Preventing violence against children (0–3 years) in nurseries: effectiveness of participatory training

References

• Ajzen, I. 1991. “The Theory of Planned Behavior.” Organizational Behavior and Human Decision Processes 50 (2): 179–211. doi:10.1016/0749-5978(91)90020-T.
   Web of Science ®Google Scholar
• Ajzen, I. 2020. “The Theory of Planned Behavior: Frequently Asked Questions.” Human Behavior and Emerging Technologies 2 (4): 314–324. doi:10.1002/hbe2.195.
   Google Scholar
• Akogwu, C. A. 2019. “Effect of Constructivist-Based Instructional Method on Senior Secondary School Students’ Interest in English Language Essay Writing.” International Journal of Arts and Technology Education 11 (1): 56.
   Google Scholar
• Anderson, C. A. 1997. “Effects of Violent Movies and Trait Hostility on Hostile Feelings and Aggressive Thoughts.” Aggressive Behavior 23 (3): 161–178. doi:10.1002/(SICI)1098-2337(1997)23:3<161::AID-AB2>3.0.CO;2-P.
   Web of Science ®Google Scholar
• Anderson, R. C., L. L. Shirey, P. T. Wilson, and L. G. Fielding. 1987. “Interestingness of Children’s Reading Material.” In Aptitude, Learning, and Instruction, Vol. 3: Conative and Affective Process Analyses, edited by R. E. Snow, M. J. Farr, P. A. Federico, and W. E. Montague, 287–298. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Assembly, U. G. 1989. “Convention on the Rights of the Child.” United Nations, Treaty Series 3: 1–23.
   Google Scholar
• Balestroni, G., and G. Bertolotti. 2012. “EuroQol-5D (EQ-5D): An Instrument for Measuring Quality of Life.” Monaldi Archives for Chest Disease 78 (3): 155–159. doi:10.4081/monaldi.2012.121.
   PubMedGoogle Scholar
• Beus, J. M., M. A. McCord, and D. Zohar. 2016. “Workplace Safety: A Review and Research Synthesis.” Organizational Psychology Review 6 (4): 352–381. doi:10.1177/2041386615626243.
   Web of Science ®Google Scholar
• Boal, A. 2000. Theater of the Oppressed. London: Pluto Press.
   Google Scholar
• Burke, M. J., S. A. Sarpy, K. Smith-Crowee, S. Chan-Serafin, R. O. Salvador, and G. Islam. 2006. “Relative Effectiveness of Worker Safety and Health Training Methods.” American Journal of Public Health 96 (2): 315–324. doi:10.2105/AJPH.2004.059840.
   PubMed Web of Science ®Google Scholar
• Cheung, D. 2018. “The Key Factors Affecting Students’ Individual Interest in School Science Lessons.” International Journal of Science Education 40 (1): 1–23. doi:10.1080/09500693.2017.1362711.
   Web of Science ®Google Scholar
• Chmiel, N., and T. Taris. 2000. “Safety at Work.” In Introduction to Work and Organizational Psychology: A European Perspective, edited by N. Chmiel, 255–271. Oxford: Blackwell.
   Google Scholar
• Cordova, D. I., and M. R. Lepper. 1996. “Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and Choice.” Journal of Educational Psychology 88 (4): 715–730. doi:10.1037/0022-0663.88.4.715.
   Web of Science ®Google Scholar
• European Agency for Safety and Health at Work. n.d. “Psychosocial Risks and Stress at Work.” Accessed 11 January 2021. https://osha.europa.eu/en/themes/psychosocial-risks-and-stress
   Google Scholar
• Fernald, L. D. 1987. “Of Windmills and Rope Dancing: The Instructional Value of Narrative Structures.” Teaching of Psychology 14 (4): 214–216. doi:10.1207/s15328023top1404_5.
   Web of Science ®Google Scholar
• Fida, R., M. Paciello, C. Tramontano, R. G. Fontaine, C. Barbaranelli, and M. L. Farnese. 2015. “An Integrative Approach to Understanding Counterproductive Work Behavior: The Roles of Stressors, Negative Emotions, and Moral Disengagement.” Journal of Business Ethics 130 (1): 131–144. doi:10.1007/s10551-014-2209-5.
