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Research Interests: Psychology and Humanities
This study compared individuals who have been identified as engaging in delinquent behavior, but who perceive their childhood differently. It examined the differentiating family and social characteristics between delinquents who were... more
This study compared individuals who have been identified as engaging in delinquent behavior, but who perceive their childhood differently. It examined the differentiating family and social characteristics between delinquents who were maltreated in childhood (based on self-report data) and delinquents who were not maltreated. The sample consisted of the entire population of juvenile delinquents (N = 287) in all institutions and prisons in Greece. Childhood abuse and neglect were defined on the basis of perceived parental rearing patterns as assessed by the EMBU questionnaire, and groups of abused/nonabused and neglected/non-neglected delinquents were formed. Perceived parental abuse and/or psychological neglect (paternal and/or maternal) were found to be associated with various family and social characteristics. Specific parameters connected to the Greek societal and cultural context have also been identified.
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The present qualitative inquiry explored psychological well-being among Greek children and adolescents within the context of the Promoting Psychological Well-Being Globally project. The overall sample consisted of 25 primary and 23... more
The present qualitative inquiry explored psychological well-being among Greek children and adolescents within the context of the Promoting Psychological Well-Being Globally project. The overall sample consisted of 25 primary and 23 secondary school students from three different school districts in the wider Athens area. Focus groups were conducted and thematic analysis was used to analyze the research material. Greek students’ narratives revealed experiences, perspectives, and practices associated with broader, more universal constructs that are important for understanding well-being as well as culture-specific themes and particularities. Sources of stress, coping mechanisms, and sources of support were also discussed. Student narratives reflected anxiety, fear, and uncertainty in relation to the present economic crisis in Greece. Special emphasis was placed upon the value of academic competence and interpersonal relations (e.g., family, friends, teachers) as important sources of support and well-being. Finally, this chapter presents prevention and intervention programs which were developed to promote well-being in the school community.
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ABSTRACT
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This article summarizes prominent themes found in descriptions of school psychology programs in Estonia (Kikas, 2014), Greece (Hatzichristou & Polychroni, 2014), Hong Kong (Lam, 2014), Romania (Negovan & Dincă, 2014), Sweden... more
This article summarizes prominent themes found in descriptions of school psychology programs in Estonia (Kikas, 2014), Greece (Hatzichristou & Polychroni, 2014), Hong Kong (Lam, 2014), Romania (Negovan & Dincă, 2014), Sweden (Schad, 2014), United Kingdom (Wood, 2014), and United States (Joyce & Rossen, 2014). This paper summarizes prominent issues found in these and companion descriptions (e.g., Jimerson, Oakland, & Farrell, 2007), with the goal to promote an understanding of prevailing conditions that impact preparation, including those that are external to as well as under the control of school psychology programs. These latter conditions include the academic and professional development components of preparation, including their emphasis on multicultural and international issues. Program content generally is consistent with that promulgated by the International School Psychology Association (e.g., Cunningham & Oakland, 1998) and as discussed more fully in The Handbook of International School Psychology (Jimerson, Oakland, & Farrell, 2007). Regional and national agencies external to psychology and school psychology together with alterations in program funding are exerting a strong and seemingly increasing impact on professional preparation programs in psychology. Knowledge of these and other prevailing conditions together with their impact on school psychology preparation and subsequent services is warranted. Stronger leadership from national, regional, and international associations of psychology and school psychology is needed to counterbalance the effects of external control that pose threats to the specialty.
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Research Interests: Psychology and Philosophy
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In a study of 230 preadolescent students (mean age 11.3 years) from the wider area of Athens, Greece, the role of Big Five personality traits (i.e. Neuroticism, Conscientiousness, Openness to Experience, Agreeableness and Extraversion) in... more
In a study of 230 preadolescent students (mean age 11.3 years) from the wider area of Athens, Greece, the role of Big Five personality traits (i.e. Neuroticism, Conscientiousness, Openness to Experience, Agreeableness and Extraversion) in the relation between parenting dimensions (overprotection, emotional warmth, rejection, anxious rearing) and social competence in school was examined. Multiple sets of regression analyses were performed. Main effects of Conscientiousness and Openness to Experience were identified. Limited evidence for moderation and some support of gender-specific parenting was found. Agreeableness and Extraversion interacted with paternal overprotection, whereas Neuroticism interacted with maternal and paternal rejection in predicting social competence. Mean differences in gender and educational grade were reported. The relationship between environmental effects (such as parenting during early adolescence) and social adjustment in school is discussed in terms of t...
