Hellenic Journal of Psychology

Symeon P. Vlachopoulos
Aristotle University of Thessaloniki, Greece

Abstract (Summary):

The present study examined the extent of measurement invariance of the Behavioral Regulation in Exercise Questionnaire – 2 (BREQ-2) scores across Greek men and women exercise participants. Data were analyzed from 330 men and 403 women exercise participants aged between 18 and 64 years. After obtaining a sound factor structure via confirmatory factor analysis and strong internal consistency of the Greek BREQ-2 responses for men and women separately, measurement invariance analyses provided support for configural and full metric, full strong, and partial strict factorial invariance across gender. Overall, the present findings point to equivalent interpretation of the BREQ-2 items across Greek men and women exercise participants.

Keywords: Self-determination theory, Measurement invariance, Exercise motives

Address: Symeon Vlachopoulos, Laboratory of Social Research on Physical Activity, Department of Physical Educationand Sport Science at Serres, Aristotle University of Thessaloniki, Aghios Ioannis, 621 10 Serres, Greece. Phone: +30 2310 991045. Fax: 23210 64806. E-mail: vlachop@phed-sr.auth.gr

Στέφανος Φ. Βασιλόπουλος
Πανεπιστήμιο Πατρών

Περίληψη:

Σκοπός της παρούσας έρευνας ήταν η διερεύνηση της σχέσης ανάμεσα στην επαγγελματική εξουθένωση και το κοινωνικό άγχος. Το δείγμα αποτελούνταν από 427 εκπαιδευτικούς. Οι συμμετέχοντες συμπλήρωναν την Κλίμακα Επαγγελματικής Εξουθένωσης της Maslach για εκπαιδευτικούς, η οποία αποτελείται από τρεις υποκλίμακες (Συναισθηματική Εξάντληση, Αποπροσωποποίηση, και Προσωπική Επίτευξη), την Κλίμακα Συναισθηματικής Κοινωνικής Υποστήριξης, και τη Συντομευμένη Κλίμακα του Φόβου Αρνητικής Αξιολόγησης που χρησιμοποιείται ως έγκυρος δείκτης του κοινωνικού άγχους, καθώς και ερωτηματολόγιο δημογραφικών στοιχείων. Τα αποτελέσματα έδειξαν ότι το κοινωνικό άγχος εμφανίζει στατιστικώς σημαντική συσχέτιση με όλες τις διαστάσεις της επαγγελματικής εξουθένωσης. Επίσης, οι εκπαιδευτικοί που βίωναν υψηλό κοινωνικό άγχος ανέφεραν υψηλότερο επίπεδο επαγγελματικής εξουθένωσης από εκείνη των εκπαιδευτικών που βίωναν χαμηλά επίπεδα κοινωνικού άγχους. Τα ευρήματα τονίζουν την ανάγκη περαιτέρω διερεύνησης της σχέσης ανάμεσα στο κοινωνικό άγχος και την επαγγελματική εξουθένωση.

Λέξεις κλειδιά: Διαπροσωπικές σχέσεις, Επαγγελματική εξουθένωση εκπαιδευτικών, Κοινωνικό άγχος, Συναισθηματική υποστήριξη.

Διεύθυνση: Στέφανος Φ. Βασιλόπουλος, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Πατρών, 261 10 Πάτρα. Τηλ.: 2610-969742. E-mail: stephanosv@upatras.gr

Μιλτιάδης Κάνδιας & Στέλλα Γ. Γιακουμάκη
Vol. 9 (2012), pp. 45-61
Πανεπιστήμιο Κρήτης

Περίληψη:

Τα νευρογνωστικά ελλείμματα αποτελούν σημαντικό μέρος των πυρηνικών γνωρισμάτων της σχιζοφρένειας και της διπολικής διαταραχής, καθώς επηρεάζουν πολλαπλούς τομείς της γνωστικής λειτουργικότητας, συσχετίζονται αλλά είναι ανεξάρτητα από τη συμπτωματολογία, παρατηρούνται ακόμα και σε φάσεις ύφεσης της συμπτωματολογίας και επηρεάζουν τη λειτουργικότητα των ασθενών. Τα περισσότερα από τα ελλείμματα αυτά είναι κοινά και για τις δύο διαταραχές, σε συμφωνία με την ύπαρξη κοινών παραγόντων διαμεσολάβησής τους. Η ανασκόπηση της βιβλιογραφίας για τους σκοπούς της τρέχουσας εργασίας, ωστόσο, υποδεικνύει ότι παρά την “ποιοτική” αυτή ομοιότητα, φαίνεται να υπάρχει διαφοροποίηση ως προς τη βαρύτητα των νευρογνωστικών ελλειμμάτων ανάμεσα στις δύο διαταραχές, με τους ασθενείς που πάσχουν από σχιζοφρένεια να παρουσιάζουν σοβαρότερα ελλείμματα έναντι των ασθενών με διπολική διαταραχή.