   Web of Science ®Google Scholar
• Findeisen, S., V. K. Deutscher, and J. Seifried. 2021. “Fostering Prospective Teachers’ Explaining Skills during University Education—Evaluation of a Training Module.” Higher Education 81 (5): 1097–1113. doi:10.1007/s10734-020-00601-7.
   Web of Science ®Google Scholar
• Freire, P. 2018. Pedagogy of the Oppressed. New York: Bloomsbury.
   Google Scholar
• Glasman, L. R., and D. Albarracín. 2006. “Forming Attitudes that Predict Future Behavior: A meta-analysis of the attitude–behavior Relation.” Psychological Bulletin 132 (5): 778–822. doi:10.1037/0033-2909.132.5.778.
   PubMed Web of Science ®Google Scholar
• Goetz, E. T., P. A. Alexander, and M. J. Ash. 1992. Educational Psychology: A Classroom Perspective. New York: Pearson College Division.
   Google Scholar
• Hashemi, S. E., S. Savadkouhi, A. Naami, and K. Beshlideh. 2018. “Relationship between Job Stress and Workplace Incivility regarding to the Moderating Role of Psychological Capital.” Journal of Fundamentals of Mental Health 20 (2): 103–112. doi:10.22038/JFMH.2018.10407.
   Google Scholar
• Hidi, S., W. Baird, and A. Hildyard. 1982. “That’s Important but Is It Interesting? Two Factors in Text Processing.” Advances in Psychology 8: 63–75. doi:10.1016/S0166-4115(08.
   Google Scholar
• Hidi, S., and K. A. Renninger. 2006. “The Four-Phase Model of Interest Development.” Educational Psychologist 41 (2): 111–127. doi:10.1207/s15326985ep4102_4.
   Web of Science ®Google Scholar
• Hidi, S. E., and K. Renninger. 2019. “Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research.” Educational Psychology Review 31 (4): 833–852. doi:10.1007/s10648-019-09491-3.
   Web of Science ®Google Scholar
• Hines, C. V., D. R. Cruickshank, and J. J. Kennedy. 1985. “Teacher Clarity and Its Relationship to Student Achievement and Satisfaction.” American Educational Research Journal 22 (1): 87–99. doi:10.2307/1162989.
   Web of Science ®Google Scholar
• Hsieh, C. 2021. “Suspense: Exploring a New Lens for Outcome Uncertainty in Entrepreneurship.” International Journal of Entrepreneurial Venturing 13 (1): 27–62. doi:10.1504/IJEV.2021.114282.
   Web of Science ®Google Scholar
• Huber, M., J. A. Knottnerus, L. Green, H. van der Horst, A. R. Jadad, D. Kromhout, N. Leonard, et al. 2011. “How Should We Define Health?” British Medical Journal 43 (jul26 2): d4163. doi:10.1136/bmj.d4163.
   Google Scholar
• Iran-Nejad, A. 1987. “Cognitive and Affective Causes of Interest and Liking.” Journal of Educational Psychology 79 (2): 120–130. doi:10.1037/0022-0663.79.2.120.
   Web of Science ®Google Scholar
• Jose, P. E., and W. F. Brewer. 1984. “Development of Story Liking: Character Identification, Suspense, and Outcome Resolution.” Developmental Psychology 20 (5): 911–924. doi:10.1037/0012-1649.20.5.911.
   Web of Science ®Google Scholar
• Naismith, L. M., and S. P. Lajoie. 2018. “Motivation and Emotion Predict Medical Students’ Attention to computer-based Feedback.” Advances in Health Sciences Education 23 (3): 465–485. doi:10.1007/s10459-017-9806-x.
   PubMed Web of Science ®Google Scholar
• The Nordic Council of Ministers. 2013. ”NOSACQ 50item, Italian Version.” Accessed January 11. https://nfa.dk/da/Vaerktoejer/Sporgeskemaer/Safety-Climate-Questionnaire-NOSACQ50/NOSACQ50-translations
   Google Scholar
• Penney, L. M., and P. E. Spector. 2005. “Job Stress, Incivility, and Counterproductive Work Behavior (CWB): The Moderating Role of Negative Affectivity.” Journal of Organizational Behavior 26 (7): 777–796. doi:10.1002/job.336.
