Hellenic Journal of Psychology

Παναγιώτης Σίμος, Στυλιανή Παπαδοπούλου, Αντώνιος Βάκης, Πελαγία Τσαγκαράκη, Εμμανουήλ Παπαστεφανάκης, Αχιλλέας Μπάρδος
*Ιατρική Σχολή και **2Τμήμα Ψυχολογίας, Πανεπιστήμιο Κρήτης, ***University of Northern Colorado, ΗΠΑ

Περίληψη:

Κύριος σκοπός της μελέτης ήταν η εκτίμηση του βαθμού στον οποίο ελλείμματα μακρόχρονης λεκτικής μνήμης επεισοδίων στη χρόνια φάση μετά από κρανιοεγκεφαλική κάκωση (ΚΕΚ) σχετίζονται με δυσκολίες στη βραχύχρονη μνήμη, μνήμη εργασίας, ή επαγωγική σκέψη. Συμμετείχαν 50 ασθενείς με ήπια, μέτρια, ή βαριά ΚΕΚ, 13 με 75 μήνες μετά από τον τραυματισμό. Αν και το ύψος των ελλειμμάτων ήταν συνάρτηση της βαρύττητας της ΚΕΚ, κλινικά σημαντικά ελλείμματα στο σύνολο σχεδόν των δεικτών μακρόχρονης μνήμης (άμεση και καθυστερημένη ανάκληση κάθε ιστορίας, αναγνώριση στοιχείων κάθε ιστορίας, δείκτης συγκράτησης, δείκτης μάθησης), καθώς και στη δοκιμασία μνήμης εργασίας και επαγωγικής σκέψης, παρατηρήθηκαν σε ποσοστό άνω του 50% των ασθενών ακόμα και μετά από ήπια κάκωση. Αναλύσεις συνδιακύμανσης και λογιστικής παλινδρόμησης υποδηλώνουν ότι δυσκολίες στην απόκτηση νέων λεκτικών, μνημονικών πληροφοριών σχετίζονταν περισσότερο με ελλειμματικές επιτελικές λειτουργίες και ειδικότερα την επαγωγική σκέψη παρά με έλλειμμα στη βραχύχρονη μνήμη και μνήμη εργασίας.

Λέξεις κλειδιά: Αμνησία, Επιτελικές λειτουργίες, Λεκτική μνήμη επεισοδίων, Μνήμη εργασίας

Διεύθυνση: Παναγιώτης Σίμος, Ιατρική Σχολή, Τομέας Ψυχιατρικής, Πανεπιστήμιο Κρήτης, Ηράκλειο 71003. Τηλ. 28111-12888. Email: akis.simos@gmail.com

Ekaterina N. Kornilaki
University of Crete, Greece

Abstract (Summary):

This study investigated the extent of obesity bias among preschool children and examined whether anti-fat attitudes differ as a function of children’s body size. Eighty-five 4- to 5-year olds (48 average and 37 obese) were assessed for obesity bias in two ways: a) by choosing their preferred playmate among thin, average and obese figures, and b) by assigning figures of varying size positive and negative characteristics following the narration of short stories. The results showed that the obese figure was the least selected, even more so by the obese who showed a strong preference for the thin figure. Obesity bias was strong and did not differ between the average and the obese. The exhibition of weight-related stereotypes by the obese highlights the pervasiveness of obesity stigma and calls of early intervention programs.

Keywords: Body type, Body-weight stereotypes, Obesity bias

Address: Ekaterina N. Kornilaki, Department of Preschool Education, Lab. Unit of Developmental Psychology, University of Crete, Gallos Campus, Rethymno 74100, Greece. Tel.: +30-6944328583. Fax. : +30-28310-77654. Email: ekornilaki@edc.uoc.gr

Acknowledgements: Many thanks to the children who participated in the study. The author is grateful to Dr. Kostas Christidis for drawing the figures used in the study. The study was funded by the University of Crete (ELKE, K.A. 3115).

Marios Argyrides, Nektarios A. Alexi, & Kathleen A. Moore
*Neapolis University Pafos, Cyprus, **Charles Darwin University, Australia

Abstract (Summary):

In the current study we examined the psychometric properties of the Greek adaptation of the Social Phobic Inventory (SoPhI) (Moore & Gee, 2003). The questionnaire is a 21-item self-report measure that assesses social anxiety based on the criteria of the DSM-IV-TR and DSM-5. A total of 221 university students volunteered to complete the SoPhI. Exploratory Principal Components Analysis indicated the presence of a single factor explaining 38% of the variance. The internal reliability was strong (· = .92). These results provide evidence for the utility of this instrument to assess social anxiety in countries where Greek is spoken as well as for research involving cross-cultural comparisons. Future directions in research using this instrument are discussed.

