Laboratory 2: Education, Inclusion and Society

Education, Inclusion and Society

Coordination

Mónica Nogueira Soares

She holds a PhD in Psychology from the University of Beira Interior, with research focused on conflict and violence in school settings, and a master’s degree in Themes in Psychology from the Faculty of Psychology and Educational Sciences of the University of Porto. She is an Adjunct Professor at the Paula Frassinetti School of Education.

Her research interests are situated at the interface between psychology and education, focusing on school coexistence and climate, violence prevention, conflict management and mediation, socio-emotional development, children’s participation, inclusive education, and school-family-community relationships. Her work seeks to connect the analysis of educational, institutional and community relationships with the study of the contexts in which learning, participation, inclusion and social development take place.

She has participated in and held roles of scientific coordination, evaluation and monitoring in national and international projects in the areas of socio-emotional competences, self-regulated learning, mental health, inclusion, children’s participation, digital dependency and violence prevention. The projects in which she is involved include the European project Be-SELF, MINDcraft, Violência, Não! and LUDERE.

She is the author and co-author of national and international peer-reviewed scientific publications in the fields of socio-emotional learning, inclusive education, quality of educational contexts, self-regulation, teacher well-being and children’s participation. She is also the author of the book A educação para a convivência na escola and is involved in the supervision of research work, project evaluation and participation in scientific committees.

Overview

Laboratory 2 brings together research on educational, social, institutional and community processes that influence opportunities for learning, participation, inclusion and social development. Its scientific identity is grounded in an ecological and systemic understanding of developmental contexts, considering the relationships among children, young people, adults, families, professionals, institutions and communities.

The Laboratory includes projects situated in formal, non-formal and informal educational contexts, covering pedagogical practices, school climate, school-family-community relationships, the inclusion of groups in situations of vulnerability, child and youth protection, the evaluation of practices, programmes and contexts, social participation, coexistence, well-being, and the quality of educational and institutional environments. This orientation enables the articulation of contributions from psychology, education sciences and related disciplinary areas, while maintaining a common focus on understanding and enhancing the contexts in which development, learning and participation take place.

The Laboratory’s scientific activity is organised around integrated projects, thematic teams and partnerships with educational, social, community and public institutions. Projects should specify their objectives, theoretical framework, methodology, team, timeline, expected scientific outputs, contribution to study programmes, and forms of scientific and social dissemination of the knowledge produced.

The Laboratory prioritises research with academic, educational and social relevance, oriented towards:

the production of scientific knowledge;
the development of assessment instruments;
the analysis of practices and policies;
the design and evaluation of intervention programmes.

For internal organisational purposes, the Laboratory’s activity is structured around four interconnected axes:

education, learning and pedagogical practices;
inclusion, diversity and social participation;
protection, coexistence and well-being in educational and community contexts;
policies, institutions and social transformation.

Objectives

Produce scientific knowledge on educational, social, institutional and community contexts that influence opportunities for learning, participation, inclusion and social development.
Analyse practices, policies, relationships and institutional dynamics that foster or limit equity, participation, coexistence, protection and inclusion in formal, non-formal and informal educational contexts.
Develop, adapt and validate assessment instruments aimed at studying contexts, practices, programmes, institutional climate, participation, inclusion and the quality of educational and social environments.
Design, implement and evaluate programmes, projects and intervention devices in educational, social and community contexts, with a focus on promoting participation, coexistence, inclusion and the transformation of institutional environments.
Further the study of school-family-community relationships, the participation of children, young people, families and professionals, and institutional responses aimed at groups in situations of vulnerability or under-representation.
Promote knowledge transfer to schools, social institutions, local authorities, community organisations, professionals and decision-makers through resources, training, scientific and technical consultancy, and dissemination of results.
Strengthen internal and external, national and international collaborations in interdisciplinary projects that connect research, training, intervention and social impact.
Promote open science practices, impact monitoring and scientific dissemination in recognised channels, reinforcing the visibility and coherence of the laboratory’s scientific output.

CIPD/2223/DEED/2 — Global Perspectives on Teachers’ Wellbeing and Mental Health following the Covid-19 Pandemic

CIPD/2223/DEED/2 ACTIVE PROJECT	Global Perspectives on Teachers’ Wellbeing and Mental Health following the Covid-19 Pandemic.
Coordinators	Olympia Palikara Bonnie Nastasi Krys Varjas
Team	Sofia Mendes Pedro Dias Rosário Cunha Madalena Melo Sofia Major Sofia Marques
Objectives	To develop a comprehensive understanding of teachers' wellbeing and psychological health, taking into account ecological, developmental and sociocultural factors, particularly within the context of the COVID-19 crisis. The project also aims to create an online portfolio of evidence-based resources aimed at promoting wellbeing and psychological health in school settings. Specific objectives include: To assess the psychological wellbeing, psychological health, and job satisfaction levels of teachers during the COVID-19 pandemic. To investigate teachers’ perceptions and definitions of psychological wellbeing and psychological health within the context of the COVID-19 pandemic. To explore teachers’ understandings and definitions of a psychologically healthy environment or ecology within the context of the COVID-19 pandemic.
Partnerships	University of Warwick, Tulane University, Georgia State University, Portuguese Catholic University, Lusíada University, University of Évora, University of Açores
Sustainable Development Goals	SDG4 – Quality education

CIPD/2223/DEED/3 — School climate: Assessing and understanding in order to intervene

CIPD/2223/DEED/3 ACTIVE PROJECT	School climate: Assessing and understanding in order to intervene.
Coordinator	Sofia Mendes
Team	Joana Cruz Irene Cadime Jesslynn Rocha Neves Tamika P. La Salle
Objectives	The present study is a part of the research project "Cross Cultural School Climate Study," which is coordinated by Tamika P. La Salle from UCONN - University of Connecticut. This research project involves collaboration among institutions, researchers, and practitioners from several countries, including Greece, Belgium, Germany, Malta, Latvia, Hungary, the USA, England, Italy, Slovakia, and Lithuania. Its primary objective is to establish a set of school climate questionnaires that can be used internationally to analyze perceptions of school climate among different key informants over time. Specifically, the project aims to (a) translate, adapt, and validate the School Climate Survey Suite (SCSS) into European Portuguese, (b) contribute to a deeper understanding of cross-cultural similarities and differences in school climate perceptions, and (c) better understand how individual and contextual variables influence perceptions of school climate.
Partnerships	University of Minho University of Connecticut (USA) Rivier University (USA)
Sustainable Development Goals	ODS4 – Quality education

CIPD/2223/DEED/4 — Intervision and Professional Supervision of Psychologists in School Contexts

CIPD/2223/DEED/4 ACTIVE PROJECT	Intervision and Professional Supervision of Psychologists in School Contexts.
Coordinator	Sofia Mendes
Team	Joana Cruz, Marisa Carvalho, Miguel Ricou
Objectives	To update and expand the existing knowledge on the access, practices, and perceptions of school psychologists regarding supervision and professional intervision. The goal is to gain a comprehensive understanding of the experiences, training, and knowledge of these professionals in the field of supervision.
Partnerships	Portuguese Catholic University Faculty of Medicine (University of Porto)
Sustainable Development Goals	SDG4 – Quality education

CIPD/2223/DEED/9 — Longitudinal study of teacher-child interactions and disruptive behavior in preschool children

CIPD/2223/DEED/9 ACTIVE PROJECT	Longitudinal study of teacher-child interactions and disruptive behavior in preschool children.
Coordinator	Joana Martins Gonçalves Lopes
Team	-
Objectives	To assess the impact of the relational environment in preschool education on the developmental outcomes of at-risk children. Specifically, we will evaluate the influence of teacher-child interactions at the classroom level, teacher-child dyadic interactions, and child emotional security on children's developmental outcomes (FE, DSE and AC). Our focus is to analyze how the quality of dyadic teacher-child interactions and emotional security synergistically contribute to a protective mechanism that regulates children’s behavior within the classroom setting. Additionally, considering the importance of identifying factors that can either promote or hinder development, we will conduct a longitudinal study to examine patterns of growth and change in behavioral problems throughout the preschool years among children with varying levels of risk.
Partnerships	Laboratory of Neuropsychology (University of Porto) Escola Superior de Educação do Porto University Institute of Lisbon (ISCTE) University of Virginia (USA).
Sustainable Development Goals	SDG4 – Quality education SDG10 – Reduced inequalities

CIPD/2223/DEED/10 — Mother-baby attachment across the first year of life: behavioral, physiological and neural precursors

CIPD/2223/DEED/10 ACTIVE PROJECT	Mother-baby attachment across the first year of life: behavioral, physiological and neural precursors.
Coordinator	Joana Martins Gonçalves Lopes
Team	Pedro Lopes dos Santos (parceiro: Centro de Psicologia da Universidade do Porto) Marina Fuertes (parceiro: Escola Superior de Educação de Lisboa) Fernando Ferreira-Santos (parceiro: Laboratório de Neuropsicofisiologia) Alberto Vilar (parceiro: Universidade do Minho)
Objectives	In this longitudinal study, our objective is to examine the relationship between mother-infant interactive behaviors and infant emotional regulation at 3 and 9 months, and their association with attachment quality and infant development at 12 months. Furthermore, we aim to investigate the connection between attachment quality and the visual preferences of infants for socio-emotional stimuli. Additionally, this project aims to explore the neural underpinnings of mother-infant attachment and maternal sensitivity by utilizing neuroimaging data, specifically functional magnetic resonance imaging (fMRI).
Partnerships	Casa da Saúde da Boavista Laboratório de Neuropsicologia da Universidade do Porto Centro de Psicologia da Universidade do Porto Psychological Neuroscience Laboratory (UM) Laboratório de Investigação em Sexualidade Humana (FPCEUP)
Sustainable Development Goals	SDG4 – Quality education SDG10 – Reduced inequalities