Λέξεις κλειδιά: Διπολική Διαταραχή, Νευρογνωστικά ελλείμματα, Σχιζοφρένεια

Διεύθυνση: Στέλλα Γ. Γιακουμάκη, Τμήμα Ψυχολογίας, Σχολή Κοινωνικών Επιστημών, Πανεπιστήμιο Κρήτης, Πανεπιστημιούπολη Γάλλου, Ρέθυμνο 741 00. Τηλ.: 28310 77541, Fax: 28310 77578. E-mail: sgiakoumaki@psy.soc.uoc.gr

Αμαρυλλίς-Χρυσή Μαλεγιαννάκη & Παναγιώτα Μεταλλίδου
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

Περίληψη:

Στόχος της παρούσας μελέτης ήταν η εξέταση των ψυχομετρικών ιδιοτήτων του Έργου Συντηρούμενης Προσοχής στην Απάντηση (Sustained Attention to Response Task, SART). Σε ένα δείγμα προπτυχιακών πρωτοετών φοιτητών/ριών Ψυχολογίας (N = 72) χορηγήθηκε το SART σε Η/Υ μαζί με άλλες δοκιμασίες επιλεκτικής, κατανεμημένης, συντηρούμενης, και στροφής της προσοχής. Επίσης, οι φοιτητές/τριες συμπλήρωσαν την Κλίμακα Γνωστικών Σφαλμάτων Σχετιζόμενων με την Προσοχή. Τα αποτελέσματα επιβεβαίωσαν την υπόθεσή μας ότι το SART θα συσχετιζόταν μόνο με το έργο συντηρούμενης προσοχής. Επίσης, το SART προέβλεψε σε σημαντικό βαθμό την τάση για ολισθήματα της προσοχής στην καθημερινή ζωή. Τα ευρήματα της παρούσας μελέτης στοιχειοθετούν τη συγκλίνουσα, αποκλίνουσα, και προβλεπτική εγκυρότητα του SART ως εργαλείου για την εκτίμηση της συντηρούμενης προσοχής.

Λέξεις κλειδιά: Έργο Συντηρούμενης Προσοχής στην Απάντηση (SART) σε Η/Υ, Ολισθήματα προσοχής, Προσοχή

Σημείωση: Ευχαριστούμε θερμά την κ. Αλεξάνδρα Τουρούτογλου, διδάκτορα του Τμήματος Ψυχολογίας του Αριστοτέλειου Πανεπιστημίου Θεσσαλονίκης, η οποία κατασκεύασε εθελοντικά το SART στο πρόγραμμα E-Prime V1.2 (Schneider, Eschman, & Zuccolotto, 2002) για τις ανάγκες της παρούσας έρευνας με βάση τις οδηγίες που δίνονται από τους κατασκευαστές του SART στο Robertson, Manly, Andrade, Baddeley, και Yiend (1997).

Διεύθυνση: Αμαρυλλίς-Χρυσή Μαλεγιαννάκη, Ηρακλείας 6, 40 Εκκλησιές, 546 36 Θεσσαλονίκη. Τηλ.: 6978231351, 2310-868124. E-mail: malegiannaki_amaryllis@yahoo.com

Despina A. Tata
Aristotle University of Thessaloniki, Greece

Abstract (Summary):

A growing body of findings underlines the critical role of the early environment in normal growth and development. Human studies suggest that severe stress during childhood increases vulnerability to development of affective psychopathology in adulthood. Neonatal maternal separation in rodents (rats or mice) is an established model of early stress for studying the neuroendocrine and behavioral effects of early adversity. The article reviews the existing evidence regarding the effects of this postnatal manipulation on the neuroendocrine response to stress and on emotion-relevant behaviors, and attempts to explain the existing inconsistencies seen in the results. Although the prevailing idea is that maternal separation augments emotionality and potentiates the endocrine response to stress, methodological differences among studies prevent us from making definite conclusions. Further studies in which parameters related to neuroendocrine function, behavior, and neuronal plasticity will be concurrently examined are warranted. In addition, the need to investigate whether early stress may increase vulnerability to subsequent challenges during the postnatal period is discussed.

