Hatzichristou, C., & Lampropoulou, A. (2012).  Ψυχοκοινωνική υποστήριξη μαθητών Ρομά: Ανάπτυξη πολυεπίπεδου μοντέλου παροχής σχολικών ψυχολογικών υπηρεσιών.  [Psychosocial support of Roma students: Development of a multilevel model for providing school psychological services]. Education Sciences, 2, 261- 279.

Hatzichristou, C., Gari, A., Mylonas, K., Tsiovoulou, A., Karitsa, B.,&Giavrimis, P. (2012). Αντιλήψεις και Στάσεις Μαθητών σχετικά με το Διαζύγιο και την Προσαρμογή των Παιδιών Χωρισμένων Γονέων. [Perceptions and attitudes of students for divorce and children’sadjustment after parental separation], Nea Paideia, 144, 131-146.

Hatzichristou, C., Dimitropoulou, P., Lykitsakou, K. & Lampropoulou, A. (2009). Προαγωγή της ψυχικής ευεξίας στη σχολική κοινότητα: Εφαρμογή παρεμβατικού προγράμματος σε επίπεδο συστήματος. [Promotion of well-being in the school community: The implementation of a system level intervention]. Psychology, Special Issue: Current Issues in School Psychology, 16(3), 381-401.

Ηatzichristou, C., Dimitropoulou, P., Georgouleas, G., &Lampropoulou, A. (2006). Παρεμβατικά προγράμματα πρωτογενούς πρόληψης: Σχεδιασμός, εφαρμογή, και αξιολόγηση του «Προγράμματος προαγωγής της ψυχικής υγείας και της μάθησης: Κοινωνική και συναισθηματική αγωγή στο σχολείο».[Primary prevention programs: Design, implementation, and evaluationof the "Program of promoting mental health and learning: Social and emotional learning in school."]. Child and Adolescent Mental Health and Psychopathology, 8(2), 155-175.

Hatzichristou, C., Lampropoulou, A., & Lykitsakou, K.  (2004). Ένα διαφορετικό σχολείο: Το σχολείο ως κοινότητα που νοιάζεται και φροντίζει [A different school: School as a caring community]. Psychology, 11(1), 1-19.

Hatzichristou, C. (2003a). Η σχολική ψυχολογία ως επιστήμη και επάγγελμα: Σύγχρονες τάσεις και μελλοντικές προοπτικές στο διεθνή και ελληνικό χώρο. [School psychology as a science and profession: Current trends and future perspectives in the international and greek contexts]. Psychology. Special issue in School Psychology, 10 (4), 415-436.

Hatzichristou, C. (2003b). Ψυχολογική διαλεκτική συμβουλευτική στο σχολικό πλαίσιο. [Mental health consultation in the school context]. Psychology. Special Issue in School Psychology, 10 (2-3), 343-361.

Hatzichristou, C., Karadimas, E., Giavrimis, P., Dimitropoulou, P., &Vaitsi, A. (2001). Διασύνδεση αξιολόγησης και παρέμβασης σε επίπεδο συστήματος: Το παράδειγμα της συνεργασίας Πανεπιστημιακού Κέντρου Σχολικής Ψυχολογίας με Ίδρυμα της Αττικής. [Linking assessment and intervention at a system level: The example of cooperation of the Center for Research and Practice of School Psychology with a Children’s Institution in Athens]. Review of Counseling and Guidance,58-59, 193-212.

Hatzichristou, C., Gari, A., Mylonas, K., Georgouleas, G., Lykitsakou, K., Bafiti, T., Vaitsi, A., &Bakopoulou, A. (2001). Προσαρμογή παλιννοστούντων και αλλοδαπών μαθητών στο σχολείο: Ι. Σχεδιασμός και εφαρμογή ενός προγράμματος ψυχολογικής - συμβουλευτικής παρέμβασης. ΙΙ. Αξιολόγηση του προγράμματος Ψυχολογικής – Συμβουλευτικής Παρέμβασης.  [Immigrant and remigrant students' adjustment: Design and implementation of a psychosocial intervention program. II. Evaluation of the psychosocial intervention program]. Nea Paideia, 99, 13-36. 

Hatzichristou, C., Georgakakou-Koutsonikou, N., Lianos, P.,Lampropoulou, A., &Yfanti, Τ., (under review). Assessing school community needs during the COVID-19 pandemic: Teacher, parent and student perceptions.

