Olga Solomontos‐Kountouri
Biographic Data
| ID | 7832127 |
|---|---|
| NAME | Olga Solomontos‐Kountouri |
| GIVEN NAMES | Olga |
| FAMILY NAME | Solomontos‐Kountouri |
| SIGNATURE | KOUNTOURI O S |
| AFFILIATIONS | Cyprus College |
| ORCID | 0000-0001-7888-3649 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Emotional Challenges, Bullying and Victimization After School Years
The literature has shown that externalizing behaviors, particularly in males, may be connected to bullying, while internalizing behaviors are associated with victimization. The present study focuses on young males, while applying the developmental cascade model to explain the etiology of bullying and victimization, considering risk factors such as forms of aggression (relational, intentional, reactive) and internalizing behaviors (stress, anxiety…
The need to belong as motive for (cyber)bullying and aggressive behavior among immigrant adolescents in Cyprus
Peer group integration is a crucial acculturative goal for immigrant adolescents who, in order to reach this goal, may use bullying and/or aggressive behavior. The present study aims to explore the underlying aggression motives by investigating the importance of three motives (anger, power, and affiliation) for five different forms of aggressive behavior (bullying, cyberbullying, physical, verbal, and relational aggression) in three groups of ado…
The ViSC Program
This study examines how bullies, victims, bully-victims, and uninvolved adolescents perceive the activities of the class project of the ViSC social competence program. The ViSC program is a whole school socio-ecological anti-bullying program that was implemented in 43 classes, grade 7, 8, and 9, in three Cypriot schools. A sample of 778 adolescents (52% girls, Mage = 13.9, SD = 0.86) who participated in the ViSC class project, answered open-forma…
Contemporary Perspectives on Aggressive Behavior
Academic, Socio-emotional and Demographic Characteristics of Adolescents Involved in Traditional Bullying, Cyberbullying, or Both
The present paper (1) examined variables, which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, M age = 13.08, SD = 0.86) from 120 classes, grade 7 to 9, from six …
Cross-National Prevalence of Traditional Bullying, Traditional Victimization, Cyberbullying and Cyber-Victimization
Many large-scale cross-national studies rely on a single-item measurement when comparing prevalence rates of traditional bullying, traditional victimization, cyberbullying, and cyber-victimization between countries. However, the reliability and validity of single-item measurement approaches are highly problematic and might be biased. Data from three countries were used as an example case to compare the single- and multiple-item approaches from a …
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Cross-National Prevalence of Traditional Bullying, Traditional Victimization, Cyberbullying and Cyber-Victimization
Many large-scale cross-national studies rely on a single-item measurement when comparing prevalence rates of traditional bullying, traditional victimization, cyberbullying, and cyber-victimization between countries. However, the reliability and validity of single-item measurement approaches are highly problematic and might be biased. Data from three countries were used as an example case to compare the single- and multiple-item approaches from a …
Academic, Socio-emotional and Demographic Characteristics of Adolescents Involved in Traditional Bullying, Cyberbullying, or Both
The present paper (1) examined variables, which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, M age = 13.08, SD = 0.86) from 120 classes, grade 7 to 9, from six …
The ViSC Program
This study examines how bullies, victims, bully-victims, and uninvolved adolescents perceive the activities of the class project of the ViSC social competence program. The ViSC program is a whole school socio-ecological anti-bullying program that was implemented in 43 classes, grade 7, 8, and 9, in three Cypriot schools. A sample of 778 adolescents (52% girls, Mage = 13.9, SD = 0.86) who participated in the ViSC class project, answered open-forma…
Contemporary Perspectives on Aggressive Behavior
The need to belong as motive for (cyber)bullying and aggressive behavior among immigrant adolescents in Cyprus
Peer group integration is a crucial acculturative goal for immigrant adolescents who, in order to reach this goal, may use bullying and/or aggressive behavior. The present study aims to explore the underlying aggression motives by investigating the importance of three motives (anger, power, and affiliation) for five different forms of aggressive behavior (bullying, cyberbullying, physical, verbal, and relational aggression) in three groups of ado…
Emotional Challenges, Bullying and Victimization After School Years
The literature has shown that externalizing behaviors, particularly in males, may be connected to bullying, while internalizing behaviors are associated with victimization. The present study focuses on young males, while applying the developmental cascade model to explain the etiology of bullying and victimization, considering risk factors such as forms of aggression (relational, intentional, reactive) and internalizing behaviors (stress, anxiety…
Bullying, Victimization, and Aggression (5 works) · Psychology (5 works) · Developmental psychology (4 works) · Aggression (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Child Development and Digital Technology (2 works) · Clinical Psychology (2 works) · Clinical Psychology (2 works) · Human Factors and Ergonomics (2 works) · Poison control (2 works)