Keywords: Cross-Cultural comparison, Measurement, Social anxiety

Address: Marios Argyrides, PhD, Neapolis University Pafos, 8042 Pafos, Cyprus. E-mail: m.argyrides.1@nup.ac.cy

Evdokia Pittas & Terezina Nunes
University of Oxford

Abstract (Summary):

This study, which took place in a bidialectal setting, examined the extent to which dialect awareness in Time 1 can predict reading and spelling in Time 2. The children (N = 49, 7- to 9-year olds) were learning literacy in Cyprus where a dialect is spoken in certain contexts but Standard Modern Greek is also widely used. Because there are no standardised measures of dialect awareness in Greek, we developed measures of this factor as part of the study. The dialect measures were related to reading and morphological spelling tests six months later. The educational implication of these results, which still must be tested through intervention studies, is that improving children’s dialect awareness may lead to enhanced success in literacy learning in bidialectal settings.

Keywords: Dialect awareness, Greek Cypriot Dialect, Reading, Spelling, Standard Modern Greek.

Address: University of Oxford, Department of Education, 15 Norham Gardens Oxford OX2 6PY, United Kingdom. E-mail: evdokia.pittas@linacre.oxon.org; terezinha.nunes@education.ox.ac.uk

Acknowledgements: We are very grateful to Dr Anastassia Loukina (DPhil, University of Oxford) for her valuable comments and suggestions on the linguistic structure of the tasks, and to the school, teachers and children for their cooperation and support.

Θάνος Τουλούπης & Χριστίνα Αθανασιάδου
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

Περίληψη:

Στόχος της έρευνας ήταν η διερεύνηση της ριψοκίνδυνης χρήσης της νέας τεχνολογίας από μαθητές/τριες Δημοτικού και, ειδικότερα, της συχνότητας των φαινομένων του εθισμού στο διαδίκτυο και του ηλεκτρονικού εκφοβισμού σε σχέση με το φύλο και τη σχολική επίδοση των μαθητών/τριών. Στην έρευνα συμμετείχαν 452 μαθητές/τριες Στ’ Δημοτικού (242 αγόρια, 210 κορίτσια) από δημόσια σχολεία αστικών περιοχών στη Θεσσαλονίκη και την Αττική. Στο δείγμα χορηγήθηκε ερωτηματολόγιο αυτο-αναφοράς, το οποίο περιλάμβανε ερωτήσεις σχετικά με την παθολογική χρήση του διαδικτύου (Internet Addiction Test, Young, 1998) και την εμπλοκή σε περιστατικά ηλεκτρονικού εκφοβισμού (βασισμένο στο Cyberbullying Questionnaire, Smith, Mahdavi, Carvalho, & Tippett, 2006). Τα αποτελέσματα έδειξαν ότι οι μαθητές/τριες εμπλέκονται και στα δύο είδη καταστάσεων, τα οποία συσχετίζονται θετικά μεταξύ τους, ωστόσο δε συσχετίζονται με τη σχολική επίδοση των μαθητών/τριών. Όσον αφορά τον παράγοντα φύλο, διαπιστώθηκε ότι η παθολογική χρήση του διαδικτύου ήταν στατιστικώς σημαντικά συχνότερη στα αγόρια σε σχέση με τα κορίτσια. Τα ευρήματα της παρούσας εργασίας αποτελούν ένα πρώτο βήμα για περισσότερες ανάλογες έρευνες σε μαθητές/τριες αυτής της ηλικίας αλλά και για την εφαρμογή προγραμμάτων πρόληψης στα δημοτικά σχολεία με στόχο την ασφαλή χρήση του διαδικτύου.

Λέξεις κλειδιά: Εθισμός στο διαδίκτυο, Ηλεκτρονικός εκφοβισμός, Πρωτοβάθμια εκπαίδευση.

Διεύθυνση: Θάνος Τουλούπης, Τμήμα Ψυχολογίας, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, 541 24 Θεσσαλονίκη. Τηλ.: 6947425039. Ε-mail: touloupis@psy.auth.gr
Χριστίνα Αθανασιάδου, Τμήμα Ψυχολογίας, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, 541 24 Θεσσαλονίκη. Τηλ.: 2310-997992. Ε-mail: cathan@psy.auth.gr

Erin S. Pearson*, Craig R. Hall*, David Markland**, Wendy M. Rodgers***, & Philip M. Wilson****
*Western University, London, Canada, **Bangor University, Bangor, Wales, ***University of Alberta, Edmonton, Canada, ****Brock University, St. Catharines, Canada

Abstract (Summary):

The study purpose was to examine the impact of providing individualized body composition information (intervention condition; n = 40) versus body weight information (standard control condition; n = 40) on motivational regulations in overweight female exercise initiates about to commence an exercise program. The Behavioral Regulation in Exercise Questionnaire-2 was completed prior to and following the information provision. Results revealed a significant increase in introjected regulation for the intervention condition indicating that the body composition information may have reinforced previous feelings of self-imposed pressure and a sense of obligation to start exercising. Implications for motivating new exercisers are discussed.

