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Research / Publications

Recent trends in school mental health have contributed to an increased understanding of positive development and adjustment in the school environment. A new model, the school community well-being model, was devleoped that provides a broader approach to supporting well-being and guidelines for the promotion of well-being within the school community. In this model, the well-being of the whole school community is a primary target for outcome of the intervention programs, and provides the context for the promotion of all other significant correlates of well-being (e.g., students’ academic and psychosocial development and adjustment). Core concepts of school mental health related to this model include resilience, effective schools, schools as caring communities, social and emotional learning, and evidence-based interventions. These are prerequisites for the promotion of school well-being and are integrated into the model in an operational synthesis that provides practical guidelines for the development and implementation of system-level interventions in the school environment.

Hatzichristou, C., Gari, A., Mylonas, K., Karitsa B. Tsiovoulou, A., & Giavrimis, P. (2014). Στάσεις και αντιλήψεις και εκπαιδευτικών σχετικά με το διαζύγιο και την προσαρμογή των παιδιών χωρισμένων γονέων. [Attitudes and perceptions of teachers for divorce and childrens' adjustment after parental separation], Social Sciences Tribune,16 (63),80-105.

Hatzichristou, C., & Lampropoulou, A. (2012).  Ψυχοκοινωνική υποστήριξη μαθητών Ρομά: Ανάπτυξη πολυεπίπεδου μοντέλου παροχής σχολικών ψυχολογικών υπηρεσιών.  [Psychosocial support of Roma students: Development of a multilevel model for providing school psychological services]. Education Sciences, 2, 261- 279.

Hatzichristou, C., Gari, A., Mylonas, K., Tsiovoulou, A., Karitsa B., & Giavrimis, P. (2012). Αντιλήψεις και Στάσεις Μαθητών σχετικά με το Διαζύγιο και την Προσαρμογή των Παιδιών Χωρισμένων Γονέων. [Perceptions and attitudes of students for divorce and childrens' adjustment after parental separation], Nea Paideia, 144, 131-146.

Hatzichristou, C., Dimitropoulou, P., Lykitsakou, K. & Lampropoulou, A. (2009). Προαγωγή της ψυχικής ευεξίας στη σχολική κοινότητα: Εφαρμογή παρεμβατικού προγράμματος σε επίπεδο συστήματος. [Promotion of well-being in the school community: The implementation of a system level intervention]. Psychology, Special Issue: Current Issues in School Psychology, 16(3), 381-401.

Ηatzichristou,C., Dimitropoulou P., Georgouleas, G., & Lampropoulou, A. (2006). Παρεμβατικά προγράμματα πρωτογενούς πρόληψης: Σχεδιασμός, εφαρμογή, και αξιολόγηση του «Προγράμματος προαγωγής της ψυχικής υγείας και της μάθησης: Κοινωνική και συναισθηματική αγωγή στο σχολείο».[Primary prevention programs: Design, implementation, and evaluation of the "Program of  promoting mental health and learning: Social and emotional learning in school."]. Child and Adolescent Mental Health and Psychopathology, 8(2), 155-175.

Hatzichristou, C., Lianos, P.G. & Lampropoulou, A. (2019). Supporting vulnerable groups of students in educational settings: University initiatives and partnerships. Psychology in Russia - State of the Art. Special issue “Educational psychology from a contemporary perspective”, 12(4), 60–73. DOI: 10.11621/pir.2019.0404

Hatzichristou, C., Lampropoulou, A., & Lianos, P.G. (2019). Social justice principles as core concepts in school psychology: Training, research and practice at a transnational level. School Psychology International, 1–20, DOI: 10.1177/0143034319892031

Hatzichristou, C., Stasinou, V., Lampropoulou, A., & Lianos, P. (2018). Adolescents’ perceptions of school climate: Exploring its protective role in times of economic recession, School Psychology International, 39 (6), 606-624. doi.org/10.1177/0143034318803666

Hatzichristou, C., et al. (2017). Individual and contextual factors contributing to the psychosocial adjustment of elementary and high school students in the Greek schools. School Psychology Quarterly.

Hatzichristou C., Lianos, P. G., & Lampropoulou, A. (2017). Cultural Construction of Promoting  Resilience and Positive School Climate during the Economic Crisis in Greek Schools. International Journal of School & Educational Psychology, 1-15, doi: 10.1080/21683603.2016.1276816 (published online: 03 Feb 2017)

Hatzichristou, C. & Elias, M. (Special Issue Editors). Social-Emotional Learning (SEL) Training, Intervention and Research Worldwide (special issue, Nov.2016), International Journal of Emotional Education, 8(2), 1-5.

Hatzichristou C, & Lianos, P. G. (2016). Social and emotional learning in the Greek educational system: An Ithaca journey. International Journal of Emotional Education (special issue), 8(2), 105-127.

Lam, S. F., Jimerson, S., Shin, H., Cefai,  C., Veiga, F. H., Hatzichristou, C., Polychroni, F., Kikas, E., Wong, B.P.H., Stanculescu,  E.,  Basnett, J., Duck, R., Farrell, P., Liu, Y., Negovan, V., Nelson, B., Yang, H., & Zollneritsch, J. (2016). Cultural Universality and Specificity of Student Engagement in School: The Results of an International Study from 12 Countries. British Journal of Educational Psychology, 86(1), 137-153.

Oakland, Τ. & Hatzichristou, C. (2014) Professional Preparation in School Psychology: A Summary of Information from Programs in Seven Countries. International Journal of School & Educational Psychology, 2(3), 223-230.

Oakland,T. & Hatzichristou,C. (2014). International perspectives on academic and professional preparation of school and educational psychologists: Introduction to a special issue of the International Journal of School & Educational Psychology. International Journal of School & Educational Psychology, 2 (3), 150-153.

Lam, S,F, Jimerson, S, Kikas, E, Cefai, C, Veiga, F. H., Nelson, B., Hatzichristou C., Polychroni F., Basnett, J., Duck, R., Farrell, P., Liu, Y., Negovan, V., Shin, H., Stanculescu, E., Wong, B.P.H, Yang, H., Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 50 (1), 77-94.

Polychroni, F. Hatzichristou, C., & Sideridis, G. (2012). The role of goal orientations and goal structures in explaining classroom social and affective characteristics. Learning and Individual Differences, 22, 207–217.

Hatzichristou, C., Issari, P., Lampropoulou, A., Lykitsakou, K. & Dimitropoulou, P. (2011). The development of a multi-level model for crisis prevention and intervention in the Greek educational system. School Psychology International, 32 (5), 464-483.

Newell, M.L., Nastasi, B.K., Hatzichristou, C., Jones, J.M., Schanding, G.T., Jr. & Yetter, G.P. (2010). Evidence on multicultural training in school psychology: Recommendations for future directions. School Psychology Quarterly, 25 (4), 249-278.

Oakland, T. & Hatzichristou,C.  (2010). Temperament  Styles of Greek and US Children. School Psychology International, 31 (4), 422-437.