Maria Celeste Rocha Simoes

Scopus Publications

Implementation fidelity and outcomes of a psychomotor intervention program for preschool children on the autism spectrum and neurotypically developed peers
Adriana Frazão, Sofia Santos, Celeste Simões, Ester Pereira, Paula Lebre
Journal of Research in Special Educational Needs, 2026
Research on psychomotor interventions that support the diverse developmental profiles of preschool children, including those on the autism spectrum (ASD) and their neurotypical peers (ND), in inclusive settings is still limited. This pilot study used a quasi‐experimental, pre‐ and post‐test design to evaluate the effects of a psychomotor intervention program on psychomotor functions, social skills and behavioural problems. The intervention group included six children with ASD and 38 ND peers, while the comparison group had seven children with ASD and 35 ND peers. Assessments used the Neuropsychomotor Function Evaluation Battery (NPmot.pt) and the Preschool and Kindergarten Behavior Scales (PKBS‐2). The psychomotor intervention program, comprising 12 weekly sessions, was implemented in Portuguese preschool classrooms. After adjusting for age, sex, and baseline scores, the intervention significantly reduced teacher‐reported behavioural problems ( F (1, 57) = 5.53, p = 0.02), with a medium effect size ( η 2 = 0.09). Improvements in psychomotor functions and social skills were observed over time in intervention and comparison groups, although between‐group differences did not reach statistical significance. The program was implemented with high fidelity and with positive participant responsiveness. Practical and research implications are discussed, underscoring the need for longitudinal studies with larger samples, particularly among children with ASD.
Psychomotor intervention programme in an inclusive preschool setting: a pilot study
Adriana Frazão, Sofia Santos, Celeste Simões, Ester Pereira, Paula Lebre
Sportis Scientific Technical Journal of School Sport Physical Education and Psychomotricity, 2026
Social inclusion and behaviour challenges in naturalistic settings require targeted interventions when general support is insufficient. Psychomotor interventions have integrated features suitable for preschool children; however, further research is needed to establish their effectiveness. This pilot study aimed to evaluate the feasibility and social validity of a selective psychomotor intervention programme on psychomotor and socio-emotional skills of preschool children (aged 4-6 years) with autism spectrum disorder (n=4) and neurotypical development (n=17). A sequential mixed-methods pre–post study without a control group investigates the preliminary effects on neuro-psychomotor functions, social skills, and problem behaviours. Data from focus groups and observations were also explored after a 12-session group-based intervention that included expressive and action-oriented bodily experiences. A significant improvement in neuro-psychomotor functions was found (z= –3.921, p<.001, r=.86), despite no considerable differences in the social and behavioural skills reported by parents and teachers. These findings provide an outlook on the psychomotor intervention programme’s validity and potential benefits for further study replication.
Students’ Socio-Emotional Skills and Academic Outcomes After the PROMEHS Program: A Longitudinal Study in Two European Countries
Baiba Martinsone, Celeste Simões, Liberato Camilleri, Elisabetta Conte, Paula Lebre
Behavioral Sciences, 2025
Previous research shows that better socio-emotional skills are associated with students’ behavioral adjustment and positive learning outcomes; however, the protective role of socio-emotional skills regarding academic learning during global crises has not been studied sufficiently. This research aims to evaluate longitudinal changes in students’ socio-emotional skills and learning outcomes during the implementation of a universal prevention program Promoting Mental Health at Schools (PROMEHS). The research coincided with lockdown due to the COVID-19 pandemic, therefore allowing an assessment of the protective role of socio-emotional learning even in the face of adverse circumstances. In total, 3166 students (aged 7–17 years) from Latvia and Portugal participated in the research, and a survey of their respective teachers was used to collect data. The SSIS-SEL teacher form and a three-item learning outcomes measure addressing academic motivation, engagement, and performance were applied in the study. It was found that growth in socio-emotional skills has a positive effect on academic outcomes, while a decline in socio-emotional learning has a detrimental effect on academic outcomes. This applies to both experimental and control groups, both genders, all educational levels, and both countries. Additionally, the increase in socio-emotional skills predicted better academic outcomes in upper secondary schools than in primary and lower secondary schools.
