Conference Agenda

Fostering Social and Emotional Learning in Early Childhood by Enhancing Educator-Child Interactions: A Public Health Approach

Helen Skouteris

Monash University, Australia

Teachers’ Socio-Emotional Competences: Relationships Between General Skills, Classroom Practice and Students’ Achievement

Nathalie Mella¹, Jean-Marc Gomez², Nicolas Bressoud², Gwladys Rey¹, David Sander¹

1: University of Geneva, France; 2: Haute Ecole Pédagogique du Valais, St-Maurice, Suisse

Teacher Professional Development to Foster Student Wellbeing: Teacher Impressions of a Collaborative Learning Design Approach

Marc Beardsley¹, Nayia Stylianidou², Maria Meletiou-Mavrotheris², J. Roberto Sánchez¹, Angelos Sofianidis³

1: Universitat Pompeu Fabra, Spain; 2: European University Cyprus, Cyprus; 3: University of Western Macedonia, Greece

Teacher Perceptions Of Social And Emotional Learning: An Integrative Literature Review

Maro Doikou¹, Ifigeneia Manitsa²

1: Aristotle University of Thessaloniki, Greece; 2: University of Birmingham, United Kingdom

Promoting Social-emotional Learning Among Young Children Through Building Social-emotional Competence in Preschool Teachers

Niva Dolev¹, Meirav Hen²

1: Kinneret College on the Sea of Galilee; 2: Tel-Hai academic college

Supportive Versus Undermining Teaching: Characteristics and Impact on Students' Psychological Wellbeing and Social-emotional Competencies Development

Marie-Christine Opdenakker

University of Groningen, Netherlands, The

Supporting Students During the “Silent” Transition: The Transition3 School Adjustment Program

Marta Marchante, Vítor Alexandre Coelho

Académico de Torres Vedras, Portugal

Helping Teenagers Develop Empathy And Emotional Well-being: The SEL4@ll Project

Alessia Signorelli, Annalisa Morganti

University of Perugia, Italy

Preschoolers Prosocial Behaviour in Different Educational Settings (Montessori and Mainstream Kindergartens)

Nadia Hristova Koltcheva¹, Desislava Ivanova Stoeva²

1: New Bulgarian University, Department of Cognitive Science and Psychology, Sofia, Bulgaria; 2: Department of Preschool and Media Pedagogy, Faculty of Educational Studies and Arts, Sofia University “St. Kliment Ohridski”, Sofia, Bulgaria

Sustainability Leadership in Higher Education: Inner Development Goals for Organizational Transformation

Mercedes García de Quesada⁴, Fernando Morales de Rueda³, Diego Pablo Ruiz Padillo², Belén De Rueda Villén¹

1: Cívitas-UGR Chair, University of Granada, Spain; 2: Vice-Rectorate for Quality, Teaching Innovation and Degree Studies, University of Granada, Spain; 3: Deparmtment of Ecology, University of Granada, Spain; 4: Department of Translation and Interpreting, University of Granada, Spain

Nurturing Aspirations: An Exploratory Study on the Influence of Interpersonal Trust and Social Support on Future Hope among Italian University Students

Giacomo Angelini¹, Caterina Fiorilli¹, Teresa Grimaldi Capitello², Serena Petrocchi³

1: Department of Human Science, LUMSA University, Rome, Italy; 2: Child and Adolescent Neuropsychiatry Unit, Bambino Gesù Children’s Hospital IRCCS, Rome, Italy; 3: Faculty of Biomedical Sciences, Università della Svizzera italiana, Lugano, Switzerland

State Bullying and Censorship in Universities: A Disturbing Trend Impacting Social Emotional Learning

Shaheen Shariff, Steven Jordan, Christopher Dietzel

McGill University, Canada

Common Place – Inclusion Of Refugee And Migrant Children Children Through The Arts

Paula Lebre¹, Ana Caridade²

1: INET-MD, Instituto de Etnomusicologia - Centro de Estudos em Música e Dança, Faculdade de Motricidade Humana - Universidade de Lisboa; 2: MUSA - Associação Artística e de Intervenção Social

Assessing Children’s Social Emotional Health: Findings and Future Research based on the PROMEHS Project

Chair(s): Carmel Cefai (University of Malta, United Kingdom)

Discussant(s): Carmel Cefai (University of Malta)

Presentations of the Symposium

Frameworks for Communicating about Children’s Social Emotional Health

Stephen Elliott
Arizona State University

The SSIS SEL Brief Scales to Assess Key PROMEHS Outcomes

Christopher Anthony
University of Florida

The SDQ as a Measure of Emotional Behavior Concerns of Children in the PROMEHS Project

Maria Poulou¹, Aurora Adina Colomeischi^2
1University of Patras, ²Stefan cel Mare University of Suceava

Promehs: Implementation And Its Assessment With Preschoolers An Intervention Study

Ilaria Grazzani¹, Valeria Cavioni^2
1University of Bicocca, Milan, ²University of Foggia

Cyberbullying and Online Harms: Experiences and Perspectives from Schools

Chair(s): Helen Alexander Cowie (University of Surrey, United Kingdom)

Discussant(s): Carrie-Anne Myers (City University of London)

Presentations of the Symposium

From Bystanding to Upstanding

Helen Cowie¹, Carrie-Anne Myers^2
1University of Surrey, ²City University of London

Rehabilitation and Peer Ecology

Johannes Nilsson Finne, Ida Risanger Sjurso
University of Stavanger

Interventions to Challenge Cyberbullying and Online Harassment: School Perspectives

Kathy Evans¹, Lynne Gazel^2
1ENSEC, ²University of South Wales

Cyberbullying and Online Hate Speech in Thailand

Ruthaychonnee Sittichai, Ram Herkanaidu
PSU

Using SEL skills to Help and Stabilise a Multi-Cultural Population During Conflict

Sharon Urieli¹, Amjad Musa²

1: School psychologist and SEL consultant for the Ministry of Education; 2: Professional supervision of School-psychological services of arab municipalities

Mental Health Through Healthy Schools: Research and Strategies for School-based Mental Health Promotion

Eva Oberle

The University of British Columbia, Canada

P01 GIFTED – Teacher Training to Support the Cognitive, Social and Emotional Competencies and Needs of Gifted and Talented Students

Anabela Caetano Santos^1,2, Roberta Renati³, Celeste Simões^1,4, Margarida Frade dos Santos^1,4, Paula Lebre^1,4,5

