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Advances in school mental health promotion
| Advances in school mental health promotion |
| Pubbl/distr/stampa | Stafford : , : Clifford Beers Foundation in collaboration with the University of Maryland School of Medicine, Center for School Mental Health, , 2008- |
| Descrizione fisica | 1 online resource (10 volumes) |
| Disciplina | 371.71305 |
| Soggetto topico |
School mental health services
Mental health promotion School children - Mental health Mental Health Services School Health Services Adolescent Child |
| Soggetto genere / forma |
Periodicals.
Periodical |
| ISSN | 2049-8535 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996213465903316 |
| Stafford : , : Clifford Beers Foundation in collaboration with the University of Maryland School of Medicine, Center for School Mental Health, , 2008- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
How schools can help students recover from traumatic experiences : a tool-kit for supporting long-term recovery / / Lisa H. Jaycox ... [et al.]
| How schools can help students recover from traumatic experiences : a tool-kit for supporting long-term recovery / / Lisa H. Jaycox ... [et al.] |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Santa Monica, CA, : Rand Gulf States Policy Institute, 2006 |
| Descrizione fisica | 1 online resource (75 p.) |
| Disciplina | 618.92/8521 |
| Altri autori (Persone) | JaycoxLisa |
| Collana | Technical report |
| Soggetto topico |
Psychic trauma in children - Treatment
Post-traumatic stress disorder in children - Treatment School children - Mental health Schools - Sociological aspects |
| ISBN |
1-281-18125-0
9786611181253 0-8330-4286-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Preface; Contents; Section 1: Introduction; The Need to Help Students Recover from Traumatic Experiences; Purpose and Organization of the Tool Kit; How to Use This Tool Kit; Section 2: How to Select Students for Targeted Trauma-RecoveryPrograms; Section 3: Comparing Programs; Programs for non-specific (any type of) trauma; Programs for disaster-related trauma; Program for traumatic loss; Programs for exposure to violence; Programs for complex trauma; Section 4: Program Descriptions; Programs for non-specific (any type of) trauma; Programs for disaster-related trauma
Programs for traumatic lossPrograms for exposure to violence; Programs for complex trauma; Section 5: How to Find Funding to Support Use of These Programs; References; Appendix A - How Can Schools Help Students Immediately After a Traumatic Event?; Appendix B - How Can Mental Health Staff and Other School Personnel Help Each Otherand Themselves?; Appendix C - Index of Programs |
| Record Nr. | UNINA-9910220133503321 |
| Santa Monica, CA, : Rand Gulf States Policy Institute, 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mental Health and Academic Learning in Schools : Approaches for Facilitating the Wellbeing of Children and Young People / / Andrea Reupert
| Mental Health and Academic Learning in Schools : Approaches for Facilitating the Wellbeing of Children and Young People / / Andrea Reupert |
| Autore | Reupert Andrea <1964-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | [Place of publication not identified] : , : Routledge, , 2019 |
| Descrizione fisica | 1 online resource (xiv, 192 pages) |
| Disciplina | 371.713 |
| Collana | Mental health and well-being of children and adolescents |
| Soggetto topico | School children - Mental health |
| ISBN |
9781315310923 (Electronic Book)
1-315-31092-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Alice's story Chapter 2: The role of schools in promoting children's mental health 2.1 Introduction 2.2 The role of schools 2.3 A question of priorities 2.4 Key terms and concepts 2.4.1 Mental illness 2.4.2 Social and emotional wellbeing 2.4.3 Mental health promotion, prevention and intervention 2.5 Why should schools be involved in promoting children's mental health? 2.5.1 Prevalence of children's mental illness 2.5.2 Causes of mental illness 2.5.3 Lack of support for children's mental health concerns 2.5.4 Schools can make a positive difference 2.5.5 Inseparable relationship between school success and mental health 2.5.6 Economic arguments 2.5.7 Equality 2.6 Finally... 2.7 References Chapter 3 The relationship between mental illness, wellbeing and academic achievement 3.1 What is academic success and failure? 3.2 Why do some children fail at school? 3.3 A sequence of experiences 3.3.1 The adjustment erosion model 3.3.2 The academic incompetence model 3.3.3 Shared risk model 3.4 Socio-economic factors, academic performance and academic achievement 3.5 Influence of schools on mental health and academic achievement 3.6 What does this mean for schools? 