Ntina Kourmousi

Background: Stress has devastating consequences for adolescents’ physical and mental health. Therefore, having the tools to accurately measure it is of critical importance. This paper seeks to evaluate the psychometric characteristics of the Greek version of the 14-item Adolescent Stress Questionnaire (ASQ-14), which measures adolescents’ daily experience of common stressors. Methods: The study questionnaire was administered to 176 male and female 15- to 18-year-old students, coming from several regions of Greece. The psychometric characteristics of the Greek ASQ-14 were investigated by confirmatory factor analysis(CFA) and exploratory factor analysis (EFA). The Kaiser–Meyer–Olkin (KMO) procedure was applied for measuring sample adequacy. Principal axis factoring (PAF) was chosen as the extraction method and Varimax rotation was used. Internal consistency was evaluated using Cronbach’s alpha coefficient. Scale intercorrelations were evaluated via Pearson’s r correlation coefficient. The discriminant construct validity was evaluated by analyzing the differences in the ASQ-14 scales between girls and boys, using Student’s t-tests. Results: Two factors emerged: External Pressures and Constraints and Internal Stress and Uncertainty explained 18.5% and 14.5% of the variance, respectively. The Greek ASQ-14 demonstrated acceptable reliability. Concerning discriminant validity, participants with high perceived socioeconomic status had significantly greater scores in “External Pressures & Constraints” and significantly lower scores in “Internal Stress & Uncertainty, while girls had significantly greater scores in both scales and greater total scores than boys. Conclusions: The Greek ASQ-14 emerges as a psychometrically sound tool for screening stress among Greek adolescents.

Mental health professionals are often confronted with clients’ traumatic narratives, which may lead to increased levels of vicarious trauma and burnout, especially when work-related risk factors are present. This study aims to investigate the relationship between vicarious trauma and burnout among mental health professionals in Greece while taking into account work-related and intrapersonal factors using a sample of 266 mental health professionals, who completed the Core Self-Evaluations Scale, Self-Compassion Scale, Vicarious Trauma Scale, and Counselor Burnout Inventory, and provided information about work-related variables, such as caseload, clinical supervision, clinical training, and therapeutic experience. The findings showed that Greek mental health professionals’ burnout positively associated with vicarious trauma and caseload, while negatively associated with intrapersonal factors and work-related factors, namely, years of clinical supervision, clinical training and therapeutic experience. Vicarious trauma negatively correlated with core self-evaluations, self-compassion, and clinical experience. Finally, low core self-evaluations and self-compassion were found to explain greater burnout levels together with higher vicarious trauma and work overload per week, while core self-evaluations were the only variable that moderated the relationship between vicarious trauma and burnout of Greek mental health professionals. These findings indicate that in order to address the interplay between vicarious trauma and burnout, targeted interventions that focus on personal attributes, coping strategies, and systemic organizational support are needed.

Background/Objectives: Resilience—a complex phenomenon embracing a number of factors on various levels—seems to be a most important skill to survive this vulnerable phase. One major factor is the perceived social support during adolescence. Recognizing gaps in perceived social support may lead to prevention of serious social and medical problems, including juvenile delinquency and stress-related diseases. Screening questionnaires to identify the gaps in perceived social support in Greek adolescents are lacking. The purpose of this study was to validate a Greek version of the Multidimensional Scale of Perceived Social Support (MSPSS), a self-report scale of perceived social support of the family, significant others, and friends. Methods: The MSPSS was translated into Greek and was administered to students of 15 to 18 years of age from several areas of Greece. Psychometric properties of the MSPSS tool were investigated by Exploratory Factor Analysis (EFA), using principal component analysis with the Varimax Rotation Method. For Confirmatory Factor Analysis (CFA), the Comparative Fit Index (CFI), Tucker–Lewis index (TLI), and the Root Mean Square Error of Approximation (RMSEA) were used. Results: A total of 999 students completed the MSPSS anonymously. The Greek version of the MSPSS scale exhibited large internal consistency (Cronbach’s α of 0.932, McDonald’s Omega of 0.926). Three of the factors explained 80.80% of total variance. Conclusions: The Greek adaptation of the MSPSS is a valid instrument, and professionals can apply it as a screening tool for perceived social support in adolescents.

Stress significantly impacts adolescents’ health. Therefore, its measurement is of critical importance. This study aims to assess the psychometric properties of a Greek adolescent version of PSS-10 among middle adolescents. This study’s questionnaire, which was completed by 169 adolescents aged 15–18, included a Greek linguistic, cultural, and age-appropriate version of the PSS-10 and the validated Greek ASQ version. Confirmatory factor and exploratory factor analyses were conducted. Convergent validity was tested through Pearson’s r intercorrelations among PSS-10 scales and ASQ and PSS-10 scales. Discriminant construct validity was determined by the association between PSS-10 scales and gender, grade, diploma grade, and following daily routines using Student’s t-tests or analysis of variance (ANOVA). Confirmatory factor analysis was not satisfactory. Exploratory factor analysis revealed two factors: perceived coping and perceived control, which explained 25.8% and 23.8% of the variance, respectively. Internal consistency reliability was satisfactory (Cronbach’s alpha > 0.70). Positive and significant correlations were found between ASQ and PSS-10 scores, indicating satisfactory convergent validity. Concerning discriminant validity, students who followed daily routines appeared to have less perceived stress. The Greek version of the 10-item Perceived Stress Scale (PSS-10) for adolescents is a valid instrument and can be used by professionals to rapidly screen perceived stress in adolescent populations.