CIPD/2223/DEED/11 — Children’s Rights and Child Protection

CIPD/2223/DEED/11 ACTIVE PROJECT	Children’s Rights and Child Protection.
Coordinator	Sónia Pires de Lima Araújo Rodrigues
Team	Kai Paulo (Master’s dissertation) Elisabete Gouveia (Master’s dissertation) Francisca Martins (Master’s dissertation) Sofia Gonçalves (Master’s dissertation) Mariana Sousa (Master’s dissertation) Maria Oliveira (Master’s dissertation) Joana Guilherme (Master’s dissertation) João Afonso Santos (Master’s dissertation) Vânia Pinto (PhD researcher) Ana Meireles (PhD researcher)
Objectives	To conduct research and interventions in the following topics/areas: Child Rights Child Protection System Family-based care / family environment Residential Care (RC) Foster Care Adverse Childhood Experiences (ACEs) Objectives: To analyze the relationship between respect for children’s rights and variables relating to psychological well-being. To assess and compare the level of knowledge/recognition of children’s rights among different populations (children and young people, adults, teachers, etc.). To analyze how children’s rights are addressed in the national media. To assess perceptions of respect for children’s rights within the child protection system (professionals, parents, children in the child protection system, etc.). To assess the effects of providing information and training to different groups, particularly parents, professionals, caregivers and practitioners, on adverse childhood experiences, child development, brain architecture in the first years of life, and the effects of maltreatment, particularly on adult–child interaction and respect for children’s rights. To assess the extent to which children in care (and their caregivers) know their rights and perceive those rights to be respected in care settings (residential and/or foster care). To assess lawyers appointed to represent children’s perceptions of their preparedness for this role and the need for specific training. To assess and compare perceptions of the effectiveness of protection measures implemented in the family environment by the Commissions for the Protection of Children and Young People (CPCJ), from the perspectives of professionals, families and children/young people. To identify and describe how the different entities working with families in their own environment operate and coordinate with one another. To assess and describe the intervention carried out by CAFAPs (Family Support and Parental Counselling Centers). To analyze the decision-making process that may lead to a child’s removal under the remit of the CPCJ and identify the variables involved. To analyze and compare the curricula of higher education courses that train professionals for the child protection system and the technical teams of residential care homes (specific training in child protection, trauma and care). To contribute to the development and validation of a new quality assessment system: SAQAR – Residential Care Quality Assessment System. To develop quality standards for residential care in Portugal. To assess the extent to which autonomy is promoted and young people are prepared for transition to working life in residential care (translation and validation of the Planea Residential Care Autonomy Promotion Programme). To assess the variables involved in relationships and work with the families of children and young people in residential care. To assess the views of the families of children in care regarding residential care. To analyze the quality of the documentation underpinning work with children/young people in residential care: intervention models, instruments, tools, programmes and the structure of Individual Intervention Plans (PII). To assess how residential care homes address the sexuality of adolescents and young people in care and how sexuality education is delivered; to develop an intervention programme and evaluate its outcomes. To assess representations and prejudices in school settings concerning children and young people in residential care (views of teachers, educational assistants and other students at different levels of education). To analyze successful post-care pathways (e.g. university students/higher education applicants) and identify possible predictors of success. To analyze and compare variables relating to residential care caregivers: training, motivation and burnout; views on educational measures, behavior control and contingency management; knowledge of legislation and children’s rights; and knowledge of therapeutic care. To assess the public image of residential care caregivers. To assess the role of residential care supervisors and how highly their role is valued by technical directors. To analyze supervisors’ perspectives on the problems and challenges of residential care in Portugal. To assess how the new entities managing foster care operate. To analyze how foster carers relate to and collaborate with the birth families of children in their care. To assess the relationships between children in foster care and the foster carers’ biological children. To compare care experiences in residential care and foster care. To identify barriers and facilitators to the continuation of the foster carer role (remaining a foster family). To study adverse childhood experiences and complex trauma among children in care compared with children not in care (with a protection measure in the family environment or outside the protection system). To adopt comparative perspectives with other countries.
Partnerships	Instituto de Segurança Social I.P. (Portugal) GIFI – Family & Childhood Research Group, University of Oviedo (Spain) IBDFAM/SE – Brazilian Institute of Family Law, Sergipe Section (Brazil) PAJE Platform (Portugal) AjudAjudar Association (Portugal)
Sustainable Development Goals	SDG1 – No Poverty SDG5 – Gender Equality SDG10 – Reduced Inequalities SDG16 – Peace, Justice and Strong Institutions

CIPD/2324/DEED/1 — The Promotion of Positive Behaviors in Portuguese Schools

CIPD/2324/DEED/1 ACTIVE PROJECT	The Promotion of Positive Behaviors in Portuguese Schools.
Coordinator	Sara Cruz
Team	Mariana Sousa Tânia Vales
Objectives	To map practices in Portuguese schools related to the promotion of positive behaviors and prevention of behavioral problems; To develop a questionnaire for mapping practices for promoting positive behaviors in schools; To design research projects in collaboration with schools to support the implementation of positive behavior promotion practices throughout the school.
Partnerships	Catholic University of Portugal, Porto; University of Maia (UMAIA) Various public and private school groups
Sustainable Development Goals	SDG3 – Health and well-being SDG4 – Quality education

CIPD/2324/DEED/2 — Reading Performance in the 2^nd Cycle of Basic Education

CIPD/2324/DEED/2 ACTIVE PROJECT	Reading Performance in the 2^nd Cycle of Basic Education.
Coordinator	Joana Cruz
Team	Bruna Rodrigues Carla Silva Sofia Mendes Irene Cadime
Objectives	To characterize reading performance in students from the 2nd Cycle of Basic Education; To validate digital reading assessment tools for use with students from the 2nd Cycle of Basic Education; To evaluate the effectiveness of reading promotion interventions, including those applied universally and those specifically targeting at-risk students.
Partnerships	University of Minho Various public and private school groups
Sustainable Development Goals	SDG4 – Quality education

CIPD/2425/ASE/1 — LUDERE

CIPD/2425/ASE/1 ACTIVE PROJECT	LUDERE
Coordinator	Mónica Nogueira Soares
Team	Patrícia Ribeiro – CIPD / ESEPF Helena Azevedo - UMaia Vera Coelho - UMaia Marisa Lima - ESEPF Cláudia Cruz - CJSJ
Objectives	To reduce digital addiction behaviours (excessive and uncontrolled use of mobile devices, the internet and video games), helping participants to restore a healthy use of technology. To promote core socio-emotional competencies (self-awareness, emotional self-regulation, empathy/social awareness, relationship skills and responsible decision-making) in order to support participants’ mental health and interpersonal relationships. To foster participants’ self-awareness regarding their digital habits, increasing their awareness of usage patterns, associated emotions and the impact of these behaviours on their daily lives. To teach self-regulation strategies for screen use, drawing on cognitive-behavioural techniques (e.g., setting limits, problemsolving and cognitive restructuring) and relaxation/mindfulness practices, enabling participants to manage impulses and achieve a better balance between online and offline activities. To encourage healthy leisure alternatives, particularly through active play, traditional games, creative activities and contact with nature, so that children and young people can discover sources of enjoyment outside the digital environment. To involve and empower parents/caregivers by raising their awareness of the risks associated with digital addiction and providing them with educational strategies (establishing consistent rules, open communication and positive role modelling) to support at home the changes achieved during the sessions.
Partnerships	Escola Superior de Educação de Paula Frassinetti Universidade da Maia Centro Juvenil de São José
Sustainable Development Goals	Based on the 2030 Agenda for Sustainable Development, the project may contribute to the achievement of the following SDGs: SDG 3 – Good Health and Well-being: Ensure health and wellbeing for all and promote mental health. By combining play-based methodology with intervention addressing excessive technology use, the project seeks to promote balanced awareness of technology use and mental health while encouraging more active lifestyles. SDG 4 – Quality Education: Ensure inclusive and quality education for all, leading to positive development and learning outcomes. The project methodology recognizes the role of play in learning, supporting cognitive, emotional and social development while making learning more engaging and accessible to participating children and young people. The project includes children and adolescents who are at risk or vulnerable and provides conditions for accessibility and participation for all. An active and experiential learning approach is envisaged, focusing on activities involving adventure and exploration of the surrounding environment. SDG 8 – Decent Work and Economic Growth: Promote economic growth through entrepreneurial, creative and innovative initiatives that contribute to the sustainability of the organization and that may subsequently be replicated in other settings. SDG 10 – Reduced Inequalities: Empower and promote the social, economic and political inclusion of all people, regardless of age, sex, disability, race, ethnicity, origin, religion, economic status or other circumstances. By focusing on technology dependency among children and young people in vulnerable situations, the project aims to reduce disparities and provide equitable opportunities, contributing to a fairer and more inclusive society. SDG 13 – Climate Action: Take action to address global climate change. By promoting psychological well-being through interventions with a therapeutic component and adopting play as a methodological approach, the project encourages a reduction in excessive use of electronic technologies, thereby contributing to a reduction in the carbon footprint associated with the production and disposal of these devices. Rediscovering physical movement and engaging in outdoor activities may also increase awareness of the environmental impact of technologies and promote more sustainable choices. SDG 17 – Partnerships for the Goals: Promote public, public private and civil society partnerships that support impact strategies and resource mobilization, taking into account the project’s funding bodies, partner organizations and all stakeholders involved in its implementation.

CIPD/2425/NDE/1 — Enhancing mathematical skills and emerging literacy

CIPD/2425/NDE/1 ACTIVE PROJECT	Enhancing mathematical skills and emerging literacy.
Coordinator	Joana Cruz
Team	Ana Laúndes José Domingues
Objectives	Assess the performance in mathematical and emerging literacy skills of children in their final year of preschool education and identify those at risk in these areas; Evaluate the effectiveness of differentiated interventions based on response to intervention frameworks.
Partnerships	Groups of schools Lagoa Municipality
Sustainable Development Goals	SDG4 – Quality education

CIPD/2425/NDE/2 — Reading Fluency in the 2nd Grade: From Assessment to Promotion

CIPD/2425/NDE/2 ACTIVE PROJECT	Reading Fluency in the 2nd Grade: From Assessment to Promotion.
Coordinator	Joana Cruz
Team	Diana Alves – FPCEUP Helena Azevedo – Maia University Irene Cadime – Minho University
Objectives	Universal screening of reading fluency performance for 2nd grade students; Design and implementation of various interventions to promote reading fluency, in both universal and complementary modalities.
Partnerships	Groups of schools
Sustainable Development Goals	SDG4 – Quality education

CIPD/2425/NDE/3 — DigiPedES-XXI

CIPD/2425/NDE/3 ACTIVE PROJECT	DigiPedES-XXI.
Coordinator	Ana Leitão (Instituto Piaget)
Team	Joana Cruz Mariana Sousa Joana Torres (IEES) João Paulo Neves da Silva (ISAVE) Celestino Magalhães (Instituto Piaget) Maria Raquel Esteves (CESPU)
Objectives	To assess the relational competence of teachers from HEIs in the Pedagogy XXI Consortium; To assess the effectiveness of training in variables related to the pedagogical relationship and integration of active methodologies; To identify dimensions of the teacher profile that contribute to the adoption of active methodologies in Higher Education; To identify contributions of teacher training in improving the classroom climate; To assess the digital skills of teachers and the effects of training activies developed within the scope of the Center of Excellence for Pedagogical Innovation “Pedagogy XXI”; To understand the perception of self-efficacy of teacher at the level of their pedagogical practices; To assess the effectiveness of training in variables related to the pedagogical relationship and integration of active methodologies.
Partnerships	Center of Excellence for Pedagogical Innovation “Pedagogy XXI”
Sustainable Development Goals	SDG4 – Quality education

CIPD/2425/BESPA/2 — Advancing Quality Education through Parental Engagement: Updating frameworks and piloting innovative inteventions for the digital age [2023.13475.PEX]

CIPD/2425/BESPA/2 ACTIVE PROJECT	Advancing Quality Education through Parental Engagement: Updating frameworks and piloting innovative inteventions for the digital age [2023.13475.PEX]
Coordinator	Richard Inman
Team	Sofia Mendes + 1 Post-Doctoral Research Fellow
Objectives	The project has several objectives: To explore a new conceptual framework for parent engagement that acknowledges the role of parents’ subjective experience, and acknowledges the specific challenges encountered in the modern digital and multicultural education context in post-pandemic Portugal; To develop a new assessment framework for parent engagement; and working with relevant stakeholders, to identify existing practices and challenges to promoting parent engagement and to establish and pilot actionable interventions that can promote stronger parent engagement.
Partnerships	-
Sustainable Development Goals	SDG4 – Quality education

CIPD/2324/DEED/3 — No to Violence!

