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ΔΙΕΘΝΕΙΣ

ΔΙΕΘΝΕΙΣ ΔΗΜΟΣΙΕΥΣΕΙΣ

  • Lampropoulou, A., Georgakakou-Koutsonikou, Ν.,Hatzichristou, C., & Roussos, P. (2023). Student adaptation, loneliness, and mental health profiles during the second wave of the pandemic COVID-19.Education Sciences,13, 644, 1-15.
  • Hatzichristou, C., Lampropoulou, A., Georgakakou-Koutsonikou, Ν., &Yfanti, T. (2022). A multilevel approach for assessing needs and supporting school communities during the COVID-19 pandemic: University, schools and community interconnections. International Perspectives in Psychology: Research, Practice, Consultation, 11(2),89-97.https://doi.org/10.1027/2157-3891/a000036
  • La Salle, T. P., Rocha-Neves, J., Jimerson, S., Di Sano, S., Martinsone, B., Majercakova, S., Albertova, E., Gajdošová, C., Deltour, A. B., Hatzichristou, C., Martinelli, V., Raykov, M., Palikara, O., Szabó, É.,Arlauskaite, Z., Athanasiou, D., Brown-Earle. O., Casale, G., Lampropoulou,A., &Mikhailova, A. (2021). A multi-national study exploring adolescent perceptions of school climate and mental health problems, School Psychology, 36(3), 155–166.https://doi.org/10.1037/spq0000430
  • Hatzichristou, C., Georgakakou-Koutsonikou, N., Lianos, P.,Lampropoulou, A., &Yfanti, Τ., (2021). Assessing school community needs during the COVID-19 pandemic: Teacher, parent and student perceptions.School Psychology International, 42(6), 590-615. https://doi.org/10.1177/01430343211041697
  • Hatzichristou, C., Lianos, P.G., Lampropoulou, A., Yfanti, Τ., &Athanasiou, D. (2021). WeCARE intervention program: Αn online multilevel international program for promoting well-being and resilience in the school community during unsettling times, European Journal of Psychology and Educational Research, 4(1), 53 - 69. https://doi.org/10.12973/ejper.4.1.53
  • Hatzichristou, C., Lianos, P.G. Lampropoulou, A., &Stasinou, V. (2020). Individual and systemic factors related to safety and relationships in schools as moderators of adolescents’ subjective well-being during unsettling times, Contemporary School Psychology Special Issue Addressing Aggression and Violence in Diverse School Settings, 24, 252–265.
  • Hatzichristou, C., Stasinou, V., Lampropoulou, A., & Lianos, P. (2020). 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., 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.https://doi.org/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, 41 (1), 67–86.   doi.org/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.org10.1177/0143034318803666
  • 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.org/10.1080/21683603.2016.1276816 
  • 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. (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. (2015). Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries. British Journal of Educational Psychology, 1-17.
  • Lianos, P.G. (2015). Parenting and social competence in school: The role of preadolescents' personality traits. Journal of Adolescence, 41, 109-120.
  • Lam, S-F., Jimerson, S., Wong, B., Kikas, E., Shin, H., Veiga, F. H., Hatzichristou, C., Polychroni, F., Cefai, C., Negovan, V., Stanculescu, E., Yang, H., Liu, Y., Basnett, J., Duck, R., Farrell, P., Nelson B., & Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29 (2), 213–232.
  • Hatzichristou, C. & Polychroni, F. (2014).  The preparation of school psychologists in Greece. International Journal of School and Educational Psychology. Special issue: Academic and Professional Preparation of School and Educational Psychologists: International Perspectives, 2(3), 154-165.
  • 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. Special issue: Academic and Professional Preparation of School and Educational Psychologists: International Perspectives, 2(3), 150–153. doi.org/10.1080/21683603.2014.934617
  • 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.
  • 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. Learningand 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), 464-48
  • 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. 2 (3), 150-153.

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