Ιούλιος-Αύγουστος 1986

ΕΤΟΣ 13ον ΙΟΥΛΙΟΣ-ΑΥΓΟΥΣΤΟΣ 1986 ΑΡ.Φ. 98ΕΤΟΣ 13ον ΙΟΥΛΙΟΣ-ΑΥΓΟΥΣΤΟΣ 1986 ΑΡ.Φ. 9

Οδηγίες προς τους συγγραφείς

Οδηγίες προς τους συγγραφείςΟδηγίες προς τους συγγραφεί

Ιούλιος-Σεπτέμβριος 1987

ΕΤΟΣ 14ο ΙΟΥΛΙΟΣ-ΣΕΠΤΕΜΒΡΙΟΣ 1987 ΑΡ.Φ. 106ΕΤΟΣ 14ο ΙΟΥΛΙΟΣ-ΣΕΠΤΕΜΒΡΙΟΣ 1987 ΑΡ.Φ. 10

Ιανουάριος 1980

ΙΑΝΟΥΑΡΙΟΣ 1980 ΑΡ.Φ. 58ΙΑΝΟΥΑΡΙΟΣ 1980 ΑΡ.Φ. 5

Συνεργασία πανεπιστημίου και κοινοτικών σχολικών υπηρεσιών ψυχικής υγείας:: εφαρμογή προγράμματος κοινωνικής και συναισθηματικής αγωγής σε σχολική μονάδα πρωτοβάθμιας εκπαίδευσης

Social and emotional learning programs demonstrate benefits for students’ psycho-emotional and learning adjustment. In response to a request from a primary school at the center of Athens regarding the promotion of students’ well-being and resilience, multidisciplinary team members of the 1st Center for Interdisciplinary Assessment, Counseling and Support in Athens, in collaboration with practicum students from the Postgraduate Program of School Psychology of the University of Athens, implemented a primary prevention program in three classrooms, one in fifth grade (n = 20; ages 10-11 years) and two in sixth grade (n = 16 and n =13, respectively; ages 11-12 years).The intervention consisted of 16 weekly meetings (January-May 2023). The effectiveness of the program was assessed before, during, and after its implementation using a Questionnaire of the Group’s Goals designed for this study, the Resilience Scale-15, and the Strengths and Difficulties Questionnaire. Statistically significant differences were found in achieving the objectives of the program, indicating the positive effect it had on students in learning these skills (i.e., goal setting, recognition and management of emotion, cooperation, acceptance). There was also a statistically significant decrease in emotional problems and peer problems from the initial to the intermediate and final phase of the program. Finally, statistically significant gender differences were found in goal setting, resilience, and emotional problems. The potential benefits of the implementation of primary prevention programs through the cooperation between university and community school psychology services are discussed.Social and emotional learning programs demonstrate benefits for students’ psycho-emotional and learning adjustment. In response to a request from a primary school at the center of Athens regarding the promotion of students’ well-being and resilience, multidisciplinary team members of the 1st Center for Interdisciplinary Assessment, Counseling and Support in Athens, in collaboration with practicum students from the Postgraduate Program of School Psychology of the University of Athens, implemented a primary prevention program in three classrooms, one in fifth grade (n = 20; ages 10-11 years) and two in sixth grade (n = 16 and n =13, respectively; ages 11-12 years).The intervention consisted of 16 weekly meetings (January-May 2023). The effectiveness of the program was assessed before, during, and after its implementation using a Questionnaire of the Group’s Goals designed for this study, the Resilience Scale-15, and the Strengths and Difficulties Questionnaire. Statistically significant differences were found in achieving the objectives of the program, indicating the positive effect it had on students in learning these skills (i.e., goal setting, recognition and management of emotion, cooperation, acceptance). There was also a statistically significant decrease in emotional problems and peer problems from the initial to the intermediate and final phase of the program. Finally, statistically significant gender differences were found in goal setting, resilience, and emotional problems. The potential benefits of the implementation of primary prevention programs through the cooperation between university and community school psychology services are discussed

