Italian

Riferimenti

Aasheim, M., Reedtz, C., Handegård, B. H., Martinussen, M., & Mørch, W. T. (2018). Evaluation of the Incredible Years Teacher Classroom Management program in a regular Norwegian school setting. Scandinavian Journal of Educational Research, 1-14.

American Psychological Association. (2014). The road to resilience. Washington, DC: American Psychological Association.

Barry, T. D., Lyman, R. D., & Klinger, L. G. (2002). Academic underachievement and attention-deficit/hyperactivity disorder: The negative impact of symptom severity on school performance. Journal of School Psychology, 40, 259-283.

Bell, H., Limberg, D., & Robinson III, E. M. (2013). Recognizing trauma in the classroom: A practical guide for educators. Childhood Education, 89, 139-145.

Bellis, M. A., Hughes, K., Ford, K., Hardcastle, K. A., Sharp, C. A., Wood, S., … & Davies, A. (2018). Adverse childhood experiences and sources of childhood resilience: a retrospective study of their combined relationships with child health and educational attendance. BMC Public Health, 18, 792.

Britto, P. R., Lyes, S., & Proulx, K. […] & Early Childhood Development Interventions Review Group, for the Lancet Early Childhood Development Series Steering Committee (2017). Nurturing care: Promoting early childhood development. The Lancet, 31390-3

Brooks, J. E. (2006). Strengthening resilience in children and youths: Maximizing opportunities through the schools. Children & Schools, 28, 69-76.

Chan, M., Lake, A., & Hansen, K. (2017). The early years: Silent emergency or unique opportunity?. The Lancet, 389, 11-13.

Dorado, J. S., Martinez, M., McArthur, L. E., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8, 163-176.

Duplechain, R., Reigner, R., & Packard, A. (2008). Striking differences: The impact of moderate and high trauma on reading achievement. Reading Psychology, 29, 117-136.

Eisenberg, D., Golberstein, E., & Hunt, J. B. (2009). Mental health and academic success in college. The BE Journal of Economic Analysis & Policy, 9, 1935-1682

Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399-419.

Finkelhor, D., Turner, H. A., Shattuck, A., & Hamby, S. L. (2015). Prevalence of childhood exposure to violence, crime, and abuse: Results from the national survey of children’s exposure to violence. JAMA Pediatrics, 169, 746-754.

Grasso, D.J., Dierkhising, C.B., Branson, C.E., Ford, J.D. & Lee, R. (2016). Developmental patterns of adverse childhood experiences and current symptoms and impairment in youth referred for trauma-specific services. Journal of Abnormal Child Psychology, 44, 871-886.

Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625-638.

Hjemdal, O., Vogel, P. A., Solem, S., Hagen, K., & Stiles, T. C. (2011). The relationship between resilience and levels of anxiety, depression, and obsessive–compulsive symptoms in adolescents. Clinical Psychology & Psychotherapy, 18, 314-321.

Hughes, K., Ford, K., Davies, A. R., Homolova, L., & Bellis, M. A. (2018). Sources of resilience and their moderating relationships with harms from adverse childhood experiences. Cardiff: Public Health Wales.

Hyland, L., Ní Mháille, G., Lodge, A. & McGilloway, S (2014). Conduct problems in young, school-going children in Ireland: Prevalence and teacher response. School Psychology International, 35, 516-529.

Kalisch, R., Müller, M. B., & Tüscher, O. (2015). A conceptual framework for the neurobiological study of resilience. Behavioral and Brain Sciences, 38, E92. doi:10.1017/S0140525X1400082X

Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227.

Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85, 6-20.

Metzler, M., Merrick, M. T., Klevens, J., Ports, K. A., & Ford, D. C. (2017). Adverse childhood experiences and life opportunities: shifting the narrative. Children and Youth Services Review, 72, 141-149.

National Educational Psychology Service (2017). A Profile of Learners in Youthreach. http://www.youthreach.ie/wp-content/uploads/A-profile-of-learners-in-Youthreach-NEPS-research-study-report-Mar-2017-1.pdf

Patel, V., Flisher, A. J., Nikapota, A., & Malhotra, S. (2008). Promoting child and adolescent mental health in low and middle income countries. Journal of Child Psychology & Psychiatry, 49, 313-334.

Porche, M. V., Costello, D. M., & Rosen-Reynoso, M. (2016). Adverse family experiences, child mental health, and educational outcomes for a national sample of students. School Mental Health, 8, 44-60.

Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.

Rosenberg, L. (2012). Behavioral disorders: the new public health crisis. Journal Of Behavioral Health Services & Research, 39, 1-2.

Rutter, M. (2012). Resilience: Causal pathways and social ecology. In The social ecology of resilience (pp. 33-42). Springer, New York, NY.

Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: interdisciplinary perspectives. European Journal of Psychotraumatology, 5, 25338.

Ungar, M. (2013). Resilience, trauma, context, and culture. Trauma, Violence, & Abuse, 14, 255-266.

Zakszeski, B. N., Ventresco, N. E., & Jaffe, A. R. (2017). Promoting resilience through trauma-focused practices: a critical review of school-based implementation. School Mental Health, 9, 310-321.

Walker, S. P., Wachs, T. D., Grantham-McGregor, S., Black, M. M., Nelson, C. A., Huffman, S. L., … & Gardner, J. M. M. (2011). Inequality in early childhood: risk and protective factors for early child development. The Lancet, 378, 1325-1338.

Wilkins, N., Myers, M. L., Kuehl, M. T., Bauman, M. A., & Hertz, M. M. (2018). Connecting the dots: state health department approaches to addressing shared risk and protective factors across multiple forms of violence. Journal of public health management and practice. Journal of Public Health Management and Practice, 24, (Suppl 1 INJURY AND VIOLENCE PREVENTION), S32–S41.

Williams, J., Thornton, M., Morgan, M., Quail, A., Smyth, E., Murphy, D., & O’Mahony, D. (2018). The Lives of 13-year-olds. Dublin: ESRI.

World Health Organisation [WHO] (2011). Global Status Report on Alcohol and Health. Geneva: WHO

WHO (2018). Nurturing Care for Early Childhood Development: A Framework for Helping Children Survive and Thrive to Transform Health and Human Potential. Geneva: World Health Organization. http://apps.who.int/iris/bitstream/handle/10665/272603/9789241514064-eng.pdf?ua=1