Parental involvement in children’s homework: a literature review

Konstantina Falanga, Eleftheria Ν. Gonida

99-122

Examination of developmental characteristics of school and psychosocial adjustment of preschool and school aged children according to the standardized test of Psychosocial Adjustment

Χρυσή Χατζηχρήστου, Φωτεινή Πολυχρόνη, Ηλίας Μπεζεβέγκης, Κώστας Μυλωνάς

503-524

Oral language skills and psychosocial competence in early school-aged children of different language profiles

Asimina M. Ralli, Elena Kazali, Elissavet Karatza

40-55

Metacognitive experiences in prospective memory of younger and older adults: what is the role of mindlessness?

Garyfallia Tanou, Anastasia Kostaridou-Efklides

278-291

School Readiness Assessment Scale: construction and Psychometric properties

Despoina Tsaoussi, Asimina M. Ralli, Petros Roussos, Faye Antoniou

292-315

Exploring the “interactive” hypothesis in adolescents with vision impairment: The relationship between school belonging and selfesteem

Ifigeneia Manitsa, Dr. Fiona Barlow-Brown

79-104

Katerina Maridaki-Kassotaki: In memoriam

Constantinos M. Kokkinos, Aikaterini Antonopoulou

1-7

Psycho-discursive practices of bystanding and democratic citizenship in ‘bullying’ and ‘violence’ discourse: combining the micro- and the macro-level of analysis in lay talk

Antonis Sapountzis, Kyriaki Karagianni

304-323

Adolescents’ perceptions of covitality and academic performance: The moderating role of school climate

Vasiliki Stasinou, Chryse Hatzichristou, Aikaterini Lampropoulou, Panayiotis Lianos

55-71

The relationship between preschoolers’ lexical development and their psychosocial profile

Fanny Mokaiti, Alexandra Karousou

23-39

Bullying/Victimization, school bonding and addictive substances try during adolescence

Irini Koufaki, Eleni Andreou

211-223

Introduction: Developmental Psychology: research, applications and implications

Asimina M. Ralli, Kleopatra Diakogiorgi, Alexandra Karousou, Elisavet Chryssochoou

ii-viii

Writing skills of children with and without dyslexia: similarities and differences

Kleopatra Diakogiorgi, Diamanto Filippatou, Asimina M. Ralli, Elisavet Chrysochoou, Petros Roussos, Panagiota Dimitropoulou

102-120

Adverse childhood experiences: implications for a school that is sensitive to the students’ psychosocial and learning needs

Anna K. Touloumakos, Eirini Adamopoulou, Maria Tsitiridou-Evangelou

159-175

Academic emotions and reading motivation: preliminary evidence for their development and interrelations in childhood and preadolescence

Panagiota Dimitropoulou, Diamanto Filippatou, Elisavet Chrysochoou, Petros Roussos, Asimina M. Ralli, Kleopatra Diakogiorgi, Athina Oikonomou, Anthi Griva

73-87

Life experiences of a mother with a child with Down syndrome: a case study

Maria Markodimitraki, Maria Kypriotaki

264-277

The structure and psychometric properties of the Screening Scale for Language Development

George Spanoudis, Antri Kanikli

251-273

Anxiety, self-efficacy, strengths and difficulties among fifth- and sixth-grade pupils in urban and semi-urban areas

Maria Kountrafouri, Artemisia Papakonstantinopoulou, Ioannis Dimakos

88-101

Adolescents’ possible selves, motivation and academic achievement: A literature review

Evropi Efthymiadou, Eleftheria N. Gonida

185-209

Understanding ringleader bullies' socio-motivational characteristics: The role of social goals and functions of aggression.

Eirini Kipritsi, Constantinos M. Kokkinos

225-246

Parenting styles and social behavior of children and adolescents

Anastasia Krasanaki, Aikaterini Vasiou, Spyridon Tantaros

142-160

The influence of work-family interface in function of work and life satisfaction. The teachers’ case

Christos Bakyrtsis

228-251

Personality, family relationships and school climate dimensions as predictors of dispositional forgiveness in adolescence

Aikaterini Lampropoulou, Panayiotis Lianos, Antonios Poulios

176-194

Mathematical Profile Test: adaptation & standardization in Greek

Ioannis Karagiannakis, Petros Roussos, Fotini Polychroni

252-272

The relationship of music education with phonological and reading skills of pre-school and early school-age children

Styliani Ν. Tsesmeli, Εleni Sotiropoulou, Εleni Ntente

162-181

The dilemma of non-agency vs. provocativeness in victimhood accounts of young people

Kyriaki Karagianni, Antonis Sapountzis

195-212

Μultilevel intervention to support school/educational communities in the context of the COVID-19 pandemic: empirical findings and interventions

Chryse Hatzichristou, Panagiotis Lianos, Aikaterini Lampropoulou, Niki Georgakou-Koutsonikou, Theodora Yfanti, Giorgos Georgouleas

111-125

Material conditions, social capital and mental health of children and adolescents: A brief review

Αναστασία Ζήση, Βάνα Χίου

30-43

The effects of morphophonological changes on the training of orthographic structure of compounds: an Intervention study

