Social and emotional learning in the Greek educational system : an Ithaca journey

This article portrays the ongoing and ever-expanding journey of the Center for Research and Practice of School Psychology (CRPSP) of the National and Kapodistrian University of Athens. Based on an integrative approach to school community well-being that includes positive psychology perspectives and systems interventions, all activities of the Center focus on a social and emotional learning (SEL) framework that emphasizes strengths and contextual protective factors for members of the school community and other educational settings. Special attention is given to the implementation of SEL prevention programs in times of crisis and economic recession. Furthermore, the incorporation of SEL framework into the general education curriculum as well as in the preparation of psychologists and teachers at undergraduate and graduate level is presented. The role of SEL in building evidence-based interventions is discussed under the scope of multicultural and transnational considerations.peer-reviewe

Social and emotional learning in the Greek educational system: An Ithaca journey

This article portrays the ongoing and ever-expanding journey of the Center for Research and Practice of School Psychology (CRPSP) of the National and Kapodistrian University of Athens. Based on an integrative approach to school community well-being that includes positive psychology perspectives and systems interventions, all activities of the Center focus on a social and emotional learning (SEL) framework that emphasizes strengths and contextual protective factors for members of the school community and other educational settings. Special attention is given to the implementation of SEL prevention programs in times of crisis and economic recession. Furthermore, the incorporation of SEL framework into the general education curriculum as well as in the preparation of psychologists and teachers at undergraduate and graduate level is presented. The role of SEL in building evidence-based interventions is discussed under the scope of multicultural and transnational considerations. Keywords: social and emotional learning, prevention programs, well-being, multicultural interventions, transnational approach Introduction Social-emotional learning is a fundamental prerequisite for the positive adjustment and the well-being of school community members. It involves children's and adults' acquisition and effective application of the necessary knowledge, attitudes, and skills for emotional understanding and management, positive goals setting, empathy expression, positive relationships development and responsible decision-making (CASEL, 2012). It has roots in a progressive educational tradition as well as the primary prevention and social competence promotion literature within psychology, and it is centered on promoting children's social and emotional well-being The recent emphasis on resilience, effective schools, and social emotional learning are reflected in changes in school psychological practice and service delivery throughout the world (Hatzichristou, 2011a; 2015a). Several SEL intervention programs are implemented in the schools across the world, such as the U.S.A. During the last two decades, a relevant evolution has been evident also in Greece (Hatzichristou, 2011a; 2015a;. Τhe Center for Research and Practice of School Psychology in the Department of Psychology at the National and Kapodistrian University of Athens became the main developer and coordinator of SEL intervention programs in the country. Social and emotional learning was incorporated in the university curriculum, becoming one of the essential training skills for future psychologists, primary and secondary school teachers and school psychologists. The establishment of CRSPS has helped to link theory, research, training of students, implementation of intervention programs in schools as well as providing a link between university, schools, professional associations, and institutions The purpose of this article is to present the foundation of CRSPS through its multiple phases and to delineate the SEL-based intervention programs that have been designed, implemented and evaluated over these years in various Greek and international settings. Additionally, the incorporation of SEL in the university curriculum is presented, focusing on undergraduate and graduate studies. Promotion of school-wellbeing conceptual framework in the context of alternative school psychology services The lack of school psychological services in the Greek public schools presented a unique opportunity and a great challenge for the development of alternative service delivery models The establishment of the CRSPS follows the application of this multilevel model that links theory, research, and practice, and meets the particular needs of the Greek educational system (Hatzichristou, Educational materials for three age groups (preschool, primary and secondary education) have been developed and published, including the conceptual framework, eleven thematic units, and the students' activities book (Hatzichristou, 2011b; 2011c; 2011d). Each booklet contains literature review, practical guidelines for the implementation of the program, and two-level classroom activities (basic-advanced) with specific goals, implementation guidelines and discussion suggestions for each age group. The thematic units are: (i) communication skills; (ii) emotion recognition, expression, and management; (iii) self-concept and self-esteem; (iv) coping strategies; (v) conflict resolution; (vi) school and diversity in culture; (vii) school and diversity in families; (viii) school and students with special educational (ix) social skills; (x) learning/study skills; (xi) crisis intervention in the school community. The material has reached three editions, which have been also revised (Hatzichristou, 2004c;, 2011b 2011c; 2011d revised). Lykitsakou PPMHL Development: Levels of Intervention The Assessment and Research Methodology The CRPSP developed a multilevel assessment model including (a) process and outcome evaluation; (b) pre-, post-, and during the program assessment; and (c) control group comparison. Data are collected by different instruments (qualitative and quantitative), methods (questionnaires, diaries and logs, personal reports from teachers) and stakeholders (teachers, school administrators students, parents) during PPMHL supervision, activities and work projects. In addition, program efficacy can also be examined by comparing first-to-second years of intervention or experimental-to-control groups. These data constitute valuable feedback for program improvement and refinement . Teachers complete PPMHL measures at the beginning and at the end of the training, while students complete measures at the beginning and at the end of the intervention. Meanwhile, in the course of the program seminars a process evaluation procedure is followed, allowing the scientific team to receive valuable feedback for the continuation and tailoring of the intervention to the specific needs. Student control groups of other classes of the schools are also included, in order to evaluate the impact of the implementation in the same setting. Every project evaluation process is conducted by an independent evaluation team using a mixed method assessment design, adjusted to the special characteristics of each project. The independent evaluation team members are involved in the assessment process, but not in the implementation procedure. The following section presents a brief description of the development, implementation and results from the evaluation of the most prominent CRSPS interventions is presented Considering adversity from a 'metacultural' perspective The CRPSP was responsible for the development, implementation, and evaluation of the domain of psychosocial support for migrant and remigrant students and their families Planning began with goal-setting, selection