Christina Athanasiades
Christina Athanasiades graduated from the Department of Philosophy, Pedagogy and Psychology of the Faculty of Philosophy, A.U.Th., with a major in Psychology. Subsequently, she completed a master’s degree in Educational Psychology and Counseling at the University of Houston (M.Ed., University of Houston, Texas, U.S.A.) and a Ph.D. thesis at the School of Psychology, A.U.Th. Her research interests and publications are related to the field of counseling applications in the school community and to issues of gender identities, gender relations and gender discrimination. She has participated in several funded research projects on school bullying, social exclusion and youth unemployment, domestic violence, sexual harassment, and gender equality in education, as well as in training seminars for teachers and parents. Apart from the Aristotle University, she has taught at the University of Macedonia, the University of Thessaly and the National and Kapodistrian University of Athens. She was for many years Coordinator of the Counselling Psychology Division of the Hellenic Psychological Society (2011-2019), and since 2019 she has been an active member of the Gender Equality Committee and the Scientific Committee of the Children’s Centre of the Aristotle University of Thessaloniki.
My research interests fall into the area of Counseling Psychology and focus on school counseling and the support of vulnerable groups such as women and children. More particularly, my research concerns the study of phenomena that may put students at risk (i.e., bullying, cyberbullying, sexting), the vocational guidance of students, teachers’ training in counseling skills as well as issues related to gender equality in education, the labor market and intimate relations. Lately, I have been involved in a number of research projects regarding teachers’ training in mental health issues, health professionals’ training in domestic violence and abuse and sexual violence and harassment within the university.
Touloupis, Th., & Athanasiades, C. (in press). Internet addiction among students of Psychology: The role of resilience and perceived economic hardship. Psychology.
Αθανασιάδου, Χ. (Επ. Εκδ.) (2020). Συμβουλευτική Ψυχολογία: Έρευνα και Εφαρμογές. Αθήνα: Gutenberg.
Φλούλη, Α., Αθανασιάδου, Χ., & Τουλούπης, Θ. (2020). Συμβουλευτική στο σχολικό πλαίσιο. Στο Χ. Αθανασιάδου (Επ. Έκδ.) Συμβουλευτική Ψυχολογία: Έρευνα και Εφαρμογές (σελ. 201-239). Αθήνα: Gutenberg.
Touloupis, Th., & Athanasiades, C. (2020). Information and communication technologies teachers’ perspective regarding online risk behaviors in school age. International Online Journal of Primary Education, 9(1), 1-17.
Touloupis, Th., & Athanasiades, C. (2020). A comparison between primary school principals’ and teachers’ perceptions of students’ online risk behaviors: The role of perceived self-efficacy. Cambridge Journal of Education, 50(4) 1-18.
Τουλούπης, Θ., Αθανασιάδου, Χ., & Κιοσέογλου, Γ. (2018). Η οπτική των δασκάλων σχετικά με τη ριψοκίνδυνη διαδικτυακή συμπεριφορά μαθητών/τριών δημοτικού: Ο ρόλος της επαγγελματικής ικανοποίησης και της εξουθένωσης. Hellenic Journal of Psychology, 15, 40-75.
Sorrentino, A., & Athanasiades, C. (2018). Cyberbullying in Greece. In A. C. Baldry, C. Blaya & D. Farrington (Eds.) International perspectives on cyberbullying: Prevalence, risk factors and interventions (pp. 189-204). Switzerland: Palgrave Macmillan, Springer Nature.
Kastrani, Th., Deliyanni-Kouimtzis, V., & Athanasiades, C. (2017). Women as counselling and psychotherapy clients: Researching the therapeutic relationship. The European Journal of Counselling Psychology, 6(1), 138-161.
Touloupis, Th., & Athanasiades, C. (2017). Principals’ attitudes towards risky internet use of primary school students: The role of occupational factors. Education and Information Technologies, 23, 497-516.
Δεληγιάννη, Β., & Αθανασιάδου, Χ. (2017). Κουλτούρες της θηλυκότητας και γυναικείες ταυτότητες στο ελληνικό πλαίσιο: Εφηβικές αναμνήσεις δύο γενεών γυναικών. Στο Κ. Δαλακούρα, Β. Δεληγιάννη-Κουϊμτζή, Χ. Τζήκας, & Β. Φούκας (Επ. Έκδ.) Θέματα ιστορίας της ελληνικής εκπαίδευσης και φύλο (19ος και 20ος αιώνας) (σελ. 413-430). Θεσσαλονίκη: Εκδόσεις Κυριακίδη.