La Salle, T. P., Rocha-Neves, J., Jimerson, S., Di Sano, S., Martinsone, B., Majercakova, S., Albertova, E., Gajdošová, C., Deltour, A. B., Hatzichristou, C., Martinelli, V., Raykov, M., Palikara, O., Szabó, É.,Arlauskaite, Z., Athanasiou, D., Brown-Earle. O., Casale, G., Lampropoulou,A., &Mikhailova, A. (accepted for publication). A multi-national study exploring adolescent perceptions of school climate and mental health problems, School Psychology.

Hatzichristou, C., Lianos, P.G. Lampropoulou, A., &Stasinou, V. (2020). Individual and systemic factors related to safety and relationships in schools as moderators of adolescents’ subjective well-being during unsettling times. Contemporary School Psychology. Special Issue Addressing Aggression and Violence in Diverse School Settings,24,252-265. doi: https://doi.org/10.1007/s40688-020-00298-6[s1] [DF2] [DF3] 

Hatzichristou, C., Lianos, P.G. &Lampropoulou, A. (2019). Supporting vulnerable groups of students in educational settings: University initiatives and partnerships.Psychology in Russia - State of the Art.Special issue “Educational psychology from a contemporary perspective”, 12(4), 60–73.doi: 10.11621/pir.2019.0404

Hatzichristou, C., Lampropoulou, A.,&Lianos, P.G. (2019). Social justice principles as core concepts in school psychology: Training, research and practice at a transnational level. School Psychology International, 41 (1), 67–86, doi: 10.1177/0143034319892031

Stasinou, V., Hatzichristou, C., Lampropoulou, A., &Lianos, P. (2020). Adolescents’ perceptions of covitality and academic performance: The moderating role of school climate. Psychology: the Journal of the Hellenic Psychological Society, 25(1), 55-71. doi:https://doi.org/10.12681/psy_hps.25336

Hatzichristou C., Stasinou, V., Lampropoulou, A., & Lianos, P. G. (2018). Adolescents’ perceptions of school climate: Exploring its protective role in times of economic recession, School Psychology International, Special Issue on International Perspectives of School Climate 39(6), 606-624.

Hatzichristou C., Lianos, P. G., & Lampropoulou, A. (2017). Cultural Construction of Promoting Resilience and Positive School Climate during the Economic Crisis in Greek Schools. International Journal of School & Educational Psychology, 1-15.

Hatzichristou, C. & Elias, M. (Special Issue Editors). Social - Emotional Learning (SEL) Training, Intervention and Research Worldwide (special issue, Nov.2016), International Journal of Emotional Education, 8(2), 1-5.

Hatzichristou C, & Lianos, P. G. (2016). Social and emotional learning in the Greek educational system: An Ithaca journey. International Journal of Emotional Education (special issue), 8(2), 105-127.

Lam, S. F., Jimerson, S., Shin, H., Cefai, C., Veiga, F. H., Hatzichristou, C., Polychroni, F., Kikas, E., Wong, B.P.H., Stanculescu, E., Basnett, J., Duck, R., Farrell, P., Liu, Y., Negovan, V., Nelson, B., Yang, H., &Zollneritsch, J. (2016). Cultural Universality and Specificity of Student Engagement in School: The Results of an International Study from 12 Countries. British Journal of Educational Psychology, 86(1), 137-153.

Lam, S.-f., Jimerson, S., Wong, B.P.H., Kikas, E., Shin, H., Veiga, F. H., Hatzichristou, C., Polychroni, F., Cefai, C., Negovan, V., Stanculescu, E., Yang, H., Liu, Y., Basnett, J., Duck, R., Farrell, P., Nelson, B. &Zollneritsch, J. (2014). Understanding and Measuring Student Engagement in School: The Results of an International Study from 12 Countries. School Psychology Quarterly, 29(2), 219–232.

Oakland, Τ. & Hatzichristou, C. (2014) Professional Preparation in School Psychology: A Summary of Information from Programs in Seven Countries. International Journal of School & Educational Psychology, 2(3), 223-230.

Lam, S, F, Jimerson, S, Kikas, E, Cefai, C, Veiga, F. H., Nelson, B., Hatzichristou C., Polychroni F., Basnett, J., Duck, R., Farrell, P., Liu, Y., Negovan, V., Shin, H., Stanculescu, E., Wong, B.P.H, Yang, H., Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 50(1),77-94.

