Promoting Social, Emotional, and Learning Skills of Students with and without Special Education Needs by Developing Teachers’ Capabilities in Music, Dance and Digital Competences (RYTHM4INCLUSION)

The Foundation of Reading and Writing in a Transparent Orthography: Oral language development and early literacy skills

School violence, bullying and conduct problems in school age children with and without Special Educational Needs: a quantitative and qualitative study for the design of innovative practice

Teacher Love

Bibliotherapy and Emotional Disclosure as a tool of anxiety reduction in the school setting

Parental and Teacher Acceptance Rejection, Resilient skills and Self-Esteem in students with and without SEN

The contribution of executive function skills to reading ability and disability in a transparent orthography

Investigation of print-dependent and print-independent neural components of reading comprehension

University of Rome-La Sapienza, CUNNY, University of Haifa, University of Cambridge, University of Bologna, University of Brighton, Center of Resilience for Social Justice-Brighton, University of Oslo, Biruni University, ISIPAR–International Society For Interpersonal Acceptance-Rejection-University of Connecticut

Vasilaki, E., Anastasakis, M. (2023). A Qualitative Exploration of an integrated cognitive theory of emotion development,. ΨΥΧΟΛΟΓΙΑ Ειδικο Τεύχος : «Nous, a powerful machine»

Kargiotidis, A., Mouzaki, A., Kagiampaki, E., Marinakis, G., Vervelaki, A.M., Boufachrentin, N. &   Manolitsis, G. (2022). Modeling the Effects of Oral Language Skills on Early Reading Development in an Orthographically Consistent Language. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2022.2156347

Gregorakis, I., Kargiotidis, A., Mouzaki, A. & Manolitsis, G. (2022). Early oral language precursors of different types of reading difficulties in a consistent orthography. In special issue "Fluency and Reading Comprehension in Typical Readers and Dyslexic Readers: Volume II", Frontiers in Education, 1-15. DOI 10.3389/feduc.2022.959374

Antoniou, F., Ralli, A., Mouzaki, A., Diamanti, V. & Papaioannou, S. (2022). LOGOMETRO: A norm-referenced digital tool for systematic language assessment of Greek preschool and early school years children". In special issue "Advances in the Cross-Cultural Assessment and Diagnosis of Developmental Conditions", Frontiers in Psychology, 1-14. DOI 10.3389/fpsyg.2022.900600

Vassiliu, C., Mouzaki, A., Ralli, A. Antoniou, F., Diamanti, V. & Papaioannou, S. & Katsos, N. (2022). Evaluating Development of Structural and Pragmatic Language Skills among Children with Attention Deficit/Hyperactivity Disorder, Developmental Language Disorder and Typical Development. International Journal of Speech-Language Pathology, 1-12. DOI: 10.1177/15257401221114062.

Antoniou, F., Al-Khadim, G., Mouzaki, A. & Simos, P. (2022) A Psychometric Analysis of Raven's Colored Progressive Matrices: Evaluating Guessing and Carelessness Using the 4-PL Item Response Theory Model. Journal of Intelligence. 10(1), 6; https://doi.org/10.3390/jintelligence10010006

Fragkouli, K., Antoniou, F., Mouzaki, A., Ralli, A. M., Kokkali, V., & Alexoudi, K. (2022). Evaluation of a spelling intervention program for third graders at risk for learning disabilities. Reading & Writing Quarterly: Overcoming Learning Difficulties, 38(6), 544–563. https://doi.org/10.1080/10573569.2021.1987362

Tsiriotakis,I., Spiliotopoulos,V., Grünke, M. & Kokolakis, C. (2021). The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners. Journal of Education and Learning, Vol.10, No 5, 2021

Μαυρογιάννη, Αρ., Βασιλάκη, Ε., Γιαχνάκης, Εμμ. (2021). Κατασκευή και ψυχομετρικός έλεγχος κλίμακας διερεύνησης της στάσης των μαθητών απέναντι στην Ιστορία, Προσχολική & Σχολική Εκπαίδευση, 9, 2.   https://doi.org/10.12681/ppej.25991

Maurogianni, A., Vasilaki, E., Sarris, A, Yachnakis, Emm. (2021). Do Computer and Foreign Language Literacy Affect Native Language (L1) Reading Strategies? Advances in Social Sciences Research Journal – Vol. 8, No. 6, DOI:10.14738/assrj.86.10469.