CIPD/2324/DEED/3	No to Violence!
Coordinatora	Mónica Nogueira Soares
Team	Mónica Nogueira Soares Ana Melo
Objectives	To help empower young people to identify situations of violence. To encourage the adoption of practices and behaviors that protect mental health and psychological well-being.
Partnerships	Valongo Municipal Council School groups in the Municipality of Valongo Escola Superior de Educação de Paula Frassinetti.
Sustainable Development Goals	SDG3 – Good health and well-being SDG4 – Quality education SDG16 – Peace, justice and strong institutions

CIPD/2526/TPS/2 — Mental Health and Women's Rights in Angola

CIPD/2526/TPS/2 ACTIVE PROJECT	Mental Health and Women's Rights in Angola
Coordinator	Patrícia Ribeiro
Team Members	Mónica Nogueira Soares - CIPD / ESEPF Marisa Lima - ESEPF
Objective	The purpose of this study is to gain an overall understanding of the global panorama of women’s mental health in Angola, their perception of how the issue is addressed in the country, and to identify how women’s rights in Angola may impact their psychological well-being. The study should also include some recommendations for policymakers, community leaders, and civil society in general.
Partners	Escola Superior de Educação Paula Frassinetti Rosto Solidário – Associação de Desenvolvimento Social e Humano Cáritas Portuguesa Saúde em Português Caritas de Angola
Project Contribution to the achievement of Sustainable Development Goals (SDGs)	SDG 3: Good Health and Well-Being SDG 5: Gender Equality SDG 10: Sustainable Cities and Communities SDG 16: Peace, Justice and Strong Institutions

CIPD/2122/DEED/4 — Neurodevelopmental Disorders: Cognitive and socioemotional markers

CIPD/2122/DEED/4 COMPLETED PROJECT	Neurodevelopmental Disorders: Cognitive and socioemotional markers.
Coordinator	Sara Figueiredo Cruz
Team	Mariana Lopes de Sousa
Results Obtained	Finalisation of data collection. This project has resulted in the publication of several scientific articles (e.g., https://doi.org/10.1007/s11065-023-09630-2; https://doi.org/10.1080/09297049.2024.2414875; https://doi.org/10.3389/fnmol.2022.889641) with international partners, participation in national and international scientific congresses and events, as well as the preparation of master's theses.
Project start date	September, 2021
Project completion date	25.06.2025

CIPD/2122/DEED/5 — Flight of Mathematics

CIPD/2122/DEED/5 COMPLETED PROJECT	Flight of Mathematics.
Coordinator	Joana Sara Ferraz da Cruz
Team	Sofia Mendes Marisa Carvalho - UCP Diana Alves - FPCEUP Irene Cadime - Universidade do Minho
Results Obtained	Cruz J.; Alves, D.; Carvalho, M.; [et al.] (2024) – Assessment of math abilities before school entry: a tool development. Frontiers in Education, 8, 1-13. 10.3389/feduc.2023.1347143 (despesa efetuada pela FPCEUP) Cruz, J.; Bóia, A. C.; Teixeira, B.; [et al.] (2023) - Efeitos de uma intervenção de promoção de competências matemáticas na educação pré-escolar. Revista de Psicologia, Educação e Cultura, 27(1), 6-22. https://doi.org/10.58086/0rh3-y904
Project start date	September 2021
Project completion date	July 2025

CIPD/2223/DEED/13 — Neural Correlates of Joint Attention: A Foundational Basis to Subsequent Social Competence

CIPD/2223/DEED/13 COMPLETED PROJECT	Neural Correlates of Joint Attention: A Foundational Basis to Subsequent Social Competence.
Coordinator	Vera Mateus (PI; Universidade of Coimbra) Sara Cruz (responsible for the Project at Universidade Lusíada)
Team	Ana Osório Sara Figueiredo Cruz Ana Ávila-Ganho Mónica Sobral
Results Obtained	Data collection finished. Future publication of scientific articles.
Project start date	March, 2023
Project completion date	25.06.2025

CIPD/2324/NDE/1 — Use of video games and the relationship with cognitive functioning, emotional regulation, mental health and well-being

CIPD/2324/NDE/1 COMPLETED PROJECT	Use of video games and the relationship with cognitive functioning, emotional regulation, mental health and well-being.
Coordinator	Sara Cruz
Team	Mariana Sousa Tânia Vales
Results Obtained	Data collection finished. Future publication of scientific articles and a master’s thesis.
Project start date	May, 2023
Project completion date	25.06.2025

CIPD/2122/DEED/1 — Individual and class factors that influence bullying and cyberbullying

CIPD/2122/DEED/1 COMPLETED PROJECT	Individual and class factors that influence bullying and cyberbullying.
Coordinator	Vitor Alexandre Belo de Moura Pereira Coelho
Team	Vanda Paula Sucena de Sousa Marta Isabel Franco Marchante Ana Maria Cabaça Romão Sara Cruz Mariana Lopes de Sousa
Objectives	This research project aims to investigate the influence and interplay of individual factors, including gender, age, socio-emotional skills, self-concept, and self-esteem, in relation to bullying and victimization behaviors. Both traditional bullying and cyberbullying will be considered. Additionally, class-level and school-level variables such as class moral climate, class size, and year of schooling will be taken into account. The objective is to better understand the relationships between these variables, their contributions to bullying and victimization behaviors (in both traditional and cyberbullying contexts) and, in turn, how these variables are affected by bullying.
Partnerships	Académico de Torres Vedras
Sustainable Development Goals	SDG3 – Good health and well-being

CIPD/2122/DEED/2 — Analysis of the National Dissemination of the Socio-emotional Learning Program - Positive Attitude – 3^rd cycle

CIPD/2122/DEED/2 COMPLETED PROJECT	Analysis of the National Dissemination of the Socio-emotional Learning Program - Positive Attitude – 3^rd cycle.
Coordinator	Vitor Alexandre Belo de Moura Pereira Coelho
Team	Vanda Paula Sucena de Sousa Marta Isabel Franco Marchante Ana Maria Cabaça Romão
Objectives	In this project, we aim to identify and describe the variables that influence the outcomes of socio-emotional development interventions and how these variables either enhance or inhibit these interventions. The project emphasizes the use of longitudinal and multilevel methodologies. Concurrently, various individual variables such as age, gender, perception of the school climate, or initial skill level will be analyzed, as well as class-level variables like class size, grade level, gender composition, and aggregated perception of school climate. At the school level, dimensions related to socioeconomic status and ethnic composition will be analyzed. The project also emphasizes the use of multiple respondents (students, teachers, and parents/guardians).
Partnerships	Académico de Torres Vedras Fundação Calouste Gulbenkian Associação Vizela ImaginAtiva Associação de Pais do Pombal ANADIC (Lisboa e Madeira) ACM Setúbal.
Sustainable Development Goals	SDG3 – Good health and well-being

CIPD/2223/DEED/7 — The Intergalactic World

CIPD/2223/DEED/7 COMPLETED PROJECT	The Intergalactic World.
Coordinatora	Rita Alexandra Rosa Antunes
Team	Marisa Filipe Joana Alexandre Túlia Cabrita
Objectives	To assess the effectiveness of an intervention called “THE INTERGALACTIC WORLD” using a randomized controlled trial. The projects also aims to evaluate the transfer effects of the intervention on language skills and executive functions (a set of complex and interrelated cognitive processes involved in goal-directed activities that are essential for the regulation and control of thoughts, behaviors and emotions).
Partnerships	Faculty of Humanities, University of Lisbon University Institute of Lisbon (ISCTE).
Sustainable Development Goals	SDG3 – Good health and well-being SDG4 – Quality education SDG10 – Reduced inequalities

CIPD/2324/DEED/4 — MindEx: Effectiveness of an Executive skills and Mindfulness Promotion Program in Children with Neurodevelopmental Disorders

CIPD/2324/DEED/4 COMPLETED PROJECT	MindEx: Effectiveness of an Executive skills and Mindfulness Promotion Program in Children with Neurodevelopmental Disorders.
Coordinator	Rita Antunes
Team	Andreia Veloso Marisa Filipe Selene Vicente
Objectives	To assess the feasibility (adherence, acceptability and implementation) of MindEx in clinical and school settings; To evaluate the effectiveness of MindEx in children with different clinical conditions (e.g., ADHD), focusing on proximal and distal effects; To identify mediating factors in the effectiveness of the intervention (e.g., fatigue, motivation, parental involvement).
Partnerships	Center for Psychology at Porto University Center of Linguistics, University of Lisbon
Sustainable Development Goals	SDG3 – Good health and well-being SDG4 – Quality education SDG10 – Reduced inequalities

CIPD/2425/NDE/4 — Peer Mentoring: Welcoming Migrant Students

CIPD/2425/NDE/4 COMPLETED PROJECT	Peer Mentoring: Welcoming Migrant Students.
Coordinator	Joana Cruz
Team	Catarina Pinho – Valongo Municipality Susana Pedras Mónica Soares
Objectives	1 book published: Cruz, J. & Pinho, M. C. (2026). Mentoria entre pares: Microssistemas relacionais. Relacional Lab. 2 book chapters: Cruz, J. Soares, M., Pinho, M. C., & Pedras, S. (2025). Relações entre pares: A mentoria como estratégia de integração de estudantes migrantes. In R. Marques, M. Marques, & S. Pereira (Eds.), Educação relacional: a arte de educar através das relações. Relational Lab. Cruz, J., Pinho, M. C., Soares, M., & Pedras, S. (novembro, 2025). Mentoria entre pares com alunos migrantes: perfil dos mentores. In Hernández, A., Educar para la Paz, pp. 1142-1149. Editorial Dykinson. ISBN: 978-84-1070-970-6. DOI: https://doi.org/10.14679/3930 1 scientific article in peer-reviewed journals: To be submitted 3 presentations at international conferences: Cruz, J., Pinho, M. C., Soares, M., & Pedras, S. (novembro, 2025). Mentoria entre pares com alunos migrantes: perfil dos mentores. Comunicação apresentada no VII CONGRESO MUNDIAL CON INFANCIA Y ADOLESCENCIA ¨Educar para la Paz¨. 25 novembro, Madrid. Cruz, J., Pinho, M. C., Soares, M., & Pedras, S. (novembro, 2025). Peer mentoring as strategy for the integration of migrant students. Comunicação apresentada no 11th International Congress of Clinical and Health Psychology in Children and Adolescents. 22 novembro, Málaga. Cruz, J. (2026). Cultivating belonging: Peer mentoring for migrant students and its impact on well-being [Conference presentation]. CNIPES’ Day: Co-Constructing Tomorrow. 19 de maio. Edifício Abel Salazar, Universidade do Porto. EDULEARN. 30 de junho. Palma de Maiorca.
Project start date	11-03-2025
Project completion date	30-06-2026

PhD projects

CIPD/2223/BESPA/6 — Well-Being in Early Childhood Education

CIPD/2223/BESPA/6	Well-Being in Early Childhood Education.
Student	Ana Laúndes
Supervisor	Joana Cruz Richard Inman
Objectives	This project aims to investigate the well-being of preschool-aged children, valuing children’s own perspectives, while also contributing to current knowledge on the conceptualisation and measurement of well-being in early childhood. Additionally, it seeks to support the validation of educational interventions that promote well-being—namely in the areas of emergent literacy and emotional understanding—through the implementation of a story-reading programme.
Sustainable Development Goals	SDG4 - Quality education

CIPD/2324/NDE/2 — Promoting Executive Functions in the First Years of School: Validation of an Intervention Program Applied by Parents

CIPD/2324/NDE/2	Promoting Executive Functions in the First Years of School: Validation of an Intervention Program Applied by Parents.
Student	Sandra Martins
Supervisor	Sara Cruz
Objectives	The general objective of this research project is to promote, facilitate and reinforce the development of executive functions in children aged 7 to 10. To these purposes, three studies will be carried out: i) a systematic review of the literature on the programs that have been developed to train executive functions in children between the ages of 7 and 10; ii) explore and compare the level of development of the three components of executive functions - inhibitory control, working memory and cognitive flexibility - at school age, and associate them with indicators of functioning; and iii) investigate the effect of an executive function training program, to be applied by parents, in promoting these same functions in children between the ages of 7 and 10.
Sustainable Development Goals	SDG3 – Good health and well-being SDG4 - Quality education SDG5 - Gender equality SDG10 - Reduced inequalities