Keywords: Body composition, Exercise motivation, Self-determination theory.

Address: Erin Pearson, Ph.D., Assistant Professor, School of Kinesiology, Lakehead University, 955 Oliver Road Thunder Bay, Ontario P7B 5E1, Canada. Tel.: +1-807-343-8481. Fax: +1-807-343-8944. E-mail: erin.pearson@lakeheadu.ca

Georgia Diamantopoulou and Maria Platsidou
University of Macedonia, Greece

Abstract (Summary):

Factorial validity and the psychometric properties of the Greek version of the Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001) were examined. A non-clinical sample of 308 adults (university students, professors and high school teachers) filled in the APS-R translated in Greek. Confirmatory factor analysis supported a three-factor model. A two-step cluster analysis of participants’ responses to High Standards and Discrepancy subscales resulted in the identification of two types of perfectionists (adaptive and maladaptive) and one group of non-perfectionists. Differences between adaptive, maladaptive and non-perfectionists in relation to their gender, age and group membership (students or professors) were also examined. Results provided initial support for the validity and the applicability of the APS-R-Greek version to non-clinical samples of adults.

Keywords: APS-R Greek version, Non-clinical sample, Perfectionism.

Address: Georgia Diamantopoulou, Department of Educational & Social Policy, University of Macedonia, 156 Egnatia str., Thessaloniki 540 06, Greece. E-mail: g_diamantop@yahoo.gr & gdiam@uom.edu.gr

Katerina Dadatsi
Vol. 11 (2014), pp. 138-168

Abstract (Summary):

Gender- and identity-based literature acknowledges gender as performative, and gender identities as emerging through both discursive and materialistic actions. Within this framework, masculinity is viewed as constructed in various and multiple forms. Drawing on these concepts, this study aims to highlight versions of masculinity that emerge through adolescent boys’ views about their participation in male peer groups. Boys’ accounts negotiate the socially prevalent discursive resources regarding what it means to be and act as a member of a male peer group. Data were drawn from 10 boy-consisted focus groups, held in the school setting and conducted on the basis of a semi-structured interview protocol. The analytic method was discursive, based on the assumption that language is a means through which one constructs identity positions and understandings of the world. Analyses revealed the persistence of hegemonic ideals about maleness and indicate the significant role of the male peer group in the making of masculinity. Implications of this kind of research are discussed.

Keywords: Masculinity, Interpretative repertoires, Peer group.

Address: Katerina Dadatsi, 7 E. Grevenon Str., 551 33 Thessaloniki, Greece. Tel.: +30-2311-212624. E-mail: dadatsi@psy.auth.gr

Stephanos P. Vassilopoulos & Andreas Brouzos

Zipora Shechtman
The University of Haifa, Haifa, Israel

Abstract (Summary):

This paper presents counseling groups conducted in the school. It includes a theory of counseling groups with children and adolescents, and a modality named “expressive supportive”. These groups focus on self-expressiveness and group support. They are process oriented and semi-structured. The structure is not based on a specific content but rather on therapeutic techniques used to move the group process. Children learn about self through the interpersonal interaction in the group. A series of studies point to the efficacy of these groups and suggest variables that have an impact on the outcomes of group intervention. The need for counselor training is highly recommended.

Keywords: Adolescents, Children, Groups.

Address: Haifa University, Faculty of education, Haifa, Israel. E-mail: ziporas@edu.haifa.ac.il

Anne-Marie Tougas*, Marc Tourigny*, Annie Lemieux*, Denis Lafortune**, & Jean Proulx**
*Université de Sherbrooke, Sherbrooke, Canada, **Université de Montréal, Canada

Abstract (Summary):

Childhood maltreatment is a factor frequently associated with adolescents who commit sexual assault. This study sought to determine: 1) whether juvenile sex offenders (JSO) progressed on a set of targets following a psychoeducational group intervention; and 2) whether presence of childhood maltreatment and quality of parent-adolescent relationship predicted this progression. To this end, 128 male JSO completed outcome measures of post-traumatic stress, self-esteem, social skills, and sex knowledge, attitude and behaviour pre- and post-intervention. Groups were composed of 5 to 10 participants and facilitated by two psychosocial practitioners (generally social workers and psychoeducators). A total of 24 to 30 weekly sessions were held lasting on average two hours each. Results show JSO improved significantly on practically all intervention targets, namely, post-traumatic stress symptoms, social skills, sex attitude, comfort level discussing sex, and self-esteem. Moreover, analyses indicate quality of parent-adolescent relationship at intervention outset does not influence outcomes whereas different forms of childhood maltreatment are associated with more positive outcomes for some targets. The intervention appears appropriate for JSO, especially those who experienced childhood maltreatment.