1: Aventura Social and Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal; 2: Instituto Universitário de Lisboa (Iscte-IUL), CIS-Iscte, Lisboa, Portugal; 3: Department of Pedagogy, Psychology and Philosophy, University of Cagliari, Cagliari, Italy; Noah SRL, 27100 Pavia, Italy; 4: Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; 5: INET-MD - POLO FMH Instituto de Etnomusicologia Centro de Estudos Música e Dança, Lisboa, Portugal

P02 Academic Self-efficacy and Well-being in Adolescence: Examining the Role of School Engagement

Paula Pedic Duic¹, Tea Pavin Ivanec²

1: PhD student at the Faculty of Humanities and Social Sciences, University of Zagreb.; 2: University of Zagreb Faculty of Teacher Education

P03 Developing Socio-Emotional Competences In Adolescents: The Contribution Of Mindfulness Meditation And Improvisation Theatre At School

Nathalie Mella^1,2, Gwladys Rey², Alexandra Zaharia^2,3,4, Mariana Magnus-Smith⁵, Andrea C. Samson^3,4, Edouard Gentaz^1,2, Camille Piguet^1,4, David Sander^1,2

1: Faculty of Psychology and Educational Sciences, University of Geneva; 2: Swiss Center for Affective Sciences, University of Geneva, Switzerland; 3: University of Fribourg, Switzerland; 4: Unidistance Suisse, Switzerland; 5: Geneva University Hospital, Switzerland

P04 Adolescents’ Mental Health Responses Following the COVID-19 Pandemic: the Role of School Connectedness and Fear of Missing Out.

Rachel Hussey, Haoyu Zhao, Johanna Sam, Jennifer Shapka

University of British Columbia, Canada

P05 Teachers As Victims Of Cyberbullying And The Role Of Social And Emotional Learning

Dimitrios Stafidas, Maria Poulou

University of Patras, Greece

P06 Exploring Gender-Stereotypical Attribution of Fear in Preschool Children

Sofia Kelesidou¹, Fotini Bonoti¹, Georgios Abakoumkin¹, Plousia Misailidi²

1: University of Thessaly, Greece; 2: University of Ioannina, Greece

P07 Promoting teachers’ knowledge of students’ theory of mind: The PRO-ME-ToM Teachers’ Training Program

Plousia Misailidi¹, Panagiota Metallidou², Eleonora Papaleontiou – Louca³, Koutselini Mary⁴, Iordanou Kalypso⁵

1: Department of Primary Education, University of Ioannina, Greece; 2: School of Psychology, Aristotle University of Thessaloniki, Greece; 3: Department of Social and Behavior Sciences, European University Cyprus, Cyprus; 4: Department of Education, University of Cyprus, Cyprus; 5: School of Sciences, University of Central Lancaster, Cyprus

P08 Effectiveness of a Web-Based Group Intervention for Internet Addiction in University Students: The Role of Self- Regulation

Andreas Brouzos, Aikaterini Papadopoulou, Vassiliki Baourda, Plousia Misailidi

Department of Primary Education, University of Ioannina, Greece

P09 Resilience Effects of Social-Emotional Skills Training in Unaccompanied Refugee Youth in Greece

Vanessa Davaroukas, Remos Armaos, Mari Janikian

The American College of Greece- DEREE College

"Enhancing the Social Competence of Students with Special Learning Difficulties in Primary School: Evaluation of an Inclusion Program"

Ilias Vasileiadis², Ioanna Dimitriadou¹, Evangelos Vlachos¹

1: University of Macedonia, Greece; 2: University of Western Macedonia

“We Are One Human Fabric”: The Impact of an SEL Program on the Social Engagement of Children with Disabilities.

Eliezer Yariv

Givat Washington College, Israel

Does Primary School Teachers’ Perceived Efficacy in Classroom Management/Discipline Predict their Perceptions of Inclusive Education?

Eleni Didaskalou, Panayiota Stavroussi, Jennifer Greif Green

University of Thessaly, Greece

Differential Effectiveness of an SEL program According to Bullying Roles

Vítor Alexandre Coelho, Marta Marchante

Académico de Torres Vedras, Portugal

Psychological Resilience of Parents of Children with Neurodevelopmental Disorders During COVID-19 Pandemic: A Systematic Review.

Kyriaki Tasiou, Eleni Nikolaou

University of the Aegean, Rhodes, Greece

When Parents Intrude upon their Child's Decision-Making: the role of Career-Related Parental Interference on Self-Efficacy, School Anxiety, and Depressive Symptoms

Giacomo Angelini, Caterina Fiorilli

Department of Human Science, LUMSA University, Rome, Italy

The Longitudinal Association Between Parents’ Perceived Social Support And Children's Subjective Well-being in Early Adolescence – the Mediating Role of Parenting Behaviors

Andreja Brajsa Zganec¹, Marija Dzida², Renata Miljevic Ridicki³, Maja Kucar⁴, Ivana Hanzec Markovic⁵

1: Ivo Pilar Institute of Social Sciences, Croatia; 2: Ivo Pilar Institute of Social Sciences, Croatia; 3: Faculty of Teacher Education, University of Zagreb; Croatia; 4: Ivo Pilar Institute of Social Sciences, Croatia; 5: Department of Social Sciences and Humanities, University of Slavonski Brod; Croatia

Nursing Emotional Competence Profile – exploratory study in Pre Hospital critical care

Maria Augusta Romão da Veiga-Branco¹, Tiago Nobre Dias², Joana Isabel Dias A. Fontes², André Filipe C Nogueira², José Fernando S. M. Magalhães²

1: Bragança Politecnic University, Portugal; 2: National Institute of Medical Emergency (NIME/INEM), Portugal

Social and Emotional Competencies and Student Engagement in Youth: A Systematic Review

Anabela Caetano Santos^1,2,3, Celeste Simões^1,3, Maria Margarida Frade dos Santos^1,3, Márcia Melo⁴, Iara Freitas⁴, Carmel Cefai⁵, Patrícia Arriaga²

1: Aventura Social and Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal; 2: Instituto Universitário de Lisboa (Iscte-IUL), CIS-Iscte, Lisboa, Portugal; 3: Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal; 4: Laboratório de Pesquisa e Prevenção em Educação e Saúde (LaPPES), Instituto de Psicologia, Universidade de São Paulo, Brasil; 5: Centre for Resilience & Socio-Emotional Health, University of Malta, Msida, Malta

Relations Among School Connectedness, Peer Acceptance, Cyberbullying, and School Adjustment: An Examination Between Native and Immigrant Elementary School Students

Thanos Touloupis¹, Eleni Andreou², Dimitrios Chasapis¹

1: University of the Aegean, Greece; 2: University of Thessaly, Greece

The Health and Well-Being of Migrant Children and Health Determinants - A Scoping Review