CIPD/2425/NDE/5 — Reading Performance and Subjective Well-being in 2nd Cycle Elementary School Students

CIPD/2425/NDE/5	Reading Performance and Subjective Well-being in 2nd Cycle Elementary School Students.
Student	Lídia Viana de Pinho
Supervisor	Joana Cruz
Objectives	To design and implement a universal and systematic reading promotion intervention with 6th graders. To evaluate the effectiveness of the intervention on students' reading skills and subjective well-being, using a mixed research methodology.
Partnerships	School organizations across the country that frequently collaborate with the CPID
Sustainable Development Goals	SDG4 – Quality education

CIPD/2425/NDE/6 — IN-SYNC-BRAINS: Parent-Child Interbrain Synchrony and its Contribution to Development and Well-Being

CIPD/2425/NDE/6	IN-SYNC-BRAINS: Parent-Child Interbrain Synchrony and its Contribution to Development and Well-Being.
Student	Ana Paula Silva
Supervisor	Sara Cruz Mariana Sousa
Objectives	This project aims to investigate the relationship between interbrain synchrony and cognitive, social-emotional development, as well as subjective well-being in three-year-old children. Additionally, it seeks to examine the predictive role of interbrain synchrony in children’s cognitive and socio-emotional development and subjective well-being at 3.5 and 4 years of age.
Partnerships	Public and private early childhood education institutions and community centres.
Sustainable Development Goals	SDG 3 – Good Health and Well-Being

Researchers

Nome	ORCID	CIÊNCIA ID
Ana Maria Paula Marques Gomes	0000-0002-2492-3112	E511-341F-A6B9
Brigite Carvalho da Silva	0000-0002-3476-7803	4716-3FE7-B363
Bruna Regina da Silva Rodrigues	0000-0002-4201-6719	E919-3D0C-847E
Carina Mota Santos	0000-0002-5787-701X	6C15-E736-7749
Carla Susana Ferreira da Silva	0000-0001-7747-6531	D915-4E35-EFCB
Cátia Sofia Abreu Mendes	0000-0002-7037-2710	391B-62C6-0165
Hugo Miguel de Almeida Pais de Carvalho	0000-0002-3274-5571	9910-CE7F-E405
Jéssica Pinto Cardoso	0009-0003-8160-6150	E51F-3E7C-1C84
Joana Antunes Guimarães Soares	0000-0002-2516-2810	9B15-B203-9A24
Joana Martins Gonçalves Lopes	0000-0002-6174-3778	351C-A476-6C97
Joana Sara Ferraz da Cruz	0000-0002-5104-6979	4116-8ABF-4649
João Carlos de Gouveia Faria Lopes	0000-0001-9461-6858	8E15-DD01-9F61
Jorge Manuel de Almeida Castro	0000-0003-0868-1894	241D-4C02-0DD8
Maria Cristina Ribeiro Nunes de Azevedo	0000-0003-0114-7939	5617-6659-9984
Marisa Costa Egito da Fonseca	0000-0001-9865-9126	4F16-9104-A471
Mónica Cristina Nogueira Soares	0000-0003-3489-5634	1411-80DD-5086
Patrícia Alexandra Braga Pinto	0000-0003-0882-5683	D314-51C6-9383
Patrícia de Oliveira Ribeiro	0000-0002-0326-4701	4F15-B021-1160
Pedro Miguel Margalhos Rodrigues	0000-0001-5921-3009	D51B-582B-5B63
Sónia Cristina Dias Mendes	0000-0002-0783-5081	021F-FB57-B27D
Teresa Sofia Moreira Marques	0000-0002-9474-5972	8811-71AB-6645
Vitor Alexandre Belo de Moura Pereira Coelho	0000-0001-6427-4420	F91D-C872-FBFC

Doctoral students

Name	ORCID	CIÊNCIA ID
Ana Filipa Padrão Pacheco de Salazar Laúndes	0000-0003-2201-959X	3611-5E85-E964
Cassandra de Oliveira	0009-0001-5931-5096	A81B-98C3-1498
Elda Malheiro Martins de Sá	0009-0001-6487-3164	771C-A0F4-ED88
Lídia Raquel Fernandes Viana de Pinho	0000-0002-3645-6283	8B1C-FA91-B9D6
Manuel Augusto de Carvalho Teixeira	0009-0005-9115-0825	B215-A5FE-30E6
Sandra Liliana de Carvalho Martins	0009-0003-6204-2361	7519-EFD9-CEB2

Scholarships

Name	ORCID	CIÊNCIA ID
Ana Catarina Quintão Soares	0000-0001-5680-7362	6D1A-C89E-0EB9
Ana Paula Soares da Silva	0009-0002-6678-5456	691A-AAC6-A0EE

Publications

2026

Cadime, I., Cruz, J. & Rodrigues, B. (18^th July 2026). Tier 1 Reading Instruction in the Later Grades of Portuguese Primary Education. [Poster presentation]. Thirty-Third Annual Conference of the Society for the Scientific Study of Reading, Rotterdam, Netherlands.
Cruz, J., Cadime, I., Silva, C., Rodrigues, B., & Pinto, L.V. (2026). Desempenho em leitura no 2º CEB. [Conference presentation]. Webinar "Da investigação à ação: resultados e implicações práticas para o envolvimento parental e promoção da leitura". CIPD (a distância). 3 de julho.
Cruz, J., Cadime, I., Silva, C., Rodrigues, B., & Pinto, L.V. (2026). Desempenho em leitura no 2º CEB. [Conference presentation]. Webinar "Da investigação à ação: resultados e implicações práticas para o envolvimento parental e promoção da leitura". CIPD (a distância). 3 de julho.
Cruz, J. & Santos, C. (2026). Organização do webinar "Da investigação à ação: resultados e implicações práticas para o envolvimento parental e promoção da leitura". CIPD. 3 de julho.
Cruz, J., Cadime, I., Silva, C., Rodrigues, B., & Pinto, L.V. (2026). Desempenho em leitura no 2º CEB. [Conference presentation]. Webinar "Da investigação à ação: resultados e implicações práticas para o envolvimento parental e promoção da leitura". CIPD (a distância). 3 de julho.
Arantes, L., Soares, J., & Barroso, P. (Eds.). (2026). Rethinking Fashion and Consumer Responsibility for Decent Work and Social Justice. IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-7452-9
Cruz, J. & Pinho, M. C. (2026). Mentoria entre pares: Microssistemas relacionais. Relacional Lab.
Gonçalves, D. & Cruz, J. (Coords.) (2026). Os Laboratórios de Valorização e Desenvolvimento Profissional e a Abordagem Ecológica do Pedagogia XXI. ESEPF. http://hdl.handle.net/20.500.11796/3512
Carvalho, M., Serrão, R., Azevedo, H., Cruz, J., & Veríssimo, L. (2026). Schoolwide Positive Behavior Interventions and Support in Portuguese Schools: An Exploratory Study. Behavioral Sciences, 16(3), 344. https://doi.org/10.3390/bs16030344
Oliveira, C., Cruz, J., & Inman, R. (2026, 21 maio). Compreender o Bem-Estar e Envolvimento na Educação Superior: O Papel da Personalidade. [Poster presentation]. IV Congresso Internacional de Ambientes de Aprendizagem e Trabalho Saudáveis (LABPATS). Universidade Lusófona.
Cruz, J., Rodrigues, P. Silva, P, & Torres, I. (2026, 29 junho). Understanding Dropout Risk and Enhancing the Undergraduate Experience. [Poster presentation]. EDULEARN. Palma de Maiorca.
Cadime, I., Cruz, J. & Rodrigues, B. (18^th July 2026). Tier 1 Reading Instruction in the Later Grades of Portuguese Primary Education. [Poster presentation]. Thirty-Third Annual Conference of the Society for the Scientific Study of Reading, Rotterdam, Netherlands.
Cruz, J. (2026). What do we learn from the pedagogical innovation consortia? [Conference presentation]. CNIPES’ Day: Co-Constructing Tomorrow. 19 de maio. Edifício Abel Salazar, Universidade do Porto.
Cruz, J., Pinho, M. C., Pedras, S., & Soares, M. N. (2026). Cultivating belonging: Peer mentoring for migrant students and its impact on well-being [Conference presentation]. EDULEARN. 30 de junho. Palma de Maiorca.
Sá, P. S., Rodrigues, P., Torres, I. & Cruz, J. (2026). Fatores pedagógicos e institucionais no risco de abandono no ensino superior: evidência empírica e implicações para a intervenção. [Conference presentation]. 4º Congresso Pedagógico FFUP. 26 de maio. Faculdade de Farmácia da Universidade do Porto, Porto.
Cruz, J. (2026). Literacia Emergente: da Teoria à Prática. [Conference presentation]. Seminário “Literacia em Mudança: Ensinar, Intervir e Inovar”, promovido pela Direção Regional de Educação da Madeira, através do Centro de Recursos Educativos Especializados da Ribeira Brava e Ponta do Sol. 27 de maio. Centro Cultural John dos Passos, Madeira.
Cruz, J. (2026). Comunicação na Educação Superior. [Conference presentation]. Dia da Inovação Pedagógica. Escola Superior de Enfermagem de São José de Cluny, Madeira. 27 de maio.
Albuquerque, C., Gonçalves, D., Mateus, D., Fernandes, F. P., Silva, M. J., Cruz, J., Serra, J., Pacheco, C. (2026). Inovação pedagógica: bem-estar, inclusão e sucesso na educação superior. [Conference presentation]. 12º Congresso Nacional de Práticas Pedagógicas do Ensino Superior. Campus do Instituto Politécnico do Cávado e do Ave. 10 de julho.
Cruz, J. (2026). Inovação Pedagógica em Rede: o contributo dos consórcios para a transformação do ensino superior – Palestra Plenária. [Conference presentation]. 12º Congresso Nacional de Práticas Pedagógicas do Ensino Superior. Campus do Instituto Politécnico do Cávado e do Ave. 10 de julho.
Cruz, J., Cadime, I., Silva, C., Rodrigues, B., & Pinto, L.V. (2026). Desempenho em leitura no 2º CEB. [Conference presentation]. Webinar "Da investigação à ação: resultados e implicações práticas para o envolvimento parental e promoção da leitura". CIPD (a distância). 3 de julho.
Albuquerque, C., Cruz, J., Gonçalves, D., Silva, M. J., Mateus, D., Fernandes F. P., Pacheco; C. & Serra, J. (2026). A inovação pedagógica para o bem-estar inclusão e sucesso na educação superior. Da inovação à transformação institucional superior. Lisboa: Conselho Nacional para a Inovação Pedagógica no Ensino Superior.
Cruz, J. & Santos, C. (2026). Organização do webinar "Da investigação à ação: resultados e implicações práticas para o envolvimento parental e promoção da leitura". CIPD. 3 de julho.
Pedras, S. Oliveira, J., & Cruz, J. (17 de novembro de 2025). Organização da formação “Primeiros Socorros e Suporte Básico de Vida” no âmbito das unidades curriculares de Estágio do 2.º Ciclo em Psicologia Clínica e do 2.º Ciclo em Psicologia da Educação. A ação, com duração de quatro horas, foi ministrada pelo Prof. Doutor Abílio Cardoso Teixeira e pela Prof.ª Doutora Ana Maria Almeida, da Escola Superior de Saúde Santa Maria.
Cruz, J. (2026). Do Pedagogia XXI ao futuro do centro para a excelência em inovação pedagógica. Universidade Lusíada, Porto. 21 de maio.
Cruz, J. (2026). Jornadas Pedagógicas - Pedagogia XXI: Caminho(s) para a excelência pedagógica na educação superior: inclusão, inteligência artificial, metodologias ativas e avaliação. Atlântica — Instituto Universitário. Lisboa. 11 de março.
Taveira, E. (2026). Perceções de educadoras de infância sobre práticas de literacia emergente. Universidade Lusíada Norte – Porto. Orientadora: Joana Cruz
Brites, A. (2026). Promoção da leitura no 2.º Ciclo do Ensino Básico: efeitos de uma intervenção no 5.º ano. Universidade Lusíada Norte – Porto. Orientadora: Joana Cruz
Azevedo, L. (2026). Promoção da literacia emergente: efeitos de uma intervenção com crianças em risco. Universidade Lusíada Norte – Porto. Orientadora: Joana Cruz
Teixeira, V. (2026). A eficácia de uma intervenção para a promoção da fluência de leitura com alunos do 2.º ano de escolaridade. Universidade Lusíada Norte – Porto. Orientadora: Joana Cruz
Cruz, J. (2026). Submissão da candidatura FCT PEX 2025 do projeto “THRIVE from Day One: Empowering Student Well-Being and Success in Higher Education” - 2025.17767.PTDC
Soares, M. (2026). Cuidar das relações, transformar os conflitos: Um modelo integrado para as escolas. Relational Lab.
Soares, M. N., Peixoto, C., Coelho, V., Machado, F., Azevedo, H., & Neto, A. M. (2026). Early childhood educators’ reported social-emotional learning practices in Portuguese preschool education: The role of beliefs and training. Early Childhood Education Journal. https://doi.org/10.1007/s10643-026-02277-7
Cruz, J., Pinho, M. C., Pedras, S., & Soares, M. N. (2026). Cultivating belonging: Peer mentoring for migrant students and its impact on well-being [Conference presentation]. EDULEARN. 30 de junho. Palma de Maiorca.
Cruz, J. (2026). Instituto de Psicologia e Ciências da Educação. (2026, April 24). Desafios atuais da Psicologia: O papel da Ordem dos Psicólogos Portugueses [Open lecture]. Universidade Lusíada – Norte, Porto, Portugal.
Ribeiro, P. e Pinto da Costa, E. (2026). Supervisão científica e Desenvolvimento Profissional do/a Mediador/a Intercultural. In Queiroz, G. (Coord.), Capacitação em Mediação Intercultural Saberes, competências e práticas para agentes locais em contextos de diversidade. Porto: Câmara Municipal do Porto. ISBN 978-972-634-135-2. Disponível em: https://acaosocial.cm-porto.pt/files/uploads/cms/Ebook%20CMI.pdf
Ribeiro, P. et. al. (2026). Guia para Equipas Municipais de Mediação Intercultural. In Queiroz, G. (Coord.), Capacitação em Mediação Intercultural Saberes, competências e práticas para agentes locais em contextos de diversidade. Porto: Câmara Municipal do Porto. ISBN 978-972-634-135-2. Disponível em: https://acaosocial.cm-porto.pt/files/uploads/cms/Ebook%20CMI.pdf
Ribeiro, Patrícia de Oliveira (2026). SOS CENTERS – A importância da participação juve-nil num projeto de prevenção de violência contra crianças e jovens. Configurações: Revista de Ciências Sociais, 37, 95-118. ISSN 2182-7419. https://doi.org/10.21814/config.6322
Ribeiro, Patrícia (2026). III Encontros de Educação Social - Espaços de Reflexão e Partilha”. Organização: Escola Superior de Educação de Fafe (ESEF) do Instituto de Estudos Superiores de Fafe (IEES), em parceria com o Instituto Superior de Ciências da Informação e da Administração (ISCIA). 1 de junho de 2026
Mendes, S. D. (2026). (Re)Olhares e (Re)Escritas: Processualidade e recursividade em ‘Microrrelatos Fotográficos’ [(Re)Gazes and (Re)Writings: Processuality and recursivity in ‘Photographic Flash Fiction’]. In I. Cardoso, L. Graça, M. Pinto, C. Rodrigues, & T. Costa (Eds.), O ensino da escrita ao longo da escolaridade – da educação pré-escolar ao ensino superior. Estudos em homenagem a Luísa Álvares Pereira [The teaching of writing throughout schooling – from pre-school to higher education. Studies in honour of Luísa Álvares Pereira]. CIEQV/CIDTFF. ISBN 978-989-36789-3-0 https://www.researchgate.net/publication/410819624_O_ensino_da_escrita_ao_longo_da_escolaridade_-_da_educacao_pre-escolar_ao_ensino_superior_Estudos_em_homenagem_a_Luisa_Alvares_Pereira
Mendes, S. D. (2026). Quando estudantes escrevem microrrelatos: Fundamentos do género e análise de produções textuais [When students write microstories: Theoretical foundations and textual analysis]. Palavras, 64, 85-102. https://doi.org/10.61248/palavras.vi64.200
Mendes, S. D. (2026). O que faz uma história cuidar? Reflexões a partir de “Orelhas de borboleta” [What makes a story care? Insights from 'Butterfly Ears'] [Conference presentation]. Congresso Internacional Primeira Infância por um Cuidado Integral. 03 de junho. Universidade Eduardo Mondlane | Universidade Pedagógica de Maputo | Escola Superior de Educação Paula Frassinetti.
Marinho, M. (2026). Conhecer para intervir: Hábitos de leitura e compreensão leitora numa turma de 6.º ano [Understanding to intervene: Reading habits and reading comprehension in a 6th-grade classroom]. Escola Superior de Educação de Paula Frassinetti. Orientadora: Sónia Dias Mendes
Pinto, S., Correia-de-Sá, T., Gonçalves, H., Marques, S., Guardiano, M., Sampaio-Maia, B., & Ferreira-Gomes, J. (2026). Nutrient patterns in children with Attention-Deficit/Hyperactivity Disorder: a case–control study, Eur Child Adolesc Psychiatry . https://doi.org/10.1007/s00787-026-03002-w
Oliveira, J., Torres, I., & Marques, S. (2026). XII International Congress on Psychological Intervention: Psychology and Artificial Intelligence: Substitution or Complementarity? Instituto de Psicologia e Ciências da Educação, & Centro de Investigação em Psicologia para o Desenvolvimento. Universidade Lusíada – Norte, Porto, Portugal.

