- Theological School of the Church of Cyprus
1-7 Isocratous, 1016, Nicosia, Cyprus
- Τel: 22443055
- Fax: 22443063
- Email: email@example.com
Dr. Olga Solomontos-Kountouri is Associate Professor of Developmental Psychology and Head of Research and International Relations at the Theological School of the Church of Cyprus. She teaches the undergraduate program of Theology. From 2010 to 2015 she held the post of Lecturer of Psychology and Coordinator of the Erasmus Office at the University of Neapolis in Paphos. She is the representative of Cyprus at the Council of the European Association for Research on Adolescence (EARA). She is a member of the Society for Research on Adolescence (SRA), the International Society for the Study of Behavioral Development (ISSBD) and the Hellenic Psychological Society (ELPSE). She is also a member of the Prison Council and of the “Sofia Polyzoidou – Chrysseliou Georgiou Foundation – Holy Archdiocese of Cyprus’’. She coordinates and actively participates in the research team for the implementation of educational intervention programs for young prisoners. In cooperation with the Ministry of Education and Culture, the Theological School of the Church of Cyprus and the Linz University of Applied Sciences, she introduced the Viennese Social Competence Program -ViSC in Secondary Schools in Cyprus 2012. In the context of ViSC and Comenius Regio Partnership programs, she has trained hundreds of teachers and students on interventionist approaches and action plan for the prevention of bullying. She has publications and presentations at international and local conferences.
PhD in Developmental Psychology, Institute of Education, University of London, 2006
Master of Science in Child Development, Institute of Education, University of London, 1994
Diploma in Education, Institute of Education, University of London, 1991
BEd in Primary Education, Pedagogical Academy of Cyprus, 1983
Her research interests maybe broadly classified into the following two areas: first, issues and theories of developmental psychology of teenagers (especially identity, delinquency and bullying), and, second; applied psychology and the implementation and evaluation of intervention programs for: (a) the training of young prisoners, and (b) the prevention of bullying in schools.
Solomontos-Kountouri, O. & Strohmeier, D. (2018). The ViSC Program: How Do Bullies, Victims, Bully-Victims and Uninvolved Adolescents Perceive the Program Activities? International Journal of Developmental Science, DOI 10.3233/DEV-180254
Solomontos-Kountouri, O., Tsagkaridis, K., Gradinger, P., & Strohmeier, D. (2017). Academic, socio-emotional and demographic characteristics of adolescents involved in traditional bullying, cyberbullying, or both: Looking at variables and persons. International Journal of Developmental Science. 11, (1-2), 19-30. DOI: 10.3233/DEV-17219
Solomontos-Kountouri, O., Gradinger, P., Yanagida, T., & Strohmeier, D. (2016). The implementation and evaluation of the ViSC program in Cyprus: Challenges of cross-national dissemination and evaluation results. European Journal of Developmental Psychology. 13:6, 737-755. DOI: 10.1080/17405629.2015.1136618
Yanagida, Τ., Gradinger, P., Strohmeier, D., Solomontos-Kountouri, O., & Trip, S., & Bora, C. (2016). Cross-national prevalence of traditional bullying, traditional victimization, cyberbullying and cyber-victimization: Comparing single-item and multiple-item approaches of measurement. International Journal of Developmental Science. 10, 21–32. DOI: 10.3233/DEV-150173
Solomontos-Kountouri, O. & Hatzittofi, P. (2016). Past, present, emergent and future identity of young inmates. Journal of Adolescence, 47, 119-124.
Solomontos-Kountouri, O., Shiakalli, M., and Yiallouros, P. (2013). Is it important to know students’ perceived value of mathematics? Mediterranean Journal for Research in Mathematics Education, Vol. 12, 1-2, 23-37
Solomontos-Kountouri, O. and Hurry, J. (2008). Political, religious and occupational identities in context: Challenging Identity Status Paradigm. Journal of Adolescence, 31(2), 241-258.