GREEK
Routes ΙΙ (2024-2025): "A Networking Activity for Educational Communities and Organizations to Promote a Positive School Climate and Strengthen Positive Behaviors and Relationships"
The "Routes II / 2024-2025" initiative is a continuation of the "Routes" networking action for school communities, aimed at strengthening school systems (classroom/school level) and enhancing resilience during challenging periods. The original initiative was designed and implemented by the Laboratory of School Psychology at the National and Kapodistrian University of Athens (NKUA) during the 2023-2024 academic year.
Goal
The Laboratory of School Psychology collaborates with schools and organizations to co-develop and implement an intervention model involving different institutions (University, KEDASY, and school communities). The aim is to prevent dysfunctional behaviors by fostering a positive school climate and by reinforcing positive behaviors. This initiative is part of a broader model applied by the Laboratory’s scientific team, integrating contemporary theoretical approaches, empirical evidence, and current data-driven strategies to promote well-being in the school community.
Objectives
- To identify the key elements within the school system that facilitate the psychosocial adaptation and development of its members, as well as the core dimensions of the school climate.
- To promote cooperation, teamwork, acceptance, solidarity, cohesion, safety, and a sense of belonging among all students.
- To highlight the protective role of goal-setting, which fosters student engagement and participation in activities that strengthen supportive relationships within the school and broader community.
- To showcase positive elements at both the individual and systemic levels (classroom and school) that serve as protective factors against dysfunctional behaviors, including discipline-related issues.
- To develop response mechanisms to challenges and to share strategies, perspectives, and problem-solving approaches through social and emotional learning (SEL) activities.
- To understand the needs of vulnerable student groups within the framework of social justice.
Participants
The initiative is open to secondary education schools and primary education schools (only Grade 6 as a transition year to secondary education).
«Routes»: A School Networking Activity for Strengthening School Communities at a Systemic Level (Classroom/School) and Enhancing Psychological Resilience during Challenging Periods
As part of its ongoing efforts to support school communities, the Laboratory of School Psychology has developed the "Routes" initiative—a school networking action designed to empower school communities at a system level (classroom/school) and enhance psychological resilience, particularly during difficult periods. This initiative was first implemented in the academic year 2023-2024.
The primary goal of the multilevel activity "Routes" is to highlight the key protective factors within the school system that facilitate the adaptation and development of its members. Through this initiative, schools provide opportunities for students to grow, develop essential skills, and strengthen their psychological well-being, even in times of adversity.
Find more information on the initiative's networking platform: pathways2city.sdtapps.online/s/pathways/page/welcome
View the Activity's Album HERE.
Read the hub announcement (in Greek) HERE.
Multilevel approach and actions of the Laboratory of School Psychology for the support of school communities and educational settings during COVID-19 pandemic (2020-2022)
As part of the Laboratory of School Psychology’s long-standing initiatives to support school communities during times of crisis, the scientific team developed a series of actions to address the emerging needs of schools throughout the course of the COVID-19 pandemic. These actions focused on the following interconnected domains:
Research (4 phases)
- Teachers
- Students
- Parents
- Psychologists
Training / Raising awareness
- School administrators/Teachers
- Parents
- Psychologists/socialworkers
Interventions
- Mental health consultation
- Tele-counseling, support and implementation of activities from the graduate students of School Psychology
Academic education
- Undergraduate students of Psychology, Department of Psychology NKUA
- Graduate students of School Psychology, Department of Psychology, NKUA
Educational material/ Booklets
15 Booklets during the pandemic (see Publications/Resources):
- Before the closing of the schools,
- During the closing and the transition to digital classrooms,
- On returning to school after staying at home and,
- During the new school year
Advocacy/ Raising awareness at national and International level
- Booklets’ translation in English, German, French, Arabic and Farsi
- Dissemination of translated booklets in agencies of education of Greek language/ schools abroad
- International collaborations- resources in ISPA webpage
Multilevel Program for the psychosocial support and promotion of resilience in school communities after natural disasters (the case of wildfire) (2018-2019)
Project of psychosocial support and promotion of resilience in school communities after natural disasters (the case of wildfire) (2018-2019).
Participants: 8 Preschools& 8 Elementary Schools of Eastern Attica
Psychosocial support of refugee children and their families in school communities (2015-2018)
Program for the psychosocial support of refugee children and their families in school communities responding to the psychological needs of children/ adolescents facing traumatic experiences (2015-2018)
«Connecting for Caring» C4C («SIN-FRΟΝΤΙΖO»)
Connecting for Caring (C4C) is a multi-level prevention, awareness-building, education and intervention project that was developed by the Center for Research and Practice in School Psychology of the University of Athens in cooperation with the Society for School and Family Consultation and Research, and is implemented with the generous donation of Stavros Niarchos Foundation. Scientific project leader is Chryse (Sissy) Hatzichristou, Professor of School Psychology in the University of Athens, Greece.
This project is based on a holistic approach to foster positive development, adjustment and support for children and adolescents in the school and in the family. It is an evidence based project, based on current international and Greek literature, and aims to combine scientific knowledge, research and practice in order to provide useful knowledge and promote best practices for teachers, parents, administrators, mental health professionals, but also for children and adolescents. The main goal of the program is to make current theoretical and practical knowledge accessible to a large number of people (teachers, parents, administrators, children and adolescents, mental health professionals) utilizing the opportunities offered by modern technology.