Do School and Family Well-being Mediate the relationship between Social and Emotional Learning and Subjective Happiness?
Margarida Frade Santos, Diego Gomez-Baya, Celeste Simões, Ilaria Grazzani, Paula Lebre
Child Indicators Research, 2025
The Factor Structure of the Self-Determination Inventory Portuguese Translation for Persons With and Without Intellectual and Developmental Disabilities: A Confirmatory Analysis
Clarissa Moreira, Celeste Simões, André Oliveira, Armanda Pereira, Pedro Rosário, Mayumi Hagiwara, Karrie A. Shogren, Sofia Santos
Journal of Intellectual Disability Research, 2025
BackgroundSelf‐determination has seen increasing interest in literature worldwide, in terms of its contextualisation, operationalisation and assessment. Developing sound and robust instruments will enable valid assessment both within individual countries and in cross‐cultural comparisons.MethodsThe new Self‐Determination Inventory (SDI) was translated and adapted into Portuguese, for people with intellectual and developmental disabilities (IDD) and our goal was to analyse the SDI Portuguese Translation's factorial structure. The inventory was administered to 408 participants, between 13 and 73 years old (27 ± 13.6), 246 females and 162 males, with (n = 146) and without IDD (n = 262). Factor structure, measurement invariance and latent difference between persons with and without IDD were analysed.ResultsThe confirmatory factor analysis supported the SDI Portuguese Translations' psychometric properties. The data fit a unidimensional model, indicating that the 21 items represent the construct better than a three‐factor model. The measurement invariance across groups confirms that the latent construct can be measured and the assessment used with both groups. However, participants with IDD experience greater variability in scores and tend to report lower levels of self‐determination.ConclusionsFindings provide support for the use of SDI Portuguese Translation for persons with and without IDD. Implications for research and practice are discussed.
Promoting Mental Health at Schools - PROMEHS: impact of curriculum implementation in Portugal
Celeste Simões, Margarida Frade Santos, Paula Lebre, Lúcia Canha, Anabela Caetano Santos, Ana Fonseca, Dória Santos, Camélia Murgo, Margarida Gaspar de Matos, Ilaria Grazzani
Educacao E Pesquisa, 2025
Despite evidence of the positive impact of school-based mental health promotion interventions, there remains a need for robust studies, particularly to evaluate newly developed programs, in order to promote the adoption of best practices and identify effective intervention strategies. This study aimed to evaluate the impact of implementing the PROMEHS curriculum in Portugal in a school setting, using a sample of children and adolescents (N=1,764). A longitudinal quasi-experimental design was adopted with an experimental group and a waitlist control group, assessed at the pre- and post-test phases of implementation. Data were collected from teachers, parents/guardians, and students using a set of instruments: the Strengths and Difficulties Questionnaire (SDQ), the Social-Emotional Skills (SSIS-SEL Brief Scales), Academic Competence, Resilience (CD-RISC10), and PROMEHS impact. The results indicate a significant impact on students’ socioemotional competencies and academic outcomes, as well as a reduction in difficulties, according to teacher assessments. No statistically significant results were found in the assessments of parents/guardians or the students. However, the evaluation of the program impact across all three informant sources was highly positive. Overall, the findings demonstrate the effectiveness of PROMEHS in promoting students’ socioemotional development and highlight the importance of this type of program in Portuguese schools.
Creative Self-Efficacy and Social Skills in a Portuguese Sample of University Students: Links with Self-Esteem, Academic Achievement and Life Satisfaction
Alba González Moreno, Celeste Simões, Anabela Caetano Santos, María del Mar Molero Jurado
European Journal of Investigation in Health Psychology and Education, 2024
Creative self-efficacy and social skills are two elements that can significantly enhance personal and professional development. The main objective of this research is to analyze the relations established between creative self-efficacy and social skills with other variables such as self-esteem, academic performance, and life satisfaction. The participants included in the methodology of this study are a total of 238 Portuguese university students. The instruments used were the Creative Self-Efficacy Scale, the Social Skills Questionnaire (CHASO), the Rosenberg Self-Esteem Scale (RSES), the Satisfaction with Life Scale (SWLS), and a series of ad hoc questions to assess academic performance. The results obtained indicate the existence of significant relations between creative self-efficacy and social skills, with the latter also being positively associated with self-esteem and life satisfaction. Analyses indicate that there are significant differences according to gender, academic performance, and the level of self-esteem of the participants. In addition, variables such as self-esteem, academic performance, and fluency act as predictors of life satisfaction. The importance of further exploring and understanding the complex relationship between creative self-efficacy, social skills, and individual well-being in the university context is discussed.
