Exploring friendship quality and the practice of savoring in relation to the wellbeing of Greek adults.

Previous research findings demonstrate that both savoring ability and the presence of high-quality friendships play a significant role in enhancing one's overall sense of wellbeing. However, these associations have not been thoroughly investigated within a diverse range of adults across their lifespans, nor have they been explored in the specific cultural context of Greece. Thus, the primary objective of this study was to delve into the relationships between close friendship quality, the utilization of savoring techniques, and wellbeing within the Greek cultural framework. The study involved 771 adults from Greece with an average age of 38.35 years, who completed the McGill Friendship Functions Questionnaire, the PERMA Profiler, and the Abridged Ways of Savoring Checklist. Results revealed that there exists a positive correlation between friendship quality and savoring strategies with overall wellbeing. Moreover, the study identified a significant association wherein a greater employment of savoring strategies was linked to higher levels of friendship quality. While this study contributes valuable insights, it also has limitations that warrant acknowledgment. Furthermore, suggestions for potential future research directions are proposed, and the implications of these findings are discussed in relation to interventions aimed at enhancing both friendships and the practice of savoring across various contexts.

The Role of Gratitude in a Positive Psychology Group Intervention Program Implemented for Undergraduate Engineering Students.

Over the past decades, research on positive psychology for building strengths has proliferated. The present study aimed to explore the effect of gratitude in a 5-week positive psychology group program for undergraduate engineering students which included an intermediary 2-week gratitude intervention. In a mixed-design, 69 students from three engineering departments of the School of Pedagogical and Technological Education (ASPETE), assigned to the intervention (N = 34) and the control group (N = 35), with an average age of 21.52 years (SD = 4.63), were administered the Gratitude Questionnaire-six item form (GQ-6), the Modified Differential Emotions Scale (mDES), the Connor-Davidson Resilience Scale (CD-RISC), the Subjective Happiness Scale (SHS), and the Life Orientation Test-Revised (LOT-R). The condition experimental vs. control group was designated as the between-subjects factor, and time, that is, baseline vs. post intervention, was set as the within-subjects factor. Students who received the intervention reported significantly higher levels of gratitude. The increase in gratitude was due to the positive psychology group program. In addition, gratitude showed a significant effect on happiness and optimism, but failed to attain a significant impact on positive and negative emotions and resilience. Further research is needed to elucidate the effectiveness of positive psychology programs for undergraduate engineering students and the intervening cognitive processes.

The Interplay among Empathy, Vicarious Trauma, and Burnout in Greek Mental Health Practitioners.

BACKGROUND: Mental health professionals are at risk of experiencing vicarious trauma and burnout as a consequence of the nature of their work. Studies and scholars so far have demonstrated that empathy interacts directly with burnout, and they imply an interaction with vicarious trauma. However, research has paid little attention to the interplay among vicarious trauma, empathy, and burnout in mental health professionals who practice psychotherapy. This study examines the interplay between mental health professionals' (those practicing psychotherapy) vicarious trauma and empathy and investigates the ways they contribute to burnout. METHODS: The sample consisted of 214 mental health professionals (32 males and 182 females), working in the public and private sectors. Specific instruments were administered online to the sample: (a) an improvised demographic questionnaire (age, gender, education, specialty, years of experience, years of supervision); (b) the Counselor Burnout Inventory, validated for the Greek population by Kounenou et al.; (c) the Vicarious Trauma Scale; and (d) the Jefferson Scale of Physician Empathy. RESULTS: Correlation analysis showed that empathy and vicarious trauma were positively related to burnout. Moreover, multiple regression analysis revealed that supervision, empathy, and, to a greater degree, vicarious trauma have a significant impact on burnout. CONCLUSION: Unlike relative research on burnout, gender and work experience did not seem to play a significant role in the prediction of burnout in the present study. Several suggestions for future studies, as well as implications for mental health practitioners, are discussed.

A positive psychology group intervention in Greek university students by the counseling center: Effectiveness of implementation.