Hatzichristou, C.,Issari, P., Lampropoulou, A., Lykitsakou, K., &Dimitropoulou, P. (2011). The development of a multi-level model for crisis prevention and intervention in the Greek educational system. School Psychology International, 32(5), 464-483.

Newell, M.L., Nastasi, B.K., Hatzichristou, C., Jones, J.M., Schanding, G.T., Jr., &Yetter, G.P. (2010). Evidence on multicultural training in school psychology: Recommendations for future directions. School Psychology Quarterly, 25(4), 249-278.

Oakland, T., &Hatzichristou, C. (2010). Temperament styles of Greek and US children. School Psychology International, 31(4), 422-437.

Hatzichristou, C., Lampropoulou, A., &Lykitsakou, K. (2006). Addressing cultural factors in development of system/community interventions. Journal of Applied School Psychology, Multicultural Issues and School Psychology Practice, 22(2), 103-126.

Jimerson, S. R., Graydon, K., Farrell, P., Kikas, E., Hatzichristou, S., Boce, E., Bashi, G. & The International School Psychology Association Research Committee (2004). The International School Psychology Survey: Development and Data from Albania, Cyprus, Estonia, Greece and Northern England. School Psychology International, 25(3), 259–86.

Ehrhardt-Padgett, G., Hatzichristou, C., Kitson, J., &Meyers, J. (2004). Awakening to a New Dawn: Perspectives of the Future of School Psychology. School Psychology Review, 33(1), 105-114.

Hatzichristou, C., & Lampropoulou, A. (2004). The future of School Psychology Conference: A cross-national approach to service delivery. Journal of Educational and Psychological Consultation, 15(3&4), 313-333.

Arrindell, W.A., Eisemann, M., Oei, Tian P.S., Caballo, V.E., Sanavio, E., Sica, C., Bagés, N., Feldman, L., Torres, B., Iwawaki, S., Hatzichristou, C., Castro, J., Canalda, G., Furnham, A., van der Ende, J. and Cultural Clinical Psychology Study Group (2004). Phobic anxiety in 11 nations: part II. Hofstede’s dimensions of national cultures predict national-level variations. Personality and Individual Differences, 37(3), 627-643.

Giavrimis, P., Konstantinou, E. & Hatzichristou, C. (2003). Dimensions of immigrant students' adaptation in the Greek schools: Self-concept and coping strategies. Intercultural Education, 14(4), 423-434.

Arrindell, W. A., Eiseman, M., Richter, Oei, T., Jan van der Ende, Sica, C., Iwawaki, S., &Hatzichristou, C. (2003) Masculinity – femininity as a national characteristic and its relationship with national agoraphobic fear levels: Fodor's sex role hypothesis revitalized. Behaviour Research and Therapy, 41(7), 795-807.

Ehrhardt-Padgett, G. N., Hatzichristou, C., Kitson, J., & Meyers, J. (2003). Awakening to a new dawn: Perspectives of the Future of School Psychology. School Psychology Quarterly, 18(4), 483-496.

Hatzichristou, C. (2002). A conceptual framework of the evolution of school psychology. Transnational considerations of common phases and future perspectives. School Psychology International, 23(2), 1-17.

Papadatou, D., Metallinou, O., Hatzichristou, C., & Pavlidi, L. (2002). Supporting the bereaved child: Teachers' perception and experiences in Greece. Mortality, 7(3), 324-339.

Papadatou, D., Metallinou, O., Hatzichristou, C., & Pavlidi, L. (2002). Children with a chronic and life-limiting condition: Teachers' perceptions and experiences regarding students' school integration. Illness, Crisis and Loss, 10(2), 108-125.

Hatzichristou, C., & Lampropoulou, A. (2013). Aνάπτυξη πολυ επίπεδου μοντέλου παροχής σχολικών ψυχολογικών υπηρεσιών [Development of a multilevel model for provision of school psychological services]. In G. Flouris, C. Parthenis, & L. Gioti (Eds.) Best practices’ guide for teachers of Roma students. Linking the oretical and empirical approaches (pp.113-131). Center of Intercultural Education, National and Kapodistrian University of Athens.