Keywords: Early stress, Maternal separation, Neuroendocrine function

Address: Despina A. Tata, School of Psychology, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece. Tel.: +302310 997369, Fax: +302310 997384, E-mail: dtata@psy.auth.gr

Stella Tsermentseli*, Justin M. D. O’Brien**, & Janine V. Spencer**
*University of Greenwich, UK & & **Brunel University, UK

Abstract (Summary):

Although shared neuropsychological characteristics between dyslexia and autistic spectrum disorder have been identified, no comparisons at anatomical brain level have been reported. In this study, we examined global and regional grey and white matter changes in adults with dyslexia and patients with Asperger syndrome (AS) in comparison to healthy controls, using voxel-based-morphometry. Results revealed higher levels of global grey matter volume in the Asperger syndrome group in comparison to normal controls but not dyslexia. Further comparisons of grey and white matter could not detect any regional differences between the three groups. From the current data, the hypothesis that regional anatomical abnormalities are strongly implicated in AS and dyslexia could not be supported with the technique used.

Keywords: Asperger syndrome, Dyslexia, Neuroimaging

Address: Stella Tsermentseli, Department of Psychology and Counselling, The University of Greenwich, Avery Hill Road, Eltham, London, SE9 2UG, United Kingdom. Tel: +44 208 331 8566, Fax: +44 2083318060, E-mail: S.Tsermentseli@gre.ac.uk

Stephanos P. Vassilopoulos
University of Patras, Greece

Abstract (Summary):

Studies on selective memory conducted with adult and child populations have provided mixed results and appear to suggest that controlling for comorbid depressive symptoms, including a high social-evaluative condition, and encouraging deep processing during the encoding might be crucial for demonstrating memory biases in anxiety. These issues were addressed in a preliminary study, which aimed at investigating selective memory in primary school students. Fifty seven high and low socially anxious children encoded positive and negative trait words in a public self-referent way. Half they were told they would soon have to give a social performance. Compared to low socially anxious children, high socially anxious children recalled less positive self-referent words. However, this effect did not interact with social threat manipulation. Results are discussed in the light of past research and information-processing theories of anxiety.

Keywords: Social anxiety, Shyness, Memory, Children, Cognitive processes

Address: Stephanos P. Vassilopoulos, Department of Primary Education, University of Patras, Patras 26 110, Greece. Tel.: +30-2610-969742. E-mail: stephanosv@upatras.gr

Anastasia Psalti
Alexander Technological Educational Institute of Thessaloniki, Greece

Abstract (Summary):

Students involved in bullying incidents at school adopt a specific status type (bully, victim, bully-victim, not-involved). This paper attempts to present an analytic picture of these four status types using a large, representative sample of n = 3869 of the Greek student population from primary and secondary schools. Results indicate that almost half of the participating students at both school levels were classified as bullies, victims, or bully-victims. Significant differences were noted among the four status types and across school levels in terms of individual, school-related, and bullying-related characteristics. The phenomenon appears to get worse in secondary school. Implications for practice are also discussed.

Keywords: Bullying, Victim, Primary school, Secondary school, Status types, Greece

Address: Anastasia Psalti, Department of Early Childhood Care and Education, Alexander Technological Educational Institute of Thessaloniki, P. O. Box 141, 574 00 Sindos, Greece. Tel.: +30-2310-013488. Fax: +30-2310-791523. E-mail: psalti@bc.teithe.gr

Eleni Konstantinopoulou & Panayiota Metallidou
Aristotle University of Thessaloniki, Greece

Abstract (Summary):

