Lito-Eleni Michalopoulou is a graduate of the Department of Psychology of the Faculty of Philosophy of the Aristotle University of Thessaloniki (Aristotle University of Thessaloniki).
She completed her postgraduate and doctoral studies in the American Psychological Association (APA Accredited program in School Psychology) at the Pennsylvania State University, USA. In addition to her studies, she worked as a research assistant at the Clearinghouse for Military Family Readiness at Penn State (Clearinghouse) of the Social Science Research Institute at Pennsylvania State University.
In 2019-2020, she served as an Assistant Professor of Research at the Clearinghouse. In 2021-2022, she was an Academic Fellow in School Psychology in the Department of Psychology at the UAS.
From 2019 to 2021, she participated in the ten-member task force of school psychologists on equity, diversity, and inclusion in schools of the National Association of School Psychologists (Equity, Diversity, and Inclusion Task Force). She has published papers in international and Greek journals and conference proceedings. She is a member of European and Greek scientific societies. From 2020 until today she is a member of the Editorial Board of School Psychology Review.
My research interests are in the fields of School Psychology and focus on issues of assessment, multiculturalism and the implementation of multi-level prevention and intervention programmes.
Key words: psychological assessment, implementation science, multiculturalism, psychosocial support
Χριστίδου Π., Ανθοπούλου Β., & Μιχαλοπούλου Λ. Ε. (2024). Ο αντιλαμβανόμενος ρόλος των εκπαιδευτικών στην προαγωγή της ψυχικής υγείας των μαθητών/τριών πρωτοβάθμιας εκπαίδευσης: Αναζήτηση υποστήριξης και τεχνική συμβουλευτική. Διάλογοι! Θεωρία και Πράξη στις Επιστήμες Αγωγής και Εκπαίδευσης, 10, 152–173. https://doi.org/10.12681/dial.38778
Lecaj, R., & Michalopoulou, L. E. (2024). Exploring the experience of existential anxiety during the COVID-19 isolation period in a small sample of young Kosovar adults. Journal of Humanistic Psychology, Advance online publication. https://doi.org/10.1177/00221678241296325
Michalopoulou, L. E. & Vouyoukas, C. (2024). Friendship Dimensions in diverse Greek primary education classrooms: Roma students and their non-Roma peers. Intercultural Education, 35(3), 327–345. https://doi.org/10.1080/14675986.2024.2348372
Frank Webb, A. & Michalopoulou, L. E., (2021). School Psychologists as Agents of Change: Implementing MTSS in A Rural School District. Psychology in the Schools. 58(8), 1642–1654. https://doi.org/10.1002/pits.22521
Dupart, C., Malone, C. M., McNamara, K., Michalopoulou, L. E., Paige, L. Z., Talapatra, D., & Thomas-Presswood, T. (2020). Equity, Diversity, and Inclusion in NASP: Initial feedback from the field. Communiqué, 49(1), 20–21.
Michalopoulou, L. E., Welsh, J. A., Perkins, D. F., & Ormsby, L. (2017). Stigma and mental health service utilization in military personnel: A review of the literature. Military Behavioral Health, 1–14. https://doi.org/10.1080/21635781.2016.1200504
Vouyoukas, C., Tzouriadou, M., Anagnostopoulou, E., & Michalopoulou, L. E (2017). Representation of culturally and linguistically diverse students among students with Learning Disabilities: A Greek paradigm. SAGE Special Issue: Student Diversity. https://doi.org/10.1177/2158244016686150
Tzouriadou, M., Vouyoukas, C., Anagnostopoulou, E., & Michalopoulou, L. E. (2016). Early intervention of kindergarten children at risk for developmental disabilities: A Greek paradigm. Journal of Intellectual Disability-Diagnosis and Treatment, 3(4), 238–246.
Michalopoulou, L. E., & Schaefer, B. A. (2015). Reading comprehension among Pontian Greek students from the Former Soviet Union during upper elementary years. Arizona Working Papers in Second Language Acquisition & Teaching, 22, 47–61.
Vouyoukas, C., Tzouriadou, M., Menexes, G., Geka, M. & Michalopoulou, L. E. (2014). Intellectual disability and mothers’ stressors: A Greek Paradigm. Ψυχολογία, 21(4), 421–436.
Κεφάλαια σε συλλογικό τόμο
Michalopoulou, L. E., Richardson, C. B., & Mastrotheodoros, S. (2024). Developmental considerations across the pediatric population. In A. Maragakis, & M. Janikian (Eds.), Evidence- based behavioral health practices in pediatric specialty settings (pp. 17–36). Springer. https://doi.org/10.1007/978-3-031-71004-9_2
Michalopoulou, L. E. (2022). Specific learning disabilities in students from diverse backgrounds: Discussing disproportionality issues. In M. Tzouriadou & S. Tzivinikou (Eds.), Learning Disabilities: From Assessment to Intervention (pp. 217-228). Cambridge Scholars Publishing.
Michalopoulou, L. E. (2022). Differentiating difference from disability in the SLD assessment of diverse students. In M. Tzouriadou & S. Tzivinikou (Eds.), Learning Disabilities: From Assessment to Intervention (pp. 229-260). Cambridge Scholars Publishing.
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