Daniela Reis¹, Sara Fernandes², Zélia Anastácio³, Paula Cristina Martins⁴, Graça S. Carvalho⁵

1: University of Minho, Portugal; 2: University of Minho, Portugal; 3: University of Minho, Portugal; 4: University of Minho, Portugal; 5: University of Minho, Portugal

Social and Emotional Competencies as Mediators of Mental Health, Prosocial Behaviour and Academic Achievement: impact of a mental health programme in children and adolescents

Margarida Frade Santos^1,2,4,7, Diego Gomez-Baya^3,7, Celeste Simões^1,2,7, Paula Lebre^1,5, Ilaria Grazzani⁶

1: Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal; 2: Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal; 3: Department of Social, Developmental and Educational Psychology, University of Huelva, Huelva, Spain; 4: CeiED - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento, Universidade Lusófona, Lisboa, Portugal; 5: Instituto de Etnomusicologia INET-MD, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal; 6: Department of Human Science for Education “R. Massa”, University Milano-Bicocca, Milan, Italy; 7: Aventura Social Associação, Lisboa, Portugal

Cyberbullying and Online Harms: Lifespan Experience and Perspectives from University

Chair(s): Helen Cowie (University of Surrey)

Presentations of the Symposium

Misogyny in the Metaverse: How Virtual Spaces Breed Toxic Behaviours

Shaheen Shariff, Christopher Dietzel
McGill University, Canada

Cyberbullying in Universities: Looking at the Growing Trends in Developing Countries

Joshua Rumo Arongo Ndiege, Leah Mutanu
United States International University, Kenya, Africa

“It was Only a Bit of Fun” – When Bullying and Cyberbullying Becomes Harassment and Sexual Violence Among University Students - Findings From the Violence at University Project.

Carrie Anne Myers¹, Helen Cowie², Nathan Hudson³, Emma Short⁴, Holly Powell-Jones^1
1City, University of London, ²University of Surrey, ³National Centre for Social Research, UK, ⁴London Metropolitan University

Cyberbullying and Online Harassment: The Impact on Emotional Health and Well-Being in Higher Education

Sheri Bauman
University of Arizona, USA

Social and Emotional Learning in Taiwan

Chair(s): Huei-Tsyr Chen (President, Taiwan Happiness Village Emotion Education Association, Taiwan)

Discussant(s): Huei-Tsyr Chen (President, Taiwan Happiness Village Emotion Education Association, Taiwan)

Presentations of the Symposium

An Authentic Social and Emotional Learning Curriculum for Elementary Schools in Taiwan

Li-Jung Yang¹, I-Ching Lee², Yi-Shan Huang³, Tai-Mei Chang⁴, Chun-Wei Huang⁵, Chia-Wen Chang⁵, Ya-Min Yang⁶, Rei-Ying Huang⁷, Li-An Lu^8
1Developmental Psychologists, Chief Knowledge Officer, Caremind Institute, Taipei City, Taiwan, ²Clinical Psychologist, NeoPsy Psychotherapy Clinic, Taoyuan City, Taiwan, ³Clinical Psychologist, Psychotherapy Clinic, Taipei City, Taiwan, ⁴Clinical Psychologist, Sky Bright Clinic, Taipei City, Taiwan, ⁵Clinical Psychologist, Li Jen Psychological Clinic, Taipei City, Taiwan, ⁶Clinical Psychologist, Jie Psychiatric Clinic, Taipei City, Taiwan, ⁷Clinical Psychologist, Taipei Veterans General Hospital, Taipei City, Taiwan, ⁸Clinical Psychologist, Chen Guang Psychological Therapy Center, Taipei City, Taiwan

A Unique Approach Involving Parents as Key Roles in Promoting Social and Emotional Learning in Elementary Schools in Taiwan

Huei-Tsyr Chen¹, Li-Jung Yang², Sylvia Tai³, Mei-Chi Hsiao³, Wei-Kun Yeh^3
1President, Taiwan Happiness Village Emotion Education Association, Taiwan, ²Founding President, Taiwan Happiness Village Emotion Education Association, Taiwan, ³Executive Director, Taiwan Happiness Village Emotion Education Association, Taiwan

Revolutionizing Emotional Education: The Social Emotional Education & Development (SEED) Center's Journey in Transforming Taiwan's Educational Landscape

Hsueh-Chih Chen¹, Meng-Ning Tsai², Chia-Chen Lee³, Marissa Yi-Hsuan Wu⁴, Yu-Lin Chang^5
1Professor, Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan;Director, Social Emotional Education and Development Center, National Taiwan Normal University, Taipei, Taiwan, National Taiwan Normal, ²Postdoctoral Fellow, Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan, ³Project Staff, Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan, ⁴Assistant Professor, Department of Child and Family Science, National Taiwan Normal University, Taipei City, Taiwan, ⁵Assistant Professor, Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan

The Evolution of the BEST ME Program: Enhancing Teacher Well-being and Social-Emotional Learning Across Educational Settings in Taiwan

Marissa Yi-Hsuan Wu¹, Hsueh-Chih Chen², Meng-Ning Tsai³, Chia-Chen Lee⁴, Yu-Lin Chang^5
1Assistant Professor, Department of Child and Family Science, National Taiwan Normal University, Taipei City, Taiwan, ²Professor, Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan;Director, Social Emotional Education and Development Center, National Taiwan Normal University, Taipei, Taiwan, National Taiwan Normal, ³Postdoctoral Fellow, Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan, ⁴Project Staff, Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan, ⁵Assistant Professor, Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan

Positive Psychology and Social, Emotional and Mental Health (SEMH)

Robert Joseph Long

Education Works, UK

Social and Emotional Learning, Mindfulness, and the Promotion of Children’s Empathy, Kindness, and Compassion: Emerging Research, Lingering Questions, and Directions for Future Research

Kimberly A. Schonert-Reichl

NoVo Foundation Endowed Chair in Social and Emotional Learning, Professor, Department of Psychology, University of Illinois Chicago

Individual Characteristics and Internet Addiction Among Adolescents: Implications for Social Emotional Learning

Eleni Andreou, Hionia Svoli

University of Thessaly, Greece

Augmented Social Play (ASP): Smartphone-Enabled Group Psychotherapeutic Interventions that Boost Adolescent Mental Health by Supporting Real-World Connection and Sense of Belonging

Vítor Alexandre Coelho, Patrícia Brás, Marta Marchante, Patrícia Ribeiro Silva

Académico de Torres Vedras, Portugal

The Association between Peer attachment and Smartphone Use among Canadian Adolescents: A Latent Profile Analysis

