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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

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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