Podcast: Talking with Haris Kalaitzidis

  Στο δεύτερο podcast του τεύχους, ο Δημήτρης Καταϊφτσής συζητάει με τον Χάρη Καλαϊτζίδη πάνω στο βιβλίο του τελευταίου “Πολεμική Μηχανή”. Εμπνευσμένο από τη φιλοσοφική κληρονομιά των Ντελέζ/Γκαταρί, ο Καλαϊτζίδης, χτίζοντας μια queer μυθιστορία, μετουσιώνει τα έμφυλα σώματα σε πολεμικές μηχανές, στην μάταιη, ενδεχομένως, αναζήτηση εκείνου του νήματος που συνδέει την έμφυλη εμπειρία με το όνειρο της ενσώματης χειραφέτησης. Μέσα από το podcast, συζητάμε για την ερωτική επιθυμία, τα όρια μεταξύ αυτής, της ιδεολογίας και της ετερο-κανονικότητας, αλλά και τις προσδοκίες της απελευθέρωσης με φόντο τη δυστοπία ενός κόσμου που καταφθάνει. Σύνδεσμος (Spotify): Podcast#1.2: Συνομιλώντας με τον Χάρη Καλαϊτζίδη  In the second podcast of the issue, Dimitris Kataiftsis talks with Haris Kalaitzidis about his book Polemiki Mihani (War Machine). Inspired by the philosophical legacy of Deleuze and Guattari, Kalaitzidis constructs a queer mythistory, transforming gendered bodies into war machines in a perhaps futile quest for that thread linking gendered experience with the dream of embodied emancipation. Through the podcast, we discuss erotic desire, the boundaries between desire, ideology, and heteronormativity, as well as the expectations of liberation against the backdrop of a dystopian world that is approaching Link (Spotify): Podcast#1.2: Συνομιλώντας με τον Χάρη Καλαϊτζίδ

«Διαδρομές»: : δράση δικτύωσης σχολικών μονά- δων για την ενδυνάμωση σχολικών κοινοτήτων και την ενίσχυση της ψυχικής ανθεκτικότητας σε δύσκολες περιόδους

In τhis paper a multilevel intervention entitled “Diadromes” (“Routes”), developed and implemented by the Laboratory of School Psychology of the National and Kapodistrian University of Athens with the aim of strengthening the positive climate and mental resilience at the individual and system level, is presented. Teachers from schools located at Thessaly, Peloponnese and Attica participated in this project, which was organized as a response to the destructive floods in Thessaly (September 2023). “Diadromes” included online trainings, supervision and implementation of classroom activities. A key dimension of the intervention was the networking of teachers both through training and the use of an online platform where class projects were posted. The evaluation based on the participant teachers’ feedback showed a high degree of students’ involvement and achievement of the objectives of the activities, especially regarding recognition and expression of feelings, as well as team cohesion and cooperation. Improvement of the school climate in terms of respect, sense of belonging and friendship was also reported. Teachers also recognized the usefulness of training and supervision. This intervention highlights the significant role of University Laboratories in supporting school communities, especially during adversities and disasters.In τhis paper a multilevel intervention entitled “Diadromes” (“Routes”), developed and implemented by the Laboratory of School Psychology of the National and Kapodistrian University of Athens with the aim of strengthening the positive climate and mental resilience at the individual and system level, is presented. Teachers from schools located at Thessaly, Peloponnese and Attica participated in this project, which was organized as a response to the destructive floods in Thessaly (September 2023). “Diadromes” included online trainings, supervision and implementation of classroom activities. A key dimension of the intervention was the networking of teachers both through training and the use of an online platform where class projects were posted. The evaluation based on the participant teachers’ feedback showed a high degree of students’ involvement and achievement of the objectives of the activities, especially regarding recognition and expression of feelings, as well as team cohesion and cooperation. Improvement of the school climate in terms of respect, sense of belonging and friendship was also reported. Teachers also recognized the usefulness of training and supervision. This intervention highlights the significant role of University Laboratories in supporting school communities, especially during adversities and disasters

Νοέμβριος-Δεκέμβριος 1991

ΕΤΟΣ 15ο ΝΟΕΜΒΡΙΟΣ-ΔΕΚΕΜΒΡΙΟΣ 1991 ΑΡ.Φ. 120ΕΤΟΣ 15ο ΝΟΕΜΒΡΙΟΣ-ΔΕΚΕΜΒΡΙΟΣ 1991 ΑΡ.Φ. 12

Φεβρουάριος 1980

ΦΕΒΡΟΥΑΡΙΟΣ 1980 ΑΡ.Φ. 59ΦΕΒΡΟΥΑΡΙΟΣ 1980 ΑΡ.Φ. 5

Μάιος 1981

ΜΑΙΟΣ 1981 ΑΡ.Φ. 72ΜΑΙΟΣ 1981 ΑΡ.Φ. 7