3.7 References Chapter 4 Towards a school wide model for supporting students' mental health and academic learning 4.1 Programs to support students' mental health and academic learning 4.1.1 Social and emotional learning (SEL) programs 4.1.2 Academic learning programs 4.1.3 Programs that target student behaviour 4.1.4 Programs to promote a positive school environment 4.2 One to one counselling services 4.3 The evidence base 4.4 The rationale for developing a whole school, integrated approach for supporting children's academic learning and mental health needs 4.5 Tiered approaches 4.6 Examples of whole school, integrated approaches 4.7 A tiered system of common evidence based practices 4.8 Problems and future opportunities for whole school approaches for supporting children's academic learning and mental health 4.9 References Chapter 5 School culture and climate 5.1 School size 5.2 Screening 5.2.1 At risk students 5.3 A help seeking school 5.4 Leadership 5.4.1 Vision and policies 5.5 School connectedness 5.6 Cultural competence and sensitivity 5.7 Safe schools 5.8 Relationships 5.8.1 Student-student relationships 5.8.2 Teacher-student relationships 5.9 References Chapter 6 Reconceptualising student behaviour 6.1 The relationship between learning, mental health and behaviour 6.2 What is challenging behaviour? 6.3 Models of classroom management: what's our end goal? 6.4 Teach more, manage less 6.5 Promoting behaviour conducive to learning 6.6 'Consequences have consequences' (Lewis, 2015) 6.7 Motivating students 6.8 An approach based on mutual respect 6.9 References Chapter 7 Teaching and learning 7.1 How excellent teachers teach 7.2 Feedback and assessment 7.3 Mental health topics 7.4 Teaching social and emotional skills 7.4.1 How to purposefully teach social and emotional skills 7.4.2 Social and emotional learning programs 7.4.3 Criticisms of social and emotional learning programs 7.5 Teachers as role models 7.6 References Chapter 8 Partnerships 8.1 Professional collaborations 8.2 Models of collaborations 8.2.1 The referral process 8.3 Family partnerships 8.4 Children and youth 8.5 References Chapter 9 Inclusivity: celebrating diversity 9.1 Why is inclusion important? 9.1.1 Gender diversity 9.2 Inclusive education benefits all students 9.2.1 Attainment grouping 9.3 Basic principles of an inclusive education 9.4 How to be inclusive 9.4.1 Students at the centre 9.4.2 Teachers' beliefs 9.4.3 Teachers' knowledge 9.4.4 Teachers' practices 9.4.5 Policy, school leadership and systems 9.5 References Chapter 10 Staff wellbeing: school staff have feelings too 10.1 Teacher social and emotional competence 10.2 Teacher and principal stress and wellbeing 10.3 Teachers' (potentially stressful) role in promoting young people's mental health and wellbeing 10.4 Promoting the wellbeing of school staff 10.5 References Chapter 11 Trauma informed schools 11.1 Trauma and its impact on young people 11.2 Schools and trauma 11.3 School based formal programs 11.3.1 Trauma sensitive school environments 11.4 Managing specific traumatic events 11.5 Crisis plans 11.6 Pulling it all together 11.7 References Chapter 12 Making a difference: Are we there yet? 12.1 What should schools be doing? Evidence based programs and practice based evidence 12.2 The place of monitoring and evaluation 12.3 Action research cycle 12.4 Reflective practice 12.5 Just do it 12.5.1 It's about attitude 12.5.2 Take home messages 12.3 Student voice 12.3.1 Children and youth: what makes a happy school? 12.4 References |
| Record Nr. | UNINA-9910793996103321 |
Reupert Andrea <1964->
|
||
| [Place of publication not identified] : , : Routledge, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mental Health and Academic Learning in Schools : Approaches for Facilitating the Wellbeing of Children and Young People / / Andrea Reupert
| Mental Health and Academic Learning in Schools : Approaches for Facilitating the Wellbeing of Children and Young People / / Andrea Reupert |
| Autore | Reupert Andrea <1964-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | [Place of publication not identified] : , : Routledge, , 2019 |
| Descrizione fisica | 1 online resource (xiv, 192 pages) |
| Disciplina | 371.713 |
| Collana | Mental health and well-being of children and adolescents |
| Soggetto topico | School children - Mental health |
| ISBN |
9781315310923 (Electronic Book)