Athanasiades, C., Baldry, A. C., Kamariotis, Th., Kostouli, M., & Psalti, A. (2016). The “net” of the internet: Risk factors for cyberbullying among secondary school students in Greece. European Journal on Criminal Policy and Research. Doi: 10.1007/s10610-016-9303-4
Athanasiades, C., & Giovazolias, Th. (Eds.) (2016). Postgraduate Research in Counselling Psychology in Greece. The European Journal of Counselling Psychology, 5(1), 1-3.
Kostouli, M., Xanthopoulou, D., & Athanasiades, C. (2016). Economic strain and subjective well-being in married couples with children: A dyadic analysis. The European Journal of Counselling Psychology, 5(1), 43-61.
Athanasiades, C., Kamariotis, H., Psalti, A., Baldry, C. A., & Sorrentino, A. (2015). Internet use and cyberbullying among adolescent students in Greece: The “Tabby” Project. Hellenic Journal of Psychology, 12, 14-39.
Kastrani, Th., Deliyanni-Kouimtzi, V., & Athanasiades, C. (2014). Greek female clients’ experience of the gendered therapeutic relationship: An interpretative phenomenological analysis. International Journal for the Advancement of Counselling. DOI 10.1007/s10447-014-9227-y
Τουλούπης, Θ., & Αθανασιάδου, Χ. (2014). Η ριψοκίνδυνη χρήση της νέας τεχνολογίας μεταξύ μαθητών/τριών πρωτοβάθμιας εκπαίδευσης: Εθισμός στο διαδίκτυο και ηλεκτρονικός εκφοβισμός. Hellenic Journal of Psychology, 11, 83-110.
Loewenthal, D., Malikiosi-Loizos, M., & Athanasiades, C. (Eds.) (2013). The psychological therapies’ response to the economic crisis in Europe – is a psychosocial response required? European Journal of Psychotherapy & Counselling, 15(4), 307-310.
Χουχούλη, Β., Αθανασιάδου, Χ., & Γεωργάκα, Ε. (2012). Ο λόγος των επαγγελματιών υγείας και εκπαίδευσης για την αναπηρία. Ψυχολογία, 19(3), 313-332.
Αθανασιάδου, Χ. (2012). Φεμινισμός και Ψυχολογία: Συνέπειες στην έρευνα, στην κλινική πρακτική και στη συλλογική κοινωνική δράση. Ψυχολογία, 19(2), 230-236.
Αθανασιάδου, Χ. (2011). Η Συμβουλευτική Ψυχολογία στο σχολικό πλαίσιο. Hellenic Journal of Psychology, 8(3), 289-308.
Κοτρώνη, Ε., & Αθανασιάδου, Χ. (2011). Η δια του λόγου κατασκευή της ταυτότητας των ανύπανδρων γυναικών. Ψυχολογία, 18(3), 363-380.
Ψάλτη, Α., & Αθανασιάδου, Χ. (2011). Συμβουλευτική παιδιών/εφήβων με μαθησιακές δυσκολίες. Στο Μ. Κωνσταντίνου & Μ. Κοσμίδου (Επ. Έκδ.) Νευροψυχολογία των μαθησιακών διαταραχών (σελ. 271-291). Αθήνα: Επιστημονικές Εκδόσεις Παρισιάνου.
Αθανασιάδου, Χ., & Ψάλτη, Α. (2011). Γνώσεις και απόψεις των εκπαιδευτικών δευτεροβάθμιας εκπαίδευσης για τον εκφοβισμό στο σχολείο. Hellenic Journal of Psychology 8(1), 66-95.
Athanasiades, C., & Deliyanni-Kouimtzis, V. (2010). The experience of bullying among secondary school students. Psychology in the Schools, 47(4), 328-341.
Athanasiades, C. (2008). Towards an integrated identity in counselling psychology: Graduate, professional and academic experiences. Counselling Psychology Quarterly, 21(3), 237-245.
Athanasiadou, C. (1998). Book review “Shaping the future of Feminist Psychology: Education, research and practice”, J. Worell & N. G. Johnson (Eds.). Feminism & Psychology, 8(4), 494-497.
Athanasiadou, C. (1997). Postgraduate women talk about family and career: The discursive reproduction of gender difference. Feminism & Psychology, 7(3), 321-327.