Kargiotidis, A., Gregorakis, I., Mouzaki, A. & Manolitsis, G. (2021). Oral language growth in children with literacy difficulties and typical development in early phases of learning to read and spell in Greek. Australian Journal of Learning Difficulties, 1-24, https://doi.org/10.1080/19404158.2021.1961160

Ralli, A.M., Kazali, E., Kanellou, M., Mouzaki, A., Antoniou, F., Diamanti, V. & Papaioannou, S. (2021). Oral Language and Story Retelling during Preschool and Primary School Years: Developmental Patterns and Interrelationships. Journal of Psycholinguistic Research, 1-17. https://doi.org/10.1007/s10936-021-09758-3

Andreou, E., Vassiou, A., Xafakos, E., & Korona, A. (2021). Animal abuse and bullying/victimization in a community sample of school age children. Society and Animals.

Mavrogianni, A., Vassilaki, E., Spantidakis, I., Sarris, A., Papadaki-Michailidi, E., &Yachnakis, E. (2020). An Alternative Factorization of the Metacognitive Awareness of Reading Strategies Inventory Associated with the Greek National Curriculum and Its Psychometric Properties, Creative Education, 2020, 11, 1299-1323 https://www.scirp.org/journal/ce

Bat-Or, M., Papadaki, A., Shalev, O. & Kourkoutas, E. (2020). Associations between perception of parental behavior and PPAT in children with and without Special Educational Needs (SEN). In Shafir, T., Orkibi, H., Baker, F. A., Gussak, D., Kaimal, G., (Eds.). The State of the Art in Creative Arts Therapies (pp. 172-184). Lausanne: Frontiers Media SA. doi: 10.3389/978-2-88963-561-0

Κουρκούτας, H. (2020). Η Δυναμική της Εφηβείας και οι Αντικοινωνικές / Αυτοκαταστροφικές Τάσεις και Συμπεριφορές στο Ε. Παπαλεοντίου-Λουκά (Επ. Επμ) Ψυχική Υγεία Παιδιού και Εφήβου. Β’ Τόμος. Αθήνα: Αρμός

Βάσιου, Α., Ξαφάκος, Ε., Λεζγίδου, Α., Θεοφανίδου, Ι., & Γρηγοράς, Γ. (2020). Ενσυναίσθηση, διαχείριση του θυμού και προκοινωνικές/επιθετικές συμπεριφορές μαθητών δημοτικού σχολείου. Εκπαίδευση & Επιστήμες / Σχολή Θετικών Επιστημών Πανεπιστημίου Θεσσαλίας, Ειδική Έκδοση.

Ξαφάκος, Ε., Βάσιου, Α., Σταυρόπουλος Β., Καλδή Σ., Τζίκα Β., & Σταυριανουδάκη Α. (2020). Ικανοποίηση των εκπαιδευτικών από τη ζωή τους: η σχέση της με την ποιότητα της ζωής τους και την ικανοποίηση από την εργασία τους. Εκπαίδευση & Επιστήμες / Σχολή Θετικών Επιστημών Πανεπιστημίου Θεσσαλίας, Ειδική Έκδοση.

Mouzaki, A., Spyropoulou, E., Ralli, A. Antoniou, F., Diamanti, V. & Papaioannou, S. (2020). The dimensionality of language ability in young Greek children. Journal of Speech, Language and Hearing Research, 63, 2732-2751

Ktistaki, E. Papadaki Michailidi & E. Vasilaki. (2019). The direct and indirect effects of couple’s attachment relationship on children’s depression. Attachment: New Directions in Psychoanalysis and relational psychotherapy V 15

Plexousakis, S., Georgiadi, M., Halkiopoulos, K., Gkintoni, E. Kourkoutas, E. & Roumelioti, V. (2020). Enhancing Sexual Awareness in Children With Autism Spectrum Disorder: A Case Study Report. In Schaefer Whitby, P. (Ed.). Cases on Teaching Sexuality Education to Individuals with Autism (pp. 55-78). IGI Global/University of Arkansas, USA

Shalev, O., Papadaki, A., Kourkoutas, E. & Bat-Or, M. (2019). Associations between primary school children's perceptions of parental acceptance and rejection, and their drawings of a "person picking an apple from a tree" (pp. 155-168). In C. Pracana & M. Wang (Eds.). Psychology Applications & Developments V. Leicester, UK: Science Press

