Laboratory of Psychology and Special Education

Department of Primary Education

Director

Website

ptde.edc.uoc.gr/psychlab/

Objectives

The Laboratory focuses on psychological research within schools and families as well as on studies for prevention and early intervention programs that promote personal and academic growth and psychological well-being.
The research and clinical activities of the Laboratory focus (a) on the Social-Emotional and Cognitive Development of Children, (b) on developing models of Specialized Support and Inclusive practices for Students with Special Educational Needs-Difficulties/Disorders, (c) on the implementation of specialized intervention programs within schools for social-emotional and learning difficulties, (e) on issues related to Child Abuse/Maltreatment and Child Abuse Intervention Programs, and (f) on working with/training school teachers, school-professionals, and families of students with difficulties.
One of key objectives of the Laboratory is to promote evidence based educational/teaching and clinical practices within school context in the areas of Developmental, Cognitive and Clinical-School Psychology, Special Education and Writing / Literacy Production. The lab is dedicated to advancing the scientific knowledge base necessary for the preparation of educators who will serve students in schools and non-school settings, improve the lives of children and families and be successful professionals in the community.

Topics

Developmental Cognitive, Educational, Clinical-School Psychology, and Counseling, Special Education

Members

(FACULTY) Spantidakis Ioannis (Professor), Kourkoutas Εlias (Professor), Papadaki-Michailidi Eleni (Professor), Vasilaki Eleni (Associate Professor), Mouzaki Aggeliki(Assistant Professor). (TEACHING STAFF) Tragoulia Eleni. (RESEARCHERS) Dr. Emmanuel Stamatakis (Visiting Researcher, Medical School, Queens College, University of Cambridge).

Research Projects (after 2010)

Promoting Social, Emotional, and Learning Skills of Students with and without Special Education Needs by Developing Teachers’ Capabilities in Music, Dance and Digital Competences (RYTHM4INCLUSION)

The Foundation of Reading and Writing in a Transparent Orthography: Oral language development and early literacy skills

School violence, bullying and conduct problems in school age children with and without Special Educational Needs: a quantitative and qualitative study for the design of innovative practice Investigation of the psychological effects of the economic recession

Teacher Love

Parental and Teacher Acceptance Rejection, Resilient skills and Self-Esteem in students with and without SEN

The contribution of executive function skills to reading ability and disability in a transparent orthography

Investigation of print-dependent and print-independent neural components of reading comprehension

Publications

Vassiliu, C., Mouzaki, A., Ralli, A. Antoniou, F., Diamanti, V. &Papaioannou, S. & Katsos, N. (under review). Development of Structural and Pragmatic Language Skills in Children with Attention Deficit/ Hyperactivity Disorder. International Journal of Speech[1]Language Pathology.

Ralli, A., Kazali, E., Kanellou, M., Mouzaki, A., Antoniou, F.,Diamanti, V. & Papaioannou, S. (under review). Exploring the contribution of oral language in narrative ability through retelling during early school years. Journal of Psycholinguistic Research.

Mouzaki, A., Spyropoulou, E., Ralli, A. Antoniou, F., Diamanti, V. & Papaioannou, S. (accepted). The dimensionality of language ability in young Greek children. Journal of Speech, Language and Hearing Research.

Sideridis, G.D., Simos, P., Mouzaki, A., Stamovlasis, D. &Georgiou, G. (2019). Can the Relationship between Rapid Automatized Naming (RAN) and Word Reading be explained by a Catastrophe? Empirical evidence from Students with and Without Learning Disabilities. Journal of Learning Disabilities, 52, 59-70.

Diamanti, V., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou & Protopapas, A. (2017). Preschool phonological and morphological awareness as longitudinal predictors of early reading and spelling development in Greek. Frontiers in Psychology, 8, 1-12.

Diamanti, V., Benaki, A., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou, S. & Protopapas, A. (2017). Development of earlymorphological awareness in Greek: Epilinguistic vs. metalinguistic and inflectional vs. derivational awareness. Applied Psycholinguistics, 39, 545-567.

Μουζάκη, Α., Σιδερίδης, Γ. & Σίμος, Π. (2017). Αναγνωστικές διαταραχές και δυσλεξία: Διερεύνηση του μοντέλου της “διαφοράς” μεταξύ νοητικού δυναμικού και αναγνωστικής επίδοσης σε δείγμα Ελλήνων μαθητών του δημοτικού σχολείου. Επιθεώρηση Ειδικής Αγωγής, 5, 121-148.

Bitsios, P., Karademas, E., Mouzaki, A., Manolitsis, G., Kapellaki, R., Diacatou, A., Archontaki, A., Mamalakis, G. & Giovazolias, T. (2017). The Student Counselling Centre at the University of Crete, Greece. British Journal of Psychiatry International, 14, 90-92.

Κανέλλου, Μ., Κορβέση, Ε., Ράλλη, Α., Μουζάκη, Α., Αντωνίου, Φ., Διαμαντή, Β., & Παπαϊωάννου, Σ. (2016). Οι αφηγηματικές δεξιότητες σε παιδιά προσχολικής και πρώτης σχολικής ηλικίας. Προσχολική & Σχολική Εκπαίδευση, 4, 35–67.

Sideridis, G.D., Simos, P., Mouzaki, A. & Stamovlasis, D. (2016). Efficient word reading: Automaticity of print-related skills indexed by rapid automatized naming through cusp-catastrophe modeling. Scientific Studies of Reading, 20, 6-19.

Βατσινά, Ι. & Μουζάκη, Α. (2015). Πιλοτική διερεύνηση των ψυχομετρικών χαρακτηριστικών μιας κλίμακας για την εκτίμηση γλωσσικών και γνωστικών λειτουργιών από γονείς παιδιών προσχολικής ηλικίας. Προσχολική & Σχολική Εκπαίδευση, 3, 136-156

Papaioannou, S., Mouzaki, A., Sideridis, G.D., Antoniou, F. Padeliadu, S., Simos, P.G. (2014). Cognitive and academic abilities associated with symptoms of attention-deficit/hyperactivity disorder: a comparison between subtypes in a Greek non-clinical sample. Educational Psychology, 138-158.

Simos, P., Sideridis, G. & Mouzaki, A. (2013). Rading fluency estimates of current intellectual function: Demographic factors and effects of type of print. Journal of the International Neuropsychological Society, 19, 355-361.

