A survey was conducted in a population of about 8000 Greek high school students (grades 9 and 12) in order to investigate factors possibly contributing to alcohol consumption. A self-rating multiple choice questionnaire was used. The present report focuses on students with alcoholic parents. Parameters studied include students' alcohol and drug use, school performance, family relationships, socioeconomic factors and parental control. In 3.3% of the sample parental alcoholism was reported. The results indicated that parental alcoholism is a strong predictor variable for the student's alcohol and drug use. Furthermore, predictability of the student's alcohol and drug use is increased when relatives' and friends' alcoholism are taken into account. Thus, family and/or peer actual alcohol use patterns appear to be a strong influence on adolescent alcohol and drug use. School performance is worse in children of alcoholics, and family situations (eg. divorces) as well as family dynamics (relationships with the family) are disturbed, in comparison with families of students with nonalcoholic parents. These results are discussed in terms of 'modelling' for drinking and drug behaviour and the socialisation process within the family.

Abstract:The present study examined the Toronto Empathy Questionnaire's (TEQ) validity and reliability in a sample of 3955 Greek teachers. In order to test the internal consistency reliability, the Cronbach's alpha coefficient was used and was found satisfactory at 0.72. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample, justifying the one-factor solution, with the only discrepancy of the low loading of an item. In the odd subsample a confirmatory factor analysis (CFA) was performed to confirm the one-factor model identified by the EFA. The chi square test (χ 2 ) of the model was significant (p < 0.05), while the root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.078, 0.969 and 0.960, respectively, further supporting the model's fit. Student's t-tests and analysis of variance (ANOVA) showed that women, teachers with children of their own, those working full-time in public schools, those with students who needed special education, and those who had received mental health promotion training, scored higher. Additionally, multiple linear regression analysis revealed that sex, working status, having students who needed special education, and having attended mental health training courses were independently associated with TEQ score. The analyses confirmed that the Greek version of TEQ could be used for researches in Greek educators as a valid and reliable measure of teachers' empathy.

Abstract:The present study examined the Active Listening Attitude Scale (ALAS) validity and reliability in a sample of 3955 Greek educators. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale's construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ 2 ) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.079, 0.969 and 0.960, respectively, further supporting the fit of the three-factor model. Cronbach's alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.72 for ALAS subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.20 to 0.42. Student's t-tests and the computation of effect sizes revealed that women scored higher on Listening Skill and Conversation Opportunity, while principals and participants trained on mental health promotion scored higher on all three subscales. The analyses confirmed the three-factor model of ALAS and demonstrated its validity and reliability in measuring Greek teachers' active listening attitudes.

Abstract:The Multidimensional Locus of Control IPC Scale (IPC LOC Scale) is an instrument for assessing the locus of control on adults. The aim of the present study is to translate the IPC LOC Scale and evaluate its reliability and validity in a sample of Greek teachers. Data were collected from a nationwide sample of 3668 educators of all levels and specialties. The Cronbach's alpha coefficient was used to determine the internal consistency reliability. A confirmatory factor analysis (CFA) was conducted in order to test the construct validity of the questionnaire. Validity was further examined by investigating the correlation of the IPC LOC Scale with the Rosenberg self-esteem scale (RSES) and its association with several demographic and work-related data. Internal consistency reliability was satisfactory with a Cronbach's alpha above 0.70 for all LOC dimensions. CFA confirmed that the items composing the three subscales of the IPC LOC Scale measure the same construct. Also, the root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.053, 0.951, and 0.937, respectively for the three-factor model, further confirming the manufacturer's theory for the three latent variables, Internality, Powerful Others, and Chance. Intercorrelations and correlation coefficients between the IPC LOC Scale and the RSES were significant, while age and sex differences were also found. The Greek version of the IPC LOC Scale was found to have satisfactory psychometric properties and could be used to evaluate the locus of control in Greek teachers. Soc. Sci. 2015, 4 1068 OPEN ACCESS

Background: The past few decades have seen a significant growth of research on socio-emotional skills development programs and on mental health education in schools since their key-importance has been well documented. This study presents the evaluation of "Steps for life", an open, question-based, annual, teacher-taught, mental health Greek K-curriculum, designed to improve personal and social skills in young students aged 4 -6. The curriculum uses classroom-appropriate methods such as dialoguing, story-telling, role-playing and diffusion in formal and hidden curriculum, while incorporating a considerable degree of parental involvement. Methods: The study was conducted in Greece during [2009][2010]. The sample consisted of 998 kindergartners, with 518 of them forming the experimental group and 480 the control group. The questionnaire designed for the study consisted of items regarding demographics, of the Behavioural Academic Self-Esteem scale and of 8 more subscales, namely concentration of attention, participation and cooperation in the class, emotions' identification and management, physical and verbal aggressiveness control, victimization control, self-esteem, empathy, friendship skills, and problem solving. Its 96-in total-items examined students' behaviors as exhibited in the school environment and as observed and rated by their teachers. It was administered pre and post intervention to both groups' educators. Results: The results suggest that both groups exhibited significant improvement in all investigated skills. As indicated by the regression analysis however, the intervention students showed significantly higher improvement in all targeted abilities except friendship skills. Conclusions: Our intervention improved more significantly almost all the taught skills, corroborating the findings of other researchers who found that similar approaches can improve