Bat Or, M., Kourkoutas, E., Smyrnaki, M., & Potchebutzky, H. (2019). Self-agency representations of children with Disruptive Behavior Problems in Free- drawings, and “Person Picking an Apple from a Tree” drawings. Implications for Interventions, Art Therapy Journal of the American Art Therapy Association https://doi.org/10.1080/07421656.2019.1565724

Plexousakis, S., Kourkoutas, E., Giovazolias. T. & Chatira, K. (2019). School Bullying and Post-traumatic Stress Disorder Symptoms: The Role of Parental Bonding, Frontiers in Public Health- Children & Health, (i.f. 2.031), https://doi.org/10.3389/fpubh.2019.00075

Sideridis, G.D., Simos, P., Mouzaki, A., Stamovlasis, D. &Georgiou, G. (2019). Can the Relationship between Rapid Automatized Naming (RAN) and Word Reading be explained by a Catastrophe? Empirical evidence from Students with and Without Learning Disabilities. Journal of Learning Disabilities, 52, 59-70.

Potchebutzky, H., Bat Or, M., Kourkoutas, E. & Smyrnaki, M. (2019). The Subjective Experience of Children with Disruptive Behavior Problems as Reflected in “Person Picking an Apple from a Tree” Drawings, Journal of Creativity in Mental Health, doi. org/10.1080/15401383.2019.1635060

A Mαυρογιάννη Ε. Βασιλάκη, Ι. Σπαντιδάκης, Ε. Παπαδάκη Μιχαηλίδη, & Ε. Γιαχνάκης. (2019) Σταθμιση στον ελληνικό πληθυσμό της κλίμακαςμεταγνωσιακής ενημερώτητας στρατηγικών ανάγνωσης Επιστήμες Αγωγής 1.

Ξαφάκος, Ε., Σταυρόπουλος, Β., Βάσιου Κ., Καλδή, Σ., Τζίκα, Β., & Σταυριανουδάκη, Α. (2019). Κοινωνική νοημοσύνη: η επίδρασή της στην αντίληψη της αυτοαποτελεσματικότητας των δασκάλων ως προς τη διδασκαλία και τη διαχείριση της τάξης. Εκπαίδευση & Επιστήμες / Σχολή Θετικών Επιστημών Πανεπιστημίου Θεσσαλίας, 2, 7-12.

Κουρκούτας, Η., Μακρη-Μπότσαρη, Ε. Hart, Α., Kassis, W. & Σταύρου, Π. (2019). Συμβουλευτική Υποστήριξη Εκπαιδευτικών για την Ενίσχυση της Ψυχικής Ανθεκτικότητας και τη Διαχείριση Προβληματικών Συμπεριφορών στο Σχολείο: Δεδομένα από ένα Πρόγραμμα Παρέμβασης, ΨΥΧΟΛΟΓΙΑ, 24 (1) 9-31

Bat-Or, M., Papadaki, A. & Kourkoutas, E. (2018). Associations between perception of parental behavior and "Person Picking an Apple from a Tree" drawings among children with and without Special Educational Needs (SEN), Frontiers in Psychology- Psychology in Clinical Settings (i.f. 2.129), https://doi.org/10.3389/fpsyg.2018.01613

EV Seiradakis, & I Spantidakis (2018). Online Course Design and Materials Development for Teaching Reading of Research Articles to EFL Undergraduate Students at a Greek Technical University Journal of Teaching English for Specific and Academic Purposes, 285-296

Strogilos, V., Avramidis, E., Voulagka, A., & Tragoulia, E. (2018). Differentiated Instruction for Students with Disabilities in Early Childhood Co-taught Classrooms: Types and Quality of Modifications. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1466928. IF: 0.844

Cameron, J., Wenger-Trayner, B., Wenger-Trayner, E., Hart, A., Buttery, L., Kourkoutas, E. & Eryigit-Madzawamuse, S. (2018). Community university partnership research retreats: a productive force for developing communities of research practice in Research as community development. Chicago, USA: Chicago University Press

Βάσιου, Α. (2018). Συναισθηματική νοημοσύνη εκπαιδευτικών: ο ρόλος της στο συναίσθημα και στην κινητοποίηση στην εργασία τους. Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων, 11, 1-47. doi:http://dx.doi.org/10.12681/jret.11974