1-315-31092-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Alice's story Chapter 2: The role of schools in promoting children's mental health 2.1 Introduction 2.2 The role of schools 2.3 A question of priorities 2.4 Key terms and concepts 2.4.1 Mental illness 2.4.2 Social and emotional wellbeing 2.4.3 Mental health promotion, prevention and intervention 2.5 Why should schools be involved in promoting children's mental health? 2.5.1 Prevalence of children's mental illness 2.5.2 Causes of mental illness 2.5.3 Lack of support for children's mental health concerns 2.5.4 Schools can make a positive difference 2.5.5 Inseparable relationship between school success and mental health 2.5.6 Economic arguments 2.5.7 Equality 2.6 Finally... 2.7 References Chapter 3 The relationship between mental illness, wellbeing and academic achievement 3.1 What is academic success and failure? 3.2 Why do some children fail at school? 3.3 A sequence of experiences 3.3.1 The adjustment erosion model 3.3.2 The academic incompetence model 3.3.3 Shared risk model 3.4 Socio-economic factors, academic performance and academic achievement 3.5 Influence of schools on mental health and academic achievement 3.6 What does this mean for schools? 3.7 References Chapter 4 Towards a school wide model for supporting students' mental health and academic learning 4.1 Programs to support students' mental health and academic learning 4.1.1 Social and emotional learning (SEL) programs 4.1.2 Academic learning programs 4.1.3 Programs that target student behaviour 4.1.4 Programs to promote a positive school environment 4.2 One to one counselling services 4.3 The evidence base 4.4 The rationale for developing a whole school, integrated approach for supporting children's academic learning and mental health needs 4.5 Tiered approaches 4.6 Examples of whole school, integrated approaches 4.7 A tiered system of common evidence based practices 4.8 Problems and future opportunities for whole school approaches for supporting children's academic learning and mental health 4.9 References Chapter 5 School culture and climate 5.1 School size 5.2 Screening 5.2.1 At risk students 5.3 A help seeking school 5.4 Leadership 5.4.1 Vision and policies 5.5 School connectedness 5.6 Cultural competence and sensitivity 5.7 Safe schools 5.8 Relationships 5.8.1 Student-student relationships 5.8.2 Teacher-student relationships 5.9 References Chapter 6 Reconceptualising student behaviour 6.1 The relationship between learning, mental health and behaviour 6.2 What is challenging behaviour? 6.3 Models of classroom management: what's our end goal? 6.4 Teach more, manage less 6.5 Promoting behaviour conducive to learning 6.6 'Consequences have consequences' (Lewis, 2015) 6.7 Motivating students 6.8 An approach based on mutual respect 6.9 References Chapter 7 Teaching and learning 7.1 How excellent teachers teach 7.2 Feedback and assessment 7.3 Mental health topics 7.4 Teaching social and emotional skills 7.4.1 How to purposefully teach social and emotional skills 7.4.2 Social and emotional learning programs 7.4.3 Criticisms of social and emotional learning programs 7.5 Teachers as role models 7.6 References Chapter 8 Partnerships 8.1 Professional collaborations 8.2 Models of collaborations 8.2.1 The referral process 8.3 Family partnerships 8.4 Children and youth 8.5 References Chapter 9 Inclusivity: celebrating diversity 9.1 Why is inclusion important? 9.1.1 Gender diversity 9.2 Inclusive education benefits all students 9.2.1 Attainment grouping 9.3 Basic principles of an inclusive education 9.4 How to be inclusive 9.4.1 Students at the centre 9.4.2 Teachers' beliefs 9.4.3 Teachers' knowledge 9.4.4 Teachers' practices 9.4.5 Policy, school leadership and systems 9.5 References Chapter 10 Staff wellbeing: school staff have feelings too 10.1 Teacher social and emotional competence 10.2 Teacher and principal stress and wellbeing 10.3 Teachers' (potentially stressful) role in promoting young people's mental health and wellbeing 10.4 Promoting the wellbeing of school staff 10.5 References Chapter 11 Trauma informed schools 11.1 Trauma and its impact on young people 11.2 Schools and trauma 11.3 School based formal programs 11.3.1 Trauma sensitive school environments 11.4 Managing specific traumatic events 11.5 Crisis plans 11.6 Pulling it all together 11.7 References Chapter 12 Making a difference: Are we there yet? 12.1 What should schools be doing? Evidence based programs and practice based evidence 12.2 The place of monitoring and evaluation 12.3 Action research cycle 12.4 Reflective practice 12.5 Just do it 12.5.1 It's about attitude 12.5.2 Take home messages 12.3 Student voice 12.3.1 Children and youth: what makes a happy school? 12.4 References |
| Record Nr. | UNINA-9910826517803321 |
|
Reupert Andrea <1964->
|
||
| [Place of publication not identified] : , : Routledge, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Promoting mental, emotional and social health : a whole school approach / / Katherine Weare
| Promoting mental, emotional and social health : a whole school approach / / Katherine Weare |
| Autore | Weare Katherine <1950, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2000 |
| Descrizione fisica | 1 online resource (173 p.) |
| Disciplina | 371.7/1 |