Protopapas, A., Mouzaki, A., Sideridis, G., Kotsolakou, A., & Simos, P.G. (2013). The role of vocabulary in the context of the simple view of reading. Reading and Writing Quarterly, 29, 168–202.

Protopapas, A., Fakou, A., Drakopoulou, S., Skaloumbakas, C. & Mouzaki, A. (2013). What do spelling errors tell us? Classification and analysis of errors made by Greek schoolchildren with and without dyslexia. Reading & Writing: An Interdisciplinary Journal, 26, 615-646.

Simos, P., Sideridis, G.D., Mouzaki, A., Chatzidaki, A., Tzevelekou, M. & Protopapas, A. (2012). Vocabulary growth in L2 among immigrant school-aged children in Greece. Applied Psycholinguistics, 52, 1-26.

Protopapas, A., Simos, P.G., Sideridis, G., & Mouzaki, A. (2012). The components of the simple view of reading: A confirmatory factor analysis. Reading Psychology, 33, 217-240.

Protopapas, A., Sideridis, G., & Mouzaki, A. Simos, P.G., & Morgan, P. (2011). Matthew Effects in Reading Comprehension: Myth or Reality? Journal of Learning Disabilities, 44, 402-420.

Simos, P., Sideridis, G.D., Protopapas, A. & Mouzaki, A. (2011). Psychometric Characteristics of a Receptive Vocabulary Test for Greek Elementary Students. Assessment for Effective Intervention, 37, 34-50.

Simos, P.G., Kasselimis, D., & Mouzaki, A. (2011). Age, gender, and education effects on vocabulary measures in Greek. Aphasiology, 25, 492-504.

Simos, P.G., Kasselimis, D., & Mouzaki, A. (2011). Effects of demographic variables and health status on brief vocabulary measures in Greek. Aphasiology, 25, 475-491.

Bat-Or, M., Papadaki, A., Shalev, O. & Kourkoutas, E. (2020). Associations between perception of parental behavior and PPAT in children with and without Special Educational Needs (SEN). In Shafir, T., Orkibi, H., Baker, F. A., Gussak, D., Kaimal, G., (Eds.). The State of the Art in Creative Arts Therapies (pp. 172-184). Lausanne: Frontiers Media SA. doi: 10.3389/978-2-88963-561-0

Shalev, O., Papadaki, A., Kourkoutas, E. & Bat-Or, M. (2019). Associations between primary school children's perceptions of parental acceptance and rejection, and their drawings of a "person picking an apple from a tree" (pp. 155-168). In C. Pracana & M. Wang (Eds.). Psychology Applications & Developments V. Leicester, UK: Science Press

Plexousakis, S., Kourkoutas, E., Giovazolias. T. & Chatira, K. (2019). School Bullying and Post-traumatic Stress Disorder Symptoms: The Role of Parental Bonding, Frontiers in Public Health- Children & Health, (i.f. 2.031), https://doi.org/10.3389/fpubh.2019.00075

Potchebutzky, H., Bat Or, M., Kourkoutas, E. & Smyrnaki, M. (2019). The Subjective Experience of Children with Disruptive Behavior Problems as Reflected in “Person Picking an Apple from a Tree” Drawings, Journal of Creativity in Mental Health, doi. org/10.1080/15401383.2019.1635060

Bat-Or, M., Papadaki, A. & Kourkoutas, E. (2018). Associations between perception of parental behavior and "Person Picking an Apple from a Tree" drawings among children with and without Special Educational Needs (SEN), Frontiers in Psychology- Psychology in Clinical Settings (i.f. 2.129), https://doi.org/10.3389/fpsyg.2018.01613

Vitalaki, E., Kourkoutas, E., & Hart, A. (2017). Building inclusion and resilience in students with and without SEN through the implementation of narrative speech, role play and creative writing in the mainstream classroom of primary education, International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2018.1427150 Francis/ Taylor

Cameron, J., Wenger-Trayner, B., Wenger-Trayner, E., Hart, A., Buttery, L., Kourkoutas, E. & Eryigit-Madzawamuse, S. (2018). Community university partnership research retreats: a productive force for developing communities of research practice in Research as community development. Chicago, USA: Chicago University Press

Kourkoutas, E., Hart, A. & Kassis, W. (2017). A Resilience-based Program to Promote Reflective and Inclusive Teaching Practices in Greece during Austerity. In Amzat, H. I. & Valdez, N. (Eds.) Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. London: Routldge

Kourkoutas E., Stavrou P.-D, Loizidou N. (2017). Exploring Teachers’ Views on Including Children with Special Educational Needs in Greece: Implication for Inclusive Counseling. American Journal of Educational Research. 5, 2, 24-130. http://pubs.sciepub.com/education/5/2/3

Bat Or, M., Kourkoutas, E., Smyrnaki, M., & Potchebutzky, H. (under review). Self-agency representations of children with Disruptive Behavior Problems in Free- drawings, and “Person Picking an Apple from a Tree” drawings. Implications for Interventions, Art TherapyJournal of the American Art Therapy Association https://doi.org/10.1080/07421656.2019.1565724

Kassis, W., Graf, U., Kourkoutas, E., Hart, A. et al. (under submission). Developing and Validating A Teachers Resilience-Scale

Kourkoutas, E., Kassis, W., Scriva, M. & Heriot, S. (under review). Interpersonal schemata in depressed and aggressive youth. Emotional and Behavioral Difficulties.

Stavrou P.D. & Kourkoutas E. (2017). School Based Programs for Socio-emotional Development of Children with or without Difficulties: Promoting Resilience. American Journal of Educational Research, 5(2), 131-137.