Haoyu Zhao, Bowen Xiao, Michelle Dusko Biferie, Jennifer Shapka, Johanna Sam

The University of British Columbia, Canada

A Qualitative Study of Indigenous and Black Youth Resilience Strategies to Bias-based Cyberbullying

Michelle Dusko Biferie, Rachel Hussey, Jenna Shapka, Johanna Sam

Educational and Counselling Psychology, and Special Education, University of British Columbia, Canada

"Interactive Multimedia Environment Intervention with Learning Anxiety and Metacognition as Achievement Predictors"

Aristea Mavrogianni, Eleni Vasilaki, Michalis Linardakis

University of Crete, Greece

Intergenerational Transmission of Emotional Processing: Neurocognitive Mechanisms of Individual Differences in Childhood

Antonios I. Christou¹, Kostas Fanti², Ioannis Mavrommatis², Georgia Soursou²

1: University of Thessaly, Volos, Greece; 2: University of Cyprus, Nicosia, Cyprus

Meta-emotional Intelligence: Construct, Measurement And Application

Antonella D'Amico^1,2, Alessandro Geraci^1,2

1: Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy; 2: MetaIntelligenze - Centro Studi Internazionale, Palermo - Italy

The Nous Project: a Rigorously Founded SEL Program for Primary and Middle School

Luigina Mortari, Rosi Bombieri, Federica Valbusa

University of Verona, Italy

Play, Bodily Experiences And S.E.L.

Chair(s): Paula Lebre (Universidade de Lisboa)

Discussant(s): Paula Lebre (INET-MD, Instituto de Etnomusicologia - Centro de Estudos em Música e Dança, Faculdade de Motricidade Humana - Universidade de Lisboa), Adriana Frazão (INET-MD, Instituto de Etnomusicologia - Centro de Estudos em Música e Dança, Faculdade de Motricidade Humana - Universidade de Lisboa)

Presentations of the Symposium

Are Psychomotor Functions Related With Social Skills And Behavioural Problems In 4-6 Aged Children with autism spectrum disorder and typical development?

Adriana Frazão¹, Sofia Santos², Celeste Simões³, Paula Lebre^1
1INET-MD, Instituto de Etnomusicologia - Centro de Estudos em Música e Dança, Faculdade de Motricidade Humana - Universidade de Lisboa, ²UIDEF – Instituto da Educação, Faculdade de Motricidade Humana - Universidade de Lisboa, ³ISAMB, Instituto de Saúde Ambiental, Faculdade de Motricidade Humana - Universidade de Lisboa

S.E.L., Body Experience And Play As A Key to Resilience: An Approach From Psychomotor Interventions at school

Mariangeles Gimenez¹, Tatiana Gurovich^2
1Universidad Finis Terrae, Santiago, Chile, ²Pontificia, Universidad Católica, Santiago, Chile

Supporting SEL through Psychomotor Therapy: Building Relationships through Movement and Play

Tatiana Gurovich¹, Mariangeles Gimenez^2
1Pontificia, Universidad Católica, Santiago, Chile, ²Universidad Finis Terrae, Santiago, Chile

The Relation Between Adverse Childhood Experiences And Children’s Development, Behavior And Learning: A Systematic Review

Ana Silvano¹, Celeste Simões², Margarida Frade Santos³, Sofia Santos^4
1Faculdade de Motricidade Humana, Universidade de Lisboa, ²Faculdade de Motricidade Humana, Universidade de Lisboa , ISAMB - Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, ³Faculdade de Motricidade Humana, Universidade de Lisboa , ISAMB - Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, Centro Interdisciplinas de Estudos em Educação e Desenvolvimento, Universidade Lúsofona, Lisboa, Portugal, ⁴UIDEF – Instituto da Educação, Faculdade de Motricidade Humana - Universidade de Lisboa

Social Bodies In Contact: Developmental Dialogues In A Diversity Of Contexts

Chair(s): Irene Valori (Technische Universität Dresden)

Discussant(s): Teresa Farroni (University of Padova)

Presentations of the Symposium

Affective Touch Promotes Preschool-Age Children’s Autonomic Self-Regulation

Letizia Della Longa, Teresa Farroni
University of Padova

Exploring Social Preferences Across Typical Development And Autism: Do Time Contingency And Engagement Matter?

Laura Carnevali¹, Irene Valori², Letizia Della Longa¹, Teresa Farroni^1
1University of Padova, ²Technische Universität Dresden

Unveiling Social Touch Preferences Across The Lifespan Using The Handson App: Adolescence As A Sensitive Period For The Development Of Gender- And Relationship-Specific Dialogues

Irene Valori, Wenhan Sun, Merle T. Fairhurst
Technische Universität Dresden

Getting Closer: The Use Of Physical Contact Between Groups Increases Inclusion Of The Outgroup In The Self In Young Adolescents

Soraya Elizabeth Shamloo¹, Elena Trifiletti², Andrea Carnaghi^3
1University of Modena and Reggio Emilia, ²University of Verona, ³University of Trieste

EFT Tapping Boosting SEL and Mental Health in Schools

Eleni Vardaki

School Staff Trainer - Academic and EFT Coach

Inspiration Precedes Remediation: Restoring and Enhancing Student Mental Health and Resilience Through Humor and Positive Purpose

Maurice J. Elias¹, Ed Dunkelblau²

1: Rutgers University, United States of America; 2: Academy for Social and Emotional Learning in Schools, International

>SEL A Healthy Student Model to Expand Thinking & Stimulate Action

Stephen Elliott

Arizona State University, USA

What Would Wonder Woman Do? Exploring the Research on Using Fictional Characters and Narratives to Impact Cognitive Processes and Behavior Modification

Dr. Janina Scarlet¹, Carrie Goldman², Chase Masterson²

1: Superhero Therapy; 2: The Heroic Journey SEL and Mental Health

Self-esteem, Well-being, Motivation For Physical Activity Practice, And Emotional Intelligence Of Portuguese Adolescents During COVID-19 Lockdown

Zélia Anastácio, Maria Isabel Condessa, Sara Fernandes

Universidade do Minho, Portugal

Exploring The Embodiment Of Transcultural Resilience: Dance Movement Therapy, Creativity, And Social-Emotional Wellbeing

Jung-Hsu Jacquelyn Wan

University of Auckland, New Zealand

Enhancing Social and Emotional Learning through Authentic Movement: A Study with Dance Department Students in Taiwan

YuChi Lin

Chinese Culture University, Taiwan

"Empowering Teachers: Integrating Arts-Based Strategies for Cultivating Social-Emotional Learning Competences in the Classroom"

Natacha Pirotte

The Red Pencil (Europe), Belgium

Engaging The School Community In The Educational Space Renovation

Gonçalo Canto Moniz^1,2, Carolina Coelho^1,3, António Rochette^1,3, Luis Alcoforado^1,3, Valentina Gutierrez¹

1: University of Coimbra, Portugal; 2: Centre for Social Studies, University of Coimbra, Portugal; 3: Centre of Interdisciplinary Studies CEIS20, University of Coimbra, Portugal

Evaluating A Creative Writing Intervention For Students: Effects On Anxiety, Depression, And Self-esteem/Self-concept

Angeliki Giannopoulou, Stephanos Vassilopoulos

University of Patras, Greece

Is Social and Emotional Learning Influencing the evolution of Social Anxiety and Social Withdrawal?

