Citations (17)
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Eleni Didaskalou, Amy M. Briesch, Robert J. Volpe & Christina Roussi-Vergou. (2023) A preliminary investigation of the psychometric properties of the Integrated Teacher Rating Form (ITRF) in Greek school children. International Journal of School & Educational Psychology 0:0, pages 1-11.
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Eleni Didaskalou, Amy M. Briesch, Robert J. Volpe & Christina Roussi-Vergou. (2022) Psychometric properties of the classroom observation of engagement, disruptive, and disrespectful behavior (COEDD) in Greek school children. International Journal of School & Educational Psychology 10:3, pages 303-315.
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Shaheen Mohamed & Miles Thomas. (2017) The mental health and psychological well-being of refugee children and young people: an exploration of risk, resilience and protective factors. Educational Psychology in Practice 33:3, pages 249-263.
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Anastasia Vlachou, Eleni Didaskalou & Maria Kontofryou. (2015) Roles, duties and challenges of special/support teachers at secondary education: implications for promoting inclusive practices. European Journal of Special Needs Education 30:4, pages 551-564.
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Natalie Hart. (2013) What helps children in a pupil referral unit (PRU)? An exploration into the potential protective factors of a PRU as identified by children and staff. Emotional and Behavioural Difficulties 18:2, pages 196-212.
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Maro Doikou-Avlidou & Katerina Dadatsi. (2013) Enhancing social integration of immigrant pupils at risk for social, emotional and/or behavioural difficulties: the outcomes of a small-scale social-emotional learning programme. Emotional and Behavioural Difficulties 18:1, pages 3-23.
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Konstantina Koutrouba. (2012) A profile of the effective teacher: Greek secondary education teachers’ perceptions. European Journal of Teacher Education 35:3, pages 359-374.
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Sarah Hall. (2010) Supporting mental health and wellbeing at a whole-school level: listening to and acting upon children's views. Emotional and Behavioural Difficulties 15:4, pages 323-339.
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Carmel Cefai. (2007) Resilience for all: a study of classrooms as protective contexts. Emotional and Behavioural Difficulties 12:2, pages 119-134.
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Articles from other publishers (8)
Anastasia Vlachou, Aristea Fyssa, Filippos Papazis, Anastasia Toulia, Theodora Papazoglou, Lia Tsermidou & Stavroula Kalaitzi. (2023) The educational and psychosocial needs of students with additional provisions during COVID-19 in Greece: Parents’ perspectives against schools’ crisis management. Research in Developmental Disabilities 143, pages 104638.
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Papavasileiou Christina, Kourou Asimina, Mavrakis Anastasios & Salvati Luca. (2022) Assessing school teachers’ perception of disasters: Insights from a socio-environmentally stressed mediterranean area (Attica, Greece). International Journal of Disaster Risk Reduction 79, pages 103134.
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Kwong Hsia Yap, Ashley Koh, Anesha Kumar, Magdalene Lahpai, Kah Hoe Cheng, Tharsini Ravindaran, Priya Vasu & Sharuna Verghis. (2022) Protocol for a feasibility evaluation of a Social and Emotional Learning (SEL) programme to improve resilience and academic achievement in refugee children from a community learning centre in Malaysia: PARSEL (Participatory Action Research on SEL). PLOS ONE 17:8, pages e0273239.
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Brandi Pernell, Vishnu Nagalapuram, Jeffrey Lebensburger, Chee Paul Lin, Monica L. Baskin & Lee M. Pachter. (2021) Adverse childhood experiences in children and adolescents with sickle cell disease: A retrospective cohort study. Pediatric Blood & Cancer 69:3.
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Brittany LaBelle. (2019) Positive Outcomes of a Social-Emotional Learning Program to Promote Student Resiliency and Address Mental Health. Contemporary School Psychology.
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Hakan UŞAKLI. (2017) SOSYAL DUYGUSAL ÖĞRENME NEDİR NEDEN ÖNEMLİDİR (İNSAN İLİŞKİLERİNDE BEŞ DUYGU ALANI). Sinop Üniversitesi Sosyal Bilimler Dergisi 1:2, pages 1-16.
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Vita L. Jones, Kyle Higgins, Regina R. Brandon, Debra L. Cote & Nicole Dobbins. (2013) A Focus on Resiliency. Young Exceptional Children 16:4, pages 3-16.
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Ton Mooij & Geert Driessen. (2008) Differential ability and attainment in language and arithmetic of Dutch primary school pupils. British Journal of Educational Psychology 78:3, pages 491-506.
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