Botha J. & Kourkoutas, E., (2015). Communities of Practice (CoP) as an inclusive model to support children with social, emotional and behavioral difficulties in school contexts, International Journal of Inclusive Education, doi: 10.1080/13603116.2015.1111448

Kourkoutas, E., Eleftherakis, T., Vitalaki, E. & Hart, A. (2015). Family-School- Professionals partnership: an action research program to enhance the social, emotional, and academic resilience of children at risk for exclusion, Canadian Journal of Education and Learning, 4, 3, 112-122, doi:10.5539/jel.v4n3p

Malisova, K. Mania, K., Moysiadou, S., & Kourkoutas, E. (2015). TANGRAM QUESTS: a tablet adventure game assisting children with high functioning autism to enhance their communicative and social skills. In L. Gómez Chova, A. López Martínez, & I. Candel Torres(Eds.), EDULEARN15 Proceedings, (pp. 481-487). Barcelona: IATED Academy

Kourkoutas, E. & Giovazolias, T. (2015) School-based work with teachers: An integrative comprehensive counseling model. The European Journal of Counselling Psychology, 3(2), 137–158, doi:10.5964/ejcop.v3i2.58

Kourkoutas, E., Langher, V., Vitalaki, E. & Ricci, E. (2015). Counseling interventions in families with chronically ill children: A case study of a systemic psychodynamic oriented model, Journal of Infant, Child and Adolescent Psychotherapy, 14, 2, 143-157 (Impact Factor: 0.780). doi/full/10.1080/15289168.2015.101499/TAYLOR/FRANCIS

Kourkoutas, E., Vitalaki, E. & Nemethne Tóth, A. (2015). Limits and perspectives for the promotion of the inclusive culture and paradigm within school context: Theoretical considerations and empirical findings from Greece and Hungary, Electronic Journal for Inclusive Education, 3, (3), doi: http://corescholar.libraries.wright.edu/ejie/

Zollo, I., Kourkoutas, E., & Sibilio, M. (2015). Creatività, pensiero divergente e pensiero laterale per una didattica semplessa, Educational Reflective Practices, 13, 5-17, doi: 10.3280/erp2015-001001

Hart, A., Stubbs, C., Plexousakis, S., Georgiadi, M., & Kourkoutas, E. (2015). Aspirations of vulnerable young people in foster care. STYLE Working Papers, WP9.3. CROME, University of Brighton, Brighton. http://www.style[1]research.eu/publications/working-papers

Kourkoutas, E. & Hart, A., (2014). Suggesting a resilient and systemic oriented psychodynamic model to include students with behavioural problems: Theoretical issues and practical challenges. Journal of Clinical Psychology,2, 147-168, doi:10.14645/RPC.2014.2.492

Scriva, M. L., Heriot, S. A. & Kourkoutas, E. (2015). Emotionregulation and interpersonal schemata in depressed and aggressive youth. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties and disabilities (pp. 113-151). Cambridge Scholar Publications

Kourkoutas, E., Vitalaki, E. & Fowler, A. (2015). Resilience based inclusive models for students with social-emotional and behavioral difficulties or disabilities. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties and disabilities (pp. 8-45). Cambridge, UK: Cambridge Scholar Publications

Kourkoutas, E., Vitalaki, E. & Perysinaki, E. (2015). Emotional and depressive difficulties in school-age children: Promoting positive and resilient based inclusive practices. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties and disabilities. (pp. 232-274). Cambridge Scholar Publications

Kourkoutas, E., Giovazolias, T. & Plexousakis, S. (under submission). Preliminary results from a school based counselling program for victimized children with mild academic difficulties in Greece, European Journal of Special Educational Needs

Kourkoutas, Ε., & Smyrnaki, Μ. (under review). Perceived Parental Acceptance / Rejection, Family Functioning and Conduct Problems in Elementary School Students in Crete, Journal of Psychology and School Counseling

Hart, A. Heaver, B., Brunnberg, E., Sandberg, A. & Kourkoutas, E. (2014). Resilience-building with disabled children and young people: a review and critique of the academic evidence base, International Journal of Child, Youth and Family Studies, 5, 3, 394-422, http://journals.uvic.ca/index.php/ijcyfs/issue/view/738

Kourkoutas, E. & Wolhuter, C. C. (2013). Handling Learner Discipline Problems: A psycho-social whole school approach, KOERS Journal for Christians Scholarships, 78, 3, 1-8 (Impact Factor: 0.890). doi.org/10.4102/koers.v78i3.550

Georgiadi, M., Kalyva, E. & Kourkoutas, E. (2012) Young Children’s Attitudes Toward Children with Mental Retardation, Journal of Applied Research in Intellectual Disabilities, 25, 6, 531-541, (Impact Factor: 0.982)

Kourkoutas, E., Hart, A. & Smirnaki, M. (2012). Voices from Children Themselves: Preliminary Results of a Qualitative Study of Aggressive Behaviours within the School Context. In Koutselidou (Eds.), Human rights and violent behavior; the social and educational perspective (pp. 125-140). Nicosia: UNESCO/ University of Cyprus

Kourkoutas, E. (2011). Reflexiones sobre la Inclusión y los Modelos de Intervención en la escuela para el alumnado con Necessidadas Educativas Especiales. Campo Abierto, 30, 2, 127-138

Kourkoutas, E., Georgiadi, M. & Xatzaki, M. (2011). Teachers’ perceptions of pupils’ social dysfunctions: A combined qualitative and quantitative approach, Social and Behavioral Science, 15, 370-380/ http://dx.doi.org/10.1016/j.sbspro.2011.04.387

Canali, C., Vecchiato, T. And research team (included Kourkoutas, E.)(2011). Rischio per l’infanzia e soluzioni per contrastarlo, Quaderni delal Ricerca Sociale, 12, 1-557, RISC-Report

Langher, V., Ricci, M. E., Reversi, S., Cataudella, S., Balonan, J. & Kourkoutas, E. (2011). The quality of the therapeutic relationship among professionals and family members in a neuromotor rehabilitation center, Special Education and Rehabilitation Today, 15-

Kourkoutas, E. & Xavier Raul, M. (2010). Counseling children at risk in a resilient contextual perspective: A paradigmatic shift of school psychologists’ role in inclusive education, Social & Behavioral Science, 5, 1210-19. ELSEVIER. http://dx.doi.org/10.1016/j.sbspro.2010.07.263

Kourkoutas, E. (2010). Education inclusive dans les pays méditerranéens: Réflexions critiques sur les obstacles et les perspectives. A. Première Partie

La réalité inclusive en Israël, Liban, Égypte, Croatie et Bosnie[1]Herzégovine. Ιn Μ. Carrozzino & P. Ruffinatto (Eds.) Dignity and effective citizenship for the person with disabilities (pp. 207-233). Roma: Nuove Frontiere.

