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Background In educational settings, health promotion refers to a whole-school approach to help individuals realize their potential, cope with the everyday stresses of life, work productively and fruitfully, and contribute to their community. In these regards, it is essential to enhance a vast repertoire of knowledge, skills, attitudes, and values, a narrower set of psychosocial skills (Life Skills - LS). The Local Health Unit of Palermo, the Centre of Training and the National Institute of Health (ISS) developed the project “Life Skills and resilience: effective strategies to promote health at school”. Objectives The project's general aim was to provide headteachers and teachers with methodologies and tools to develop and promote LS in educational settings. Through the participatory approach, training was structured in 5 modules of 16 hours each. The training activities began in October 2019 and ended online due to the Covid-19 emergency in July 2020. The evaluation plan provides the assessment of learning, satisfaction, monitoring and assessment of attitudes and behaviours using a validated questionnaire. The aim was to identify improvements in relationships inside and outside the school context and increase self-efficacy and job satisfaction among teachers. Data analysis is currently being processed. Results 169 Teachers, 12 Healthcare workers attended the training. The preliminary results show that: i. there is an improvement in relationships between colleagues, students and parents; ii. there is a slight improvement in the perceived self-efficacy in managing negative emotions; iii. there is an improvement in the personal and collective effectiveness perceived in the school environment and job satisfaction. Conclusions The project was designed for implementing sustainable interventions. The advent of COVID-19 has allowed further reflection on the usefulness of this approach for promoting resilience and protective factors and managing the consequences of the pandemic. Key messages The training improved personal and professional skills on design and methods to apply LS. The use of qualitative/quantitative assessment made it possible to illustrate the entire training process.

Dévelopment de metodologies de relief morphologique des plages et la determination de la ligne de rivage.

Perfectionnement du protocole ENV1 avec des applications spécifiques (turbidité, couches pélitiques) pour évaluer la faisibilit%E

The long-term effects of sand extraction on macrozoobenthic communities were investigated in an offshore area in the Northern Adriatic Sea characterised by relict sands formed during the last Adriatic post-glacial transgression. Surveys were carried out before, during and 1, 6, 12, 18, 24 and 30 months after extraction at three impacted and seven reference stations. The operations did not influence the physical characteristics of the sediment, but they caused almost complete defaunation at dredged sites. Univariate and multivariate analyses highlighted that the macrozoobenthic community responses to the dredging operations were (1) a rapid initial recolonisation phase by the dominant taxa present before dredging, which took place 6-12 months after sand extraction; (2) a slower recovery phase, that ended 30 months after the operations, when the composition and structure of the communities were similar in the dredged and reference areas. This pattern of recolonisation-recovery fits well with the commonly encountered scenario where the substratum merely remains unchanged after marine aggregate extraction.

Θεωρητικό Μέρος Οικογένειες παιδιών με μαθησιακές και ψυχοκοινωνικές δυσκολίες και προαγωγή της κουλτούρας ένταξης στο σχολικό πλαίσιο: ανασταλτικοί παράγοντες και παράγοντες ώθησης H. E. Κουρκούτας & R. Caldin (Italy) Theoretical Issues Families of children with learning and psychosocial difficulties and school inclusion: Risk and promoting factors E. Kourkoutas & R. Caldin (Italy)

Il volume ha carattere interdisciplinare e internazionale come è possibile leggere dai contenuti e dagli autori. Families of children with learning and psychosocial difficulties and school inclusion: Risk and promoting factors E. Kourkoutas & R. Caldin -Greece and Italy; Disabled children in ordinary schools: Challenges of inclusive process J.-J. Detraux - Belgium; Early interventions centered on families and children with special difficulties: Issues related to effective practices P. Tsichlakis & E. Kourkoutas - Greece; Empowerment and resilience in children and adolescents with learning and psychosocial difficulties/disorders: School based interventions E. Kourkoutas & M. Raul Xavier - Greece and Portugal; Psychosocial interventions in families of children with special difficulties: Issues related to theory and practice E. Kourkoutas - Greece; Perceived parental and teacher acceptance-rejection in children with and without educational needs and psychosocial and academic adjustment: Review of research findings and suggestions for inclusive practices E. Kourkoutas & P. Parmar - Greece and USA. Pilot Interventions, Empirical and Case Studies Counseling and psychotherapy of parents of children with special needs within a special educational context S. Plexousakis - Greece; Risk and protective factors related to psychosocial and academic development of children with chronic illness: A case study research M. Georgiadi & E. Kourkoutas - Greece; Dialogue as a tool promoting partnership and inclusive environment E.Tragoulia Greece; ADHD, parental practices and attachment in childhood. R. Finzi-Dottan, I. Manor & S. Tyano Israel; Meeting and responding: Supporting parents of children with multiple disabilities R. Caldin - Italy; Risk and promoting factors for school inclusion of children with special difficulties in the Greek educational context: A case study research of two boys with Down syndrome E. Kourkoutas & E. Vitalaki - Greece; Analysis of the Subjective Perception of the Quality of Relationships in Families of Persons with Cerebral Palsy V. Langher, M. E. Ricci & N. De Nigris Italy