Promoting mental health and well-being at school: Principles and challenges
Carmel Cefai, Celeste Simões, Simona C. S. Caravita
Handbook of Children and Youth Studies Second Edition, 2024
Youth with disabilities in residential care in the community: Perceptions and experiences in the transition period
Lúcia Canha, Laura Owens, Celeste Simões, Ricardo Rodrigues, Maria João Gonçalves
Children and Youth Services Review, 2024
Youth with disabilities, who accumulate a history of residential care, face additional challenges transitioning to an independent life out of care. They usually do not receive the same family support as their non-institutionalized peers, experiencing multiple adversities that increase the risk of adverse outcomes in their adult lives. This qualitative study focused on understanding the lived experiences of youth with disabilities in residential apartments in the community and their vision for future lives. Through two focus groups, qualitative data were collected in a sample of 12 youth with disabilities aged between 16 and 23 years old (M = 19.7; SD = 1.9). Findings of key themes included: (a) skills development; (b) plans for the future; (c) relationships with direct service professionals; and (d) peer support. From the youth perspective, this study reveals that these residential responses help mitigate the consequences of prolonged institutionalization by promoting a context that supports self-determination and creating new and more positive perspectives for the future. Suggestions are made about future studies and intervention recommendations.
Measurement Invariance of Children's SEL Competencies An Examination of the SSIS SEL Brief Scales with a Multi-Informant Sample from Six Countries
Christopher J. Anthony, Pui-Wa Lei, Stephen N. Elliott, James C. DiPerna, Carmel Cefai, Paul A. Bartolo, Liberato Camilleri, Mollie O’Riordan, Ilaria Grazzani, Valeria Cavioni, Elisabetta Conte, Veronica Ornaghi, Sanja Tatalović Vorkapić, Maria Poulou, Baiba Martinsone, Celeste Simões, Aurora A. Colomeischi
European Journal of Psychological Assessment, 2024
Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these challenges, the current study examined the measurement invariance of translated versions of a brief, multi-informant (Teacher, Parent, Student) measure of SEL skills developed in the US with data from six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania; n = 10,602; 8,520; 6,611, for the SSIS SEL b – Teacher, Parent, and Student versions, respectively). In addition to cross-country invariance testing, we conducted measurement invariance testing across ages (Primary and Secondary students) for the Teacher and Student forms of the measure. Results revealed a high degree of measurement invariance across countries (Scalar for the Teacher form and Partial Scalar for the Parent and Student form) and developmental levels (Scalar for the Teacher form and Partial Scalar for the Student form), supporting the use of translated versions of the SSIS SEL b for international research across these countries and developmental levels. Implications are discussed for assessment and promoting children’s SEL competencies globally.