Kourkoutas, E. (2010). Education inclusive dans les pays méditerranéens: Réflexions critiques sur les obstacles et les perspectives/ Pratiques d’intégration scolaire en Grèce, Turquie et Chypre pour les enfants à risque: aspects positifs et contradictions des politiques éducatives inclusives. Ιn Μ. Carrozzino & P. Ruffinatto (Eds.) Dignity and effective citizenship for the person with disabilities (pp. 207-233). Roma: Nuove Frontiere.

Kourkoutas, E. & Georgiadi, M. (2010). Quality of Life of Children with Chronic Illnesses: A Review of the Literature, Procedia Social & Behavioral Science, 2(2), 4763-4767

Kourkoutas, E., Plexousakis, S. & Georgiadi, M. (2010). An Ecosystemic Intervention in the context of a special education setting, Social and Behavioral Sciences, 2, 4773-4779

Giovazolias, T., Kourkoutas, E., Mistopoulou, E., & Georgiadi, M. (2010). The relationship between perceived school climate and the prevalence of bullying behavior in Greek schools: implications for preventive inclusive strategies, Social & Behavioral Science, 5, 2208-ELSEVIER

Langher, V., Kourkoutas, E., Scurci, G., & Tolve, G. (2010). Perception of the security of attachment in neurologically ill children, Social & Behavioral Science, 5, 2290-2294.

Παπαδάκη- Μιχαηλίδη, Ε. & Λυδάκη, Π. (2012). Οι συναισθηματικοί δείκτες στα σχέδια παιδιών που έχουν υποστεί σωματική κακοποίηση. Ψυχολογία 19 (1), 42-62.

Παπαδάκη, Α., Παπαδάκη – Μιχαηλίδη, Ε. & Βασιλάκη Ε. (2012) Οι συνέπειες της πατρικής απουσίας στην αυτοαντίληψη την αυτοεκτίμηση και το άγχος των παιδιών. Μια έρευνα σε παιδιά Ε΄ και Στ΄ Δημοτικού σχολείου. Επιστήμες της Αγωγής, τεύχος 4.

Lidaki, P., Papadaki – Michailidi, E., Karademas, E., & Vassilaki, E. (2013). Teacher's accuracy in estimating children's anxiety produced by parental abuse. Publications of the 34th World STAR Conference. ISBN PUBLICATION: 978-989-20-3935-0.

Ktistaki M., & Papadaki – Michaelidi E. (2014) The relationship between attachment patterns and parenting style, Attachment: Newdirections in Psychotherapy and Relational Psychoanalysis. Vol.8, no2.

Κtistaki M. Papadaki – Michaelidi E. & Vasilaki E. (2019) The direct and indirect effects of couples attachment relationship on childrens depression. Attachment: New directions in Psychotherapy and relational Psychoanalysis Vol. 13, No

Π. Λυδάκη & Ε. Παπαδάκη Μιχαηλίδη (2016) Οι συναισθηματικοί δείκτες στα σχέδια των σωματικά κακοποιημένων παιδιών που φιλοξενούνται σε ιδρύματα. Επιστήμες αγωγής.

A Mαυρογιάννη Ε. Βασιλάκη, Ι. Σπαντιδάκης, Ε. Παπαδάκη Μιχαηλίδη, Ε. Γιαχνάκης. (2019) Σταθμιση στον ελληνικό πληθυσμό της κλίμακαςμεταγνωσιακής ενημερώτητας στρατηγικών ανάγνωσης Επιστήμες Αγωγής τευχος 1.

Ktistaki, E. Papadaki Michailidi & E. Vasilaki. (2019). The direct and indirect effects of couple’s attachment relationship on children’s depression. Attachment: New Directions in Psychoanalysis and relational psychotherapy V 15

Detoraki, K., & Vassilaki, E. (2012). Anxiety and Cognitive Performance: Investigation of Effective Information Processing Theory, Journal of Educational Studies. vol.2

Mavridaki, K. Vassilaki, E. (2013). Bibliotherapy and Emotional Disclosure as a tool for the reduction of anxiety and cognitive interference. Volume: Provlimatismoi & Prooptikes gia ti mathisi kai ti didaskalia tis glossas. (Eds. Spantidakis, I. & Mihailidi, E.) Publisher PEDIO.

Mauridaki, K. & Vassilaki, E. (2013). The use of Bibliotheraphy approach for the Anxiety and Cognitive Interference Reduction, Chapter in Spantdakis, I. & Michailidi, E. Book: Provlimatismoi & Prooptikes gia ti mathisi kai ti didaskalia tis glossas, Publisher PEDIO.

Tsiriotakis, I., Vassilaki, E., Spantidakis, I., & Stavrou (2016). The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels, Front Psychology, doi: 10.3389/fpsyg.2016.02074

Papadopoulou, S. & Spantidakis I. (2010). The emergence of digital storytelling and multimedia technology in improving Greek language teaching and learning: Challenges versus limitations, Sino-US English Teaching 7 (4), 1-14

EV Seiradakis, & I Spantidakis (2018). Online Course Design and Materials Development for Teaching Reading of Research Articles to EFL Undergraduate Students at a Greek Technical University Journal of Teaching English for Specific and Academic Purposes, 285-296

Strogilos, V., Avramidis, E., Voulagka, A., & Tragoulia, E. (2018). Differentiated Instruction for Students with Disabilities in Early Childhood Co-taught Classrooms: Types and Quality of Modifications. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1466928. IF: 0.844

Strogilos, V., Tragoulia, E., Avramidis, E., Voulagka, A., & Papanikolaou, V. (2017). Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms. Disability & Society, 32(8), 1216-1238.

Strogilos,V., Stefanidis,A., Tragoulia, E. (2016). Co-teachers’ attitudes towards planning and instructional activities for students with disabilities, European Journal of Special Needs Education

Strogilos, B., Nikolaraizi, M., Tragoulia, E. (2012) Experiences among beginning special education teachers in general education settings: the influence of school culture European Journal of Special Needs Education, 1-15 DOI:10.1080/08856257.2011.645588

Strogilos, V., & Tragoulia, E. (2013). Inclusive and Collaborative Practices in Co-taught Classrooms: Roles for Teachers and Parents. Teaching and Teacher Education, 35, 81-91

Tragoulia, E., & Strogilos, V. (2013). Using dialogue as a means to promote collaborative and inclusive practices. Educational Action Research 21:4, 485-505, DOI:10.1080/09650792.2013.832342

Strogilos, V., & Tragoulia, E., Kaila, M. (2013). Curriculum issues and benefits in supportive co-taught classes for students with intellectual disabilities, International Journal of Developmental Disabilities doi: 10.1179/2047387713Y.0000000031

Vassiliu, C., Mouzaki, A., Ralli, A. Antoniou, F., Diamanti, V. & Papaioannou, S. & Katsos, N. (under review). Development of Structural and Pragmatic Language Skills in Children with Attention Deficit/ Hyperactivity Disorder. International Journal of Speech[1]Language Pathology.