2025

Coelho, V. A., Marchante, M., & Brás, P. (2025). Effectiveness of an Upper Middle School Social and Emotional Learning Program in Portugal: A Large-Scale Dissemination. Journal of Youth and Adolescence, 1-13. DOI: 10.1007/s10964-025-02188-7
Coelho, V.A., Sousa, M., Marchante, M., & Cruz, S. (2025). Does a Social and Emotional Learning Program have the same effect for all students regardless of their bullying roles? School Psychology Review, 1-14. https://doi.org/10.1080/2372966X.2025.2464527
Chen, Y., Xiao, X., Dong, Z., Ding, J., Cruz, S., Zhang, M., ... & Di, H. (2025). Clinical diagnostic and prognostic value of residual language learning ability in patients with disorders of consciousness. Journal of Neuroscience, 45(22). DOI: https://doi.org/10.1523/JNEUROSCI.1684-24.2025
Fuertes, M., Barbosa, M., Gonçalves, J. & Beeghly, M. (2025) The challenges of stillness: a longitudinal study about the associations between mothers’ violations of the still-face, infant patterns of regulatory behavior, mother-infant interactive behavior, and infant attachment. BMC Psychology, 13, 246. https://doi.org/10.1186/s40359-025-02570-x
Mendes, S. A., Sinval, J., Cadime, I., Rodrigues, B., Inman, R., Neves‐McCain, J. R., & La Salle‐Finley, T. P. (2025). The Georgia School Personnel Survey of school climate: Validity evidence from a sample of Portuguese teachers and support staff. British Educational Research Journal. Advance online publication. https://doi.org/10.1002/berj.4170
Turnbull, K., Orr, C., & Cruz, S. (2025). Testing the Effect of Perceived Stress and Emotion Regulation in the Relationship Between Age and Executive Function. Journal of Cognitive Psychology. https://doi.org/10.1080/20445911.2025.2507017