Assessing teachers’ social and emotional competence: The validation of SECTRS in Italy, Latvia, and Portugal
Ilaria Grazzani, , Baiba Martinsone, Celeste Simoes, Valeria Cavioni, Elisabetta Conte, Veronica Ornaghi, Alessandro Pepe, , , , , , and
International Journal of Emotional Education, 2024
Psychosocial Factors and Quality of Life of Portuguese Adolescents With Chronic Conditions – Increased Risk for Victims of Bullying
Ana Cerqueira, Fábio Botelho Guedes, Tania Gaspar, Emmanuelle Godeau, Celeste Simões, Margarida Gaspar de Matos
Continuity in Education, 2024
Promoting health behavior change across different environments: Universal principles of behavior modification at individual and community level
Nuno Loureiro, Adilson Marques, Celeste Simões, Filipa Coelhoso, Susana Gaspar, Ana Virgolino, Osvaldo Santos, Margarida Gaspar de Matos
Environmental Health Behavior Concepts Determinants and Impacts, 2024
Truancy: The relevance of resilience-related internal assets, student engagement and perception of school success in youth living with parents and in residential care
Anabela Caetano Santos, Celeste Simões, Cátia Branquinho, Patrícia Arriaga
Child Abuse and Neglect, 2023
Supporting Preschoolers’ Mental Health and Academic Learning through the PROMEHS Program: A Training Study
Elisabetta Conte, Valeria Cavioni, Veronica Ornaghi, Alessia Agliati, Sabina Gandellini, Margarida Frade Santos, Anabela Caetano Santos, Celeste Simões, Ilaria Grazzani
Children, 2023
Exposure to Intimate-Partner Violence and Resilience Trajectories of Adolescents: A Two-Wave Longitudinal Latent Transition Analysis
Dilan Aksoy, Celeste Simões, Céline Favre
International Journal of Environmental Research and Public Health, 2023
A systematic review of the association between social and emotional competencies and student engagement in youth
Anabela Caetano Santos, Celeste Simões, Márcia H.S. Melo, Margarida F. Santos, Iara Freitas, Cátia Branquinho, Carmel Cefai, Patrícia Arriaga
Educational Research Review, 2023
A multi-component curriculum to promote teachers’ mental health: Findings from the PROMEHS program
Valeria Cavioni, , Ilaria Grazzani, Veronica Ornaghi, Alessia Agliati, Sabina Gandellinia, Carmel Cefai, Liberato Camilleri, Paul Bartolo, Sanja Tatalović Vorkapić, Lana Golob, Maria Poulou, Baiba Martinsone, Inga Supe, Celeste Simões Simões, Paula Lebre, Adina Colomeischi, Petruta Rusuh Rusu, Lidia Acostoaie, Tatiana Vintur, Elisabetta Conte, , , , , , , , , , , , , , , , , , , and
International Journal of Emotional Education, 2023
The impact of a Curriculum for Resilience Promotion in Deaf Children and Adolescents
Eunice Freitas, Celeste Simões, Ana Mineiro, Pedro J. Rosa, Anabela C. Santos
British Journal of Special Education, 2023
Portuguese validation of the Cognitive Emotion Regulation Questionnaire short version in youth: Validity, reliability and invariance across gender and age
Anabela C. Santos, Celeste Simões, João R. Daniel, Patrícia Arriaga
European Journal of Developmental Psychology, 2023
Perception of nursing students on pedagogical training in the prevention of musculoskeletal symptomatology: qualitative study
Cristiana Furtado Firmino, Luís Manuel Mota Sousa, Lídia Moutinho, Olga Valentim, Fátima Mendes Marques, Celeste Simões
Cultura De Los Cuidados, 2023
Social and emotional competencies as predictors of student engagement in youth: a cross-cultural multilevel study
Anabela Caetano Santos, Patrícia Arriaga, João R. Daniel, Carmel Cefai, Márcia H. S. Melo, Agoritsa Psyllou, Jin-Jy Shieh, Nicola Schutte, Crispiniano Furtado, Celso H. David, Manecas C. Azevedo, Eleni Andreou, Celeste Simões
Studies in Higher Education, 2023
RESCUR implementation with deaf children and adolescents: Perception of teachers, parents and students about the impact regarding well-being and learnings
Eunice Freitas, Celeste Simões
Revista Portuguesa De Educacao, 2022
Does Online Implementation Make a Difference in the Effects of a Mental Health Curriculum at Schools?