In the research tradition of self-regulation most of the empirical data have been based on self-reported regulatory skills, which do not necessarily reflect the actual level of students’ self-regulatory efficiency. The aim of the present study was to examine the psychometric properties of the Self-Regulation and Concentration Test for Children (SRTC, Kuhl & Kraska, 1992, 1993), a behavioral computerized test for measuring self-regulatory skills, in a sample of Greek students. A total of 88 fourth grade girls (N = 44) and boys (N = 44) participated in the study from three Greek state primary schools. Participants were asked to complete the SRTC, which examines children’s ability to concentrate on a task and resist temptation (distraction). Also, teachers were asked to evaluate children’s school performance in language and mathematics. Children were examined individually. The results of the present study provide empirical support for the SRTC’s factorial validity and reliability. They support the theoretical assumption that SRTC differentiates between motivational and strategic components of self-regulation. Finally, performance on SRTC was a significant predictor of teachers’ evaluations in mathematics.

Keywords: Attention, Resistance to temptation, Self-regulation

Address: Konstantinopoulou Eleni, 100 Macedonias Street, Thessaloniki 542 48, Greece. ‘el.: +30-2310-319859. E-mail: elinappg@yahoo.com.

Metallidou Panayiota, School of Psychology, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece. Tel.: +30-2310-997972. Fax: +30-2310-997384. E-mail: pmetal@psy.auth.gr

Acknowledgment: We are deeply grateful to Prof. Julius Kuhl, who provided us with permission to use the SRTC program and to Prof. Miguel Kazen, who sent us all the material and gave us specific instructions about the use of the SRTC program and the interpretation of the data provided by it.

Symeon P. Vlachopoulos
Aristotle University of Thessaloniki, Greece

Abstract (Summary):

The study examined the extent to which levels of students’ subjective vitality in compulsory physical education (PE) may be predicted by behavioural regulations and multidimensional amotivation beliefs in relation to PE and whether the psychological needs for autonomy, competence and relatedness mediate the relationship of perceived autonomy support by the PE teacher with motivational regulations and multidimensional amotivation. Data were collected from 416 7th and 8th grade students including boys and girls. Regression analyses showed that significant predictors of students’ vitality were identified regulation, intrinsic motivation, and task characteristics amotivation beliefs. Further, psychological need satisfaction mediated the relationship of perceived autonomy support by the PE teacher with motivational regulations and multidimensional amotivation.

Keywords: Self-determination theory, Children, Positive affect, Physical activity

Address: Symeon P. Vlachopoulos, Laboratory of Social Research on Physical Activity, Department of Physical Education and Sport Science at Serres, Aristotle University of Thessaloniki, Aghios Ioannis, 621 10, Serres, Greece. Tel.: +30-2310-991045. E-mail: vlachop@phed-sr.auth.gr

Author’s note: The present study was supported by the Greek Institute for Pedagogy that granted access to the schools of the study. Thanks are also extended to the school principals, the PE teachers, and the students for their collaboration in data collection.

Jeffrey H. D. Cornelius-White & Chris L. Carver
Missouri State University, USA

Abstract (Summary):

Central to the success of person-centered counseling is the fostering of empathy, authenticity and acceptance in counselors-in-training. The researchers assessed the development of these core conditions in counselors-in-training who participated in a 16-week encounter group facilitated by the first author. Quantitative and qualitative measures were employed from participant, researcher, and facilitator perspectives. Participants consisted of two groups of 15 each (N=30). Results showed large self-perceived development on self-report quantitative measures. Observer ratings on students’ journals, facilitator’s ratings on a measure of therapeutic dispositions, and correlations between the measures provide additional information. The manuscript ends with a brief discussion of limitations and implications for research.

Keywords: Acceptance, Authenticity, Core conditions, Counselors-in-training, Empathy, Encounter group, Person-centered

Address: Professor Jeffrey Cornelius-White, Missouri State University, 901 S. National Avenue, Springfield MO, 65897, USA. E-mail: jcornelius-white@missouristate.edu

Stephanos P. Vassilopoulos* & Andreas Brouzos**
*University of Patras, Greece, **University of Ioannina, Greece

Abstract (Summary):

The Person-Centred Approach (PCA) has been effectively used with clients experiencing a variety of emotional disorders such as anxiety and depression. However, a study investigating the effectiveness of PC group work with individuals experiencing social anxiety symptoms is currently lacking. Thirteen university students were pre-tested with the Brief Fear of Negative Evaluation scale (BFNE-R) and the Rosenberg Self-Esteem scale (RSE), and then participated in a ten-week PC group counselling intervention. At the conclusion of the intervention, they repeated the same measurement and identified the aspects of the group experience that had any impact on them. They were also followed up six months later. Results are mixed regarding the quantitative and qualitative data. Implications for the treatment of social anxiety and future research are briefly discussed.