   Web of Science ®Google Scholar
• PratiCARE la sicurezza 2015. “Home Page.” Accessed 11 January 2021. www.praticarelasicurezza.it
   Google Scholar
• Reason, J. 1990. Human Error. Cambridge, England: Cambridge University Press.
   Google Scholar
• Renninger, K. A., and S. Hidi. 2011. “Revisiting the Conceptualization, Measurement, and Generation of Interest.” Educational Psychologist 46 (3): 168–184. doi:10.1080/00461520.2011.587723.
   Web of Science ®Google Scholar
• Ricci, F., and G. Bravo. 2022. “Live-Action Role Playing for Safety Training: Effectiveness Evaluation in Two Italian Companies.” New Solutions 32 (2): 144–154. doi:10.1177/10482911221105785.
   PubMed Web of Science ®Google Scholar
• Ricci, F., A. Chiesi, C. Bisio, C. Panari, and A. Pelosi. 2016. “Effectiveness of Occupational Health and Safety Training: A Systematic Review with Meta-Analysis.” Journal of Workplace Learning 28 (6): 355–377. doi:10.1108/JWL-11-2015-0087.
   Web of Science ®Google Scholar
• Ricci, F., A. Pelosi, C. Panari, and A. Chiesi. 2018a. “Safety Training 4.0: Active, Collaborative, Human-Focused Practices, to Improve Health at Work.” In Transdisciplinary Engineering Methods for Social Innovation of Industry 4.0: Proceedings of the 25th ISPE Inc. International Conference on Transdisciplinary Engineering, July 3–6,2018, Vol. 7: 310–319. Amsterdam: IOS Press.
   Google Scholar
• Ricci, F., A. Pelosi, C. Panari, and A. Chiesi. 2018b. “Safety Value in Practice for an Effective Occupational Health and Safety Training.” In Proceedings of Organization 4.1: The role of values in the organizations of the 21st century ISSWOV (International Society for the Study of Work and Organizational Values), Trieste, Italy, July 1-4.
   Google Scholar
• Robson, L. S., C. M. Stephenson, P. A. Schulte, B. C. Amick, E. L. Irvin, D. E. Eggerth, S. Chan, et al. 2012. “A Systematic Review of the Effectiveness of Occupational Health and Safety Training.” Scandinavian Journal of Work, Environment and Health 38 (3): 193–208. doi:10.5271/sjweh.3259.
   PubMed Web of Science ®Google Scholar
• Ross, L. 1977. “The Intuitive Psychologist and His Shortcomings: Distortions in the Attribution Process.” Advances in Experimental Social Psychology 10: 173–220. Cambridge, MA: Academic Press. doi: 10.1016/S0065-2601(08)60357-3.
   Google Scholar
• Sadoski, M., E. T. Goetz, and J. B. Fritz. 1993. “Impact of Concreteness on Comprehensibility, Interest, and Memory for Text: Implications for Dual Coding Theory and Text Design.” Journal of Educational Psychology 85 (2): 291–304. doi:10.1037/0022-0663.85.2.291.
   Web of Science ®Google Scholar
• Save the Children. 2017. “All’asilo nido si cresce sicuri! Manuale per la formazione sul Sistema di Tutela delle bambine e dei bambini da condotte inappropriate, abuso e maltrattamento.” [In Nursery You Grow Up Safe! Handbook for Training on the System of Protection of Baby From Inappropriate Conduct, Abuse and Maltreatment]. Roma: Save the Children Italia Onlus. https://s3.savethechildren.it/public/files/uploads/pubblicazioni/allasilo-nido-si-cresce-sicuri.pdf
   Google Scholar
• Scardamalia, M., and C. Bereiter. 1987. “Knowledge Telling and Knowledge Transforming in Written Composition.” In Advances in Applied Psycholinguistics, edited by S. Rosenberg, 142–175. Vol. 2. Cambridge, England: Cambridge University Press.