| Soggetto topico |
School children - Mental health
Schools - Sociological aspects |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-134-70263-9
0-203-04861-X 0-203-27005-3 1-280-33714-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Promoting Mental, Emotional and Social Health; Title Page; Copyright Page; Table of Contents; Acknowledgements; Introduction: Why promoting mental, emotional and social health is becoming a fundamental issue in schools; 1 Definitions, concepts and principles; 2 Creating a supportive whole school environment; 3 Developing self-esteem and emotional competency; 4 Developing social competency; 5 Classroom and curriculum issues; Appendix: Some agencies concerned with mental, emotional and social health in schools; References; Index |
| Record Nr. | UNINA-9910451054403321 |
|
Weare Katherine <1950, >
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| London ; ; New York : , : Routledge, , 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Promoting mental, emotional and social health : a whole school approach / / Katherine Weare
| Promoting mental, emotional and social health : a whole school approach / / Katherine Weare |
| Autore | Weare Katherine <1950, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2000 |
| Descrizione fisica | 1 online resource (173 p.) |
| Disciplina | 371.7/1 |
| Soggetto topico |
School children - Mental health
Schools - Sociological aspects |
| ISBN |
1-134-70262-0
1-134-70263-9 0-203-04861-X 0-203-27005-3 1-280-33714-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Promoting Mental, Emotional and Social Health; Title Page; Copyright Page; Table of Contents; Acknowledgements; Introduction: Why promoting mental, emotional and social health is becoming a fundamental issue in schools; 1 Definitions, concepts and principles; 2 Creating a supportive whole school environment; 3 Developing self-esteem and emotional competency; 4 Developing social competency; 5 Classroom and curriculum issues; Appendix: Some agencies concerned with mental, emotional and social health in schools; References; Index |
| Record Nr. | UNINA-9910783840003321 |
|
Weare Katherine <1950, >
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||
| London ; ; New York : , : Routledge, , 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Promoting mental, emotional, and social health : a whole school approach / / Katherine Weare
| Promoting mental, emotional, and social health : a whole school approach / / Katherine Weare |
| Autore | Weare Katherine <1950-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; New York, : Routledge, 2002 |
| Descrizione fisica | 1 online resource (173 p.) |
| Disciplina | 371.7/1 |
| Soggetto topico |
School children - Mental health
Schools - Sociological aspects |
| ISBN |
1-134-70262-0
1-134-70263-9 0-203-04861-X 0-203-27005-3 1-280-33714-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Promoting Mental, Emotional and Social Health; Title Page; Copyright Page; Table of Contents; Acknowledgements; Introduction: Why promoting mental, emotional and social health is becoming a fundamental issue in schools; 1 Definitions, concepts and principles; 2 Creating a supportive whole school environment; 3 Developing self-esteem and emotional competency; 4 Developing social competency; 5 Classroom and curriculum issues; Appendix: Some agencies concerned with mental, emotional and social health in schools; References; Index |
| Record Nr. | UNINA-9910807800603321 |
|
Weare Katherine <1950->
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| London ; ; New York, : Routledge, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Self discovery : supporting emotional health and wellbeing in schools / / Alison Waterhouse
| Self discovery : supporting emotional health and wellbeing in schools / / Alison Waterhouse |
| Autore | Waterhouse Alison <1963-> |
| Pubbl/distr/stampa | Abingdon, Oxon ; ; New York, NY : , : Routledge, , 2019 |
| Descrizione fisica | 1 online resource (205 pages) |
| Disciplina | 370.1534 |
| Soggetto topico |
Affective education
Emotions in children School children - Mental health Emotional problems of children |
| ISBN |
0-429-42811-1
0-429-76601-7 0-429-76602-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title; Copyright; Dedication; Contents; Introduction; Chapter 1 Developing resilience; What is resilience? Our 'bounce back' ability; My gifts and qualities box; Persistence and resilience; My resilience tree; Resilience snakes and ladders; Chapter 2 Problem solving; Problem solving 1; Problem solving 2; Organisation; Asking for and accepting help from other people; Chapter 3 Emotional reactivity; Developing the art of gratitude; Thoughts, Feelings, Actions Triangle: Self-limiting beliefs; Thoughts, Feelings, Actions Triangle: Thinking errors; My comfort zone