of participants (schools, teachers and students) and organizational decisions about the intervention (content, schedule). The project contained four thematic units: communication skills; emotion recognition, expression, and management; self-concept and self-esteem; diversity and cultural sensitivity. Since the program was implemented in schools with a high percentage of migrant and remigrant students, the promotion of intercultural understanding and communication was particularly emphasized. After the initial awareness workshops and seminars were conducted, classroom intervention took place once a week on a designated day and during a designated academic period and included classroom discussions and other activities (e.g., group or individual activities, role playing, and games). In the first session, children discussed the program rules and signed a classroom 'contract'. Then, three or four sessions (during a month) were dedicated to each theme and a final session was spent on the program closing. Teachers participated in four additional seminars (one per month), during the implementation period. The evaluation design included use of student control group. An important aspect of the project was the implementation of SEL intervention programs. Since one of the main goals was to promote social and emotional skills for all students, PPMHL was introduced in all the participant schools, with a special emphasis on diversity issues. All life skills that were addressed inside the scope of the program (i.e. communication skills, emotional management, self-esteem, conflict resolution, crisis intervention etc.) were viewed under a multicultural perspective, incorporating the different values, attitudes and needs of the target group into the intervention design. Furthermore, secondary intervention SEL programs were designed and implemented, addressing specific issues for each setting deriving from needs assessment procedures (e.g. conflict resolution, social skills training etc.). School psychologists, in collaboration with teachers, implemented both primary and secondary prevention programs. School psychologists were supervised in groups by experienced school psychologists on a weekly basis primarily for the purpose of discussing cases and developing counseling and consultation skills. In addition, short-term seminars were held, for the purpose of further training psychologists in consultation service delivery and to enhance multicultural-related skills with an emphasis on Roma population. In order to monitor the services provided, a detailed database was developed and constantly updated by the school psychologists According to our findings resulting from the evaluation of the school-based psychological services, the program was effective and well-accepted by all participants, both students and teachers. The majority of the teachers were highly satisfied by their collaboration with school psychologists, as it helped them improve their skills in class management, deal with students' conflicts, and manage various learning and adjustment difficulties. Furthermore, the teachers identified more respect from their students towards peers and the school, as well as a higher level of belonging as members in the school community. Students reported that after the implementation of the program their behavior towards Roma students improved, they communicated and collaborated better with their peers, and managed to express themselves in a better way. Especially the Roma students experienced care, respect and kindness among their fellow students and that the students intended to influence positively the behavior and the actions of others Fostering development, adjustment and support during crisis and recession For almost a decade CRSPS has organized a number of building awareness seminars and workshops regarding crisis management in the school community. Additionally, a crisis preparedness and intervention model has been proposed that incorporates key SEL components and resilience factors, and leads to the development of action plans for responding and providing support in a crisis situation Recently, a new crisis has emerged (i.e. economic recession) that affects the whole Greek population, The program aimed to support and strengthen students' and teachers' resilience and well-being at an individual, group and school community. At the same time, the program sought to explore the needs of teachers and students that emerged during the economic crisis in Greece. The structure of the program included: (a) three specialized training seminars for teachers, to raise awareness on the effects of economic crisis, how to respond to the students' immediate needs, and to promote resilience and coping strategies; The results from a needs assessment process showed that teachers and students were in need for support and especially teachers were in need for guidance on how to support their students and how to promote psychological well-being and resilience in their classrooms. Findings from evaluation of the program showed enhancement of self-esteem and initiative-taking for teachers and students, as well as improvement on students' relationships and school bonding . Compared to answers from control groups (non-participant classrooms in the same schools), analyses showed that after the implementation of the program, the intervention group demonstrated higher levels of psychosocial adaptation, resilience and positive school climate both at an individual and group level. These results were indicative for both students and teachers. The efficacy of the program was found to be higher in more vulnerable groups of students, such as those who were experiencing intense economic difficulties in their families and those who had lower school achievement Hatzichristou, Lianos, & Lampropoulou, in press). International Program WeC.A.R.E. This international program is an online, international teacher training and classroom intervention program that aims to enhance the students' psychological wellbeing, build resilience, foster team-spirit, and create a global support network of educators, school psychologists and students. During school years 2012-16, schools from 13 countries have participated in the program, while a first pilot phase was conducted in English with the participation of teachers and students from schools of Greece, U.S. A. and Belgium (Hatzichristou, 2015b;. Participating classes are divided in groups of two or three from different countries. Together, they make an online sailing journey Disseminating SEL principles in community settings A SEL intervention program was designed, developed and implemented in a small group of children attending the Municipality of Athens' summer camp in Agios Andreas. Furthermore, staff members received consultation on group issues and psychosocial adjustment by a school psychologist/member of the CRSPS scientific team. This program was based on a previous relevant program we have implemented in an international summer camp with students from different countries in Malesina in collaboration with the Ministry of Foreign Affairs and constitutes an example of intervention in community settings. Incorporating SEL framework in the national curriculum The significant influence of social and emotional domains on learning, school success and psychosocial adjustment has led many educational systems internationally to develop social and emotional curricula for the systematic teaching of social and emotional skills in schools Incorporating SEL framework in undergraduate and graduate education Collaborating with the Department of Psychology and the Graduate School Psychology Program, CRPSP contributes to the preparation of professionals to meet their responsibilities of providing assessment, prevention, and intervention services for children and youth by providing the theoretic and practical background for their education. Therefore, all of the axes that constitute the theoretical framework of th

