Plemochoe is an open access institutional repository established for the sole purpose of gathering preserving and distributing original research material produced by the EUC faculty and researchers. Plemochoe aims to validate the intellectual life of the University by promoting scientific research to the local and international communities. Plemochoe comprises undergraduate and graduate dissertations, doctoral theses, journal articles, conference papers, working papers, technical reports, and other educational or research documents.
Research outputs
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Projects
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  • Publication
    Editorial: An integrated positive psychology approach into counseling in different settings
    (Frontiers Media S.A., 2023)
    Christos Pezirkianidis
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    Anastassios Stalikas
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  • Publication
    Adaptation, Academic Performance and Support: Students with and without Disabilities and Future Considerations for Counselling Psychology
    (Multidisciplinary Digital Publishing Institute (MDPI), 2023-10)
    Yianna Christofi
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    Ioanna Ioannou
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    The transition to university is a process that presents young adults with several challenges in adaptation, especially students with disabilities. The current study investigated the differences in adaptation and academic performance between students with and without disabilities and further examined these differences among students with disabilities. Additionally, we explored the role of academic support for students with disabilities’ adaptation and academic performance, as well as their perceptions of a proposed specialised package of counselling psychology interventions. The sample consisted of 127 students with disabilities and 127 without disabilities, aged 18–24 years. Results revealed that students with disabilities reported a lower GPA and adaptation than students without disabilities. Additionally, differences among students with disabilities were observed only in terms of GPA, according to their disability type, existence of comorbidity and type of exam accommodations. Interestingly, no differences were found in GPA or adaptation between students with disabilities who utilised psychological therapy and those who did not. Finally, adaptation scores, but not GPA, were higher for students with disabilities who were positive in receiving a specialised package of counselling psychology interventions. The findings are discussed in relation to the existing literature and future considerations of counselling psychology’s role in support of students with disabilities.
  • Publication
    Psychological interventions to enhance positive outcomes in adult cancer caregivers: A systematic review
    (SAGE Publications Ltd, 2024-06) ;
    Petkari, Eleni
    ;
    Loukas Christodoulou
    This systematic review aims to examine the characteristics of psychological interventions that aim to enhance positive outcomes, such as wellbeing, post-traumatic growth, or hope in cancer caregivers. Studies published until December 2023 were searched on PubMed, Scopus, PsycINFO, WOS, PsycARTICLES and were included when examining interventions targeting positive outcomes with adult cancer caregivers. Of the 1424 articles retrieved through the databases, 16 studies were eligible for inclusion in this review, targeting 908 caregivers (70.2% female; Mage = 53.5). A narrative synthesis was used to describe the interventions, which were based on a variety of approaches such as psychoeducation, mindfulness, or Existential Behavioral Therapy, and reported positive gains for the positive outcomes. The results show few randomized controlled trials published to date, highlight the contrast between the focus shift towards these outcomes and the need for systematic testing of the interventions, to be able to inform evidence-based service delivery.