(Indicative publications: Hatzichristou, 2015, 2014, 2013. Hatzichristou, Adamopoulou, & Lampropoulou, 2014. Hatzichristou, & Adamopoulou, 2013. Hatzichristou, Kati, Georgouleas, Likitsakou, & Yfanti, 2012. Hatzichristou, Yfanti, & Georgouleas, 2012. Stasinou & Hatzichristou, 2016)
“Supporting in Crisis” program
It is part of the multilevel project «Connecting for Caring» (C4C) and it was implemented in the peak of the economic crisis in Greece (January-May 2012). The “Supporting in Crisis” program aimed to support and strength students’ and teachers’ resilience and well-being at an individual, group and school community level through out-of-classroom and in-classroom structured activities. At the same time, the program sought to explore the needs of teachers and students that emerged during the economic crisis in Greece.Three hundred forty four elementary and kindergarten teachers (K-6) from Athens and surrounding areas and ten graduate students of school psychology participated in the introductory seminar that was conducted in order to inform teachers about the program and to receive their applications for participation. One hundred and thirty-eight teachers from 29 schools (3 kindergartens, 24 elementary and 2 special education schools) serving approximately 3000 students were selected to participate in the subsequent three training sessions and implementation of the intervention program based on specific criteria (e.g. number of teachers per school, high-need schools).
"E.M.E.I.S" Program
The Program was implemented during 2012-13 school year in schools in the broader area of Athens. The main aim of the program was the development of a positive climate in the school environment in order to reinforce individual and group resilience, as well as to promote and develop internal strengths, motivation and skills. At the same time, an important goal of this program was to offer the teachers an opportunity to strengthen their own resilience and support and empower the students, by addressing the intense needs for psychological support that have emerged from the current economic crisis in Greece.The program included the following five thematic units: (a) practical model of resilience and positive school climate promotion-identifying values and goal setting; (b) crisis management in the school community; (c) coping with stress; (d) social skills, conflict resolution and bullying; and (e) teachers’ burn out. The activities were implemented at an individual, classroom and school level.
Education of 'Roma' Children
Roma students in the schools (percentages ranged from 20%-80%) (Hatzichristou & Lampropoulou, 2013; Hatzichristou et al., 2015). The primary goal of the program was to facilitate access to education for Roma students as well as to support school communities, through promoting intercultural understanding, communication and collaboration. More specifically, the goals of the intervention program were: (a) needs assessment at an individual and system level; (b) mental health promotion of the members of the school community; (c) promotion of a positive school climate and establishment of intercultural understanding in schools; (d) facilitation of school adjustment of Roma and non-Roma students; (e) provision of consultation to faculty members and teachers at a school level. In addition to psychosocial interventions, the program included academic interventions in order to support students with learning difficulties (Hatzichristou & Lampropoulou, 2013).
In this program 7 faculty members, 4-13 psychologists, 37-64 schools and 826 -1985 students participated during the years 2011-2015 (Hatzichristou & Lianos, 2013. Lampropoulou & Hatzichristou, 2013. Hatzichristou, 2013. Hatzichristou &Lampropoulou, 2012, 2013).
Social and Emotional Learning - Program for the Promotion of Mental Health and Learning in school community (PPMHL)(2004-2014)
The Program for the promotion of mental health and learning (PPMHL) integrated empirical data andrecent theoretical approaches in school mental health. The characteristics of the program included linking current relevant theory and research with practice, adapting themto the needs of students in the Greek cultural and educational setting, emphasizing “typical” instead of atypical behavior, and using multi-dimensional and multi-method assessment (evidence- based intervention).
The aim of the program was to promote children’s mental health and learning, and to create a positive climate in the school environment (Hatzichristou, 2004b, 2004c, 2004d). It consists of 10 thematic units:
(i) communication skills
(ii) identification, expression, and copingwith feelings
(iii) self-concept and self-esteem
(iv) coping strategies
(v) conflict resolution
(vi) diversity in culture
(vii) diversity in individual, family and social characteristics
(viii) learning/study skills
(ix) social skills
(x) crisis intervention in the school community.
For each thematic unit a specialized educational curriculum included a literature review, practical guidelines for the implementation ofthe program, and classroom activities with specific goals and methods for preschool, primary and secondary students.
Participants in Greece & Cyprus: 900 teachers, 15,000 students (Hatzichristou, Lampropoulou, & Lykitsakou, 2006. Hatzichristou, Lykitsakou, Lampropoulou & Dimitropoulou, 2010. Hatzichristou, Lampropoulou, Lykitsakou & Dimitropoulou, 2010. Χατζηχρήστου, Λαμπροπούλου & Λυκιτσάκου, 2004).
Program for the inclusion of students with Special Eduational Needs
The primary prevention program on inclusion of students with special educational needs comprises a series of psychoeducational fairytales on diversity. The first of these fairytales is titled “The Little Tiny Wing” and was written by a graduate student in the school psychology program and edited by faculty members. The fairytale includes guidelines for class discussions aimed at facilitating inclusion, acceptance, and respect for diversity, with an emphasis on students with special needs