Margarida Frade dos Santos, Celeste Simões, Anabela Caetano Santos, Paula Lebre, Ilaria Grazzani
International Journal of Environmental Research and Public Health, 2022
Consensus on the Best Practice Guidelines for Psychomotor Intervention in Preschool Children with Autism Spectrum Disorder
Adriana Frazão, Sofia Santos, Ana Rodrigues, Teresa Brandão, Celeste Simões, Paula Lebre
Children, 2022
The effectiveness of a school-based, universal mental health programme in six European countries
Carmel Cefai, Liberato Camilleri, Paul Bartolo, Ilaria Grazzani, Valeria Cavioni, Elisabetta Conte, Veronica Ornaghi, Alessia Agliati, Sabina Gandellini, Sanja Tatalovic Vorkapic, Maria Poulou, Baiba Martinsone, Ieva Stokenberga, Celeste Simões, Margarida Santos, Aurora Adina Colomeischi
Frontiers in Psychology, 2022
Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries
Christopher J. Anthony, Stephen N. Elliott, Michayla Yost, Pui-Wa Lei, James C. DiPerna, Carmel Cefai, Liberato Camilleri, Paul A. Bartolo, Ilaria Grazzani, Veronica Ornaghi, Valeria Cavioni, Elisabetta Conte, Sanja Tatalović Vorkapić, Maria Poulou, Baiba Martinsone, Celeste Simões, Aurora Adina Colomeischi
Frontiers in Psychology, 2022
Adolescent social emotional skills, resilience and behavioral problems during the COVID-19 pandemic: A longitudinal study in three European countries
Baiba Martinsone, Ieva Stokenberga, Ilze Damberga, Inga Supe, Celeste Simões, Paula Lebre, Lúcia Canha, Margarida Santos, Anabela Caetano Santos, Ana Marta Fonseca, Dória Santos, Margarida Gaspar de Matos, Elisabetta Conte, Alessia Agliati, Valeria Cavioni, Sabina Gandellini, Ilaria Grazzani, Veronica Ornaghi, Liberato Camilleri
Frontiers in Psychiatry, 2022
RESCUR Surfing the waves: A resilience program for social inclusion and social justice
Carmel Cefai, Valeria Cavioni, Paul Bartolo, Celeste Simoes
Handbook of Social Inclusion Research and Practices in Health and Social Sciences, 2022
Resilience in deaf children: A comprehensive literature review and applications for school staff
Eunice Freitas, Celeste Simões, Anabela C. Santos, Ana Mineiro
Journal of Community Psychology, 2022
Assessing the impact of the European resilience curriculum in preschool, early and late primary school children
Celeste Simões, Anabela C. Santos, Paula Lebre, João R. Daniel, Cátia Branquinho, Tânia Gaspar, Margarida G. de Matos
School Psychology International, 2021
Psychometric validation of the Portuguese version of the Measure of Anxiety in Selection Interviews
Anabela Caetano Santos, Patrícia Arriaga, Celeste Simões
International Journal of Selection and Assessment, 2021
Catching the audience in a job interview: Effects of emotion regulation strategies on subjective, physiological, and behavioural responses
Anabela Caetano Santos, Patrícia Arriaga, Celeste Simões
Biological Psychology, 2021
Emotion regulation and student engagement: Age and gender differences during adolescence
Anabela C. Santos, Celeste Simões, Carmel Cefai, Eunice Freitas, Patrícia Arriaga
International Journal of Educational Research, 2021
Resilience in school children – a multicultural comparison between three countries – croatia, sweden and portugal
Renata Miljević-Riđički, Celeste Simões, Birgitta Kimber
Drustvena Istrazivanja, 2020
Assessing Motor and Cognitive Areas in Older People: Confirmatory Factor Analysis of Portuguese Version of Éxamen Géronto-Psychomoteur
Ana Morais, Sofia Santos, Paula Lebre, Celeste Simões
International Journal of Aging and Human Development, 2020
(Health-related) quality of life and psychosocial factors in adolescents with chronic disease: A systematic literature review
Teresa Santos, Margarida Gaspar de Matos, Celeste Simões, Isabel Leal, Maria do Céu Machado
International Journal of Adolescent Medicine and Health, 2019
The Roma Population in Portugal: A Changing Picture
Pedro Calado, Liliana José Moreira, Sónia Costa, Celeste Simões, Margarida Gaspar de Matos
Lifelong Learning and the Roma Minority in Western and Southern Europe, 2019
Musculoskeletal symptoms in nursing students: concept analysis
Cristiana Furtado Firmino, Luís Manuel Mota Sousa, Joana Mendes Marques, Ana Vanessa Antunes, Fátima Mendes Marques, Celeste Simões
Revista Brasileira De Enfermagem, 2019
Sleep in adolescence: Sex matters?
