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The present study aimed to investigate primary school ICT teachers' perceptions regarding students' online risk behaviors and their responses to relevant hypothetical scenarios. In addition, it examined the network of relationships among ICT teachers' perceptions and their responses to scenarios to predict their perceived likelihood of intervention. One hundred and thirty-eight (138) ICT teachers (60 men, 78 women), selected randomly from schools all over Greece, participated in the study. The sample completed a set of self-reporting questionnaires online. According to the results, ICT teachers declared that they do not feel confident to manage students' online risk behaviors, regardless of their awareness and sensitization on the issue. The same perspective was also reflected in their responses to the scenarios. Path analyses showed that ICT teachers' perceptions regarding this issue (e.g., high perceived awareness) directly and positively predict their perceived seriousness of the scenarios and their perceived confidence to intervene. However, ICT teachers' likelihood of intervention in the scenarios seemed to be predicted only indirectly (and positively) by their perceptions, through how serious they perceived the scenarios to be and their self-confidence to intervene. The above findings constitute a basis for modifying/designing new training actions for ICT teachers regarding the prevention of children's risk cyber-navigation.

The present study aimed to investigate and compare school principals' and teachers' perceptions regarding online risk behaviours in school-aged children, examining simultaneously the predictive role of their perceived self-efficacy in their perceptions under study. The participants were 237 principals and 295 teachers, mainly from Central Macedonia and Attica, who completed a self-reported online questionnaire. According to the findings, participants declared awareness of students' online risk behaviours. However, compared to teachers, principals to a greater extent felt confident to manage this issue and support school community involvement in the prevention of/intervention in it. Furthermore, principals' self-efficacy in promoting students' learning/ethical behaviours in school and teachers' self-efficacy in managing students' behavioural problems inside a classroom predicted positively their perceptions under study. The findings indicate the necessity of applying differentiated related training programmes for principals and teachers, highlighting simultaneously the importance of their perceived self-efficacy in how they approach the issue studied.

The present study aimed to investigate primary school principals' attitudes towards risky internet use of school-aged students and how occupational factors, such as work self-efficacy, job satisfaction, and burnout, may affect these attitudes especially in a context of economic crisis, which has adversely affected working conditions and duties of school personnel. Two hundred and thirty-seven primary school principals (148 men, 89 women) participated in the survey. The sample completed an online self-reporting questionnaire that explored--through hypothetical scenarios--their attitudes towards incidents of students' risky internet use. The questionnaire included also three scales that evaluated the principals' self-efficacy at work, job satisfaction, and burnout. According to the results, the principals perceived incidents of students' risky internet use as serious and felt confident enough to intervene, although in a relatively low/moderate level. Their attitudes appeared to be differentiated depending on the kind of students' risky online behavior. Furthermore, the principals' attitudes were positively predicted by their perceived efficacy in educational and moral leadership, their satisfaction from the general nature of their work, and their sense of personal accomplishments. The above findings constitute a basis for the design and implementation of awareness programs for primary school personnel regarding the safe use of internet.

The present study was designed to qualitatively investigate secondary students' interpretations and experiences of bullying (and victimization) in Greek schools, with a focus on gender similarities and differences. Overall, 95 students (50 boys and 45 girls), 15 or 16 years old, participated in focus group interviews that were homogeneous in terms of grade and gender. Data analysis, using the interpretative phenomenological approach, showed that different interpretations and meanings of bullying between genders have important consequences on actual behavior. Furthermore, students do not reveal bullying and victimization to either parents or teachers, who are described as indifferent and ineffective. Results are indicative of a school culture that is conducive to bullying behaviors and have important implications for antibullying interventions. (Contains 1 table.)