Chapter 4 Positive thinkingDeveloping positive self-talk; Think of it in another way: Reframing; The best mistake I ever made!; Rose-tinted glasses; There is only one person responsible for your happiness; Chapter 5 Emotional awareness and self-regulation; Self-regulation; Stress management techniques; The anxiety hit squad!; Threat or reward; Making mind movies; Let's relax; Being brave, having courage; Creative meditation or stress busting for dummies!; My incredible talking body; Chapter 6 Empathy; Walking in another person's shoes 1; Walking in another person's shoes 2; Mirror neurons Different points of viewChapter 7 Self-efficacy and responsibility; Self-esteem: What we believe about ourselves; Only one of you; Self-esteem, self-limiting beliefs; My 'I did it' gallery; People we admire; Get to know your best friend; You are your own best friend; Be your own life coach; Bibliography |
| Record Nr. | UNINA-9910793553003321 |
|
Waterhouse Alison <1963->
|
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| Abingdon, Oxon ; ; New York, NY : , : Routledge, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Self discovery : supporting emotional health and wellbeing in schools / / Alison Waterhouse
| Self discovery : supporting emotional health and wellbeing in schools / / Alison Waterhouse |
| Autore | Waterhouse Alison <1963-> |
| Pubbl/distr/stampa | Abingdon, Oxon ; ; New York, NY : , : Routledge, , 2019 |
| Descrizione fisica | 1 online resource (205 pages) |
| Disciplina | 370.1534 |
| Soggetto topico |
Affective education
Emotions in children School children - Mental health Emotional problems of children |
| ISBN |
0-429-42811-1
0-429-76601-7 0-429-76602-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title; Copyright; Dedication; Contents; Introduction; Chapter 1 Developing resilience; What is resilience? Our 'bounce back' ability; My gifts and qualities box; Persistence and resilience; My resilience tree; Resilience snakes and ladders; Chapter 2 Problem solving; Problem solving 1; Problem solving 2; Organisation; Asking for and accepting help from other people; Chapter 3 Emotional reactivity; Developing the art of gratitude; Thoughts, Feelings, Actions Triangle: Self-limiting beliefs; Thoughts, Feelings, Actions Triangle: Thinking errors; My comfort zone
Chapter 4 Positive thinkingDeveloping positive self-talk; Think of it in another way: Reframing; The best mistake I ever made!; Rose-tinted glasses; There is only one person responsible for your happiness; Chapter 5 Emotional awareness and self-regulation; Self-regulation; Stress management techniques; The anxiety hit squad!; Threat or reward; Making mind movies; Let's relax; Being brave, having courage; Creative meditation or stress busting for dummies!; My incredible talking body; Chapter 6 Empathy; Walking in another person's shoes 1; Walking in another person's shoes 2; Mirror neurons Different points of viewChapter 7 Self-efficacy and responsibility; Self-esteem: What we believe about ourselves; Only one of you; Self-esteem, self-limiting beliefs; My 'I did it' gallery; People we admire; Get to know your best friend; You are your own best friend; Be your own life coach; Bibliography |
| Record Nr. | UNINA-9910809922803321 |
|
Waterhouse Alison <1963->
|
||
| Abingdon, Oxon ; ; New York, NY : , : Routledge, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Supporting student mental health : essentials for teachers / / by Michael Hass and Amy Ardell
| Supporting student mental health : essentials for teachers / / by Michael Hass and Amy Ardell |
| Autore | Hass Michael |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | [Larchmont, NY] : , : Eye on Education, , 2022 |
| Descrizione fisica | 1 online resource (199 pages) |
| Disciplina | 371.713 |
| Soggetto topico |
Students - Mental health
School children - Mental health School psychology Teacher participation in educational counseling |
| ISBN |
1-000-55217-9
0-367-81026-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction 2. Background 3. The First R: Relate 4. Recognizing Students⁰́₉ Mental Health Problems 5. Respond: Supportive Communication Skills for Teachers 6. Respond: Teachers' Role in Understanding and Responding to Crises and Trauma 7. Responding to the Threat of Suicide 8. Beyond Instruction: Connecting Students and Families to Resources 9. Teacher Self-care, Self-compassion, and Self-renewal Appendix: Questions as a Guide to the Recognition of Mental Health Problems |
| Record Nr. | UNINA-9910861969103321 |
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Hass Michael
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| [Larchmont, NY] : , : Eye on Education, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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