Margarida Gaspar de Matos, Adilson Marques, Miguel Peralta, Tânia Gaspar, Celeste Simões, Helena Rebelo Pinto, Teresa Rebelo Pinto, Emmanuelle Godeau, Teresa Paiva
Sleep Science, 2019
What doesn't kill them doesn't make them stronger: Questioning our current notions of resilience
Wassilis Kassis, Sibylle Artz, Ivana Maurovic, Celeste Simões
Child Abuse and Neglect, 2018
Motives to use alcohol among adolescents according to their neighbourhood characteristics, gender, age, and drinking patterns
Celeste Simões, Catia Branquinho, Anabela Santos, Margarida Gaspar de Matos
Journal of Substance Use, 2018
School Performance Paths: Personal and Contextual Factors Related to Top Performers and Low Achievers in Portugal and Spain
Celeste Simões, Francisco Rivera, Carmen Moreno, Margarida Gaspar de Matos
Spanish Journal of Psychology, 2018
Dream Teens: Adolescents-Led Participatory Project in Portugal in the Context of the Economic Recession
Diana Frasquilho, Emily J. Ozer, Elizabeth M. Ozer, Cátia Branquinho, Inês Camacho, Marta Reis, Gina Tomé, Teresa Santos, Paulo Gomes, Jaqueline Cruz, Lúcia Ramiro, Tânia Gaspar, Celeste Simões, Amber Akemi Piatt, Ingrid Holsen, Margarida Gaspar de Matos
Health Promotion Practice, 2018
Adolescent's subjective perceptions of chronic disease and related psychosocial factors: Highlights from an outpatient context study
Teresa Santos, Margarida Gaspar de Matos, Adilson Marques, Celeste Simões, Isabel Leal, Maria do Céu Machado
BMC Pediatrics, 2016
Direct and indirect pathways to QoL in the transition to adulthood in youth and young adults with disabilities
Lúcia Maria N. Canha, Celeste Simões, Laura Owens, Margarida Gaspar de Matos
Journal of Vocational Rehabilitation, 2016
From positive youth development to youth's engagement: The dream teens
International Journal of Emotional Education, 2016
Well-being and health in adolescents with disabilities
Lúcia Canha, Celeste Simões, Margarida Gaspar Matos, Laura Owens
Psicologia Reflexao E Critica, 2016
Contextual factors related to chronic condition in portuguese adolescents: Highlights from the HBSC/WHO study
Teresa Santos, Margarida Gaspar de Matos, Maria Celeste Simões, Maria do Céu Machado
Psicologia Reflexao E Critica, 2016
Special issue on social and emotional competences
Psicologia, 2016
Social inclusion and social justice: A resilience curriculum for early years and elementary schools in Europe
Carmel Cefai, Valeria Cavioni, Paul Bartolo, Celeste Simoes, Renata Miljevic-Ridicki, Dejana Bouilet, Tea Pavin Ivanec, Anatassios Matsopoulos, Mariza Gavogiannaki, Maria Assunta Zanetti, Katya Galea, Paola Lebre, Birgitta Kimber, Charli Eriksson
Journal for Multicultural Education, 2015
Psychological well-being and chronic condition in Portuguese adolescents
Teresa Santos, Margarida Gaspar de Matos, Celeste Simões, Maria do Céu Machado
International Journal of Adolescence and Youth, 2015
Facing the Adversity: the Role of Internal Assets on Well-Being in Adolescents with Special Needs
Celeste Simões, Margarida Gaspar Matos, Antony Morgan
Spanish Journal of Psychology, 2015
Self-regulatory strategies in pre-adolescents and adolescents: Portuguese version of TESQ-E
Tânia Gaspar, Gina Quinas Tomé, Celeste Simões, Margarida Gaspar de Matos
Psicologia Reflexao E Critica, 2015
In times of economic recession, did Portuguese adolescents stay healthy so far, but no longer happy?
Arquivos De Medicina, 2015
Ten years of “choices” in Portugal: Four generations, a real resilient opportunity
International Journal of Emergency Mental Health, 2014
Substance use across adolescence: Do gender and age matter?