   Google Scholar
• Shirey, L. L. 1992. “Importance, Interest, and Selective Attention.” In The Role of Interest in Learning and Development, edited by K. A. Renninger, S. Hidi, and A. Krapp, 281–296. Mahwah, NJ: Erlbaum.
   Google Scholar
• Smarandache, I. G., L. P. Maricutoiu, M. D. Ilie, D. E. Iancu, and V. Mladenovici. 2022. “Students’ Approach to Learning: Evidence regarding the Importance of the interest-to-effort Ratio.” Higher Education Research & Development 41 (2): 546–561. doi:10.1080/07294360.2020.1865283.
   Web of Science ®Google Scholar
• Smith, T. D., C. Mullins-Jaime, M. A. Dyal, and D. M. DeJoy. 2020. “Stress, Burnout and Diminished Safety Behaviors: An Argument for Total Worker Health® Approaches in the Fire Service.” Journal of Safety Research 75: 189–195. doi:10.1016/j.jsr.2020.09.010.
   PubMed Web of Science ®Google Scholar
• Spector, P. E., and S. Fox. 2005. “The Stressor–Emotion Model of Counterproductive Work Behavior.” In Counterproductive Work Behavior: Investigations of Actors and Targets, edited by S. Fox and P. E. Spector, 151–174. Washington, DC: American Psychological Association. doi:10.1037/10893-007.
   Google Scholar
• Stein, B. S., C. D. Morris, and J. D. Bransford. 1978. “Constraints on Effective Elaboration: Effects of Precision and Subject Generation.” Journal of Verbal Learning and Verbal Behavior 18 (6): 769–777. doi:10.1016/S0022-5371(79.
   Google Scholar
• Vanek, A., and A. Peterson. 2016. “Live Action Role-Playing (LARP): Insight into an Underutilized Educational Tool.” In Learning, Education and Games, Vol. 2: Bringing Games into Educational Contexts, edited by K. Schrier, 219–240. Halifax: ETC Press.
   Google Scholar
• Wang, P., and Z. Zhang. 2021. “Constructive Processes in Completing Reading-to-Write Tasks: Selecting, Organising and Connecting.” Open Journal of Modern Linguistics 11 (6): 919–930. doi:10.4236/ojml.2021.116071.
   Google Scholar
• Willoughby, T., E. Wood, and M. Khan. 1994. “Isolating Variables that Impact on or Detract from the Effectiveness of Elaboration Strategies.” Journal of Educational Psychology 86 (2): 279–289. doi:10.1037/0022-0663.86.2.279.
   Web of Science ®Google Scholar
• World Health Organization. 1948. “Constitution.” Accessed 11 January 2021. https://www.who.int/governance/eb/who_constitution_en.pdf
   Google Scholar
• World Health Organization. 2019. School-based Violence Prevention: A Practical Handbook. Geneva: Author.
   Google Scholar
• Yang, J., and J. M. Diefendorff. 2009. “The Relations of Daily Counterproductive Workplace Behavior with Emotions, Situational Antecedents, and Personality Moderators: A Diary Study in Hong Kong.” Personnel Psychology 62 (2): 259–295. doi:10.1111/j.1744-6570.2009.01138.x.
   Web of Science ®Google Scholar
• Zahorik, J. A. 1996. “Elementary and Secondary Teachers’ Reports of How They Make Learning Interesting.” The Elementary School Journal 96 (5): 551–564. doi:10.1086/461844.
   Web of Science ®Google Scholar
• Zhang, Y., J. M. Crant, and Q. Weng. 2019. “Role Stressors and Counterproductive Work Behavior: The Role of Negative Affect and Proactive Personality.” International Journal of Selection and Assessment 27 (3): 267–279. doi:10.1111/ijsa.12255.
   Web of Science ®Google Scholar
• Zohar, D. 2003. “Safety Climate: Conceptual and Measurement Issues.” In Handbook of Occupational Health Psychology, edited by J. C. Quick and L. E. Tetrick, 123–142. Washington, DC: American Psychological Association. doi:10.1037/10474-006.
   Google Scholar