Styliani N. Tsesmeli, Eirini Tsellou

182-202

Morphological awareness and vocabulary: the examination of their relationship in kindergarten

Ioannis Grigorakis

283-303

Multiplication always makes bigger? A case of learning with conceptual change in mathematics

Konstantinos P. Christou

32-47

Perceived parental practices and internalized symptoms in children: the role of victimization and temperament of negative affectivity through mediation and moderated models

Louiza Ioannidou, Stelios Georgiou

203-224

From one country to another: adversities and beneficial adaptation. Experiences of refugee children

Iraklis Grigoropoulos, Maria Ntova

123-141

Children’s cognitive and metacognitive performance during early childhood: Rate of growth and individual differences

Ιουλία Ντούση, Ελευθερία Ν. Γωνίδα, Γρηγόρης Κιοσέογλου

157-176

16-PF Personality Characteristics of Greek Preschool Educators

Χριστίνα Ι. Ρούση - Βέργου, Μαρία Ζαφειροπούλου

211-223

Healthy siblings of children with cancer

Κ. Καραμπέλα, Π. Δ. Χατήρα, Δ. Δαμίγος

192-210

“Αnxioussaure”: A CBT psychoeducational programme for children’s anxiety. Programme development and pilot study

Αργυρούλα Αγγελοσοπούλου, Χριστίνα Ι. Ρούση - Βέργου, Μαρία Ζαφειροπούλου

245-262

Psychotherapeutic interventions in families with children with disabilities: Principles and rationale of the ecosystemic psychodynamic model

Ηλίας Ε. Κουρκούτας

255-275

Probing the relation between Theory of Mind and Epistemic Beliefs

Νατάσσα Κυριακοπούλου, Στέλλα Βοσνιάδου

137-158

Family and bullying: A review of national and international research

Σταυρούλα Κάργα, Ιωάννα Μπίμπου Νάκου

136-159

Effects of the pandemic Covid-19 on perceptions and attitudes of adults towards pets

Maria Markodimitraki, Michael Linardakis, Maria Kypriotaki

181-196

Self-reported spelling strategies by school age children with and without spelling difficulties

Evangelia-Jessica Pantazopoulou, Fotini Polychroni, Kleopatra Diakogiorgi, Asimina M. Ralli

241-270

Teacher’s Attitude, Psychological Classroom Climate and Students’ Externalizing Behavior Problems

Μαρία Σμυρνάκη, Ηλίας Κουρκούτας

44-58

Therapy through education and education through therapy in group

Κλήμης Ναυρίδης

461-471

Contents

ΕΛΨΕ Ελληνική Ψυχολογική Εταιρεία

Raising one or more children with autism: The social class dimension

Αναστασία Ζήση, Σοφία Μαυροπούλου, Χριστίνα Δαρδάνη

437-452

Parental involvement and kindergarten children literacy competencies: socio-pedagogical and developmental implications

Efthymia Penderi, Irini Papanastasatou

80-98

The implementation of the mental health promotion program “I Can Problem Solve” in public kindergarten schools in Greece: First year’s results

Βάνα Χίου, Αναστασία Ζήση, Γιώτα Ξανθάκου, Μαρία Σαπουνά, Μαρία Καΐλα

54-67

Investigating the relationship between Specific Language Impairment and Dyslexia: Τheoretical and clinical implications

Ασημίνα Μ. Ράλλη, Ολυμπία Παληκαρά

358-380

Τheory of mind in school-age children with specific language impairment

Γεώργιος Σπανούδης, Τιμόθεος Κ. Παπαδόπουλος

266-284

Secondary teachers’ beliefs about the educational uses of information and communication technologies: Gender issues

Ιωάννα Βεκύρη, Παρασκευή Σχορετσανίτου

159-175

School learning from the students' perspective. The contribution of Critical Psychology

Κώστας Γκότοβος, Παύλος Πανταζής

82-94

Exploring the identity of school psychology through international experience and greek reality.

Μηλέβα Γαβριηλίδου, Αναστασία Ψάλτη

31-43

Discussion

Argyris Karapetsas

73-75

Provision of psychological services in schools: The undermined contribution of school psychologists to the Greek educational system

Δημήτρης Σ. Νικολόπουλος

58-75

Η Σχολική Ψυχολογία στην Ελλάδα: Διαπιστώσεις και προοπτικές

Ιωάννης Παρασκευόπουλος

87-100

Psycho-educational prevention and intervention programs in the school context

Διαμάντω Φιλιππάτου, Παναγιώτα Δημητροπούλου

113-122

Bullying and victimization at school: personal and family parameters

Στέλιος Ν. Γεωργίου, Φαίδη Φαίδωνος

484-502

The Mediating Role of Hostile Attribution Bias in the Association between Personality and Cyber-bullying

Κωνσταντίνος Κόκκινος, Ναυσικά Αντωνιάδου, Ιωάννα Βουλγαρίδου

93-112

The neurobiological substrate of intelligence: Anatomical and functional characteristics of the brain associated with cognitive abilities

Δήμητρα-Μαρία Τόμπρου, Ελένη Ντόλκα, Μαριέττα Παπαδάτου-Παστού

14-29