  • Publication
    Η επίδραση της τελειομανίας στα ψυχολογικά συμπτώματα σε δείγμα ελληνόφωνων ενηλίκων : ο διαμεσολαβητικός ρόλος της ψυχολογικής ευελιξίας / ακαμψίας
    (Σχολή Επιστημών της Αγωγής, Ανθρωπιστικών και Κοινωνικών Επιστημών : Μεταπτυχιακό στην Κλινική Ψυχολογία, 2025-02-10)
    Νταφούλη, Ειρήνη
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    Η εξέταση της σχέσης ανάμεσα στην τελειομανία και τα ψυχολογικά συμπτώματα καταλαμβάνει ένα αξιοσημείωτο κομμάτι της διεθνούς βιβλιογραφίας. Παρόλα αυτά, δεν έχει μελετηθεί ο πιθανός μεσολαβητικός ρόλος των διαδικασιών της Ψυχολογικής Ευελιξίας (ΨΕ) και Ακαμψίας (ΨΑ) για τη διαμόρφωση της παραπάνω σχέσης στον γενικό πληθυσμό. Ο σκοπός της παρούσας έρευνας ήταν η εξέταση αυτών των σχέσεων στον ενήλικο ελληνικό και κυπριακό πληθυσμό. Στην ηλεκτρονική έρευνα συμμετείχαν 745 άτομα (514 γυναίκες και 223 άνδρες), ενώ επιδιώχθηκε και η αντιπροσώπευση διαφορετικών κατηγοριών συμμετεχόντων, με τις επικρατέστερες να είναι αυτές του φοιτητή (174 άτομα) και του εργαζομένου (457 άτομα). Οι συμμετέχοντες συμπλήρωσαν ένα ερωτηματολόγιο δημογραφικών στοιχείων, το ερωτηματολόγιο τελειομανίας Almost Perfect Scale, το Πολυδιάστατο Ερωτηματολόγιο Ψυχολογικής Ευελιξίας και την Κλίμακα Κατάθλιψης, Άγχους, Στρες. Τα αποτελέσματα των στατιστικών αναλύσεων ανέδειξαν την ύπαρξη περισσότερων ψυχολογικών συμπτωμάτων στους μη προσαρμοστικούς τελειομανείς, οι οποίοι εμφάνισαν και τα χαμηλότερα επίπεδα ΨΕ και τα υψηλότερα ΨΑ, σε σχέση με τους προσαρμοστικούς και μη τελειομανείς. Οι νεαροί ενήλικες και φοιτητές φάνηκε ότι δέχονται τη μεγαλύτερη επίδραση της μη προσαρμοστικής τελειομανίας στην ψυχική τους υγεία. Υποστηρίχθηκε, επίσης, ο διαμεσολαβητικός ρόλος των επιμέρους διαστάσεων ΨΕ και ΨΑ. Ειδικότερα, η ψυχολογικά ευέλικτη στάση των προσαρμοστικών και μη τελειομανών φάνηκε να μεσολαβεί στην εκδήλωση λιγότερων ψυχολογικών συμπτωμάτων, σε αντίθεση με την μεγαλύτερη ψυχολογική ακαμψία των μη προσαρμοστικών τελειομανών. Τα ερευνητικά ευρήματα υποστηρίζουν την εφαρμογή παρεμβάσεων βασισμένων στην ενίσχυση της ΨΕ και τη μείωση της ΨΑ, όπως της Θεραπείας Αποδοχής και Δέσμευσης (ΘΑΔ).
  • Publication
    « The 2019 Lebanese Financial and Banking Crisis: Understanding the Root Causes and Assessing its Far-Reaching Consequences »
    (School of Business Administration : Department of Accounting, Economics and Finance, 2024-12)
    Samar Faouaz , Abou Ltaif
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    Purpose: This thesis embarks on a comprehensive examination of Lebanon's financial and banking sector in the context of the 2019 financial crisis, aiming to uncover its root causes, analyze its impacts, and propose pragmatic solutions to foster financial resilience, economic development, and long-term stability. The research addresses the precarious state of Lebanon's financial system, exploring key factors that exacerbated the crisis. It also seeks to offer recommendations for governance reforms and economic recovery strategies. Design Methodology/ Approach: A mixed-methods approach, integrating both qualitative and quantitative analyses, was employed to provide a holistic understanding of Lebanon’s financial instability. The qualitative component involved comparative case studies of financial crises several countries and semi-structured interviews with policymakers, economists, and financial professionals, while the quantitative analysis utilized regression models based on the Mundell-Fleming framework. Findings: The study's findings confirm that Lebanon's financial crisis was primarily driven by governance failures, political patronage, and ineffective financial frameworks. Empirical testing of the hypotheses revealed that fiscal policies (H1) and public debt levels (H4) significantly destabilized the economy, while monetary policy adjustments (H2) had mixed impacts. Trade imbalances (H3) further weakened the exchange rate and economic stability, while the effect of tax policies (H5) on stabilizing the economy was minimal. The research highlighted that political factors and institutional weaknesses were more influential than monetary interventions, reinforcing the need for comprehensive fiscal reforms and governance improvements to stabilize Lebanon's financial system. Originality: This research provides a novel contribution by integrating Keynesian Economics and Institutional Economics to analyze the intersection of economic theory with the realities of Lebanon's political and institutional landscape. The dual theoretical framework offers a fresh lens for understanding how political corruption and weak institutions fuel economic crises. 