This study aimed to investigate university students' experiences of different types of sexually harassing behaviors, within academia, as well as the role of gender and psychological resilience regarding their victimization and its consequences. Overall, 2,134 students (70.5% women), both undergraduates (81%) and postgraduates (19%), completed a self-reported online questionnaire regarding the variables involved (sexual harassment, consequences, and resilience). According to the results, the most prevailing types of sexually harassing behaviors, which were experienced mainly by women students, included offensive sexual comments/jokes/stories, inappropriate comments about one's body/appearance/sex life, as well as obscene ways of staring, obscene gestures, and/or exposure of body parts causing embarrassment. Accordingly, the perceived psycho-emotional and academic consequences of sexual harassment were more pronounced in the case of women. Furthermore, psychological resilience was negatively associated with gender, making women with low resilience more vulnerable to experiences of sexual harassment and more affected by its consequences. This study highlights important aspects of this gender-based aggressive behavior in academia and emphasizes the necessity for the implementation of appropriate policies and interventions in higher education institutions against sexual harassment. [ABSTRACT FROM AUTHOR]

The present study investigates involvement in cyberbullying and empathy skills, as well as the relationship between the two among general education sixth grade elementary school students with and without special educational needs (SEN). Specifically, 120 students with SEN (Autistic Spectrum Disorder‐ASD, Attention Deficit Hyperactivity Disorder‐ADHD, learning disabilities) and 120 students without SEN from 29 randomly selected schools of the second biggest city in Greece completed a self‐report questionnaire, which included a short version of the "Cyberbullying Questionnaire" (Smith et al., An investigation into cyber bullying, its forms, awareness and impact, and the relationship between age and gender in cyber bullying. A report to the Anti‐Bullying Alliance. Unit for School and Family Studies, 2006) and the "Basic Empathy Scale"—BES (Jolliffe & Farrington, 2006, J Adolesc, 29:589, 2006). The results showed that, regardless of gender, involvement in cyberbullying (as victims/bullies) concerned primarily students with SEN, mainly those with ASD and ADHD. Accordingly, students with SEN and mostly those with ASD expressed lower affective and cognitive empathy compared to the rest of the students. Finally, for all the participating students both affective and cognitive empathy negatively predicted engagement in cyberbullying (as victims/bullies). Implications for preventive actions in elementary education, and especially for children with SEN, are discussed in detail. [ABSTRACT FROM AUTHOR]

Featured Application: The PDATL questionnaire is an appropriate remote scale that does not require chairside evaluation for outcome measures in cases where tooth loss is restored with partial or complete dentures. Background. Edentulism is considered a chronic disability since tooth loss, and the required prosthodontic rehabilitation with removable prostheses might irreversibly affect function and aesthetics and significantly impact patients' psychological well-being and social interactions. The present study aimed to translate, validate, and adapt in the native population the recently developed nine-item self-reporting psychological disturbance associated with tooth loss questionnaire (PDATL). The well-established Depression, Anxiety, and Stress Scale (DASS-21) questionnaire was also employed to identify potential emotional states of depression, anxiety, and stress caused by tooth loss and denture-wearing. Methods. For the present analysis, nationwide baseline data from two samples were used. The participants were using clinically acceptable complete or partial dentures for at least 1-year and were interviewed from May 2021 to October 2021. The dentures were fabricated in two different Dental School settings, the National Kapodistrian University of Athens (NKUA) and the Aristotle University of Thessaloniki (AUTH). Data from both clinical studies were analyzed similarly, in a parallel fashion, to enhance the generalizability of the results. Cronbach's alpha coefficient measured internal consistency reliability, whereas Principal Component analysis using a Varimax with Kaiser Normalization rotation was subsequently performed to test the questionnaire's internal structure regarding its pattern and structure matrix. All analyses were performed at α = 0.05 level of significance with statistical software (SPSS Statistics for Windows, v20.0; SPSS Inc. (Chicago, IL, USA)). Results. In both data sets, all items except for "discomfort/pain" and "difficult to relax" contributed significantly to the scale structure. The two items that presented weaker contributions indicated that they were redundant. DASS-21 statements revealed no severe negative emotional symptoms in both data settings. However, tooth loss was acknowledged by the participants as a critical factor of distress in their life. Conclusion. The PDATL questionnaire has several advantages since it allows for summary score calculation, and due to its shortened content, it can be easily distributed during a telephone interview. This is important in older tooth loss sufferers where digital technology has an additional advantage as it allows for remote denture fabrication through digital workflow. [ABSTRACT FROM AUTHOR]