Celeste Simões, Margarida Gaspar Matos, Joan M. Batista-Foguet, Bruce Simons-Morton
Psicologia Reflexao E Critica, 2014
Chronic condition and risk behaviours in Portuguese adolescents.
Teresa Santos, Mafalda Ferreira, Maria Celeste Simões, Maria Céu Machado, Margarida Gaspar de Matos
Global Journal of Health Science, 2014
A resilience curriculum for early years and primary schools in Europe: Enhancing quality education
Croatian Journal of Education, 2014
Erratum: American and Portuguese perspectives on transition from parents focus group (Journal of Vocational Rehabilitation (2013) 38 (195-205))
Lcia Canha, Laura Owens, Celeste Simes, Margarida Gaspar
Journal of Vocational Rehabilitation, 2013
American and Portuguese parent perspectives on transition
Lúcia Canha, Laura A. Owens, Celeste Simões, Margarida Gaspar de Matos
Journal of Vocational Rehabilitation, 2013
Health-related quality of life in portuguese children and adolescents
Margarida Gaspar de Matos, Tania Gaspar, Celeste Simões
Psicologia Reflexao E Critica, 2012
Keeping a focus on self-regulation and competence: "Find your own style", a school based program targeting at risk adolescents
Journal of Cognitive and Behavioral Psychotherapies, 2012
Portuguese adolescents: The importance of parents and peer groups in positive health
Spanish Journal of Psychology, 2012
How can peer group influence the behavior of adolescents: explanatory model.
Gina Tomé, Margarida Matos, Celeste Simões, José Alves Diniz, Inês Camacho
Global Journal of Health Science, 2012
Substance use in Portuguese and Spanish adolescents: Highlights from differences, similarities and moderating effects
Celeste Simões, Margarida Gaspar Matos, Carmen Moreno, Francisco Rivera, Joan M. Batista-Foguet, Bruce Simons-Morton
Spanish Journal of Psychology, 2012
Anxiety, depression and coping: CDI, MASC and CRI-Y for screening purposes in schools
Margarida Gaspar de Matos, Gina Tomé, Ana Inês Borges, Dina Manso, Celeste Simões, Aristides Ferreira
Spanish Journal of Psychology, 2012
Offending, victimization, and double involvement: Differences and similarities between the three profiles
Journal of Cognitive and Behavioral Psychotherapies, 2011
Information and attitudes about HIV/AIDS in portuguese adolescents: State of art and changes in a four year period
Psicothema, 2011
Sexual education, knowledge, beliefs, attitudes and behaviors in adolescents
Lúcia Ramiro, Marta Reis, Margarida Gaspar de Matos, José Alves Diniz, Celeste Simões
Revista Portuguesa De Saude Publica, 2011
School satisfaction and academic achievement: The effect of school and internal assets as moderators of this relation in adolescents with special needs
C. Simões, M.G. Matos, G. Tomé, M. Ferreira, & H. Chaínho
Procedia Social and Behavioral Sciences, 2010
Personal and social factors associated with the perception of health and the perception of happiness in a nonclinical adolescent population
M. Gaspar de Matos, C. Simões, J. Batista-Foguet, J. Cottraux
Encephale, 2010
Gender specific trends in alcohol use: Cross-cultural comparisons from 1998 to 2006 in 24 countries and regions
the HBSC Risk Behaviour Focus Group, Bruce G. Simons-Morton, Tilda Farhat, Tom F. M. ter Bogt, Anne Hublet, Emmanuel Kuntsche, Saoirse Nic Gabhainn, Emmanuelle Godeau, Anna Kokkevi
International Journal of Public Health, 2009
Alcohol use and abuse in adolescence: Proposal of an alternative analysis
C. Simões, J. M. Batista‐Foguet, M. G. Matos, L. Calmeiro
Child Care Health and Development, 2008
Impact of negative life events on positive health in a population of adolescents with special needs, and protective factors
Journal of Cognitive and Behavioral Psychotherapies, 2008
Adolescents, lifestyle and health: Research and intervention
Psicoterapia Cognitiva E Comportamentale, 2004