5 Furthermore, the study's comparative analysis of international financial crises broadens its applicability, suggesting that Lebanon’s situation is part of a broader global challenge facing nations with fragile political and economic systems. Practical Implications: The findings underscore the urgent need for comprehensive reforms in governance, fiscal management, and institutional accountability in Lebanon. Recommendations include currency stabilization measures, a revitalization of the banking sector, and fiscal deficit resolution. The thesis also advocates for multi-dimensional strategies focusing on SME and productive sector empowerment, market competition, and digital economy development as pivotal to fostering economic growth. Conclusions/ Recommendations: A multifaceted approach is essential to resolving Lebanon's 2019 crisis. Recommendations include dismantling political patronage networks, implementing fiscal reforms, enhancing regulatory oversight, and promoting financial governance transparency. By prioritizing these measures, Lebanon can build greater financial resilience and establish a pathway toward sustainable recovery and economic development, providing insights for policymakers in fragile states. Limitations: The primary limitation of this thesis stems from Lebanon's rapidly changing political and economic environment, which made it challenging to maintain the timeliness and accuracy of data. The country's internal instability and external geopolitical pressures created a shifting landscape, complicating the ability to draw fast and definitive conclusions. The dynamic nature of key variables required frequent recalibration of the analysis. Additionally, the lack of transparency in Lebanon's financial institutions, especially in the banking sector, led to reliance on estimations and indirect inferences. To address this, real-time data collection and continuous monitoring were employed, along with a multi-perspective approach to enhance analysis resilience. Bias in interview data was minimized by selecting a diverse group of interviewees and using standardized protocols
Most viewed
  • Person
    Louca, Loucas T.
    Dr. Loucas Louca is an Associate Professor of Science Education at the European University Cyprus. His research interests focus on student abilities for inquiry in science, on modeling-based learning in scinece and on teachers’ instructional strategies for promoting student inquiry in science. He has also a longstanding interest in supporting professional teacher development in science education. He has been involved in several nationally and EU funded projects focusing on student inquiry in science, teacher professional development, professional learning communities, development of curriculum materials, promoting opportunities for gender balance in science education, STEM education, and promoting inquiry-based teaching and learning in science. He has also experiences in the development and enactment of afternoon clubs for young children in Science, and he also has designed various out-of-school STEM activities for students.
  • Research Project
    Mediterranean practitioners’ network & capacity
    The Mediterranean and Black Sea region is an international centre of economic and commercial development and transactions. At the same time, though, it is characterised by a very volatile and dynamically changing security environment that poses severe threats and challenges on the societies and their prosperity. MEDEA aspires to contribute to the establishment of safer and more secure societies throughout the Mediterranean and Black Sea region using research and innovation as a catalyst to promote collaboration between practitioners from diverse disciplines and countries. The MEDEA project, during its 60 months of implementation aims to: Establish and Operate the MEDEA network. A multi-disciplinary network of security practitioners, with active links to policy makers and users/providers of security innovations across the M&BS countries focusing on Border Protection and other Security- and Disaster-Related tasks. All MEDEA members will engage in activities towards maintaining its sustainability and longevity even after the end of the project. Engage participants in anticipatory governance on emerging security challenges that the Mediterranean and Black Sea regions would face in the coming years (present until +10 years), based on a threefold structure that forms the backbone of the project: i) understanding the unsatisfactory state of play, ii) design the desirable future and iii) define a resilient pathway on how to achieve this. Push for the “co-creation” of security technology and capabilities innovations between practitioners and innovation. Their evaluation and prioritization will be based on a multi-criteria analysis (technology, operational, cost-benefit, etc.) and it will be linked to Human Development, Policy Making and Organizational Improvements in-terms of facilitating their use by the practitioners. Establish and annually update the Mediterranean Security Research and Innovation Agenda (MSRIA), that identifies areas where security & defence research is needed (including the research needs that are not covered by civilian research) and establishes recommendations for European Security & Defence technology investments. It will constitute the common position of the Mediterranean practitioners’ for future call for proposals from European and National funding mechanisms.