Keywords: Group counselling, Person-centred, Self-esteem, Social anxiety, University students

Address: Stephanos P. Vassilopoulos, Department of Primary Education, University of Patras, 261 10 Patras, Greece. Phone: +30 2610 969742. E-mail: stephanosv@upatras.gr
Andreas Brouzos, Department of Primary Education, University of Ioannina, 451 10 Ioannina, Greece. Phone: +30 26510 05695. E-mail:abrouzos@uoi.gr

Paul Wilkins
Private Practice, United Kingdom

Abstract (Summary):

Theoretical support and a rationale is offered for extending person-centred practice into social domains in order to promote a sense of social inclusion. This strategy is called ‘person-centred sociotherapy’. It is argued that mental and emotional distress has social and environmental causes and that person-centred sociotherapy prevents or at least mitigates the ill-effects induced by these. The roots of emotional and mental distress and social disharmony and the medical, economic and psychological evidence for the value of promoting ‘happiness’ and ‘kindness’ are examined. Finally, some examples of sociotherapy in action are given.

Keywords: Happiness, Kindness, Mental and emotional distress, Sociotherapy

Address: Dr Paul Wilkins, Private Practice, UK. E-mail: paulwilkins184@btinternet.com

Klaus Froehlich-Gildhoff & Maike Roennau-Boese
Protestant University of Applied Sciences, Freiburg, Germany

Abstract (Summary):

The following article presents the theoretical background, methods and evaluation results of a practice research project. The project “Avoiding exclusion by reinforcing prevention – Promotion of mental health in early childhood institutions (ECI) in deprived areas”, financed by the German Ministry for Education and Research (BMBF 2008 – 2010) takes a holistic and multidimensional approach by including professionals, children, parents and networks of early childhood institutions. The project is based on the intervention programme “Empowering Children!” (ZfKJ, 2005 – 2007; Rönnau, Kraus-Gruner, & Engel, 2008) and addresses ECI situated in areas with a high level of diversity (e.g., high percentage of immigrant families, high poverty levels, etc.). The project’s goal is to empower these institutions to develop as target-group-oriented centres for mental health promotion from the resilience perspective. A person-centred approach formed an essential part of the project. The results of the evaluation show positive effects on self-esteem, behavioural-stability and cognitive development of children who participated in the project (intervention group), in contrast to those identified in a comparison group. The project shows in which way the concept of resilience and the person-centred view fit together and which relevant connections arise from this.

Keywords: Early Childhood Education, Prevention, Resilience

Michael Behr* & Martina Becker**
*University of Education Schwäbisch Gmünd, Germany & **University of Education Karlsruhe, Germany

Abstract (Summary):

Experiencing, appraising and dealing with emotions reinforce mental health and interpersonal skills. The study (N =772) reports the development of a multidimensional test for the experience, evaluation and regulation of emotions. Based on the person-centred theory of personality and on concepts of emotional intelligence, seven construct-related factors of a preliminary study were replicated: bodily experience, overwhelming emotions, imagination, self-control, congruence, lack of emotions, and regulation of emotions. The seven scales, with a total of 42 items, show a satisfactory reliability and validity. Psychotherapy patients are emotionally more unbalanced than the random sample and women are more emotional than men. Overwhelming emotions and the regulation of one’s own emotions proved to be more related to disorders than the theory suggests. The test could be useful for clinical and social psychological research, in practice during the initial phase of counselling and psychotherapy, and for outcome verification.

Keywords: Client-centred psychotherapy, Counselling, Emotion, Emotional intelligence, Personality

Address: Prof. Dr. Michael Behr, University of Education Schwäbisch Gmünd, Oberbettringer Strasse 200, D-73525 Schwäbisch Gmünd, Germany. Phone: +49-7171-983-485. Fax: +49-7171-983-212. E-mail: michael.behr@ph-gmuend.de