2024

Cruz, S.; Sousa, M.; Peixoto, M.; [et al.] (2024) – The interplay between emotional well-being, self-compassion, and basic psychological needs in adolescents, International Journal of Adolescence and Youth, 29(1). http://dx.doi.org/ 10.1080/02673843.2024.2318340
Cruz, S.; Sousa, M.; Mateus, V. (2024) – Emotion Regulation and Cognitive and Social Functioning in Early Development: The Interface between Neurophysiological and Behavioural Perspectives (pp. 1-19). In Laurent, E. (Ed.). Emotional Intelligence – Understanding and Influencing Emotions. https://doi.org/10.5772/intechopen.1004233
Sousa, M.; Cruz, S.; Inman, R.; [et al.] (2024) – Bullying Victimization and Bullying Perpetration, Social Anxiety, and Social Withdrawal in Portuguese Adolescents: A Reciprocal Association Model. Aggressive Behavior. 50, e22170. https://doi.org/10.1002/ab.22170
Cruz. J.; Mendes, S.; Marques, S.; [et al.] (2024) – Promover a fluência de leitura: Uma intervenção preventiva. Universidade Lusíada. https://doi.org/10.34628/XNRK-BT82
Cadime, I.; Mendes, S.A. (2024) – Psychological assessment in school contexts: ethical issues and practical guidelines. Psicol. Refl. Crít. 37, 32. DOI: https://doi.org/10.1186/s41155-024-00318-x
Cruz. J.; Mendes, S.; Marques, S.; [et al.] (2024) – Promover a fluência de leitura: Uma intervenção preventiva. Universidade Lusíada. https://doi.org/10.34628/XNRK-BT82
Cruz, S.; Sousa, M.; Mateus, V. (2024) – Emotional intelligence: Understanding and influencing emotions. In É. Laurent (Ed.), Emotional intelligence: Understanding and influencing emotions. Intechopen. https://doi.org/10.5772/intechopen.1004233
Cruz, J.; Cardoso, J.; Teixeira, B.; [et al.] (2024) Teachers’ experiences during the COVID-19 pandemic in Portugal: the role of personal, professional and coping variables in inclusive practices. European Journal of Special Needs Education, 1–15. https://doi.org/10.1080/08856257.2024.2437902
Cruz, J.; Brito, D., Pinho, M.C.; [et al.] (2024). Reading prosody: The role of automaticity and motivational variables. Child Studies, 6, 33-52.
Cadime, I.; Alves, D.; Cruz. J.; [et al.] (2024) – Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training. International Journal of Early Childhood. https://doi.org/10.1007/s13158-024-00393-2
Carvalho, M.; Serrão, R.; Cruz, J.; [et al.] (2024) – School Psychologists' training to support inclusive education in Portugal: Trainers' perspectives of opportunities, challenges, and improvements. School Psychology International. https://doi.org/10.1177/0143034324123648
Cruz J.; Alves, D.; Carvalho, M.; [et al.] (2024) – Assessment of math abilities before school entry: a tool development. Frontiers in Education, 8, 1-13. https://doi.org/10.3389/feduc.2023.1347143
Cruz, J.; Cardoso, J.; Teixeira, B.; [et al.] (2024) – Teachers' experiences during the COVID-19 pandemic in Portugal: The role of personal, professional, and coping variables in inclusive practices. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2024.2437902
Cruz, S.; Zubizarreta, S.; Costa, A. D.; [et al.] (2024) – Is There a Bias Towards Males in the Diagnosis of Autism? A Systematic Review and Meta-analysis. Neuropsychological Review. https://doi.org/10.1007/s11065-023-09630-2
Fernández-Delgado, M.; Cruz, S.; Cernadas, E.; [et al.] (2024) – Population-based detection of children ASD/ADHD comorbidity from atypical sensory processing. Applied Intelligence. https://doi.org/10.1007/s10489-024-05655-z
Fuertes, M.; Martelo, I.; Gonçalves, J. L.; [et al.] (2024) – Attachment and mother-infant interactions in dyads with infants born full-term, moderate-to-late preterm, and very-to-extreme preterm. Early human development, 189, 105943. https://doi.org/10.1016/j.earlhumdev.2024.105943
Fuertes, M.; Gonçalves, J. L. (2024) – Continuity and discontinuity in infant and maternal behavior from 3 to 9 months according to prematurity status. Frontiers in Behavioral Neuroscience, 18, 1303393. https://doi.org/10.3389/fnbeh.2024.1303393
Gonçalves, J. L.; Fuertes, M.; Silva, S.; [et al.] (2024) – Differential effects of attachment security on visual fixation to facial expressions of emotion in 14-month-old infants: an eye-tracking study. Frontiers in Psychology, 15, 1302657. https://doi.org/10.3389/fpsyg.2024.1302657
Gonçalves, J. L.; Fuertes, M.; Silva, S.; [et al.] (2024) – Corrigendum: Differential effects of attachment security on visual fixation to facial expressions of emotion in 14-month-old infants: an eye-tracking study. Frontiers in Psychology, 15, 1430440. https://doi.org/10.3389/fpsyg.2024.1430440
Marques, S.; Correia-de-Sá, T.; Guardiano, M.; [et al.] (2024) – Emotion dysregulation and depressive symptoms mediate the association between inhibitory control difficulties and aggressive behaviour in children with ADHD. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1329401
Mateus, V.; Santos, A. C.; Cruz, S.; [et al.] (2024) – Systematic review of the neural correlates of joint attention in infants aged 8-24 months. 7th bi-annual ESCAN meeting, European Society for Cognitive and Affective Neuroscience, Faculty of Psychology and Educational Sciences of Ghent University, Ghent, Belgium. 2024, May 20-25. https://escan2024.com/wp-content/uploads/2024/05/escan2024_booklet-10.pdf
Owen, A.; Cruz, S.; Pozo-Rodríguez, M.; [et al.] (2024) – Sensory Processing, Executive Function, and Behaviour in Children with ADHD. Child Neuropsychology. https://doi.org/10.1080/09297049.2024.2414875
Owen, A.; Cruz, S.; Pozo-Rodríguez, M.; [et al.] (2024) Sensory processing, executive function, and behavior in children with ADHD. Child Neuropsychology, 31(4), 546–563. DOI: https://doi.org/10.1080/09297049.2024.2414875
Sousa, M.; Cruz, O. (2024) – Estilos educativos parentais. In K. Oliveira, A. Santos, E. Boruchovitch, & L. Almeida (Eds.), Compêndio de Psicologia e Educação: Avaliação, prática e transculturalidades. Editora Vozes.
Sousa, M.; Cruz, S.; Fernandes, A.; [et al.] (2024) – A structural equation model of emotion knowledge and verbal intelligence in peer acceptance in a sample of Portuguese preschoolers. Journal of Experimental Child Psychology, 251, 106131. https://doi.org/10.1016/j.jecp.2024.106131
Sousa, M.; Cruz, S.; Fernandes, A.; [et al.] (2024) A structural equation model of emotion knowledge and verbal intelligence in peer acceptance in a sample of Portuguese preschoolers. Journal of Experimental Child Psychology, Volume 251, 106131. ISSN 0022-0965. DOI: https://doi.org/10.1016/j.jecp.2024.106131
Xiao, X.; Dong, Z.; Cruz, S.; [et al.] (2024) – White matter network underlying semantic processing: Evidence from stroke patients. Brain Communications, 21(6), 1-14. https://doi.org/10.1093/braincomms/fcae058
Xiao, X.; Ding, J.; Cruz, S.; [et al.] (2024) – Exploring the Clinical Diagnostic Value of Linguistic Learning Ability in Patients with Disorders of Consciousness Using Electrooculography. NeuroImage, 297:120753. https://doi.org/10.1016/j.neuroimage.2024.120753
Xiao, X.; Ding, J.; Mingyan, Y.; Xhicai, D.; Cruz, S.; [et al.] (2024) Exploring the Clinical Diagnostic Value of Linguistic Learning Ability in Patients with Disorders of Consciousness Using Electrooculography. NeuroImage, Volume 297, 120753. ISSN 1053-8119. DOI: https://doi.org/10.1016/j.neuroimage.2024.120753

2023

Antunes, R., Alexandre, J., Guedes, M., Filipe, M. & Veríssimo, M. (2023). "Intergalactic World" - benefits of a program for 8-12 years old children from the perspective of teachers and caregivers. Frontiers in Psychology. 10.3389/fpsyg.2023.1233335
Coelho, V. A., Marchante, M., & Brás, P. (2023). Positive attitude upper middle school social and emotional learning program: Influences of implementation quality on program outcome. Frontiers in Psychology, 14, 1911. 10.3390/children10020306
Cruz, S.; Sousa, M.; Marchante, M.; [et al.] (2023) – Trajectories of Social Withdrawal and Social Anxiety and the Relationship with Self-Esteem Before, During, and After the Lockdowns. Scientific Reports,13, 16376. 10.1038/s41598-023-43497-w
Machado, F.; Valquaresma, A.; Soares, M.; [et al.] (2023) – Don’t Leave For Tomorrow What You Can Build Up Today! Using early socioemotional development to foster healthy, inclusive, and successful communities. Universidade de Salamanca. 10.14201/0AQ0353
Soares, M.; Ferreira, D.; Pereira, L.; [et al.] (2023) – Dinamização de assembleias em contextos socioeducativos vulneráveis: uma experiência pedagógica no Norte de Portugal (2019/2023). In Construindo uma Cultura de Paz: a Mediação de Conflitos em espaços educadores. V&V Editora. (no prelo)
Sousa, V., Silva, P.R., Romão, A.M., Coelho, V. A. (2023). Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents’ Social Withdrawal and Social Anxiety?. Journal of Youth Adolescence. 10.1007/s10964-023-01840-4
Carvalho, M., Azevedo, H., Cruz, J., Fonseca, H. (2023). Diversidade e inclusão nas escolas portuguesas: Pistas para a ação. Revista Diversidades, 62, 52-56. https://www.calameo.com/read/006440681557eba4d2d8a
Cruz, J., Azevedo, H., Carvalho, M., Fonseca, H. (2023). From Policies to Practices: Factors Related to the Use of Inclusive Practices in Portugal. European Journal of Investigation in Health, Psychology and Education, 13(10), 2238-2250. 10.3390/ejihpe13100158
Cruz, J., Bóia, A. C., Teixeira, B., Ferreira, C., Faria-Magalhães, F., Cardoso, J., & Vara, J. (2023). Efeitos de uma intervenção de promoção de competências matemáticas na educação pré-escolar. Revista de Psicologia, Educação e Cultura, 27(1), 6-22. 10.58086/0rh3-y904
Cruz, J., Bilimória, H., Mackaaij, M., & Marques, S. (2023). Emergent literacy: Effects of a tier-1 intervention in a COVID-19 pandemic context. Educational Psychology in Practice. DOI: 10.1080/02667363.2023.2252335
Cruz, J., Mendes, S., Alves, D., Marques, S., & Cadime, I. (2023). Fluency Training for Struggling Readers: Examining the Effects of a Tier-2 Intervention in Third Graders". Education Sciences. https://www.mdpi.com/2227-7102/13/9/908
Cruz, J., Mendes, S., Marques, S., Alves, D., & Cadime, I. (2023). Development of a group emergent literacy screening tool. Children, 10(2), 306. https://doi.org/10.3390/children10020306
Cruz, J., Mendes, S., Marques, S., Alves, D., & Cadime, I. (2023). Covid-19: Dos constrangimentos às oportunidades na promoção da leitura. Revista Psicologia para Psicólogos. https://bit.ly/3ljNDC6
Cruz, S.; Osório, A.; Mateus, V. (2023) – Unpacking the pandemic’s influence on peripartum mental health in Brazil: The role of individual and pandemic-related factors [Conference presentation abstract]. V Encontro Anual 2023 – Grupo de Língua Portuguesa da Sociedade Marcé, Escola Superior de Enfermagem de Coimbra, Coimbra, Portugal. (11-12 December) https://www.esenfc.pt/event/encontromarce2023/documents/extrafile_20231210_140747.pdf
Fuertes, M., Faria, A., Gonçalves, J. L., Antunes, S., & Dionisio, F. (2023). Antibiotic consumption, illness, and maternal sensitivity in infants with a disorganized attachment. Children, 10(7), 1232. 10.3390/children10071232
Fuertes, M., Faria, A., Gonçalves, J. L., Antunes, S., & Dionisio, F. (2023). The association between prematurity, antibiotic consumption, and mother-infant attachment in the first year of life. Antibiotics, 12(2), 309. 10.3390/antibiotics12020309
Lemos, A.R., Mendes, S., & Leal. T. (2023) School misbehavior: Elementary students’ perspectives on typologies, attributions, and strategies, International Journal of School & Educational Psychology, DOI: 10.1080/21683603.2023.2245357
Mateus, V.; Osório, A.; Cruz, S.; [et al.] (2023) – Tools and methods to assess maternal interpersonal functioning in the context of peripartum depression. Journal of Psychosomatic Obstetrics & Gynecology, 44(1), 2257061. 10.1080/0167482X.2023.2257061
Portilho Carvalho, T., Monteiro Fernandes, O., & Carvalho Relva, I. M. de S. (2023). Ciberacoso, personalidad y síntomas psicopatológicos en adolescentes y jóvenes. CES Psicología, 16(2), 1–16. 10.21615/cesp.6389
Sousa, M., Moreira, C., Cruz, O., & Cruz, S. (2023). Cognitive flexibility and academic performance in institutionalized and noninstitutionalized children: The contrasting mediator effect of task persistence. Educational and Developmental Psychologist, 40(2), 282-298. 10.1080/20590776.2023.2210761 https://www.tandfonline.com/doi/full/10.1080/20590776.2023.2210761
Sousa, M., Peixoto, M., Cruz, O., & Cruz, S. (2023). The relationship between temperament characteristics and emotion regulation abilities in institutionalized and noninstitutionalized children. Psychological Studies, 68(3), 421–433 10.1007/s12646-023-00735-5
Sousa, M. L., Peixoto, M. M., & Cruz, S. (2023). The association of social skills and behaviour problems with bullying engagement in Portuguese adolescents: From aggression to victimization behaviors. Current Psychology, 42, 11936-11949. 10.1007/s12144-021-02491-z
Sousa, M., Peixoto, M., Cruz, O., & Cruz, S. (2023). Academic performance in institutionalized and noninstitutionalized children: The role of cognitive ability and negative lability. Children, 10(8), 1405. 10.3390/children10081405
Rodrigues, B.; Cadime, I.; Ribeiro, I.; [et al.] (2023) – Cognitive and metacognitive strategy use in poor comprehenders: An exploratory study. Australian Journal of Learning Difficulties, 28(2), 139-153, DOI: 10.1080/19404158.2023.2287611
Carvalho, M., Azevedo, H., Cruz, J., Fonseca, H. (2023). Diversidade e inclusão nas escolas portuguesas: Pistas para a ação. Revista Diversidades, 62, 52-56. https://www.calameo.com/read/006440681557eba4d2d8a
Cruz, J., Azevedo, H., Carvalho, M., Fonseca, H. (2023). From Policies to Practices: Factors Related to the Use of Inclusive Practices in Portugal. European Journal of Investigation in Health, Psychology and Education, 13(10), 2238-2250. http://dx.doi.org/10.3390/ejihpe13100158.
Cruz, J., Bóia, A. C., Teixeira, B., Ferreira, C., Faria-Magalhães, F., Cardoso, J., & Vara, J. (2023). Efeitos de uma intervenção de promoção de competências matemáticas na educação pré-escolar. Revista de Psicologia, Educação e Cultura, 27(1), 6-22. https://doi.org/10.58086/0rh3-y904
Cruz, J., Bilimória, H., Mackaaij, M., & Marques, S. (2023). Emergent literacy: Effects of a tier-1 intervention in a COVID-19 pandemic context. Educational Psychology in Practice. DOI: 10.1080/02667363.2023.2252335
Cruz, J., Mendes, S., Alves, D., Marques, S., & Cadime, I. (2023). Fluency Training for Struggling Readers: Examining the Effects of a Tier-2 Intervention in Third Graders". Education Sciences. https://www.mdpi.com/2227-7102/13/9/908
Cruz, J., Mendes, S., Marques, S., Alves, D., & Cadime, I. (2023). Development of a group emergent literacy screening tool. Children, 10(2), 306. https://doi.org/10.3390/children10020306
Cruz, J., Mendes, S., Marques, S., Alves, D., & Cadime, I. (2023). Covid-19: Dos constrangimentos às oportunidades na promoção da leitura. Revista Psicologia para Psicólogos. https://bit.ly/3ljNDC6
Fuertes, M., Faria, A., Gonçalves, J. L., Antunes, S., & Dionisio, F. (2023). Antibiotic consumption, illness, and maternal sensitivity in infants with a disorganized attachment. Children, 10(7), 1232. https://doi.org/10.3390/children10071232
Fuertes, M., Faria, A., Gonçalves, J. L., Antunes, S., & Dionisio, F. (2023). The association between prematurity, antibiotic consumption, and mother-infant attachment in the first year of life. Antibiotics, 12(2), 309. https://doi.org/10.3390/antibiotics1202 0309
Lemos, A.R., Mendes, S., & Leal. T. (2023) School misbehavior: Elementary students’ perspectives on typologies, attributions, and strategies, International Journal of School & Educational Psychology, DOI: 10.1080/21683603.2023.2245357
Portilho Carvalho, T., Monteiro Fernandes, O., & Carvalho Relva, I. M. de S. (2023). Ciberacoso, personalidad y síntomas psicopatológicos en adolescentes y jóvenes. CES Psicología, 16(2), 1–16. https://doi.org/10.21615/cesp.6389
Sousa, M., Moreira, C., Cruz, O., & Cruz, S. (2023). Cognitive flexibility and academic performance in institutionalized and noninstitutionalized children: The contrasting mediator effect of task persistence. Educational and Developmental Psychologist, 40(2), 282-298. https://doi.org/10.1080/20590776.2023.2210761 https://www.tandfonline.com/doi/full/10.1080/20590776.2023.2210761
Sousa, M., Peixoto, M., Cruz, O., & Cruz, S. (2023). The relationship between temperament characteristics and emotion regulation abilities in institutionalized and noninstitutionalized children. Psychological Studies, 68(3), 421–433 https://doi.org/10.1007/s12646-023-00735-5
Sousa, M. L., Peixoto, M. M., & Cruz, S. (2023). The association of social skills and behaviour problems with bullying engagement in Portuguese adolescents: From aggression to victimization behaviors. Current Psychology, 42, 11936-11949. https://doi.org/10.1007/s12144-021-02491-z
Sousa, M., Peixoto, M., Cruz, O., & Cruz, S. (2023). Academic performance in institutionalized and noninstitutionalized children: The role of cognitive ability and negative lability. Children, 10(8), 1405. https://doi.org/10.3390/children10081405