Ralli, A., Kazali, E., Kanellou, M., Mouzaki, A., Antoniou, F., Diamanti, V. & Papaioannou, S. (under review). Exploring the contribution of oral language in narrative ability through retelling during early school years. Journal of Psycholinguistic Research.

Sideridis, G.D., Simos, P., Mouzaki, A., Stamovlasis, D. & Georgiou, G. (2019). Can the Relationship between Rapid Automatized Naming (RAN) and Word Reading be explained by a Catastrophe? Empirical evidence from Students with and Without Learning Disabilities. Journal of Learning Disabilities, 52, 59-70.

Diamanti, V., Benaki, A., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou, S. & Protopapas, A. (2017). Development of early morphological awareness in Greek: Epilinguistic vs. metalinguistic and inflectional vs. derivational awareness. Applied Psycholinguistics, 39, 545-567.

Protopapas, A., Mouzaki, A., Sideridis, G., Kotsolakou, A., & Simos, P.G. (2013). The role of vocabulary in the context of the simple view of reading. Reading and Writing Quarterly, 29, 168–202.

Protopapas, A., Simos, P.G., Sideridis, G., & Mouzaki, A. (2012). The components of the simple view of reading: A confirmatory factor analysis. Reading Psychology, 33, 217-240.

Protopapas, A., Sideridis, G., & Mouzaki, A. Simos, P.G., & Morgan, P. (2011). Matthew Effects in Reading Comprehension: Myth or Reality? Journal of Learning Disabilities, 44, 402-420.

Simos, P.G., Kasselimis, D., & Mouzaki, A. (2011). Age, gender, and education effects on vocabulary measures in Greek. Aphasiology, 25, 492-504.

Simos, P.G., Kasselimis, D., & Mouzaki, A. (2011). Effects of demographic variables and health status on brief vocabulary measures in Greek. Aphasiology, 25, 475-491.

Bat Or, M., Kourkoutas, E., Smyrnaki, M., & Potchebutzky, H. (under review). Self-agency representations of children with Disruptive Behavior Problems in Free- drawings, and “Person Picking an Apple from a Tree” drawings. Implications for Interventions, Art Therapy Journal of the American Art Therapy Association https://doi.org/10.1080/07421656.2019.1565724

Kourkoutas, E. (2011). Reflexiones sobre la Inclusión y los Modelos de Intervención en la escuela para el alumnado con Necessidadas Educativas Especiales. Campo Abierto, 30, 2, 127-138

Canali, C., Vecchiato, T. And research team (included Kourkoutas, E.)(2011). Rischio per l’infanzia e soluzioni per contrastarlo, Quaderni delal Ricerca Sociale, 12, 1-557, RISC-Report

Langher, V., Ricci, M. E., Reversi, S., Cataudella, S.,Balonan, J. & Kourkoutas, E. (2011). The quality of the therapeutic relationship among professionals and family members in a neuromotor rehabilitation center, Special Education and Rehabilitation Today, 15-

Ricci, M. E., Langher, V., Manuela, T.P., Esposito, F., Propersi, F., & Kourkoutas, E. (2011). School inclusion of disabled students in Mozambique. a pilot project of best practices in class, Special Education and Rehabilitation Today, 108-113

Kourkoutas, E. & Georgiadi, M. (2010). Quality of Life of Children with Chronic Illnesses: A Review of the Literature, Procedia Social & Behavioral Science, 2(2), 4763-4767

Kourkoutas, E., Plexousakis, S. & Georgiadi, M. (2010). An Ecosystemic Intervention in the context of a special education setting, Social and Behavioral Sciences, 2, 4773-4779

Langher, V., Kourkoutas, E., Scurci, G., & Tolve, G. (2010). Perception of the security of attachment in neurologically ill children, Social & Behavioral Science, 5, 2290-2294.

Π. Λυδάκη & Ε. Παπαδάκη Μιχαηλίδη (2016) Οι συναισθηματικοί δείκτες στα σχέδια των σωματικά κακοποιημένων παιδιών που φιλοξενούνται σε ιδρύματα. Επιστήμες Αγωγής.

A Mαυρογιάννη Ε. Βασιλάκη, Ι. Σπαντιδάκης, Ε. Παπαδάκη Μιχαηλίδη, Ε. Γιαχνάκης. (2019) Στάθμιση στον ελληνικό πληθυσμό της κλίμακας μεταγνωσιακής ενημερότητας στρατηγικών ανάγνωσης Επιστήμες Αγωγής τευχος 1.

Ktistaki, E. Papadaki Michailidi & E. Vasilaki. (2019). The direct and indirect effects of couple’s attachment relationship on children’s depression. Attachment: New Directions in Psychoanalysis and relational psychotherapy V 15

Detoraki, K., & Vassilaki, E. (2012). Anxiety and Cognitive Performance: Investigation of Effective Information Processing Theory, Journal of Educational Studies. vol.2

Strogilos,V., Stefanidis,A., Tragoulia, E. (2016). Co-teachers’ attitudes towards planning and instructional activities for students with disabilities, European Journal of Special Needs Education

Strogilos, V., & Tragoulia, E. (2013). Inclusive and Collaborative Practices in Co-taught Classrooms: Roles for Teachers and Parents. Teaching and Teacher Education, 35, 81-91

Tragoulia, E., & Strogilos, V. (2013). Using dialogue as a means to promote collaborative and inclusive practices. Educational Action Research 21:4, 485-505, DOI:10.1080/09650792.2013.832342

Κοκκιάδη, M. & Κουρκούτας, H. (2016). Ενδοσχολικός Εκφοβισμός/Θυματοποίηση, Αυτοεκτίμηση και Συναισθηματικές Δυσκολίες σε παιδιά με και χωρίς ΕΕΑ. Επιστημονική ΕπετηρίδαΠαιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων, 9, 88-128. doi: 10.12681/jret.8629