Kourkoutas, E., Hart, A. & Kassis, W. (2017). A Resilience-based Program to Promote Reflective and Inclusive Teaching Practices in Greece during Austerity. In Amzat, H. I. & Valdez, N. (Eds.) Teacher Professional Knowledge and Development for Reflective and Inclusive Practices. London: Routldge

Kourkoutas E., Stavrou P.-D, Loizidou N. (2017). Exploring Teachers’ Views on Including Children with Special Educational Needs in Greece: Implication for Inclusive Counseling. American Journal of Educational Research. 5, 2, 24-130. http://pubs.sciepub.com/education/5/2/3

Vassiliu, C., Mouzaki, A., Ralli, A. Antoniou, F., Diamanti, V. &Papaioannou, S. & Katsos, N. (under review). Development of Structural and Pragmatic Language Skills in Children with Attention Deficit/ Hyperactivity Disorder. International Journal of Speech[1]Language Pathology.

Ralli, A., Kazali, E., Kanellou, M., Mouzaki, A., Antoniou, F.,Diamanti, V. & Papaioannou, S. (under review). Exploring the contribution of oral language in narrative ability through retelling during early school years. Journal of Psycholinguistic Research.

Mouzaki, A., Spyropoulou, E., Ralli, A. Antoniou, F., Diamanti, V. & Papaioannou, S. (accepted). The dimensionality of language ability in young Greek children. Journal of Speech, Language and Hearing Research.

Diamanti, V., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou & Protopapas, A. (2017). Preschool phonological and morphological awareness as longitudinal predictors of early reading and spelling development in Greek. Frontiers in Psychology, 8, 1-12.

Diamanti, V., Benaki, A., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou, S. & Protopapas, A. (2017). Development of earlymorphological awareness in Greek: Epilinguistic vs. metalinguistic and inflectional vs. derivational awareness. Applied Psycholinguistics, 39, 545-567.

Μουζάκη, Α., Σιδερίδης, Γ. & Σίμος, Π. (2017). Αναγνωστικές διαταραχές και δυσλεξία: Διερεύνηση του μοντέλου της “διαφοράς” μεταξύ νοητικού δυναμικού και αναγνωστικής επίδοσης σε δείγμα Ελλήνων μαθητών του δημοτικού σχολείου. Επιθεώρηση Ειδικής Αγωγής, 5, 121-148.

Bitsios, P., Karademas, E., Mouzaki, A., Manolitsis, G., Kapellaki, R., Diacatou, A., Archontaki, A., Mamalakis, G. & Giovazolias, T. (2017). The Student Counselling Centre at the University of Crete, Greece. British Journal of Psychiatry International, 14, 90-92.

Vassou, V., Vassiou, A., Stavropoulos, V., & Chaintouti, V. (2017). The Relationship between Boredom, Interpersonal Closeness / Bullying and Victimization in the School Environment. Psychology and Behavioral Science International Journal, 6(3), 1-8. DOI: 10.19080/PBSIJ.2017.06.555686

Stavrou P.D. & Kourkoutas E. (2017). School Based Programs for Socio-emotional Development of Children with or without Difficulties: Promoting Resilience. American Journal of Educational Research, 5(2), 131-137.

Strogilos, V., Tragoulia, E., Avramidis, E., Voulagka, A., & Papanikolaou, V. (2017). Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms. Disability & Society, 32(8), 1216-1238.

Vitalaki, E., Kourkoutas, E., & Hart, A. (2017). Building inclusion and resilience in students with and without SEN through the implementation of narrative speech, role play and creative writing in the mainstream classroom of primary education, International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2018.1427150 Francis/ Taylor

Κουρκούτας, Η. (2017). Παιδιά με Συναισθηματικές και Συμπεριφορικές Διαταραχές: Κλινικές και Ψυχοπαιδαγωγικές και Παρεμβάσεις στο Σχολείο και την Οικογένεια. Αθήνα: Τόπος

Κουρκούτας, Η. (Επ. Επμ) (2017). Σχολική Συμβουλευτική και Παρεμβάσεις για Παιδιά με Διαταραχές. Αθήνα: Πεδίο

Κανέλλου, Μ., Κορβέση, Ε., Ράλλη, Α., Μουζάκη, Α., Αντωνίου, Φ., Διαμαντή, Β., & Παπαϊωάννου, Σ. (2016). Οι αφηγηματικές δεξιότητες σε παιδιά προσχολικής και πρώτης σχολικής ηλικίας. Προσχολική & Σχολική Εκπαίδευση, 4, 35–67.

