Enrica Ciucci

Biography

In 1990 Degree in Pedagogy - Faculty of Magisterium of the University of Florence - with a vote of 110 and praise / 110 and experimental thesis in Psychology of the Evolutionary Age. In 1995 he was PhD in Psychology: Developmental and Socialization Processes - VII cycle - after attending a three-year course at the Department of General Psychology of the Development and Socialization Processes of the University of Florence. In the years 1997-1998 a biennial scholarship for post-doctoral research in the area of ​​11th Historical, Philosophical, Pedagogical and Psychological Sciences - Psychology Sector. The activity was carried out at the Department of General Psychology of the Developmental and Socialization Processes of the University of Florence (teacher: Prof. Ada Fonzi Fosco). Since December 1, 2007 he has been a researcher for the scientific-disciplinary sector M-PSI / 04 (Psychology of Development and Psychology of Education) at the Department of Psychology at the University of Florence. Since December 1, 2010 she has been the researcher at the Department of Psychology at the University of Florence. From January 2013, the Department of Education is the Department of Education and Psychology Sciences at the University of Florence. Since December 1, 2010 she has been the researcher at the Department of Psychology at the University of Florence. From January 2013, the Department of Education is the Department of Education and Psychology Sciences at the University of Florence. Since December 1, 2010 she has been the researcher at the Department of Psychology at the University of Florence. From January 2013, the Department of Education is the Department of Education and Psychology Sciences at the University of Florence.

Research Interest

The main areas of research are: • psycho-social risk factors in the school context: peer rejection, isolation, bullying and victimization; • emotional and socio-cognitive competence in childhood, pre-adolescence and adolescence in the school context; • implementation and evaluation of school interventions against school maladjustment; • validation of instruments for measuring emotional competence dimensions; Narrative thought and disease narratives; . social and emotional processes and bioclimatology.