resilience. Journal of Adolescent Health, 68(3), 580-588. Doi: 10.1016/j.jadohealth.2020.07.010 https://www.sciencedirect.com/science/article/abs/pii/S1054139X20304080
• Arriga, A., Barriga, P., Alvarez Cifuentes, P., Benitez Baena, I., Berzanskyte, J., Cavioni, V., Conte, E, ……Grazzani, I., …….Ornaghi, V.,……..(2020). Toolkit for assessing social and emotional skills at school. European Commission. TOOLKIT_L2B_ENG_Finale
• Ornaghi, I., Conte, E., & Grazzani, I. (2020). Empathy in toddlers: the role of emotion regulation, language ability, and maternal emotion socialization style. Frontiers in Psychology, 11:586862. Doi: 10.3389/fpsyg.2020.58686262 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.586862/full
• Ornaghi, V., & Grazzani, I. (2020). Lo sviluppo della comprensione sociale nei bambini. Un laboratorio sui giochi linguistici per promuovere la teoria della mente e la comprensione delle emozioni. Edizioni Junior, Parma (ascolta l’intervista/listen to the interview: https://www.facebook.com/ilaria.grazzani.92/videos/905591933520002).
• Grazzani, I., Cavioni, V., Ornaghi, V., & Pepe, A. (2020). Il Test of Emotion Comprehension (TEC) per bambini dai 3 ai 10 anni: proprietà psicometriche, punteggi di riferimento e utilizzo in ambito tipico e atipico / The Test of Emotion Comprehension (TEC) for children aged 3 to 10: Factorial structure, normative scores and use in typical and atypical assessment, Ricerche di Psicologia, 43(3), 907-927. Doi: 10.3280/RIP2020-003006
  https://www.francoangeli.it/riviste/SchedaRivista.aspx?DOI=10.3280/RIP2020-003006
• Brazzelli, E., Grazzani, I., & Pepe, A. (2020). Promoting prosocial behavior in toddlerhood: A conversation-based intervention at nursery. Journal of Experimental Child Psychology. Doi: 10.1016/j.jecp.2020.105056 https://www.sciencedirect.com/science/article/abs/pii/S0022096520305105
• Cavioni, V., Grazzani, I., Ornaghi, V., Pepe, A., & Pons, F. (2020). Assessing the factor structure and measurement invariance of the Test of Emotion Comprehension (TEC): A large cross-sectional study with children aged 3-10 years. Journal of Cognition and Development. Doi: 10.1080/15248372.2020.1741365
  https://www.tandfonline.com/doi/full/10.1080/15248372.2020.1741365?needAccess=true
• Farina, E., Ornaghi, V., Pepe, A., Fiorilli, C., & Grazzani, I. (2020). High School Student Burnout: Is Empathy a Protective or Risk Factor? Frontiers in Psychology, 11:897. Doi: 10.3389/fpsyg.2020.00897 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.00897/full
• Cavioni, V., Grazzani, I., & Ornaghi, V. (2020). Mental health promotion in schools: A comprehensive theoretical framework. International Journal of Emotional Education, 12(1), 65-82. https://www.um.edu.mt/library/oar/bitstream/123456789/55039/1/v12i1p5.pdf