Keywords: Child abuse and neglect, Juvenile sex offender, Psychoeducational group intervention.

Address: Anne-Marie Tougas, Département de psychoéducation, Université de Sherbrooke, 2500, boul. de l’Université, Pavillon A7, 3e étage, bureau 362, Sherbrooke, QC, J1K 2R1. Tel.: 819-821-8000 ext. 63466. E-mail: Anne-Marie.Tougas@USherbrooke.ca

Stephanos P. Vassilopoulos*, Andreas Brouzos**, & Christos Rentzios**
*University of Patras, Greece, *University of Ioan

Abstract (Summary):

According to social information-processing models, aggressive children are prone to over-attribute hostile intentions to peers. The current article describes the development and preliminary evaluation of a 5-session, classroom-based, universal group program that focuses on helping students develop a more positive attributional style. Compared to a test-retest control group (n = 34), children receiving group intervention (n = 18) were less likely to endorse hostile attributions and more likely to endorse benign attributions in response to a set of ambiguous social situations. Furthermore, peer-directed aggressive behaviour scores reduced more in the experimental group than in the control group. Children who received social information processing group intervention also reported less perceived anger and showed a trend to report more self-control than those in the control group. Finally a regression analysis showed that children who evidenced greater reductions in aggressive behaviour tended to be those who also reported greater decreases in hostile attributional style.

Keywords: Aggression, Anger, Attributions, Children, Group counseling.

Address: Stephanos P. Vassilopoulos, Department of Primary Education, University of Patras, 261 10 Patras, Greece. Phone: +30-2610-969742. E-mail: stephanosv@upatras.gr

Melissa Mariani*, Elizabeth Villares*, Jacqueline Wirth**, & Greg Brigman*
*Florida Atlantic University, Boca Raton, FL, USA, **Liberty University, Lynchburg, VA, USA

Abstract (Summary):

The Student Success Skills (SSS) curriculum, comprised of both small and large group programs, teaches students key cognitive, social, and self-management skills tied to school success. SSS is an evidence-based intervention that can be used to demonstrate competence and provide accountability while directly benefiting students. A recent meta-analysis of five SSS studies found a large effect size impact on students’ academic achievement, measured by increased standardized test scores. In addition, recent research has linked SSS implementation to outcomes including increased pro-social skills, reduced bullying behaviors, improved perceptions of classroom climate and grades in core subject areas, and positive indicators of overall wellness. Providing systematic teaching of key cognitive, social and self-management skills is critically important to overall student success.

Keywords: Academic achievement, Behavior, Student learning, Student Success Skills Program, Wellness outcomes.

Address: Melissa Mariani, Ph.D., Florida Atlantic University, 777 Glades Road, COEH 47, #274. Boca Raton, FL 33431, USA. Phone: (561) 297-2804. E-mail: mmarian5@fau.edu

Ioanna G. Giannopoulou*, Sophia Lardoutsou**, & Alexandra Kerasioti***
*NHS Community Mental Health Centre of Peristeri, Greece, **Independent Private School, Attica, Greece, ***Psychiatric Hospital of Attica, Greece

Abstract (Summary):

Efficacious parenting group interventions are not routinely available in public child mental health services in Greece. The present study aims to provide a pilot evaluation of a manualised group-based parent training (PT) program developed for use with Greek parents of young children with behavior problems presenting to clinics. The efficacy of an 8-session and an extended 10-session PT program were evaluated with 38 parents of 24 children, aged 4-7 years old. The results revealed significant reductions in parent reported child behavior problems and significant improvement in child psychosocial functioning for both PT programs, though with better intervention effects for the extended 10-session program. The acceptability of the format and the content of PT program as well as limitations and future research are discussed.

Keywords: Behavior problems, Parent training, Young children.

Address: Ioanna G. Giannopoulou, M.Med.Sci., MRCPsych, PhD, NHS Community Mental Health Centre of Peristeri, Greece. E-mail: igioannag@gmail.com. Mobile: +30-6973385271