2022

Coelho, V. A. & Marchante, M. (2022). Project Positive Attitude: Lessons from 18 years in the field. The Blue DOT, 16, 33-38. https://mgiep.unesco.org/the-blue-dot-issue-16
Coelho, V. A., Marchante, M., & Romão, A. M. (2022). Adolescents’ trajectories of social anxiety and social withdrawal: Are they influenced by traditional bullying and cyberbullying roles? Contemporary Educational Psychology, 69, 102053. https://doi.org/10.1016/j.cedpsych.2022.102053
Marchante, M., Coelho, V. A., & Romão, A. M. (2022). The influence of school climate in bullying and victimization behaviors during middle school transition. Contemporary Educational Psychology, 71, 102111. https://doi.org/10.1016/j.cedpsych.2022.102111
Alacte-a, H., Cruz, S., Cernadas, E., Tubío-Fungueiriño, M., Sampaio, A., Villar, A., …, & Fernández-Prieto, M. (2022). A machine learning approach in autism spectrum disorders: From sensory processing to behavior problems. Frontiers in Molecular Neuroscience, 15, 889641. https://doi.org/10.3389/fnmol.2022.889641
Alves, D., Marques, S., Cruz, J., Mendes, S. A., & Cadime, I. (2022). Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? Frontiers in Psychology, 13, 963367. https://doi.org/10.3389/fpsyg.2022.963367
Cabral, F., Fernandes, O. M., & Relva, I. C. (2022). Cibervitimização e suporte social percebido pelos adolescentes e jovens adultos. Avances en Psicología Latinoamericana, 40(3). https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10914
Cadime I., Ribeiro I., Cruz J., Cosme M. C., Meira D., Viana F. L., Santos S. (2022). An intervention in reading disabilities using a digital tool during the COVID-19 pandemic. Frontiers in Psychology, 13, 862383. doi: 10.3389/fpsyg.2022.862383
Carvalho, M., Cruz, J., Azevedo, H., & Fonseca, H. (2022). Measuring inclusive education in Portuguese schools: Adaptation and validation of a questionnaire. Frontiers in Education, 7, 812013. https://doi.org/10.3389/feduc.2022.81201
Cruz, J. (2022). Promover a participação dos/as alunos/as – Recomendações políticas para Portugal. Forum for Freedom in Education, Zagreb, Croácia.
Cruz, J., Mendes, S., Marques, S., Alves, D., & Cadime, I. (2022). Face-to-face versus remote: Effects of an intervention in reading fluency during COVID-19 pandemic. Frontiers in Education, 6, 817711. http://doi.org/10.3389/feduc.2021.817711
Cruz, J., Mackaaij, M., Bilimória, H., & Gandra, D. (2022). Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic. Written Language & Literacy, 25(2), 183-203. https://doi.org/10.1075/wll.00066.cru
Cruz, S., Crego, A., Moreira, C., Ribeiro, E., Gonçalves, O., Ramos, R., & Sampaio, A. (2022). Cortical auditory evoked potentials in 1-month-old infants predict language outcomes at 12-months. Infancy, 27(2), 324-340. http://doi.org/10.1111/infa.12454
Cruz, S., Cruz, R., Alcón, A., Sampaio, A., Marcha-Naranjo, J., Rodríguez, E., …, & Fernández-Prieto, M. (2022). How executive functions correlate with intelligence in children and adolescents with autism spectrum disorders. Journal of Cognition and Development, 23(5), 776-790. https://doi.org/10.1080/15248372.2022.2104283
Cruz, S., Lifter, K., Barros, C., Vieira, R., & Sampaio, A. (2022). Neural and psychophysiological correlates of social communication development: Evidence from sensory processing, motor, cognitive, language and emotional behavioral milestones across infancy. Applied Neuropsychology: Child, 11(2), 158-177. https://doi.org/10.1080/21622965.2020.176839
de Sousa, A., M., Fernandes, O. M., & Relva, I. C. (2022). Fratria: Afetos e estratégias de resolução de conflitos numa amostra de adolescentes. Configurações, 30, 11-32. https://doi.org/10.4000/configuracoes.15854
Foppa, J., Escola, J., & Fernandes, O. M. (2022). Uso da mídia eletrônica como agente de educação, inclusão e recuperação de toxicômanos. In M. Netto (Org.), A comunicação: Mídias, temporalidade e processos sociais (cap. 5, pp. 67-79). Atena Editora. https://atenaeditora.com.br/catalogo/ebook/comunicacao-midias-temporalidade-e-processos-sociais-3
Mateus, V., Mendonça, S., Miguel, H., Cruz, S., Sampaio, A., Mesquita, R., & Osório, A. (2022). Potencialidades da espectroscopia funcional por infravermelho próximo (FNIRS) para o estudo do cérebro em desenvolvimento na primeira infância. In A. Corrêa, B. Rodrigues, C., Amato & V. Martins (Eds.), Tecnologias Aplicadas em Educação e Saúde (pp. 259-274). S. Paulo, Brazil: Mackenzie.
Mateus, V., Cruz, S., Costa, R., Mesquita, A., Christoforou, A., Wilson, C. A., ... & Osório, A. (2022). Rates of depressive and anxiety symptoms in the perinatal period during the COVID-19 pandemic: Comparisons between countries and with pre-pandemic data. Journal of Affective Disorders, 316, 245-253. https://doi.org/10.1016/j.jad.2022.08.017
Medeiros, R., Relva, I., & Fernandes, O. M. (2022). Family functioning and its relationship to emotional regulation in adolescence. PsychTech & Health Journal, 5(2), 11-29. https://doi.org/10.26580/PTHJ.art38-2022
Medeiros, R., Relva, I., & Fernandes, O. M. (2022). Funcionamento familiar e a sua relação com a regulação emocional na adolescência. PsychTech & Health Journal, 5(2). http://psychtech-journal.com/index.php/psychTech/article/view/110
Rodrigues, D. A., Relva, I. C., & Fernandes, O. M. (2022). Funcionamiento familiar y adicción a internet en adolescentes. CES Psicología, 15(1), 44–67. https://doi.org/10.21615/cesp.5900
Rodrigues, N., Relva, I., & Fernandes, O. M. (2022). Parental communication and the sibling relationship. Revista Interamericana de Psicología /Interamerican Journal of Psychology, 56(2), e1598. https://doi.org/10.30849/ripijp.v56i2.1598
Silva-Fernandes, A., Cruz, S., Moreira, C. S., Pereira, D. R., Sousa, S. S., Sampaio, A., & Carvalho, J. (2022). Processing speed mediates the association between physical activity and executive functioning in elderly adults. Frontiers in Psychology, 13, 958535. https://doi.org/10.3389/fpsyg.2022.958535