Κουρκούτας, Η., & Κοκκιάδη, Μ. (2015). Από τη σχολική βία και τον ενδοσχολικό εκφοβισμό στο «ενταξιακό σχολείο». Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων, 8, 56-89. http://dx.doi.org/10.12681/jret.9095

Κουρκούτας, Η. (2012). Ψυχοθεραπευτικές παρεμβάσεις σε οικογένειες παιδιών με αναπηρίες, δυσλειτουργίες: Αρχές και φιλοσοφία του οικοσυστημικού ψυχοδυναμικού μοντέλου, ΨΥΧΟΛΟΓΙΑ, (Θεματικό Τεύχος, 2011), 18, 255-275

Κουρκούτας, Η., Μακρη-Μπότσαρη, Ε. Hart, Α., Kassis, W. & Σταύρου, Π. (2019). Συμβουλευτική Υποστήριξη Εκπαιδευτικών για την Ενίσχυση της Ψυχικής Ανθεκτικότητας και τη Διαχείριση Προβληματικών Συμπεριφορών στο Σχολείο: Δεδομένα από ένα Πρόγραμμα Παρέμβασης, ΨΥΧΟΛΟΓΙΑ, 24 (1) 9-31

Bat-Or, M., Papadaki, A., Shalev, O. & Kourkoutas, E. (2020). Associations between perception of parental behavior and PPAT in children with and without Disorders/Special Educational Needs (SEN). In Shafir, T., Orkibi, H., Baker, F. A., Gussak, D.,Kaimal, G., (Eds.). The State of the Art in Creative Arts Therapies (pp. 172-184). Lausanne: Frontiers Media SA. doi: 10.3389/978-2-88963-561-0

Plexousakis, S., Kourkoutas, E., Giovazolias. T. & Chatira, K. (2019). School Bullying and Post-traumatic Stress Disorder Symptoms: The Role of Parental Bonding, Frontiers in Public Health- Children &Health, (i.f. 2.031), https://doi.org/10.3389/fpubh.2019.00075

Bat-Or, M., Papadaki, A. & Kourkoutas, E. (2018). Associations between perception of parental behavior and "Person Picking an Apple from a Tree" drawings among children with and without Special Educational Needs (SEN), Frontiers in Psychology[1]Psychology in Clinical Settings (i.f. 2.129), https://doi.org/10.3389/fpsyg.2018.01613

Cameron, J., Wenger-Trayner, B., Wenger-Trayner, E., Hart, A., Buttery, L., Kourkoutas, E. & Eryigit-Madzawamuse, S. (2018). Community university partnership research retreats: a productive forcefor developing communities of research practice in Research as community development. Chicago, USA: Chicago University Press

Kourkoutas, E., Hart, A. & Kassis, W. (2017). A Resilience[1]based Program to Promote Reflective and Inclusive Teaching Practices in Greece during Austerity. In Amzat, H. I. & Valdez, N. (Eds.) Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. London: Routldge

Scriva, M. L., Heriot, S. A. & Kourkoutas, E. (2015). Emotion regulation and interpersonal schemata in depressed and aggressive youth. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties and disabilities (pp. 113-151). Cambridge Scholar Publications

Kourkoutas, E., Bat-Or, M., Vitalaki, E., Christidis, k. & Papadaki, a. (2014). A combined Art-based and inclusive counseling intervention program promoting resiliency in SEN children. Council for Exceptional Child / DISES (Ed.). Embracing Inclusive Approaches for Children and Youth with Special Education Needs. E-book. Proceedings of Braga Conference (pp. 192-196). Braga: Institute of Education/University of Minho

Kourkoutas, E. (2010). Education inclusive dans les pays méditerranéens: Réflexions critiques sur les obstacles et les perspectives. A. Première Partie La réalité inclusive en Israël, Liban, Égypte, Croatie et Bosnie-Herzégovine. Ιn Μ. Carrozzino & P. Ruffinatto (Eds.) Dignity and effective citizenship for the person with disabilities (pp. 189-206). Roma: Nuove Frontiere.

Kourkoutas, E., Bat-Or, M., Vitalaki, E., Christidis, k. & Papadaki, a. (2014). A combined Art-based and inclusive counseling intervention program promoting resiliency in SEN children. Council for Exceptional Child / DISES (Ed.). Embracing Inclusive Approaches for Children and Youth with Special Education Needs. E-book. (pp. 192-196). Braga: Institute of Education/University of Minho

Mavridaki, K. Vassilaki, E. (2013). Bibliotherapy and Emotional Disclosure as a tool for the reduction of anxiety and cognitive interference. Volume: Provlimatismoi & Prooptikes gia timathisi kai ti didaskalia tis glossas. (Eds. Spantidakis, I. & Mihailidi, E.) Publisher PEDIO.

Mauridaki, K. & Vassilaki, E. (2013). The use of Bibliotheraphy approach for the Anxiety and Cognitive Interference Reduction, Chapter in Spantdakis, I. & Michailidi, E. Book:Provlimatismoi & Prooptikes gia ti mathisi kai ti didaskalia tis glossas, Publisher PEDIO.

Παπαγεωργίου, Γ., Κασσελίμης, Δ. & Μουζάκη, Α. (υπό έκδοση). Σύνδρομο Noonan. Στο Κοσμίδη, Μ. & Μαλεγιαννάκη, Α. (Επιμ.) Νευροψυχολογία Γενετικών Συνδρόμων.

Sideridis, G.D., Georgiou, G.K., Simos, P., Mouzaki, A., & Stamovlasis, D. (2015). The Role of Rapid Automatized Naming (RAN) in Reading Disruption: An Application of the Cusp Catastrophe. In P. McCardle & C.M. Connor (Eds.), The Extraordinary Brain Series, XIV, Reading Intervention: Research to Practice to Research.

Μουζάκη, Α. (2010). Μάθηση της ορθογραφημένης γραφής. Στο Μουζάκη, Α. & Πρωτόπαπας, Α. (Επιμ.) «Ορθογραφία: Μάθηση και διαταραχές». Aθήνα: Gutenberg.

Μουζάκη, Α. (2010). Δυσορθογραφία. Στο Μουζάκη, Α. & Πρωτόπαπας, Α. (Επιμ.) «Ορθογραφία: Μάθηση και διαταραχές». Aθήνα: Gutenberg.