Understanding and measuring student engagement in school: The results of an international study from 12 countries

The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intraclass correlation of the full-scale scores of student engagement between countries revealed that it was appropriate to aggregate the data from the 12 countries for further analyses. Coefficient alphas revealed good internal consistency. Test-retest reliability coefficients were also acceptable. Confirmatory factor analyses indicated that the data fit well to a second-order model with affective, behavioral, and cognitive engagement as the first-order factors and student engagement as the second-order factor. The results support the use of this scale to measure student engagement as a metaconstruct. Furthermore, the significant correlations of the scale with instructional practices, teacher support, peer support, parent support, emotions, academic performance, and school conduct indicated good concurrent validity of the scale. Considerations and implications regarding the international use of this student engagement in school measure are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.postprin

Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries

This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school andwere rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world

The experience of First Sexual Intercourse: an Exploratory Study in Greek Women

Background: A young person's first sexual intercourse is often a remarkable and memorable experience.However, little information exists regarding contextual factors of this first experience and the possible effects ontheir subsequent sexual lifeObjective: This study explored the conditions of and women’s emotional reactions to first sexual intercourse(FSI), as well as FSI’s impact on their future sexual experiences.Methodology: Participants were 899 women aged 19 to 40 yrs, registered in 23 arbitrarily selected GPs privatepractices. They completed a 30-item questionnaire regarding their first sexual intercourse experience.Results: It was found that information sources for sexual issues (family vs media) significantly influence both theadoption of responsible sexual behaviours and the formation of feelings preceding sexual initiation (p<0.05). Thestudy also demonstrated that even when FSI is perceived as voluntary other correlates (e.g. woman’s and /orpartner’s age, contraceptive use etc.) affect women’s emotional reaction to first coital experience and theirresponse to future sexual encounters.Conclusions: The findings of this study provide initial data to suggest that the first sexual intercourse experiencesignificantly impacts women’s sexual life. Health professionals should be aware of this information in thedevelopment of programs focusing on the promotion of sexual health for adolescents or parents; education

Efficacy and Safety of Platelet-Rich Plasma Injections for the Treatment of Female Sexual Dysfunction and Stress Urinary Incontinence: A Systematic Review