Patrícia Ribeiro Silva, Vítor Alexandre Coelho

Académico de Torres Vedras, Portugal

Texting in the Classroom By Adolescents Without and With Learning Disabilities: Do Psychological Connectedness and Boredom Matter?

Thanos Touloupis, Dimitrios Chasapis

University of the Aegean, Greece

School Engagement and Academic Achievement: The Role of Relationships with Parents and Peers

Pedro Dias¹, Pedro Dias², Lurdes Veríssimo¹, Alexandra Carneiro¹, Raquel Duarte¹, Rosário Serrão¹

1: Universidade Católica Portuguesa, Portugal; 2: University of the Azores, Portugal

Do Mindfulness, Life Satisfaction And Mental Distress Play A Role In Academic Self-efficacy?

Diana Vieira

ISCAP, Politécnico do Porto, Portugal

Challenges and Advances in Evaluating and Treating Social Emotional and Cognitive Deficits Associated with Autism Spectrum Disorder

Chair(s): Erifylli Tsirempolou (National & Kapodistrian University of Athens, Athens, Greece)

Discussant(s): Angeliki Gena (National & Kapodistrian University of Athens, Athens, Greece/Institute of Systemic Analysis of Behavior, Athens, Greece)

Presentations of the Symposium

Enhancing The Attachment Bond Between Children With ASD and Their Parents Through Individualized Parent-Training Practices

Areti Stefanaki¹, Angeliki Gena^2
1National & Kapodistrian University of Athens, Athens, Greece, ²National & Kapodistrian University of Athens, Athens, Greece/Institute of Systemic Analysis of Behavior, Athens, Greece

Assessment and Training a School-aged Boy with ASD in Verbal and Visuospatial Working Memory and Cognitive Flexibility using Behavior-Analytic Techniques

Erifylli Tsirempolou¹, Dimitra Basdeki², Angeliki Gena^1
1National & Kapodistrian University of Athens, Athens, Greece/ Institute of Systemic Analysis of Behavior, Athens, Greece, ²National & Kapodistrian University of Athens, Athens, Greece

A Systematic Review of Parents’ Experiences, Perspectives, and Perceptions About Self-determination and Independent Living Skills of their Children with Autism Spectrum Disorder

Despina Papoudi, Konstantina Chatzoglou
Department of Special Education, University of Thessaly, Volos, Greece

PROMEHS Project Outcomes. Implications for Practice and Research

Chair(s): Aurora Adina Colomeischi (Stefan cel Mare University of Suceava, Romania)

Discussant(s): Ilaria Grazzani (Department of Human Sciences for Education ‘R.Massa’, University of Milano Bicocca, Milan, Italy), Sanja Tatalović Vorkapić (Department of Educational Sciences, Faculty of Teacher Education, University of Rijeka, Croatia)

Presentations of the Symposium

The Validation of Social-Emotional Competence Teacher Rating Scale (SECTRS-14) in Italy, Latvia and Portugal

Ilaria Grazzani¹, Celeste Simoes², Baiba Martinsone³, Valeria Cavioni⁴, Alessandro Pepe^1
1Department of Human Sciences for Education ‘R.Massa’, University of Milano Bicocca, Milan, Italy, ²Faculdade de Motricidade Humana, Instituto de Saúde Ambiental, University of Lisbon, Lisbon, Portugal, ³University of Latvia, Department of Psychology, Latvia, ⁴University of Foggia, Department of Humanities. Literature, Cultural Heritage, Education Sciences, Foggia, Italy

Evaluation of PROMEHS Implementation in Croatian Kindergartens and Schools

Sanja Tatalović Vorkapić¹, Lidija Vujičić¹, Akvilina Čamber Tambolaš¹, Ilaria Grazzani², Valeria Cavioni³, Carmel Cefai⁴, Liberato Camilleri^5
1Department of Educational Sciences, Faculty of Teacher Education, University of Rijeka, Croatia, ²Department of Human Sciences for Education ‘R.Massa’, University of Milano Bicocca, Milan, Italy, ³University of Foggia, Department of Humanities. Literature, Cultural Heritage, Education Sciences, Foggia, Italy, ⁴University of Malta, ⁵Uniersity of Malta

PROMEHS: An Evidence-based Program for Promoting Teachers’ Emotional Competence and Resilience

Aurora Adina Colomeischi¹, Maria Poulou^2
1Faculty of Sciences of Education, Stefan cel Mare University of Suceava, Romania, ²Science of Education Department, University of Patras, Greece

Teachers and Students’ Social and Emotional Competencies: Are They Related?

Celeste Simões¹, Margarida Santos¹, Paula Lebre¹, Anabela Caetano², Lucia Canha^3
1Faculty of Human Kinetics, University of Lisbon, Portugal, ²ISAMB, University of Lisbon,Portugal, ³UNOESTE, Brazil

Accessing the Voices of Children with SEMH Needs using Photo Elicitation Interviews

Amanda Barrie

SEBDA, United Kingdom

P10 Preschool Children’s Emotion Situation Knowledge And Its Impact On Their Peer Relations

Anastasia Tzouni, Constantinos Vouyoukas

Aristotle University of Thessaloniki, Greece

P11 Intercultural Mediation: For a Positive Coexistence Between Cultures

Daniela Reis

University of Minho, Portugal

P12 Love: Preschool and School-Aged Children's Perspectives

Fotini Bonoti, Sofia Kelesidou

University of Thessaly, Greece

P13 A School Culture Based on the Positive Criminology Approach and its Implications for Children at Risk

Limor Golan

Kinneret College on the Sea of Galilee, Israel

P14 Lifelong Learning and Health Promotion for Civil Servants

Ignatia Farmakopoulou, Maria-Georgia Gkoutsoula

Universtity of Patras, Greece

P15 Sense of Belonging in Transition to School: the Perspectives of Children

Ida Skytte Jakobsen¹, Anne Marie Villumsen², Thomas Engsig³

1: UCL, Denmark; 2: Vive, Denmark; 3: UCN,Denmark

P16 Analysing Mothers’ Sensitivity and Attachment Development During Children’s Transitions from Home to Kindergarten