Road safety constitutes a crucial public health issue and there is growing research on road safety school interventions that promote responsible road use. The current experimental study explored the effectiveness of a three-month implementation of the interactive road safety education program “E-drive Academy” with fourth-grade elementary students in Greek schools of Attica prefecture. The sample consisted of 834 students (experimental group: 629; control group: 205). The evaluation questionnaire included demographics and a road safety questionnaire for use by primary education students, specifically designed to test the effectiveness of the taught modules, namely i) walking safely, ii) using the means of transport and being a passenger in a car, iii) riding a bicycle safely, iv) being a passenger in a school bus, v) locus of control, vi) knowing the traffic lights, vii) incorporating movement into daily life, and viii) orienting oneself. The data analysis revealed that the experimental group exhibited significant (p<0.05) improvement in all taught and investigated traffic-related knowledge, skills, and attitudes post-intervention, whereas the control group did not. The present e-health intervention confirms that properly designed universal road safety education could enhance safety skills and help prevent problem behaviours.

Over the past decades, research on positive psychology for building strengths has proliferated. The present study aimed to explore the effect of gratitude in a 5-week positive psychology group program for undergraduate engineering students which included an intermediary 2-week gratitude intervention. In a mixed-design, 69 students from three engineering departments of the School of Pedagogical and Technological Education (ASPETE), assigned to the intervention (N = 34) and the control group (N = 35), with an average age of 21.52 years (SD = 4.63), were administered the Gratitude Questionnaire—six item form (GQ-6), the Modified Differential Emotions Scale (mDES), the Connor–Davidson Resilience Scale (CD-RISC), the Subjective Happiness Scale (SHS), and the Life Orientation Test—Revised (LOT-R). The condition experimental vs. control group was designated as the between-subjects factor, and time, that is, baseline vs. post intervention, was set as the within-subjects factor. Students who received the intervention reported significantly higher levels of gratitude. The increase in gratitude was due to the positive psychology group program. In addition, gratitude showed a significant effect on happiness and optimism, but failed to attain a significant impact on positive and negative emotions and resilience. Further research is needed to elucidate the effectiveness of positive psychology programs for undergraduate engineering students and the intervening cognitive processes.

Background. Mental health professionals are at risk of experiencing vicarious trauma and burnout as a consequence of the nature of their work. Studies and scholars so far have demonstrated that empathy interacts directly with burnout, and they imply an interaction with vicarious trauma. However, research has paid little attention to the interplay among vicarious trauma, empathy, and burnout in mental health professionals who practice psychotherapy. This study examines the interplay between mental health professionals’ (those practicing psychotherapy) vicarious trauma and empathy and investigates the ways they contribute to burnout. Methods. The sample consisted of 214 mental health professionals (32 males and 182 females), working in the public and private sectors. Specific instruments were administered online to the sample: (a) an improvised demographic questionnaire (age, gender, education, specialty, years of experience, years of supervision); (b) the Counselor Burnout Inventory, validated for the Greek population by Kounenou et al.; (c) the Vicarious Trauma Scale; and (d) the Jefferson Scale of Physician Empathy. Results. Correlation analysis showed that empathy and vicarious trauma were positively related to burnout. Moreover, multiple regression analysis revealed that supervision, empathy, and, to a greater degree, vicarious trauma have a significant impact on burnout. Conclusion. Unlike relative research on burnout, gender and work experience did not seem to play a significant role in the prediction of burnout in the present study. Several suggestions for future studies, as well as implications for mental health practitioners, are discussed.

Emergency remote teaching replaced the in-person education in academic institutions as a result of the COVID-19 pandemic. Students with different personality traits experienced this abrupt change to distance learning in different ways. Thus, this research aims to examine the interplay between several facets of the students’ experience of emergency remote teaching, such as concerns about, tiredness with, and lack of communication during the first Greek lockdown, and their self-image through their core self-evaluations. The study sample consisted of 341 undergraduate students derived from 13 Greek universities, that completed a self-report questionnaire concerning students’ experiences with distance education, as well as the Core Self-Evaluation Scale measuring self-image components. A cross-section design was used and multiple regression and mediation analyses were applied. The results showed that self-image has an effect on students’ feeling of tiredness with distance learning, while female students demonstrated higher tiredness with distance learning and lack of communication. Moreover, except for gender and disability, all other variables along with self-image significantly predicted perspectives on distance learning. On the other hand, only gender, concerns about, and lack of communication significantly predicted students’ e-attendance of theoretical courses. In this transformative era, it is a challenge for universities to create effective online courses concerning students’ self-image. Finally, limitations and future directions are discussed.