Promotion of social and emotional skills

 

This research group is dedicated to understanding the development of social and emotional skills in different populations. The studies and publications of this group relate to the evaluation of the effectiveness of interventions designed to promote social and emotional competencies, as well as the impact of these interventions on different domains of functioning.

Name ORCID CIÊNCIA ID
Helena Cristina da Rocha Vidal Framrose Bilimória 0000-0002-4128-8827 -
Paulo Alexandre Soares Moreira 0000-0002-5454-7971 -
Sara Figueiredo Cruz 0000-0003-0011-7746 -
Vitor Alexandre Belo de Moura Pereira Coelho 0000-0001-6427-4420 -
Name ORCID CIÊNCIA ID
Magda Rafaela da Costa Vasconcelos - -
Maria Carolina Almeida Ribeiro - -
Marta Isabel Franco Marchante 0000-0002-9171-840X -
Vanda Paula Sucena de Sousa - -
Name ORCID CIÊNCIA ID
Helena Cristina da Rocha Vidal Framrose Bilimória 0000-0002-4128-8827 -
Paulo Alexandre Soares Moreira 0000-0002-5454-7971 -
Sara Figueiredo Cruz 0000-0003-0011-7746 -
Vitor Alexandre Belo de Moura Pereira Coelho 0000-0001-6427-4420 -

Coelho, V. A., & Figueira, A. P. C. (2013).

Project “Positive Attitude”: Promoting school success through social and emotional abilities development - Design for elementary and middle school students, Portugal. In D. Halkias (Ed.), Psychology and the Search for Certainty in Everyday Life, (pp. 63 – 78). Athens: Athens Institute for Education and Research. ISBN: 978-960-95

Moreira, P.A.S., Pinheiro, A., Cotter, M.J., Gomes, P., & Ferreira, R. (2013).

Teachers’ perceptions of schooling socio-emotional needs inventory (TEPESSENI) – development and validation studies. Psychology / Psicologia: Reflexão & Crítica, 26(1), 67-76. http://dx.doi.org/10.1590/S0102-79722013000100008

Coelho, V., Sousa, V., & Figueira, A. P. (2014).

The impact of a school-based social and emotional learning program on the self-concept of middle school students. Revista de Psicodidactica, 19(2), 347-365. doi: 10.1387/RevPsicodidact.10714

Ramos Leitão, F., & Bilimória, H. (2014).

A Perceção de alunos e docentes sobre a interdependência professor-aluno: a transição entre níveis de ensino. Revista de Psicologia da criança e do adolescente, 5(1), 73-91

Lobo, F. & Torres-Oliveira, I. (2014).

Community Intervention and non formal education: coping strategies of a rural community. Review of Strategic and International Studies, 6(1), 108-111.

Moreira, P. A., Jacinto, S., Pinheiro, P., Patrício, A., Crusellas, L., Oliveira, J. T., & Dias, A. (2014).

Long-term impact of the promotion of social and emotional skills. Psicologia: Reflexão e Crítica, 27(4), 634-641. http://dx.doi.org/10.1590/1678-7153.201427404

Coelho, V., Sousa, V., & Marchante, M. (2015).

Development and Validation of the Social and Emotional Competencies Evaluation Questionnaire. Journal of Developmental and Educational Psychology, 5(1), 139-147. doi:10.5539/jedp.v5n1p139

Coelho, V., Sousa, V., Marchante, M., & Romão, A. M. (2015).

Validação do questionário Autoconceito Forma 5 numa amostra de crianças e adolescentes portugueses. International Journal of Developmental and Educational Psychology, 1(1), 67-78.

Moreira, P.A., Bilimória, H., Alvez, P., Santos, M. A., Macedo, A. C., Maia, A., Figueiredo, F., & Miranda, M. J. (2015).

Subjective Wellbeing in students With Special Educational Needs (SEN). Cognition. Brain. Behavior. An Interdisciplinary Journal, 19(1), 75-97.

Moreira, P.A., Bilimória, H., Pedrosa, C., Pires, M.F., Cepa, M.J., Mestre, M.D., Ferreira, M., & Serra, N. (2015).

Engagement with school in students with Special Educational Needs. International Journal of Psychology & Psychological Therapy, 15(3), 361-375

Sousa, V., Coelho, V., Brás, P., Marchante, M., & Romão, A. R. (2015).