Sanja Tatalović Vorkapić

Faculty of Teacher Education, University of Rijeka, Croatia

P17 Social-Emotional Measurement in Europe: Initial Conclusions and Future Opportunities

Christopher James Anthony¹, Carmel Cefai², Stephen Nelson Elliott³

1: University of Florida, United States of America; 2: University of Malta, Malta; 3: Arizona State University, United States of America

P18 Different Perspectives on the Role of Leisure and Recreation Centers for the Children

Maria Isabel Condessa^1,2, Zélia Anastácio^1,3, Paulo César Bulhões⁴

1: Research Center for Child Studies/ University of Minho, Portugal; 2: Faculty of Social and Human Sciences / University of the Azores, Portugal; 3: Institut of Education / University of Minho, Portugal; 4: CHAM-A – Humanities Center of the New University of Lisbon and the University of the Azores, Portugal

Social and Emotional Learning (SEL) Content in Early Childhood Teacher Education Programs in Turkey

Hande Arslan Çiftçi

Istanbul Medeniyet University, Turkiye

Teacher Training in SEL: Suggestions from Plutarch’s Philosophy for a Theoretically Grounded Educational Method

Luigina Mortari, Federica Valbusa, Rosi Bombieri

University of Verona, Italy

Social Interactions Of Teacher Students With Peers In The Introductory Study Phase – Results Of An Experience Sampling Study

Marlies Matischek-Jauk¹, Barbara Pail^2,3, Georg Krammer⁴, Claudia Stöckl¹, Hannelore Reicher⁵, Corinna Koschmieder¹, Elisabeth Amtmann¹

1: University College of Teacher Education Styria, Austria; 2: Lernwerkstättenschule Oberwart, Austria; 3: Europäische Mittelschule Oberwart, Austria; 4: Johannes Kepler University Linz, Austria; 5: University of Graz, Austria

Exploring the Relationship of Teacher Identity and Social Emotional Learning (SEL) in Early Childhood Educators

Zehra Kaplan¹, Mine Gol-Guven²

1: Bogazici University, Turkiye; 2: Bogazici University, Turkiye

Advancements in Emotional Education: Insights from the Research Group in Psycho-pedagogical Orientation (GROP)

Gemma Filella¹, Agnès Ros-Morente¹, Núria Garcia-Blanc¹, Raquel Gomis¹, Maria Priego¹, Núria Pérez-Escoda², Èlia López-Cassà², Josep Gustems², Salvador Oriola², Josefina Álvarez-Justel², Jon Berastegui³, Felicidad Barreiro⁴

1: University of Lleida, Spain; 2: University of Barcelona, Spain; 3: The Basque Country University, Spain; 4: University of Santiago, Spain

Navigating Crisis: The Interplay of Emotional Intelligence, Values, and Resilience in the Wake of the October 7th Attack on Israel

Bat Katzman¹, Keren Shuh²

1: Kinneret Academic College, Israel; 2: Ministry of education

Exploring Concepts Of Agency And Voice With Young People Who Have Experienced Domestic Violence And Abuse

Rebecca Haycock

University of South Wales, United Kingdom

Resilience, Loneliness During the Covid -19 Pandemic, and the Students’ Perception of Relationship with the Teacher

Vasiliki Bertsia, Maria Poulou

University of Patras, Greece

How Academic Students Deal with Crises. The Case of the Israeli Arab Students During the COVID-19

Eman Tarabia

Kinneret College on the sea of Galilee, Israel

Presence Of Meaning In Life Strengthens Teachers' Resilience Protective Factors

Maria Platsidou, Athina Daniilidou

University of Macedonia, Greece

Developing Healthy Coexistence: Implementation and Evaluation of a Program for Primary School Students

Beatriz Couto, Regina Ferreira Alves

Research Centre on Child Studies (CIEC), University of Minho, Portugal

Empowering Children's Participation In Their City's Visioning For Climate Neutrality

Alexandra Tsigkou¹, Maria Dimopoulou¹, Eleni Niarchou¹, Antonia Dardioti¹, Evi Tzanakaki²

1: Ministry of Education, Religion Affairs & Sports, Athens, Greece; 2: CRES-Centre for Renewable Energy Sources and Saving, Pikermi Attiki, Greece

Understanding The Effects Of Tree Planting On Displaced Children And Young People Amidst A Climate Crisis.

Lynn Gazal

SEBDA

Project Positive Attitude: An Overview of the Participation in the Gulbenkian Academies of Knowledge

Patrícia Brás, Vítor Alexandre Coelho, Marta Marchante

Académico de Torres Vedras, Portugal

An EU, American, and Taiwanese Perspective on Progress and Challenges in Bringing SEL into Schools

Chair(s): Huei-Tsyr Chen (Taiwan Happiness Village Emotion Education Association)

Discussant(s): Ed Dunkelblau (Academy for SEL in Schools, SEL4IL)

Presentations of the Symposium

A Systemic, Whole-School Approach to Mental Health and Well-Being in EU Schools

Carmel Cefai¹, Celeste Simoes^2
1University of Malta, ²University of Lisbon

SEL in the USA: It’s Time to Give Students the Skills They Need to Be Successful

Ed Dunkelblau¹, Maurice Elias^2
1Academy for SEL in Schools, SEL4IL, ²Rutgers University

Two Decades of Experience of Promoting SEL in Taiwan

Huei-Tsyr Chen
Taiwan Happiness Village Emotion Education Association

Socio-emotional Development in Challenging Environments

Chair(s): Céline Favre (School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland)

Discussant(s): Dilan Aksoy (School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland)

Presentations of the Symposium

Social and Individual Factors Predicting Students’ Socio-Emotional Resilience: A Multigroup Structural Equation Model

Aikaterini Vasiou¹, Wassilis Kassis², Christos Govaris³, Céline Favre⁴, Dilan Aksoy², Ulrike Graf^5
1Department of Primary Education, University of Crete, 74100 Rethymno, Greece, ²School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland, ³University of Thessaly, 38221 Volos, Greece, ⁴School of Education, University of Applied Sciences and Arts Northwestern Switzerland, ⁵Heidelberg University of Education, 69032 Heidelberg, Germany

Longitudinal Negotiation, Navigation Processes, and School Success in High School: A Two-Wave Latent Transition Approach