Μουζάκη, Α. (2010). Αξιολόγηση της ορθογραφίας. Στο Μουζάκη, Α. & Πρωτόπαπας, Α. (Επιμ.) «Ορθογραφία: Μάθηση και διαταραχές». Aθήνα: Gutenberg.

Μουζάκη, Α. (2010). Διδακτικές προσεγγίσεις για μαθητές με ορθογραφικές δυσκολίες. Στο Μουζάκη, Α. & Πρωτόπαπας, Α. (Επιμ.) «Ορθογραφία: Μάθηση και διαταραχές». Aθήνα: Gutenberg.

Μουζάκη, Α., Πρωτόπαπας, Α., Σιδερίδης, Γ. & Σίμος, Π. (2010). Μια δοκιμασία για την αξιολόγηση της ορθογραφίας. Στο Μουζάκη, Α. & Πρωτόπαπας, Α. (Επιμ.) «Ορθογραφία: Μάθηση και διαταραχές». Aθήνα: Gutenberg.

Lidaki, P., Papadaki – Michailidi, E., & Vassilaki, E. (2012). Interaction between child abuse and social anxiety: physically abused children in Greece. In K.A. Moore, K. Kaniasty, & P. Buchwald (eds.) “Stress and anxiety: Application to economic Hardship, Occupational Demands and Developmental Challenges” (pp.91- 98). Berlin: Logos.

Lidaki, P., Papadaki – Michailidi, E., Vassilaki, E., & Karademas, E. (2013). Anxiety and Cognitive Development in Abused and non-Abused Children in Greece. In K.A. Moore, K. Kaniasty, P.Buchwald, & A. Sese (eds.) “Stress and anxiety: Application to health and well- being, work stressors and assessment” (pp. 65- 74). Berlin: Logos.

Παπαδάκη – Μιχαηλίδη Ε. & Λυδάκη Π. (2014). Η σωματική επαφή στα πρώτα χρόνια της ζωής. Στο Ν. Πολεμικός, H. G. Klinzing, Α. Κοντάκος, Π. Σταμάτης. (επιμ), «Μη λεκτική επικοινωνία: Θεωρία και πράξη».

Τραγουλιά, Ε. (2016). Διδακτικές και παιδαγωγικές στρατηγικές για την εκπαίδευση παιδιών με και χωρίς ιδιαίτερες εκπαιδευτικές Στο Περδικάρη, Σ. (Επ. Επμ.) Επιμορφωτικές παρεμβάσεις για εκπαιδευτικούς προσχολικής αγωγής: 51η Περιφέρεια Προσχολική Αγωγής ISBN 978-618-82567-0-5.

Τραγουλιά, Ε. (2010). Ο διάλογος ως μέσον προώθησης ενός συνεργατικού και ενταξιακού περιβάλλοντος στο Οικογένειες παιδιών με ιδιαίτερες δυσκολίες και σχολική ένταξη (επιμέλεια Κουρκούτας, Η., Caldin, R. 2010) εκδ. Ελληνικά Γράμματα ΑΕ.

Τραγουλιά Ε., Στρογγυλός, Β. (2010). Αλληλεπιδραστική προσέγγιση για παιδιά με ειδικές εκπαιδευτικές ανάγκες. Στο Ν. Πολεμικός., Μ. Καΐλα., Ε. Θεοδωροπούλου, και Β. Στρογγυλός Εκπαίδευση παιδιών με ειδικές εκπαιδευτικές ανάγκες. Μια πολυπρισματική προσέγγιση Αθήνα: Πεδίο.

Στρογγυλός, Β., Τραγουλιά, Ε., Καΐλα Μ. (2010). Παιδιά με πολλαπλές ειδικές ανάγκες. Η πρόσβαση στην εκπαίδευση. 15. Στο Ν. Πολεμικός., Μ. Καΐλα., Ε. Θεοδωροπούλου, και Β. Στρογγυλός Εκπαίδευση παιδιών με ειδικές εκπαιδευτικές ανάγκες. Μια πολυπρισματική προσέγγιση Αθήνα: Πεδίο.

Plexousakis, S., Georgiadi, M., Halkiopoulos, K., Gkintoni, E. Kourkoutas, E. & Roumelioti, V. (2020). Enhancing Sexual Awareness in Children With Autism Spectrum Disorder: A Case Study Report. In Schaefer Whitby, P. (Ed.). Cases on Teaching Sexuality Education to Individuals with Autism (pp. 55-78). IGI Global/University of Arkansas, USA

Malisova, K. Mania, K., Moysiadou, S., & Kourkoutas, E. (2015). TANGRAM QUESTS: a tablet adventure game assisting children with high functioning autism to enhance their communicative and social skills. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), EDULEARN15, (pp. 481-487). Barcelona: IATED Academy

Κουρκούτας, Η., Θάνος, Θ., Βιταλάκη, Ε. & Γιαννάτου, Α. (2014).

Εναλλακτικές εκπαιδευτικές και κλινικές παρεμβάσεις για μαθητές με σοβαρά προβλήματα σχολικής προσαρμογής: το παράδειγμα του προγράμματος διαμεσολάβησης ομηλίκων. Στο Μ. Μαλικιώση-Λοΐζου (Επμ.) Συμβουλευτική ομηλίκων στην εκπαίδευση (σσ. 261-296). Αθήνα: Πεδίο

Κουρκούτας, Η. & Θάνος, Θ. (2013). Ένταξη εφήβων με αντικοινωνικές και παραβατικές συμπεριφορές στο σχολείο: Mακροκοινωνικές και ψυχοκοινωνικές διαστάσεις. Στο Η. Κουρκούτας & Θ. Θάνος (Επιστ. Επιμ.). Σχολική Βία και Παραβατικότητα: Ψυχολογικές, Κοινωνιολογικές Παιδαγωγικές διαστάσεις. Ενταξιακές παρεμβάσεις (σ. 189-238). Αθήνα: Τόπος

Κουρκούτας, Η., Μαμαλίκου, Μ. & Κομματά. Μ. (2013). Παρεμβάσεις για εξωτερικευμένα προβλήματα συμπεριφοράς σε συνδυασμό με παρεμβάσεις για τη σχολική-μαθησιακή υποστήριξη. Στο Η. Κουρκούτας & Θ. Θάνος (Επιστ. Επιμ.). Σχολική Βία και Παραβατικότητα: Ψυχολογικές, Κοινωνιολογικές Παιδαγωγικές διαστάσεις. Ενταξιακές παρεμβάσεις (σ. 263-236). Αθήνα: Τόπος