Introduction: There is no clear evidence in the literature that platelet-rich plasma (PRP) injections improve female sexual dysfunction (FSD) and female stress urinary incontinence (SUI). Objectives: A systematic review was performed to study the efficacy and safety of PRP injections in women with the above pathologies, as well as to explore the optimal dosing, frequency and area of injections, and duration of treatment. Methods: A systematic search on PubMed, Embase and the Cochrane Library database was performed, as well as sources of grey literature from the date of database or source creation to January 2023. After title/abstract and full-text screening, clinical studies on humans evaluating the efficacy of PRP in gynecological disorders using standardized tools were included. Risk of bias was undertaken with RoB-2 for randomized-controlled trials (RCT) and the Newcastle-Ottawa Scale (NOS) for observational studies. Results: Four prospective and one retrospective study explored FSD, while six prospective and one RCT evaluated female SUI. A total of 327 women with a mean age of 51 ± 12 years were included. For FSD, PRP significantly improved the Female Sexual Function Index (FSFI), the Vaginal Health Index (VHI) and the Female Sexual Distress score (FSDS). For SUI, PRP led to a significant improvement in the International Consultation on Incontinence Questionnaire—Short Form (ICIQ-SF) and the Urogenital Distress Inventory (UDI-6). The identified RCT reported a significantly higher mean score of ICIQ-SF (p < 0.05) and UDI-6 (p < 0.01) in the midurethral sling group compared to the PRP injections group. Regarding the risk of bias, the RCT was characterized by high risk, whereas the observational studies were of moderate risk. The protocol for PRP injections for FSD is the injection of 2 mL of PRP into the distal anterior vaginal wall once a month for 3 months. For female SUI, 5–6 mL of PRP should be injected into the periurethral area once a month for 3 months. Conclusions: Despite the promising initial results of PRP injections, the level of current evidence is low due to methodological issues in the available studies. It becomes clear that there is an emerging need for high-quality research examining PRP injections for the treatment of FSD and female SUI

Percutaneous Nephrolithotomy in a Patient with Mainz Pouch II Urinary Diversion: A Case Report

Abstract: Mainz pouch II is a reliable and viable technique of continent urinary diversion. Patients are at increased risk of long-term complications including urolithiasis of the upper urinary tract and reservoir. We report the case of a 67-year-old male with prior Mainz pouch II due to invasive bladder cancer treated for a large renal calculus. Percutaneous nephrolithotomy (PCNL) was successfully performed. Stone management in these type of patients is of increased interest due to existed &quot;anatomical challenges&quot; concerning the access and safety during the procedure. To our knowledge this is the first case of PCNL in a patient with Mainz pouch II that has been reported in the literature

Surgical Treatment for 11 Cases of Penile Verrucous Carcinoma

Penile verrucous carcinoma is a rare, well-differentiated and low-grade tumor. The surgeons are deficiently aware about the biological behavior and the clinicopathological characteristic of this disease, which raises difficulties during the treatment. In our present study, the clinical and pathological data of 11 patients with penile verrucous carcinoma, aged between 49 to 85 years was retrospectively analyzed. The tumors exhibited exophytic, papillary, caulifower-like or verrucose lesions of great dimensions measuring between 2 to 10 cm on the penises. The tumors were located at glans in 6 cases, invaded the coronoid sulcus in 4 cases and invaded the shaft of the penis in 1 case. Eight cases underwent partial penectomy, while the other 3 were treated with local excision. The diagnosis of penile verrucous carcinoma was confirmed by histopathologic examination of the specimens with the negative surgical margins in all the cases. Within the period of 12 to 60 months of follow-up, all the patients were disease-free with no case of recurrence and metastasis. The novel knowledge and experience of the treatment of penile verrucous carcinoma will be a useful clinical guide for surgeons in the future

The Role of Erection Hardness in Determining Erectile Dysfunction (ED) Treatment Outcome

e u r o p e a n u r o l o g y s u p p l e m e n t s 5 ( 2 0 0 6 ) 7 6 7 -7 7 2 a v a i l a b l e a t w w w . s c i e n c e d i r e c t . c o m j o u r n a l h o m e p a g e : w w w . e u r o p e a n u r o l o g y . c o m Article info Keywords: Erectile dysfunction Erection hardness Intimacy PDE5 inhibitor Self-esteem Sexual satisfaction Abstract Whatever the cause of a man&apos;s erectile dysfunction (ED), the result is a loss of penile rigidity that impairs or precludes his ability to achieve or maintain vaginal penetration for sexual intercourse. Identification of the degree of impairment of penile rigidity and durability is an important component in the assessment of ED in both clinical practice and in clinical trials of oral drug treatments for ED. This focus on erection hardness is appropriate because men themselves emphasise this quality when they judge the effectiveness of treatment for ED. This attitude is because the ability to achieve a rigid and durable erection is frequently perceived by affected men as central to their sexual satisfaction and selfimage as sexually competent; loss of this ability may have important adverse effects on their self-esteem, their sexual confidence, and, directly or indirectly, their relationship with their partner. There is a significant positive correlation between improvement in erection hardness and men&apos;s sexual self-confidence, sexual enjoyment, and satisfaction with their sexual relationship. Improvement in the rigidity and durability of erections following successful treatment of ED has the potential to allow men to experience better sex, not only by improving erection hardness, but also by restoring their emotional well-being and their partner&apos;s satisfaction