Wassilis Kassis¹, Albert Dueggeli², Christos Govaris³, Maria Kassis⁴, Miriam Dittmar⁵, Dilan Aksoy¹, Céline Favre^6
1School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland, ²Department of Research & Development, University of Teacher Education of the Grisons, 7000 Chur, Switzerland, ³University of Thessaly, 38221 Volos, Greece, ⁴School of Education, University of Applied Sciences and Arts Northwestern Switzerland, 4132 Muttenz, Switzerland, ⁵School of Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, Switzerland, ⁶School of Education, University of Applied Sciences and Arts Northwestern Switzerland

The Impact of Peer Rejection on Adolescent’s Socio-Emotional Development in School Context

Céline Favre¹, Ariana Garrote¹, Wassilis Kassis², Janine Bacher², Andrea Wullschleger², Dilan Aksoy^2
1School of Education, University of Applied Sciences and Arts Northwestern Switzerland, ²School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland

Developmental Consequences of Intimate Partner Violence on Socio-Emotional Functioning

Dilan Aksoy¹, Celeste Simões^2
1School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland, ²Faculdade de Motricidade Humana, Universidade de Lisboa, Lisbon, Portugal

Efficacy Study of The START UP! Art Therapy™ School-Based Arts Intervention in American Indian Youth in U.S.

Carey MacCarthy. MA. ATR. LPCC

Start Up! Art TherapyTo Rewire Your Brain, United States of America

‘EduSEL’: A Tool for Assessing the Effectiveness of SEL Programs for Educators

Ronen Kasperski¹, Merav Esther Hemi²

1: Gordon Teacher College, Israel; 2: Shaanan Academic Religious college, Israel

Validation of a Questionnaire to Characterize the Socioemotional Skills Profile of Caregivers of Children and Young People in Residential Care

Sara Fernandes¹, Zélia Caçador²

1: Universidade do Minho, Portugal; 2: Universidade do Minho, Portugal

Authentic Assessment Of Social Emotional Learning For Teachers Of Children And Young People With Social, Emotional And Behavioural Difficulties And Or Mental Health Problems: A Case Study Of A Postgraduate Distance Education Programme

Neil Hall, Catherine Morgan

University of Birmingham, United Kingdom

Does Online Implementation Make a Difference in the Effects of a Mental Health Curriculum at Schools

Margarida Frade Santos^1,2,5,7, Celeste Simões^1,2,7, Anabela Caetano Santos^3,7, Paula Lebre^1,6, Ilaria Grazzani⁴

1: Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal; 2: Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal; 3: ISCTE - Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal; 4: Department of Human Science for Education “R. Massa”, University of Milano-Bicocca; 5: CeiED - Centro de Estudos Interdisciplinares em Educação e Desenvolvimento, Universidade Lusófona, Lisboa, Portugal; 6: Instituto de Etnomusicologia INET-MD, Faculdade de Motricidade Humana, Universidade de Lisboa; 7: Aventura Social Associação, Lisboa, Portugal

Exploring the Nature of Children's Conflicts and Decision Making in Free Play: Where Do Teachers Stand?

Gizem Alvan¹, Mine Göl Güven²

1: Phd Candidate, Learning Sciences, Boğaziçi University, İstanbul, Turkiye; 2: Associate Professor, Department of Primary Education, Learning Sciences, Boğaziçi University, İstanbul, Turkiye

Facial Emotion Recognition: Development and Approbation of the Children’s Emotions Database

Nadia Hristova Koltcheva¹, Ivo Davidov Popivanov^1,2

1: New Bulgarian University, Department of Cognitive Science and Psychology, Sofia, Bulgaria; 2: Clinic of Neurology, University hospital “Alexandrovska”, Sofia, Bulgaria

Has The Explicit Teaching Of Emotions A Place In The Secondary School Curriculum? A Small-scale PE-based Study

Eleni Dimitrellou, George Koutsouris, Alison Pearson

University of exeter, United Kingdom

Cognitive Appraisal of School Related Life Events, Autobiographical Memory and Emotion Production

Eleni Vasilaki¹, Marinos Anastasakis²

1: University of Crete (UoC); 2: University of Crete (UoC)

Do Teachers Promote Social-Emotional Skills? The Gap Between Statements and Actual Behavior

Noa Shapira¹, Meital Amzalag²

1: Kinneret Academic College, Israel; 2: Holon Institute of Technology, Israel

Cyberbullying and Online Harms: Social Movements and Legal Perspectives

Chair(s): Carrie Anne Myers (City, University of London, United Kingdom), Helen Cowie (University of Surrey)

Presentations of the Symposium

The Rise of the Me-Too Movement in Croatia, Serbia, Bosnia and Herzegovina

Renata Miljević-Riđički
University of Zagreb, Croatia

'Racism and its Subtilties via Campus'

Gella Richards
University of Roehampton

Legal Perspectives: The Boundaries of Responsibility, Cyberstalking and Online Harassment

Emma Short¹, James Barnes^2
1London Metropolitan University, ²Fatima College of Health Sciences, UAE

Accessible, Inclusive and Enabling Contexts for University Students from a Refugee and Migrant Background

Carmel Cefai
University of Malta

Early Childhood Development: The Foundation for a Peaceful and Sustainable World

Chair(s): Nektarios Stellakis (patras, Greece)

Presentations of the Symposium

ECD From A Child's Right Perspective

Ghassan Khalil
unicef

Childhood Education: Is Quality An Abstract And Undefinable Term?

Nektarios Stellakis, Thanasis Karalis
upatras

The Role Of A Stronger Child Rights Culture In Ensuring Universal Early Childhood Education.

Eteri Kirtskhalia
Child Rights Education Specialist

Literacy As A Fundamental Right In Early Childhood Education: Perspectives From The International Research And Connections With The New Curriculum Of Greece For Preschool Education

Chlapana Elissavet,
University of Crete

Let's Play! – Children’s Psychodrama In Strengthening Children's Psychological Resilience In Kindergarten

Ljubica Duspara, Dina Darwish

Kindergarten Radost, Zagreb, Croatia

Fear of Failure: A Systematic Review on Its Risks and Protective Factors

Rachel C Lin-Yang, Suna Eryigit-Madzwamuse

University of British Columbia, Canada

Mindfulness And Well-being In Adolescence: Links Between Mindfulness, Emotional Problems, And Academic Stress.

Kjersti Tharaldsen, Lene Vestad, Edvin Bru

Norwegian Centre for Learning Environment and Behavioural Research in Education

Socioemotional Skills of Caregivers of Children and Youth in Residential Care.