Although elementary schools are considered a fertile ground for promoting positive behaviors among students (such as safe online practices), to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a schoolbased European funded preventive program (TABBY, Threat Assessment of Bullying Behavior in Youth) among sixth graders with and without special educational needs (SEN). The study also examined the predictive role of selfesteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental (N = 120) but not to the control group of students (N = 120). Each group consisted of both students with (N = 60) and without SEN (N = 60). The evaluation was based on the completion of the self-report questionnaire before (1st phase), immediately after (2nd phase), and 6 months after the intervention was completed (3rd phase) by trained general and special education teachers. According to the findings, students’ cyberbullying engagement (as bullies/ victims) decreased significantly in the second and third phase, and especially for those with SEN. Additionally, self-esteem negatively predicted students’ involvement in cyberbullying (as bullies/victims) in all three phases. The findings partially support the appropriateness of interventions within the elementary school context in order to enhance self-esteem and promote a safe online culture among students of typical as well as atypical development. [ABSTRACT FROM AUTHOR]

The present study explores women clients’ experiences of the therapeutic relationship and their meaning making of the effective therapeutic dyad. The participants of the study were 27 female psychotherapy and counselling clients. Individual, semi-structured interviews were conducted and the data was analysed with the use of Interpretative Phenomenological Analysis. The findings indicated: (a) women clients’ attempt to define their relationship with their counsellor by comparing it to other interpersonal relationships, mostly to friendship or to family relationships; (b) their experience of the qualitative characteristics and the feelings associated with an effective therapeutic relationship; and (c) their experience of the counsellors’ role to the therapeutic outcome. The above results are fully discussed along with implications for practice. [ABSTRACT FROM AUTHOR]

The aim of this dyadic study was to investigate whether the economic strain (i.e., perceived deterioration of the financial situation and difficulty to respond to family obligations) experienced by married couples with children relates to their satisfaction with life, and whether marital satisfaction and parental self-efficacy mediate this relationship. To this end, we took both actor (i.e., partners' economic strain was expected to relate to their own life satisfaction via their own marital satisfaction and parental self-agency), as well as partner (i.e., partners' economic strain was expected to relate to their spouses' life satisfaction via their spouse's marital satisfaction and parental self-agency) effects into account. A total of 134 married couples with children participated in the study. Dyadic analyses revealed that wives' perceived difficulty to respond to family obligations related to their husbands' life satisfaction, via their husbands' parental self-agency. Moreover, annual family income related negatively to wives' life satisfaction, via wives' difficulty to respond to their family obligations. In addition, husbands' deterioration of their financial situation related negatively to their life satisfaction, via their marital satisfaction. Last but not least, husbands' deterioration of their financial situation related negatively to their wives' marital satisfaction and parental self-agency. These findings have important implications for counseling because they suggest that married couples' subjective well-being suffers in times of financial turmoil, while gender differences determine the psychological processes through which economic strain relates to husbands' and wives' life satisfaction. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the special issue which explores the psychological therapies' response to the economic crises in Europe particularly in Greece.

The article discusses various papers published in this issue including one by Polyxeni Antonellou and Kalliope Kounenou on the effect of career counseling intervention in elementary school students, one by Dorothea Loizou and Ariadni Stoglannidou on the effect of a preventive psycho-educational intervention against substance abuse on college students, and one Marialena Kostouli et al. on the relationship between economic strain and life satisfaction.

The paper is a reflective summary of my identity as a counselling psychologist. It discusses personal life, work and training experiences. The reason I would like to publish such a work is to encourage students in Greece, where the field of Counselling Psychology is less developed, to consider this kind of specialization, as well as to continuously enhance their professional identity, assimilating both practice and research opportunities, throughout their career paths. The paper focuses on three major influences in my development and training in the field: (a) graduate experiences as a doctoral student, writing a thesis on women's professional development, (b) work experiences in a career center of a large academic institution, and (c) academic and instructional experiences in a School of Psychology, where I teach and supervise research of both undergraduate and graduate students. The above influences delineate three separate, yet integrating identities: the identity of a feminist, the identity of a practitioner, and the identity of a researcher and instructor in the academia-that is, the identity of a scientist. My intention is to show how these three identities have been well integrated all these years, improving continuously my level of work in each and every dimension. [ABSTRACT FROM AUTHOR]