Sideridis, G.D., Simos, P., Mouzaki, A. & Stamovlasis, D. (2016). Efficient word reading: Automaticity of print-related skills indexed by rapid automatized naming through cusp-catastrophe modeling. Scientific Studies of Reading, 20, 6-19.

Π. Λυδάκη & Ε. Παπαδάκη Μιχαηλίδη (2016) Οι συναισθηματικοί δείκτες στα σχέδια των σωματικά κακοποιημένων παιδιών που φιλοξενούνται σε ιδρύματα. Επιστήμες Αγωγής.

Tsiriotakis, I., Vassilaki, E., Spantidakis, I., & Stavrou (2016). The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels, Front Psychology, doi: 10.3389/fpsyg.2016.02074

Strogilos,V., Stefanidis,A., Tragoulia, E. (2016). Co-teachers’ attitudes towards planning and instructional activities for students with disabilities, European Journal of Special Needs Education

Βατσινά, Ι. & Μουζάκη, Α. (2015). Πιλοτική διερεύνηση των ψυχομετρικών χαρακτηριστικών μιας κλίμακας για την εκτίμηση γλωσσικών και γνωστικών λειτουργιών από γονείς παιδιών προσχολικής ηλικίας. Προσχολική & Σχολική Εκπαίδευση, 3, 136-156

Botha J. & Kourkoutas, E., (2015). Communities of Practice (CoP) as an inclusive model to support children with social, emotional and behavioral difficulties in school contexts, International Journal of Inclusive Education, doi: 10.1080/13603116.2015.1111448

Kourkoutas, E., Eleftherakis, T., Vitalaki, E. & Hart, A. (2015). Family-School- Professionals partnership: an action research program to enhance the social, emotional, and academic resilience of children at risk for exclusion, Canadian Journal of Education and Learning, 4, 3, 112-122, doi:10.5539/jel.v4n3p

Malisova, K. Mania, K., Moysiadou, S., & Kourkoutas, E. (2015). TANGRAM QUESTS: a tablet adventure game assisting children with high functioning autism to enhance their communicative and social skills. In L. Gómez Chova, A. López Martínez, & I. Candel Torres(Eds.), EDULEARN15 Proceedings, (pp. 481-487). Barcelona: IATED Academy

Kourkoutas, E. & Giovazolias, T. (2015) School-based work with teachers: An integrative comprehensive counseling model. The European Journal of Counselling Psychology, 3(2), 137–158, doi:10.5964/ejcop.v3i2.58

Kourkoutas, E., Langher, V., Vitalaki, E. & Ricci, E. (2015). Counseling interventions in families with chronically ill children: A case study of a systemic psychodynamic oriented model, Journal of Infant, Child and Adolescent Psychotherapy, 14, 2, 143-157 (Impact Factor: 0.780). doi/full/10.1080/15289168.2015.101499/TAYLOR/FRANCIS

Kourkoutas, E., Vitalaki, E. & Nemethne Tóth, A. (2015). Limits and perspectives for the promotion of the inclusive culture and paradigm within school context: Theoretical considerations and empirical findings from Greece and Hungary, Electronic Journal for Inclusive Education, 3, (3), doi: http://corescholar.libraries.wright.edu/ejie/

Zollo, I., Kourkoutas, E., & Sibilio, M. (2015). Creatività, pensiero divergente e pensiero laterale per una didattica semplessa, Educational Reflective Practices, 13, 5-17, doi: 10.3280/erp2015-001001

Hart, A., Stubbs, C., Plexousakis, S., Georgiadi, M., & Kourkoutas, E. (2015). Aspirations of vulnerable young people in foster care. STYLE Working Papers, WP9.3. CROME, University of Brighton, Brighton. http://www.style[1]research.eu/publications/working-papers

Scriva, M. L., Heriot, S. A. & Kourkoutas, E. (2015). Emotional regulation and interpersonal schemata in depressed and aggressive youth. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties (pp. 113-151). Cambridge Scholar Publications

Kourkoutas, E., Vitalaki, E. & Fowler, A. (2015). Resilience based inclusive models for students with social-emotional and behavioral difficulties or disabilities. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties (pp. 8-45). Cambridge, UK: Cambridge Scholar Publications