2021

Coelho, V. A., Brás, P., & Matsopoulos, A. (2021). Differential effectiveness of an elementary school social and emotional learning program during middle school transition in Portugal. School Psychology, 36(6), 475-482. https://doi.org/10.1037/spq0000454
Coelho, V. A., & Marchante, M. (2021). A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies. School Psychology International, 42(3), 306-323. https://doi.org/10.1177/0143034321988972
Coelho, V. A., Romão, A. R., Silva, P., & Saldanha, S. (2021). A nationwide analysis of the effectiveness of a social and emotional learning program in Portugal: Focus on the role of developers’ involvement. Revista de Psicodidactica, 26(2), 152-159. https://doi.org/10.1016/j.psicoe.2021.04.001
Coelho, V. A., Romão, A. M., Silva, P. R., & Saldanha S. (2021). Un análisis a nivel nacional de la efectividad de un programa de aprendizaje socioemocional en Portugal: Enfoque sobre el papel de la participación de los creadores. Revista de Psicodidáctica, 26(2), 152-160. https://doi.org/10.1016/j.psicod.2021.04.001
Coelho, V. A., & Sousa, V. (2021). A multilevel analysis of the relation between bullying roles and social and emotional competencies. Journal of Interpersonal Violence, 36(11-12), 5122-5144. https://doi.org/10.1177/0886260518801943
Marchante, M., & Coelho, V. A. (2021). O programa de aprendizagem socioemocional – Atitude Positiva 3º ciclo nas Academias Gulbenkian do Conhecimento. Revista INFAD de Psicologia. International Journal of Developmental and Educational Psychology, 1(2), 461-470. https://doi.org/10.17060/ijodaep.2021.n1.v2.2097
Sousa, V., & Coelho, V. A. (2021). Efetividade dos programas de Aprendizagem SocioEmocional: O impacto da satisfação dos participantes sobre os resultados. Revista INFAD de Psicologia. International Journal of Developmental and Educational Psychology, 2(2), 403-412. https://doi.org/10.17060/ijodaep.2021.n2.v2.2248
Cruz, J. (2021). Promoção de comportamentos positivos na escola. In J. Cruz, H. Azevedo, H. Fonseca & M. Carvalho (Eds.), Resposta à Diversidade: Caminhos e Desafios da Educação Inclusiva (pp. 121-126). CFAE MarcoCinfães.
Fernandez-Prieto, M., Moreira, C., Cruz, S., Campos, V., Martínez-Regueiro, R., Taboada, M., Carracedo, A., & Sampaio, A. (2021). Executive functioning: A mediator between sensory processing and behaviour in autism spectrum disorder. Journal of Autism and Developmental Disorders, 51(6), 2091-2103. https://doi.org/10.1007/s10803-020-04648-4
Gandra, D., & Cruz, J. (2021). Engagement with school and retention. International Journal of School and Educational Psychology, 9, 225-235. https://doi.org/10.1080/21683603.2020.1837697
Mateus, V., Osório, A., Miguel, H., Cruz, S., & Sampaio, A. (2021). Maternal sensitivity and infant neural response to touch: An FNIRS study. Social Cognitive and Affective Neuroscience, 16(12), 1256-1263. https://doi.org/10.1093/scan/nsab06
Mendes, M., Relva, I., & Fernandes, O. (2021). Satisfaction with social support and family functioning in a sample of adolescents with and without siblings. PsychTech & Health Journal, 5(1), 3-19. https://doi.org/10.26580/PTHJ.art33-2021
Relva, I., Alarcão, M., Harrison, N., & Fernandes, O. (2021). Non-lethal physical abuse of siblings. In T. K. Shackelford (Eds.), The SAGE handbook of domestic violence (pp. 744-757). SAGE Publications Ltd. https://doi.org/10.4135/9781529742343.n45structural
Sousa, M., Cruz, S., & Cruz, O. (2021). The relationship of emotion regulation and negative lability with socioemotional adjustment in institutionalized and non‐institutionalized children. British Journal of Developmental Psychology, 39,169-189. https://doi.org/10.1111/bjdp.12361
Sousa, S. S., Ferreira, M., Cruz, S., Sampaio, A., & Silva-Fernandes, A. (2021). A structural equation model of self-regulation and healthy habits as an individual protective tool in the context of epidemics – Evidence from COVID-19. Frontiers in Psychology, 12, 696813. https://doi.org/10.3389/fpsyg.2021.696813
Sousa, M., Peixoto, M. M., & Cruz, S. (2021). The association between externalizing and internalizing problems with bullying engagement in adolescents: The mediating role of social skills. International Journal of Environmental Research and Public Health, 18(19), 104444. https://doi.org/10.3390/ijerph181910444
Tubío-Fungueiriño, M., Cruz, S., Sampaio, A., Carracedo, A., & Fernández-Prieto, M. (2021). Social camouflaging in females with ASD: A systematic review. Journal of Autism and Developmental Disorders, 51, 2190-2199.

2020

Coelho, V. A., Bear, G. G., & Brás, P. (2020). A multilevel analysis of the importance of school climate for the trajectories of students’ self-concept and self-esteem throughout the middle school transition. Journal of Youth and Adolescence, 49(9), 1793–1804. https://doi.org/10.1007/s10964-020-01245-7
Coelho, V. A., & Sousa, V. (2020). Validação do questionário de avaliação de competências socioemocionais para alunos de 1º e 2º ciclo do ensino básico. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 2(1), 431–440. https://doi.org/10.17060/ijodaep.2020.n1.v2.1863
Coelho, V. A., & Sousa, V. (2020). Bullying and Cyberbullying Behaviors Questionnaire: Validation of a short form. International Journal of School & Educational Psychology, 8(1), 3–10. https://doi.org/10.1080/21683603.2018.1522282
Coelho, V. A., Romão, A. M., Brás, P., Bear, G., & Prioste, A. (2020). Trajectories of students’ school climate dimensions throughout middle school transition: A longitudinal study. Child Indicators Research, 13(1), 175–192. https://doi.org/10.1007/s12187-019-09674-y
Romão, A. M., & Coelho, V. A. (2020). O efeito do clima escolar e localização da escola sobre o bullying na transição para o 2º ciclo. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 1(1), 79–92. https://doi.org/10.17060/ijodaep.2020.n1.v1.1764
Alves, D., Sousa, M., Rowcliffe, S., Henriques, M., & Lemos, M. (2020). A triadic model on the intervention with students with learning disabilities: A case study. Revista E-Psi, 9(2), 1-21.
Carvalho, M., Azevedo, H., Cruz, J., & Fonseca, H. (2020) Inclusive education on pandemic times: From challenges to changes according to teachers’ perceptions. ICERI2020 Proceedings, 13th annual International Conference of Education, Research and Innovation, 6113-6117.
Sousa, M., Cruz, S., & Cruz, O. (2020). The relationship of emotion regulation and negative lability with socioemotional adjustment in institutionalized and noninstitutionalized children. British Journal of Developmental Psychology, 39, 139-169. http://dx.doi.org/10.1111/bjdp.12361
Tubío-Fungueiriño, M., Cruz, S., Sampaio, A., Carracedo, A., & Fernández-Prieto, M. (2020). Social camouflaging in females with ASD: A systematic review. Journal of Autism and Developmental Disorders, 51, 2190-2199. https://doi.org/10.1007/s10803-020-04695-x

2019

Baptista, J., Belsky, J., Marques, S., Silva, J. R., Martins, C., & Soares, I. (2019). Early family adversity, stability and consistency of institutional care and infant cognitive, language and motor development across the first six months of institutionalization. Infant Behavior and Development, 57, 101387. Cruz, J., Constante, P., Lopes, E., Amaral, J., Quintas, D., & Mackaaij, M. J. (2019). "A Ler Vamos…” e “L.E.R. Cãofiante”: Eficácia de uma intervenção no 2º ano de escolaridade. Letras de Hoje, 54(3), 395-406.
Coelho, V. A., Marchante, M., & Romão, A. M. (2019). Efeitos da transição para o 2º ciclo sobre o envolvimento dos alunos em bullying. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 5(1), 135-144. https://doi.org/10.17060/ijodaep.2019.n1.v5.1576
Sousa, V., Marchante, M., Coelho, V. A., & Quintais, A. (2019). Promover a igualdade de género: Para além da perpetuação de estereótipos de género. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 5(1), 125-134.
Lopes, F., Torres, F., Soares, G., Barbosa, M., Silva, J., Duque, F., Miquel, R., Sá J., Oliveira, G., Sá, M. J., Temudo, T., Sousa, S., Marques, C., Lopes, S., Gomes, C., Barros, G., Jorge, A., Rocha, F., Martins, C., … Cruz, S., … Maciel, P. (2019). Genomic imbalances defining novel intellectual disability associated loci. Orphanet Journal of Rare Diseases, 14(1), 164. https://doi.org/10.1186/s13023-019-1135-0
Miguel, H. O., Gonçalves, O. F., Cruz, S., & Sampaio, A. (2019). Infant brain response to affective and discriminative touch: a longitudinal study using fNIRS. Social Neuroscience, 14(5), 571-582. https://doi.org/10.1080/17470919.2018.1536000
Viana, F. V., Cruz, J., & Ribeiro, I. (2019). Para um olhar positivo sobre o papel da família na literacia familiar. In M. J. Santos & S. D. Barrera (eds.), Aprender a ler e escrever: Bases cognitivas e práticas pedagógicas (pp. 33-56). S. Paulo: Vetor Editora.

2018

Baptista, J., Silva, J. R., Marques, S., Martins, C., & Soares, I. (2018). Early maltreatment and current quality of relational care predict socioemotional problems among institutionalized infants and toddlers. Infant Mental Health Journal, 39(6), 718-729. https://doi.org/10.1002/imhj.21741
Coelho, V. A., & Marchante, M. (2018). Trajectories of social and emotional competencies according to cyberbullying roles: A longitudinal multilevel analysis. Journal of Youth and Adolescence, 47(9), 1952-1965. https://doi.org/10.1007/s10964-018-0895-5
Coelho, V. A., & Romão, A. M. (2018). The relation between social anxiety, social withdrawal and (cyber)bullying roles: A multilevel analysis. Computers in Human Behavior, 86, 218-226. https://doi.org/10.1016/j.chb.2018.04.048
Coelho, V. A., & Sousa, V. (2018). Class-level risk factors for bullying and victimization in Portuguese middle schools. School Psychology International, 39(2), 121-137. https://doi.org/10.1177/0143034317749992
Coelho, V. A., & Sousa, V. (2018). Differential effectiveness of a middle school social and emotional learning program: Does setting matter? Journal of Youth and Adolescence, 47(9), 1978-1991. https://doi.org/10.1007/s10964-018-0897-3
Coelho, V. A., Sousa, V., & Marchante, M. (2018). Positive transition to middle school: A multilevel model analysis of a Portuguese school adjustment program. Journal of Positive Behavior Interventions, 20(3), 160–171. https://doi.org/10.1177/1098300717750872
Freire, T., Lima, I., Teixeira, A., Araújo, M. R., & Machado, A. (2018). Challenge: To Be+. A group intervention program to promote the positive development of adolescents. Children and Youth Services Review, 87, 173-185. https://doi.org/10.1016/j.childyouth.2018.02.035
Cruz S., Ferreira-Santos F., Oliveira-Silva P., Ribeiro E., Gonçalves, O., & Sampaio A. (2018). Vagal modulation of 1-month-old infants to auditory stimuli is associated with self-regulatory behavior. Social Development, 27(2), 322–334. https://doi.org/10.1111/sode.12270
Cruz, J., Coelho, A., Sampaio, A., Domingues, J. E., &Teixeira, M. (2018). Promoção da Compreensão Leitora: Avaliação de uma Intervenção no 2º Ano de Escolaridade. The Psychologist: Practice and Research Journal, 1(1), 22-26.
Mateus, V., Cruz, S., Ferreira-Santos, F., Osório, A., Sampaio, A., & Martins, C. (2018). Contributions of infant vagal regulation at 1 month to subsequent joint attention abilities. Developmental Psychobiology, 60(1), 111-117. https://doi.org/10.1002/dev.21582
Sousa, M., & Cruz, O. (2018). How do children deal with socio-moral conflicts? Self-conscious emotions and conflict resolution in the narratives of institutionalized and noninstitutionalized children. European Review of Applied Psychology, 68(3), 107-115. https://doi.org/10.1016/j.erap.2018.04.005

Education, Inclusion and Society

2026

2025

2024

2023

2022

2021

2020

2019

2018

Advancing Neurodevelopment Disorder Research

PAL: Promoting Reading

Bullying and Cyberbullying: Relevant Individual and classroom processes

Campus

Laboratories

Contact Us

Lusiada Universities