Programa de desenvolvimento de competências socioemocionais focado na igualdade de género. In M. H. Gomes & N. Gallego (Eds.), Equality sounds good! Express it yourself, (pp. 51-63). Torres Vedras: JCD.

Coelho, V. A., Marchante, M., Brás, P., & Pereira, L. (2016).

Portuguese psychology: Placing the professional practice and training in a global context. Universitas Psychologica, 15(4), 4-15. 

Coelho, V., Marchante, M., Sousa, V., & Romão, A. M. (2016).

Programas de intervenção para o desenvolvimento de competências socioemocionais: Uma revisão crítica dos enquadramentos SEL e SEAL. Análise Psicológica, 34(1), 61-72. doi: 10.14417/ap.966

Coelho, V. A., & Sousa, V. (2016).

Desenvolvimento de um sistema de avaliação multiinformantes de competências socioemocionais. In A. M. Pinto & R. Raimundo (Eds.), Avaliação e promoção de competências socioemocionais em Portugal (pp. 135-153). Lisboa: Coisas de Ler.

Coelho, V., Sousa, V., & Figueira, A. P. (2016a).

Positive Attitude Program’s Impact upon SelfConcept across Childhood and Adolescence. Revista de Psicodidactica, 21(2), 261-280. doi: 10.1387/RevPsicodidact.15129

Coelho, V., Sousa, V., & Figueira, A. P. (2016b).

The effectiveness of a Portuguese elementary school Social and Emotional Learning program. Journal of Primary Prevention, 37(5), 433-47.

Coelho, V. A., Sousa, V., & Marchante, M. (2016). “Atitude Positiva”: Um resumo de 12 anos de resultados de aplicação de programas de Aprendizagem Socioemocional. In A. M. Pinto & R. Raimundo (Eds.), Avaliação e promoção de competências socioemocionais em Portugal (pp. 371-396). Lisboa: Coisas de Ler.

 

Coelho, V. A., Sousa, V., & Marchante, M. (2016).

Social and emotional competencies evaluation questionnaire—teacher’s version: Validation of a short form. Psychological Reports, 119, 221-236. doi: 10.1177/0033294116656617

Coelho, V., Sousa, V., Marchante, M., & Romão, A. M. (2016).

Bullying and cyberbullying in Portugal: Validation of a questionnaire and analysis of prevalence. School Psychology International, 37, 223-239. doi: 10.1177/0143034315626609

Bowles, T., Jimerson, S., Haddock, A., Nolan, J., Jablonski, S., Czub, M., & Coelho, V. (2017).

A review of the provision of social and emotional learning in Australia, the United States, Poland, and Portugal. Journal of Relationships Research, 8, e18. doi: 10.1017/jrr.2017.16

Coelho, V. A., & Romão, A. R. (2017).

The impact of secondary school transition on self-concept and self-esteem. Revista de Psicodidactica, 22(2), 85-92.

Coelho, V. A., & Sousa, V. (2017).

Class-level risk factors for bullying and victimization in Portuguese middle schools. School Psychology International, Published online before print December, 27, 2017. doi: 10.1177/0143034317749992

Coelho, V., & Sousa, V. (2017).

Comparing two low middle school social and emotional learning program formats: A multilevel effectiveness study. Journal of Youth and Adolescence, 46, 656-667. http://dx.doi.org/10.1007/s10964-016-0472-8

Coelho, V. A., & Sousa, V. (2017).

The impact of class-level variables on the effectiveness of a middle school social and emotional learning program: A multilevel analysis. Journal of Relationships Research, 8, e21. doi 10.1017/jrr.2017.21

Coelho, V., Sousa, V., Raimundo, R., & Figueira, A. (2017).

The impact of a Portuguese middle school social–emotional learning program. Health Promotion International, 32, 292-300. doi: 10.1093/heapro/dav064 

Moreira, P.A.S., Cloninger, C.R., Rocha, M., Oliveira, J., Ferreira, N., Gonçalves, D.M., & Rózsa, S. (2017).

The psychometrics of the European Portuguese version of the Temperament and Character Inventory-Revised (TCI-R). Psychological Reports, 120(6), 1178-1199. http://dx.doi.org/10.1177/0033294117711914

Coelho, V.A. & Sousa, V. (2018a).

A Multilevel Analysis of the Relation Between Bullying Roles and Social and Emotional Competencies. Journal of Interpersonal Violence. Advance online publication https://doi.org/10.1177/0886260518801943

Coelho, V. & Sousa, V. (2018b).

Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter? Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-018-0897-3