Kourkoutas, E., Vitalaki, E. & Perysinaki, E. (2015). Emotional and depressive difficulties in school-age children: Promoting positive and resilient based inclusive practices. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties. (pp. 232-274). Cambridge Scholar Publications

Κανέλλου, Μ., Κορβέση, Ε., Ράλλη, Α., Μουζάκη, Α., Αντωνίου, Φ., Διαμαντή, Β., & Παπαϊωάννου, Σ. (2016). Οι αφηγηματικές δεξιότητες σε παιδιά προσχολικής και πρώτης σχολικής ηλικίας. Προσχολική & Σχολική Εκπαίδευση, 4, 35–67.

Sideridis, G.D., Simos, P., Mouzaki, A. & Stamovlasis, D. (2016). Efficient word reading: Automaticity of print-related skills indexed by rapid automatized naming through cusp-catastrophe modeling. Scientific Studies of Reading, 20, 6-19.

Βατσινά, Ι. & Μουζάκη, Α. (2015). Πιλοτική διερεύνηση των ψυχομετρικών χαρακτηριστικών μιας κλίμακας για την εκτίμηση γλωσσικών και γνωστικών λειτουργιών από γονείς παιδιών προσχολικής ηλικίας. Προσχολική & Σχολική Εκπαίδευση, 3, 136-156

Botha J. & Kourkoutas, E., (2015). Communities of Practice (CoP) as an inclusive model to support children with social, emotional and behavioral difficulties in school contexts, International Journal of Inclusive Education, doi: 10.1080/13603116.2015.1111448

Π. Λυδάκη & Ε. Παπαδάκη Μιχαηλίδη (2016) Οι συναισθηματικοί δείκτες στα σχέδια των σωματικά κακοποιημένων παιδιών που φιλοξενούνται σε ιδρύματα. Επιστήμες Αγωγής.

Tsiriotakis, I., Vassilaki, E., Spantidakis, I., & Stavrou (2016). The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels, Front Psychology, doi: 10.3389/fpsyg.2016.02074

Σιδερίδης, Γ., Αντωνίου, Φ., Μουζάκη, Α. & Σίμος, Π. (2016). RAVEN’S: Έγχρωμες Προοδευτικές Μήτρες και τεστ λεξιλογίου. Αθήνα: Μοτίβο.

Τραγουλιά, Ε. (2016). Διδακτικές και παιδαγωγικές στρατηγικές για την εκπαίδευση παιδιών με και χωρίς ιδιαίτερες εκπαιδευτικές Στο Περδικάρη, Σ. (Επ. Επμ.) Επιμορφωτικές παρεμβάσεις για εκπαιδευτικούς προσχολικής αγωγής: 51η Περιφέρεια Προσχολική Αγωγής ISBN 978-618-82567-0-5.

Hart, A., Stubbs, C., Plexousakis, S., Georgiadi, M., & Kourkoutas, E. (2015). Aspirations of vulnerable young people in foster care. STYLE Working Papers, WP9.3. CROME, University of Brighton, Brighton. http://www.style[1]research.eu/publications/working-papers

Scriva, M. L., Heriot, S. A. & Kourkoutas, E. (2015). Emotion regulation and interpersonal schemata in depressed and aggressive youth. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties and disabilities (pp. 113-151). Cambridge Scholar Publications

Kourkoutas, E., Vitalaki, E. & Fowler, A. (2015). Resilience based inclusive models for students with social-emotional and behavioral difficulties or disabilities. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties and disabilities (pp. 8-45). Cambridge, UK: Cambridge Scholar Publications

Kourkoutas, E., Vitalaki, E. & Perysinaki, E. (2015). Emotional and depressive difficulties in school-age children: Promoting positive and resilient based inclusive practices. In E. Kourkoutas & A. Hart (Eds.), Innovative practices for children and adolescents with psychosocial difficulties and disabilities. (pp. 232-274). Cambridge Scholar Publications

Sideridis, G.D., Georgiou, G.K., Simos, P., Mouzaki, A., & Stamovlasis, D. (2015). The Role of Rapid Automatized Naming (RAN) in Reading Disruption: An Application of the Cusp Catastrophe. In P. McCardle & C.M. Connor (Eds.), The Extraordinary Brain Series, XIV, Reading Intervention: Research to Practice to Research.

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