Sara Fernandes¹, Daniela Reis², Zélia Anastácio³

1: Universidade do Minho, Portugal; 2: Universidade do Minho, Portugal; 3: Universidade do Minho, Portugal

Self-Regulation Challenges in Early Childhood: Parent, Caregiver, and Service-Provider Perspectives

Charlotte Adrea Fox¹, Amy Finlay-Jones¹, Sally Brinkman², Jenny Downs¹, Jeneva Ohan³, Jaida Penny¹, Gabriella Wells¹

1: Telethon Kids Institute, Australia; 2: University of South Australia, Australia; 3: University of Western Australia, Australia

Exploring Parental Dynamics and Concordance in Family Resilience Assessments Over Time

Renata Miljević-Riđički¹, Andreja Brajša-Žganec², Maja Kućar², Ivana Hanzec Marković³, Marija Džida²

1: Faculty of Teacher Education, Croatia; 2: Ivo Pilar Institute of Social Sciences, Zagreb, Croatia; 3: Department of Social Sciences and Humanities, University of Slavonski Brod, Croatia

Envelop’ Intervention for Assisting Pupils with Specific Learning Disorder

Eliezer Yariv¹, Ronen Kasperski^2,3

1: Givat Washington Academic College of Education, Israel; 2: Gordon College of Education, Haifa, Israel; 3: Shaanan Academic Religious Teachers' College, Haifa, Israel

Embracing Your Body as a Social-Emotional Resource Practice

Jung-Hsu Jacquelyn Wan¹, Verity Larraman²

1: University of Auckland, New Zealand; 2: Dance/Arts Therapy NZ

The ASPIRE Principles for Safe, Solution-Focused SEL

Sue Roffey

University College, London and Growing Great Schools Worldwide

Examining the Influence of Law 4538/2018 on Foster Care and Child Mental Health Outcomes within the Greek Child Protection Framework

Ignatia Farmakopoulou¹, Vasiliki Baltsioti¹, Maria Theodoratou²

1: University of Patras, Department of Education and Social Work, Greece; 2: Hellenic Open University, School of Social Sciences, Patras, Greece

Global Leadership in the Face of Backlash: Integrating Social Emotional Learning for Intercultural Understanding in Stakeholder Management

George Panayiotou

University of Southern California, United States of America

Soul of Leadership—Acceptability and Effectiveness of Program with Leaders

Julia Mahfouz, Danny Yahya

University of Colorado Denver, United States of America

"Promoting Educator Well-being: The Relationship Between Political Skill, Community Empowerment, and Collective Leadership"

Angela Urick, Marshall Magnusen, Jonathan Eckert, Bradley Carpenter

Department of Educational Leadership, Baylor University, Waco, TX, USA

Pursuing SEL via Deliberative Pedagogy: A Holistic Model for Teacher Education

Idit Manosevitch, Niva Dolev

Kinneret Academic College, Israel

Exploring the Concept of Teacher Wellbeing: A Qualitative Investigation with Primary School Teachers in England

Mumine Ozturk, Michael Wigelsworth, Charlotte Bagnall

University of Manchester, United Kingdom

Injecting Social and Emotional Learning in Schools: Introducing a New Approach to Daily Teaching and Learning Practices

Alessia Signorelli¹, Annalisa Morganti¹, Stefano Pascoletti²

1: University of Perugia, Italy; 2: University of Udine, Italy

Redefining Success

Sue Roffey

Growing Great Schools Worldwide and Univeresity College, London

Purrble: A Novel Digital Tool for In-Situ Emotion Regulation in Children and Adolescents

Petr Slovak^1,3, Dimitri Chubinidze¹, Kate Tchanturia¹, Mia Doces²

1: Kings College London, United Kingdom; 2: Committee for Children, USA; 3: Linacre College, University of Oxford, UK

Pathways To Change

Robert Joseph Long, Amanda Barrie

Social Emotionaland Behavioural Difficulties Association (Sebda). UK

Social Emotional Wellness: From Screening To Intervention And Progress Monitoring

Achilles N. Bardos

EduMetrisis, LLC, United States of America

So You Think You Prioritize SEL?

Erika Allen

The Urban Assembly

P19 How Can Teachers be Supported in their Work with Multicultural Students in Schools of Athens? A Pilot Study

Kendra Sylvianna Macris, Despina Paizi

American College of Greece, Greece

P20 Enhancing Preschool Children's Emotional and Fine-motor Skills Through Object Manipulation Workshops

Hellen Vretudaki¹, Anna Athanasopoulou²

1: University of Crete, Greece, Greece; 2: Directorate of Primary and Secondary Education

P21 Unveiling Potential: A Holistic Exploration of Social and Emotional Dynamics in High-Ability Primary School Students for Lifelong Achievement

Christina-Ioanna Schoina, Olga Balampekou

Centre for Interdisciplinary Assessment, Counseling, and Support (KE.D.A.S.Y.) Larissa, Greece

P22 A Trainee's Reflections on Children's Well-being: a Step Towards Integrative Pedagogical Action

Maria Isabel Condessa^1,3, Ana Lima², Zélia Anastácio^1,4

1: Research Center for Child Studies/ University of Minho, Portugal; 2: Parochial Wellness and Social Center of St. Joseph, Portugal; 3: Faculty of Social and Human Sciences / University of the Azores, Portugal; 4: Institute of Education/ University of Minho, Portugal

P23 Supporting Social-Emotional Development: The Power of Routines in Early Childhood Education

Kallirroi Papadopoulou, Lia Tsermidou, Lida Anagnostaki

Department of Early Childhood Education, National and Kapodistrian University of Athens, Greece

P24 Individual, Social, and Academic Factors Associated with the Well-being and Positive Development of First-year University Students: a Protocol Study

Regina Ferreira Alves^1,2, Teresa Freire², Leandro Almeida²

1: Research Centre on Child Studies (CIEC), University of Minho, Portugal; 2: Psychology Research Center (CIPsi), University of Minho, Portugal

P25 Emotional Competence Veiga Scale - a structural equation analysis study validation

Maria Augusta Romão Veiga Branco

Bragança Politecnic University, Portugal

P26 From Emotional Intelligence to Socioemotional Competence: the validation of the WEILS for Portuguese adolescents

Zélia Anastácio¹, Maria Isabel Condessa¹, Sara Fernandes¹, Celeste Antão²

1: Universidade do Minho, Portugal; 2: Instituto Politécnico de Bragança, Portugal

P27 A Guiding Matrix for Integrating AI and Ed-Tech in SEL: Filling the Research Gaps

Ιoulita Angelopoulou¹, Foteini Paraskeva²

1: University of Piraeus, Greece; 2: University of Piraeus, Greece