  • Research Project
    Global Response Against Child Exploitation
    GRACE aims to equip European law enforcement agencies with advanced analytical and investigative capabilities to respond to the spread of online child sexual exploitation material. The growth in online child sexual exploitation and abuse material is a significant challenge for European law enforcement agencies. Referrals of CSEM exceed the capacity of LEAs to respond in a practical and timely manner. To safeguard victims, prosecute offenders and limit the spread of CSEM, LEAs need a next-generation AI-powered investigative platform. Background The sexual exploitation and abuse of children, the production of CSEM and subsequent distribution of this material via the internet is a shocking crime. Referrals from Online Service Providers (OSPs) are crucial to fighting CSE. Growth in the number of referrals of CSEM to LEAs is driven both by increased availability and distribution of online CSEM and improved detection and reporting processes. The extent of referrals is affecting LEAs' capacity to respond promptly, leading to an inability to prevent harm to infants and children, rescue those in immediate danger, and investigate and prosecute perpetrators. Core concepts Recent improvements to the referral process have improved LEAs capabilities. However, the sheer volume of data obtained in CSE cases stretches human resources, the limits of manual analysis beyond most LEAs reach. Given there has been a 4,000% increase in referrals since 2014, a new approach to managing, processing and analysing this content is necessary. At the heart of the project, GRACE has three core concepts. Adress the volume and analyse the content of online CSEM through technological innovations; Provide genuine operational value to LEAs in their investigation of online CSEM; and Impact at the strategic and policy level in the harmonisation of EU-wide responses to CSE.
  • Research Project
    Developing Flipped Methods
    Flipped classroom (FC) is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. Although using FC methods has multiple benefits and is growing popularity, researchers and practitioners indicate that among impediments of widespread usage of FC methods are the additional time and technological support in relation to development of flipped learning activities. The flipped approach often involves the investment of significant time and energy on the part of instructors (e.g., recording video lectures; designing additional in-class activities). It is therefore recommended for teachers flipping their courses in team. By working in team, teachers can share their experiences of implementing flipped classrooms as well as their teaching resources The “Developing Flipped Methods for Teaching” project aims at developing all the necessary flipped learning pedagogical material (out-of-class tasks, pre-assessment tools, in-class activities) for teaching a discipline (psychology) covering a whole academic year course. The project aims at overcoming the difficulties of elaborating multiple materials for teaching with flipped classroom design. By collaboration of six education institutions an entire discipline will be covered with FC materials in seven languages (English, Romanian, Hungarian, Portuguese, Bulgarian, Slovak and Greek), tackling a gap between educational research and practice. One of the project partners, The Mihai Eminescu National Pedagogical High School (Romania) is a secondary-level educational institute. Due to the particularities of the Romanian education system they offer teacher and kindergarten teacher training program, whereby graduates receive a teacher-kindergarten teacher degree. In Romania psychology is part of the secondary-level school curricula, so high schools can also benefit from educational materials translated to Romanian. Their main role in the project is to translate the developed educational methods by the higher education institutes from the partnership, to test and adapt it to the Romanian requirements. The partnership is composed from other six Higher Education Institutes with Teacher Training Faculties, who have important experience as partners or leaders Strategic Partnership projects and educational innovation. The main intellectual output of the project are the pedagogical materials for teaching an entire course of psychology with flipped classroom (FC) methods (materials for 30 courses), available in seven languages. Each pedagogical material is composed of instructional video, out-of-class work plans (online activities) associated with Low-stakes, formative assignments as well as in-class activities and assessment tools.
  • Person