Much research on school bullying and victimization have outlined several individual, family, and school parameters that function as risk factors for developing further psychosocial and psychopathological problems. Bullying and victimization are interrelated with symptoms of psychological trauma, as well as emotional/ behavioural reactions, which can destabilize psychosocial and scholastic pathways for children and adolescents. The current study explored the various dimensions of psychological trauma (depressive symptoms, somatization, dissociation, avoidance behaviours) associated with school bullying/victimization in relation to parental bonding among 433 students (8–16 years old) from representative large cities in Greece. The following scales were employed: (a) Olweus Bully/Victim Questionnaire, (b) Child Report of Post-traumatic Symptoms (CROPS), and (c) Parental Bonding Inventory instrument (PBI). Pathways analysis extracted a series of models which showed that maternal and paternal overprotection (anxious-controlling/aggressive) had positive association with post-traumatic stress symptoms. Specifically, the quality of parental bonding was related with children's bullying/victimization experiences and post-traumatic symptomology. Conversely, results indicated that maternal and paternal care can reduce the manifestation of post-traumatic stress symptoms. Implications for interventions are discussed.

Disruptive behaviour and conduct problems among children have a significant effect in their school presence, and affect the quality of their interactions with their teachers. As a consequence, teachers face difficulties in their work, resulting in higher dropout rates and burn out, while students are not supported adequately. The present review discusses the need for teachers working with children exhibiting challenging behaviour to receive help from professionals, in order to gain better insight into the psychological processes of such children. Studying the interaction between disruptive children and their teachers within the classroom, it can be deducted that each child requires an understanding of the roots of their problematic behaviour, as it is critical to find out which clinical/ therapeutic or psychosocial/psycho-educational intervention fits best each case. The need for the implementation of a holistic model that incorporates therapeutic interventions in school is explained; it is critical to integrate counsellors, who will connect with the children and alleviate part of the stress that causes the disruptive behaviour. Meanwhile, the role of counsellors in this context should be to facilitate communication among students and teachers, helping the latter to gain a psychodynamic insight into each case, and to handle conscious or unconscious hostile feelings and rejecting attitudes toward the-problematic‖ pupil. Finally, key points are presented that summarize the steps that need to be done in order to develop a productive and functioning relationship among all parts within a school framework.

The present study focuses on the impact of SARS-CoV-2 (COVID-19) transmission prevention measures and, in particular, home confinement of families with children with autism spectrum disorder (ASD) in Greece. It is assumed that the implemented new measures during the pandemic constitute a profound change for children on the spectrum, considering that the core ASD symptoms include the persistence and adherence to routine and stability, a condition that also directly affects the children’s parents. Semi-structured telephone interviews were conducted. Participants were 10 caregivers with a child diagnosed with ASD of medium or high functioning in Greece. The ages of the children range from 6.5 to 15 years old. The results of the thematic analysis revealed three main themes: (1) the educational framework, (2) the management of daily life, and (3) the construction of the new daily routine. These three themes represent the levels that have undergone a decisive transition, and the sub-themes recommend the areas, individual ways of dealing with this shift. So far, the impact of the pandemic mitigation measures cannot be described as generally positive or negative, as there have been advances and setbacks for children and families alike. Finally, governmental measures and technology-assisted teaching (distance learning) were considered necessary but not sufficient enough for full adaptation.