Research Interests: Developmental Psychology, Anxiety Disorders, Personality, Conscientiousness, Parenting, and 15 moreAdolescent Development, Adolescent, Medicine, Greece, Humans, Child, Neuroticism, Adolescence, Female, Male, Big Five Personality Traits, Child and Adolescent Psychology, Agreeableness, Moderation, and Openness to experience
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The purpose of this study was to assess the psychosocial and academic competence of children from divorced families in Greece and to compare it with findings in other countries. The sample of the study consisted of fifth and sixth grade... more
The purpose of this study was to assess the psychosocial and academic competence of children from divorced families in Greece and to compare it with findings in other countries. The sample of the study consisted of fifth and sixth grade elementary school pupils (mean age = 11.3) attending Greek public schools. The "divorced family" group consisted of 26 children, while the control group consisted of all classmates of these students (N = 381) from intact families. Teacher, peer and self-rating instruments were used. Children from divorced families were found to experience serious difficulties in various aspects of their behavior and competence.
Research Interests: Psychology, Cognitive Science, Developmental Psychology, Personality Assessment, Medicine, and 15 moreGreece, Social behavior, Humans, Child, Personality Development, Female, Divorce, Male, Psychosocial, Clinical Sciences, Peer group, Learning Disorders, Educational Status, Social Behavior, and Personality Inventory
Since the COVID-19 pandemic, adolescent mental health difficulties have increased. To understand adolescent adjustment, it is important to explore both mental health difficulties and indicators of resilience and well-being. The primary... more
Since the COVID-19 pandemic, adolescent mental health difficulties have increased. To understand adolescent adjustment, it is important to explore both mental health difficulties and indicators of resilience and well-being. The primary aim of this study was to explore the associations among resilience, subjective well-being (SWB), fear of COVID-19, and loneliness among adolescents during the second wave of the pandemic. Additionally, the study aimed to identify student profiles based on these variables. The sample consisted of 469 high school students (61% girls, 29% junior high school). Resilience was positively correlated with SWB and negatively with fear of COVID-19 and loneliness. Three student profiles were identified. The Resilient and Satisfied group (38%) consisted of students with the most positive adaptation, and the Average group (41%) involved students with middle scores in all variables, while the Vulnerable and Distressed group (21%) included those who struggled the mo...
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The purpose of this article is to link the goals and processes of the Future of School Psychology Conference with the development of the profession in another educational and cultural setting. More specifically, the problem-solving model... more
The purpose of this article is to link the goals and processes of the Future of School Psychology Conference with the development of the profession in another educational and cultural setting. More specifically, the problem-solving model used at the Futures Conference and the data-based model of alternative school psychological services implemented in the Greek schools are presented. The article also describes the process of integrating the two models in the Greek educational system. Common future perspectives and goals are explored at a cross-national level to promote a unifying perspective of collaboration for supporting children, families, and schools worldwide.
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Research Interests: Psychology, Perception, Child and adolescent mental health, Mental Health, School Psychology, and 12 moreLearning Outcomes, Medicine, Social Inequalities, Social connectedness, School Climate, Cross Cultural, LC, Child and Adolescent Mental Health, Lb, Early School Leaving, MULTINATIONAL CORPORATION, and Rj
. The coronavirus (COVID-19) pandemic poses significant challenges to the psychological resilience and well-being of school communities, while a disproportionate impact on vulnerable groups has been recognized. Adopting social justice... more
. The coronavirus (COVID-19) pandemic poses significant challenges to the psychological resilience and well-being of school communities, while a disproportionate impact on vulnerable groups has been recognized. Adopting social justice principles in the implementation of school psychological services is needed to facilitate suitable support for all, in line with United Nations Sustainable Development Goals (SDGs) of quality education, reduced inequality, and good health and well-being. In this article, a multilevel approach developed by the Laboratory of School Psychology, Department of Psychology, National and Kapodistrian University of Athens, to support schools during the pandemic is presented. This approach benefits from a holistic understanding of school community needs, necessary to provide tailored support, in line with SDGs within school communities. This approach could act as a paradigm of how University-based laboratories could support school communities during crises.