2019-2016

• Grazzani, I., & Brockmeier, J. (2019). Language Games and Social Cognition: Revisiting Bruner. Integrative Psychological and Behavioral Science, 53(4), 602–610. Doi: 10.1007/s12124-019-09489-0
  https://link.springer.com/article/10.1007/s12124-019-09489-0
• Conte, E., Ornaghi, V., Grazzani, I., Pepe, A., & Cavioni, V. (2019). Emotion knowledge, theory of mind, and language in young children: Testing a comprehensive conceptual model. Frontiers in Psychology, 10(2144). Doi: 10.3389/fpsyg.2019.02144 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.02144/full
• Ornaghi, V., Pepe, A., Agliati, A., & Grazzani, I. (2019). The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation. Social Development, 28(3), 581-598.
   Doi: 10.1111/sode.12351 https://onlinelibrary.wiley.com/doi/full/10.1111/sode.12351
• Conte, E., Grazzani, I., & Pepe, A. (2018). Social cognition, language, and prosocial behaviors: A multitrait mixed-methods study in early childhood. Early Education & Development, 29 (6), 814-830. Doi: 10.1080/10409289.2018.1475820 https://www.tandfonline.com/doi/full/10.1080/10409289.2018.1475820?scroll=top&needAccess=true
• Grazzani, I., Ornaghi, V., Conte, E., Pepe A., & Caprin, C. (2018). The Relation between Emotion Understanding and Theory of Mind in Children Aged 3 to 8: The Key Role of Language. Frontiers in Psychology, 9:724. Doi: 10.3389/fpsyg.2018.00724 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00724/full
• Brazzelli, E., Farina, E., Grazzani, I., & Pepe, A. (2018). La misura dei comportamenti prosociali nella prima infanzia: uno studio di validazione del CPBQ. Psicologia Clinica dello Sviluppo, 3, pp. 581-596. Doi: 10.1449/91522 https://rivisteweb.it/doi/10.1449/91522?rwSearchIds=
  
• Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and emotional learning for children with Learning Disability: Implications for inclusion. International Journal of Emotional Education, 9(2), 100-109. https://www.um.edu.mt/library/oar/bitstream/123456789/24346/1/v9i2dp8a.pdf
• Ornaghi, V., Brazzelli, E., Grazzani, I., Agliati, A., & Lucarelli, M. (2017). Does training toddlers in emotion knowledge lead to changes in their prosocial and aggressive behavior toward peers at nursery? Early Education and Development. 28, 4, pp. 396-414.
  Doi: 10.1080/10409289.2016.1238674 https://www.tandfonline.com/doi/full/10.1080/10409289.2016.1238674
• Grazzani, I., Ornaghi, V., Pepe, A., Brazzelli, E., & Reeffe, C. (2017). The Italian version of the Empathy Questionnnaire for 18- to 36-months-old children: psychometric properties and measurement invariance across gender of the EmQue-I13. European Journal of Developmental Psychology, 14(1), 118-126. Doi: 10.1080/17405629.2016.1140640 https://www.tandfonline.com/doi/full/10.1080/17405629.2016.1140640
• Ornaghi, V., Pepe, A., & Grazzani I. (2016). False-belief understanding and language ability mediate the relationship between emotion comprehension and prosocial orientation in preschoolers. Frontiers in Psychology, 7: 1534. 
  Doi: 10.3389/fpsyg.2016.01534 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01534/full
• Grazzani, I., Ornaghi, V., & Brockmeier, J. (2016). Conversation on mental states at nursery: promoting social cognition in eraly childhood. European Journal of Developmental Psychology, 13(5), 563-581.  Doi: 10.1080/17405629.2015.1127803 https://www.tandfonline.com/doi/full/10.1080/17405629.2015.1127803
• Ciucci, E., Baroncelli, A., Grazzani, I., Ornaghi, V., & Caprin, C. (2016). Emotional arousal and regulation: Further evidence of the validity of the “How I Feel” Questionnaire for use with school-age children. Journal of School Health, 86(3), 195-203. 
  Doi: 10.1111/josh.12370 https://onlinelibrary.wiley.com/doi/full/10.1111/josh.12370
• Grazzani, I., Ornaghi, V., Agliati, A., & Brazzelli, E. (2016). How to Foster Toddlers’ Mental-State Talk, Emotion Understanding, and Prosocial Behavior: A conversation-Based Intervention at Nursery School. Infancy, 21(2), 199-227. Doi: 10.1111/infa.12107 https://onlinelibrary.wiley.com/doi/full/10.1111/infa.12107