Most institutions in higher education have emphasized success in knowledge while overlooking Students' wellbeing. The present study aimed to examine the effectiveness of the implementation of a 5-week positive psychology group intervention to a sample of 69 students that were assigned to the intervention (N = 34) and the control group (N = 35). Pre and post measures were taken assessing positive and negative emotions, resilience, happiness, optimism, and self-esteem. In particular, Modified Differential Emotions Scale (mDES), Connor-Davidson Resilience Scale (CD-RISC), Subjective Happiness Scale (SHS), Life Orientation Test-Revised (LOT-R), and Rosenberg Self-Esteem Scale (RSES) were administered to the participants. A mixed measures design was employed with the condition experimental vs. control group as the between-participants factor and time, namely, baseline vs. post-intervention as the within-participants factor. Except for optimism, compared with students in the control group, students in the experimental group showed no significant differences at baseline and experienced a significant increase in positive emotions and resilience in the post-test. On the contrary, the control group demonstrated no significant difference at post-test. Additionally, the students of the intervention group reported significantly higher levels in all measures in comparison with the students of the control group, except resilience, at post-test. However, when the interaction of design and time was considered, the increase in positive emotions solely emerged as a significant result of the intervention. The implementation of a positive psychology group intervention program can be effective in helping students experiencing positive emotions. More research is needed in order to refine and improve the application of such a program in a university setting, in regard to long term intervention.

Factor structure and psychometric properties of the Greek version of the Reconstructed Depressive Experiences Questionnaire.

The Reconstructed Depressive Experiences Questionnaire-RDEQ is a self-report measure for assessing depressive experiences and in particular dependency and self-criticism, that is, vulnerability traits for depression. It constitutes a short version of the widely used DEQ that was constructed to detect the anaclitic and the introjective depressive characterological configurations. However, DEQ's validity has been questioned and several shortened versions have been constructed. RDEQ has been found to preserve the characteristics of the original scale and demonstrate the best psychometric qualities. The aim of this study was to evaluate the psychometric properties of the Greek version. RDEQ was translated and the final version was administered, along with questionnaires measuring depression (Beck Depression Inventory, BDI), attachment (Cartes de Modèles Individuels de Relations, CAMIR), and self-esteem (Rosenberg Self-Esteem Scale, RSES), to a clinical and a community sample of 714 individuals. Confirmatory factor analysis yielded a two-factors structure that represents the personality dimensions of dependency and self-criticism. Findings showed that this model fits well the data and has good internal consistency with Cronbach's alphas 0.84 and 0.87, respectively. The correlation between the two RDEQ factors demonstrated that the two scales are orthogonal and distinct. Moreover, the Greek version exhibited low to moderate significant correlations with BDI, CAMIR, and RSES and satisfactory convergent and divergent validity. RDEQ appears to be a suitable tool for research use and is expected to facilitate the examination of depressive personality dimensions in Greek speaking populations.

Perspectives on Emergency Remote Teaching during COVID-19 Pandemic in a Sample of Greek Undergraduate Students: The Role of Self-Image.

Emergency remote teaching replaced the in-person education in academic institutions as a result of the COVID-19 pandemic. Students with different personality traits experienced this abrupt change to distance learning in different ways. Thus, this research aims to examine the interplay between several facets of the students' experience of emergency remote teaching, such as concerns about, tiredness with, and lack of communication during the first Greek lockdown, and their self-image through their core self-evaluations. The study sample consisted of 341 undergraduate students derived from 13 Greek universities, that completed a self-report questionnaire concerning students' experiences with distance education, as well as the Core Self-Evaluation Scale measuring self-image components. A cross-section design was used and multiple regression and mediation analyses were applied. The results showed that self-image has an effect on students' feeling of tiredness with distance learning, while female students demonstrated higher tiredness with distance learning and lack of communication. Moreover, except for gender and disability, all other variables along with self-image significantly predicted perspectives on distance learning. On the other hand, only gender, concerns about, and lack of communication significantly predicted students' e-attendance of theoretical courses. In this transformative era, it is a challenge for universities to create effective online courses concerning students' self-image. Finally, limitations and future directions are discussed.