Κουρκούτας, Η., Γιοβαζολιάς, Θ., Πλεξουσάκης, Σ. & Stavrou, P.-D. (2013). Συμβουλευτική υποστήριξη μαθητών με ή χωρίς ειδικές εκπαιδευτικές ανάγκες που έχουν πέσει θύματα εκφοβισμού στο σχολείο: Ενδεικτικά στοιχεία, σχόλια και προτάσεις. Στο Η. Κουρκούτας & Θ. Θάνος (Επιστ. Επιμ.). Σχολική Βία και Παραβατικότητα: Ψυχολογικές, Κοινωνιολογικές Παιδαγωγικές διαστάσεις. Ενταξιακές παρεμβάσεις (σ. 337-368). Αθήνα: Τόπος

Παπαδάκη – Μιχαηλίδη Ε. (2014) Μονογραφία με τίτλο «Από τους γονείς στους ερωτικούς – συντρόφους, Αθήνα: Πεδίο

Σπαντιδάκης Γ (2011). Προβλήματα παραγωγής γραπτού λόγου παιδιών σχολικής ηλικίας. Αθήνα: Πεδίο

Σπαντιδάκης Γ. & Βασαρμίδου Δ. (2015). Διαδικτυακά περιβάλλοντα μάθησης του γραπτού λόγου στην ελληνική διασπορά. Αθήνα: Δαρδανος

Βασαρμίδου Δ. & Σπαντιδάκης Γ. (2015). Διδασκαλία και μάθηση του γραπτού λόγου. Αθήνα: Δαρδανος

Σπαντιδάκης Γ. (2010). Κοινωνιο-γνωσιακά πολυμεσικά περιβάλλοντα μάθησης παραγωγής γραπτού λόγου. Αθήνα: Gutenberg

Παπαδάκη-Μιχαηλίδη Ε. (2014). Από τους γονείς στους ερωτικούς συντρόφους. Αθήνα: Πεδίο

Kourkoutas, E. (2012). Behavioral disorders in children: Ecosystemic psychodynamic interventions within family and school context. New York: Nova Science

Κουρκούτας, Η. (2011). Προβλήματα συμπεριφοράς στα παιδιά: Παρεμβάσεις στο πλαίσιο της οικογένειας και του σχολείου. Αθήνα: Τόπος

Κουρκούτας, Η. (2017). Παιδιά με Συναισθηματικές καιΣυμπεριφορικές Διαταραχές: Κλινικές και Ψυχοπαιδαγωγικές και Παρεμβάσεις στο Σχολείο και την Οικογένεια. Αθήνα: Τόπος

Κουρκούτας Η. (Επιστ. Επμ.) (2011). Ενταξιακές Πολιτικές και Σύγχρονη Ειδική Αγωγή: Θεωρητικά Ζητήματα και Εμπειρικές Μελέτες. Επιστήμες Αγωγής [Θεματικό Τεύχος 2010]

Σπαντιδάκης Γ. & Παπαδάκη – Μιχαηλίδη Ε. (επιμ.) (2013). Προβληματισμοί και προοπτικές για τη μάθηση και τη διδασκαλία της γλώσσας. Αθήνα: Πεδίο.

Power M. & Dalgleish Τ. (Βασιλάκη, Ε. Επμ.) (2020). Γνωστικές διεργασίες και συγκινήσεις. Απο την κανονικότητα στην διαταραχή Αθήνα: Gutenberg

Μουζάκη Α. & Πρωτόπαπας Θ. (2010). Ορθογραφία. Μάθηση και Διαταραχές. Αθήνα: Gutenberg

Kourkoutas, E. & Hart, Α. (Eds.). (2015). Innovative practices for children and adolescents with psychosocial difficulties and disabilities. Cambridge Scholar Publications

Κουρκούτας, Η. (Επ. Επμ) (2017). Συμβουλευτικές, καιΨυχοπαιδαγωγικές Παρεμβάσεις για Παιδιά με ΔιάφορεςΔυσκολίες/Διαταραχές, Γονείς και Εκπαιδευτικούς. Αθήνα: Πεδίο

Κουρκούτας, Η. & Θάνος, Θ. (Επιστ. Επιμ.) (2013). Σχολική Βία και Παραβατικότητα: Ψυχολογικές, Κοινωνιολογικές Παιδαγωγικές διαστάσεις. Αθήνα: Τόπος

Kourkoutas, Ε. & Erkman, F. (Eds.) (2011). Interpersonal Acceptance and Rejection: Social, Emotional, and Educational Contexts. Boca Raton, FL: Brown Walker /Universal Press

Κουρκούτας, Η. & Caldin, R. (Επιστ. Επιμ.) (2012). Οικογένειες παιδιών με ιδιαίτερες δυσκολίες και Σχολική Ένταξη. Αθήνα: Πεδίο

Μουζάκη, Α., Ράλλη, Α., Αντωνίου, Φ., Διαμαντή, Β. & Παπαϊωάννου, Σ. (2017). Λογόμετρο. Αθήνα: Inte*learn.

Σιδερίδης, Γ., Αντωνίου, Φ., Μουζάκη, Α. & Σίμος, Π. (2016). RAVEN’S: Έγχρωμες Προοδευτικές Μήτρες και τεστ λεξιλογίου. Αθήνα: Μοτίβο.

Events

Events
Gives the opportunity to undergraduate and graduate students of PTDE:
- To study in depth the processes of creating psychometric instruments, to evaluate the usefulness and the psychometric qualities of various tools of data collection, to have access and use specific psychometric means, either under the school practicum or during the writing of coursework.
- To evaluate the psychosocial problem faced by the school population, the development of psychosocial intervention models and the training to investigate, plan and apply prevention programs for the promotion of mental health within school and family.

International Events
Organization of international symposiums, lectures from internationally renounced professors of psychology

Collaborations/ Affiliations

University of Rome-La Sapienza, CUNNY, University of Haifa, University of Cambridge, University of Bologna, University of Brighton, University of Paris-V, University of Oslo, Boston College

Contact

Tel.: (+30) 28310 77608

E-mail: hkourk@edc.uoc.gr

Research Projects (after 2010)

Publications

Events

Collaborations/ Affiliations

Contact

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