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Research Interests: Well Being and Routledge
During the second decade of the 21st century families and schools world-wide have been affected by several critical events, with economic recession, the refugee crisis, and lately the COVID-19 pandemic being the most prominent. Pertaining... more
During the second decade of the 21st century families and schools world-wide have been affected by several critical events, with economic recession, the refugee crisis, and lately the COVID-19 pandemic being the most prominent. Pertaining to the school community (students, educators, administration, parents, school personnel etc.), evidence-based interventions for improving mental health and supporting psychosocial adjustment are necessary. In this paper the development, implementation, and evaluation of the international WeCARE (We Connect, Accept, Respect, Empower) program, an online multilevel intervention for promoting well-being and resilience in the school community during unsettling times, is presented. The Program has a multicultural perspective and provides the opportunity to students from different countries to cooperate and develop multicultural skills. The intervention is based on a conceptual model for enhancing positive development, resilience, social and emotional ski...
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There is no doubt, at the time of this writing, that social-emotional learning (SEL) is becoming a world-wide phenomenon (Durlak, Domitrovich, Weissberg, & Gullotta, 2015). Many readers may be more familiar with SEL by another name:... more
There is no doubt, at the time of this writing, that social-emotional learning (SEL) is becoming a world-wide phenomenon (Durlak, Domitrovich, Weissberg, & Gullotta, 2015). Many readers may be more familiar with SEL by another name: Character Education, Prosocial Education, Social, Emotional, and Academic Learning, Social-Emotional Competence, Moral Education, Positive Youth Development, 'NonCognitive' Skills, 'Soft' Skills, and many more (Elias, Leverett, Duffell, Humphrey, Stepney, & Ferrito, 2015). What seems to be a matter of converging agreement is well expressed by the World Economic Forum (2016):A recent longitudinal analysis by the Organization for Economic Co-operation and Development (OECD) across nine countries showed that having a balanced set of cognitive and social and emotional skills is crucial for children to better face the challenges of the 21st century; social and emotional skills in particular play an important role in improving children's ch...
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This paper presents social justice principles as core concepts in school psychology practice via a conceptual framework that combines theory, research, training, and practical applications. Focusing on the specific needs of Greece (i.e.... more
This paper presents social justice principles as core concepts in school psychology practice via a conceptual framework that combines theory, research, training, and practical applications. Focusing on the specific needs of Greece (i.e. economic recession, influx of migrant and refugee students, etc.), we discuss the inclusion of multicultural and international components of school psychology practice as well as implications for socially just practice. Specific examples of interventions and activities developed and implemented by the Laboratory of School Psychology of the National and Kapodistrian University of Athens, which emphasizes the application of social justice principles to practice, are also presented. Finally, we discuss specific guidelines for developing interventions that embrace social justice principles globally as well as explore transnational implications.
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This article summarizes prominent themes found in descriptions of school psychology programs in Estonia (Kikas, 2014), Greece (Hatzichristou & Polychroni, 2014), Hong Kong (Lam, 2014), Romania (Negovan & Dincă, 2014), Sweden... more
This article summarizes prominent themes found in descriptions of school psychology programs in Estonia (Kikas, 2014), Greece (Hatzichristou & Polychroni, 2014), Hong Kong (Lam, 2014), Romania (Negovan & Dincă, 2014), Sweden (Schad, 2014), United Kingdom (Wood, 2014), and United States (Joyce & Rossen, 2014). This paper summarizes prominent issues found in these and companion descriptions (e.g., Jimerson, Oakland, & Farrell, 2007), with the goal to promote an understanding of prevailing conditions that impact preparation, including those that are external to as well as under the control of school psychology programs. These latter conditions include the academic and professional development components of preparation, including their emphasis on multicultural and international issues. Program content generally is consistent with that promulgated by the International School Psychology Association (e.g., Cunningham & Oakland, 1998) and as discussed more fully in The Handbook of International School Psychology (Jimerson, Oakland, & Farrell, 2007). Regional and national agencies external to psychology and school psychology together with alterations in program funding are exerting a strong and seemingly increasing impact on professional preparation programs in psychology. Knowledge of these and other prevailing conditions together with their impact on school psychology preparation and subsequent services is warranted. Stronger leadership from national, regional, and international associations of psychology and school psychology is needed to counterbalance the effects of external control that pose threats to the specialty.