 

Lampropoulou, A., & Hatzichristou, C. (2013). Πρόγραμμα «Εκπαίδευση παιδιών Ρομά»: Δεδομένα από την αξιολόγηση του προγράμματος ψυχοκοινωνικής παρέμβασης [Program "Educationof Roma children", Data from the evaluation of the Psychosocial Support in the School Community Program]. In G. Flouris, C. Parthenis, & L. Gioti (Eds.) Best practices’ guide for teachers of Roma students. Linking theoretical and empirical approaches (pp.565-585).Center of Intercultural Education, National and Kapodistrian University of Athens.

 

Hatzichristou, C. (2012). Προαγωγή της ψυχικής υγείας και ευεξίας σε επίπεδο συστήματος: Το σχολείο ως κοινότητα που νοιάζεται και φροντίζει [Promotion of mental health and well-being at a system level: Τhe school as a caring community]. In C. Hatzichristou & H. Besevegis (Eds.). Developmental and adjustment issues of children in school and family (pp.325-354). Athens: Pedio.

 

Hatzichristou, C., Giavrimis, P.,&Lampropoulou, A. (2012). Γηγενείς & αλλοδαποί μαθητές στα Ελληνικά σχολεία: Ενδοπροσωπικές διαστάσεις προσαρμογής και στρατηγικές αντιμετώπισης αγχογόνων καταστάσεων [Native and immigrant students in Greek schools: Interpersonal dimensions of school adjustment and coping strategies]. In N. Papastilianou (Ed.), Cross Cultural Journey: Psychological adaptation (pp. 255-286) (2nd edition). Athens: Gutenberg.

 

Konstantinou,E.,Giavrimis, P., &Ηatzichristou, C. (2006). Παροχή ψυχολογικών υπηρεσιών στα ελληνικά σχολεία και ο ρόλος του σχολικού ψυχολόγου: Οι αντιλήψεις των μαθητών. [Provision of psychological servicesin Greek schools and therole of the school psychologist: Students’ Perceptions]. In C.Papaeliou., G. Xanthakou., & C.Hatzichristou (Eds.), Educational and School Psychology (Vol.2,pp.169-182). Athens:Αtrapos.

 

Hatzichristou, C. (2006α). Παροχή ψυχολογικών υπηρεσιών στη σχολική κοινότητα και ο ρόλος του σχολικού ψυχολόγου: Συνδέοντας την έρευνα με την πράξη [Provision of psychological services in school community and the role of school psychologist: Linking research and practice]. In C. Papailiou, G. Xanthakou, & C. Hatzichristou (Eds.), Educational and School Psychology, (Vol. 3, pp. 187-198). Athens: Αtrapos.

 

Dimitropoulou, P.,Giavrimis, P., &Ηatzichristou, C. (2006). Παροχή ψυχολογικών υπηρεσιών στα ελληνικά σχολεία και ο ρόλος του σχολικού ψυχολόγου: Οι αντιλήψεις των εκπαιδευτικών [Provision of psychological services in Greek schools and the role of the school psychologist: Teachers’ perceptions].In C.Papailiou, G. Xanthakou, & C. Hatzichristou (Eds.), Educational and School Psychology (Vol. 3, pp.199-213), Athens:Αtrapos.

 

Lampropoulou, A., Giavrimis, P.,& Hatzichristou, C. (2006). Παροχή ψυχολογικών υπηρεσιών στα ελληνικά σχολεία και ο ρόλος του σχολικού ψυχολόγου: Οι αντιλήψεις των γονέων. [Provision of psychological services in Greek schools and the role of school psychologist: Parents’ perceptions].InC. Papailiou, G. Xanthakou, &C. Hatzichristou (Eds.), Educational and School Psychology (Vol. 3, pp. 214-231).Athens: Αtrapos.

Lampropoulou, A. Hatzichristou, C., & Tantaros, S. (in press). Psychological support in time of crisis and natural disasters.In M. Pikoulis& J. Doucet (Ed.).Emergency medicine, trauma and disaster management - Hot topics in acute care surgery and trauma).New York, NY: Springer.

Hatzichristou, C, Lampropoulou, A., Georgouleas,G., &Mihou, S. (2017). A multilevel approach to system level consultation: Critical components and transnational considerations. In C.Hatzichristou and S.Rosenfield (Eds.), The International Handbook of Consultation in Educational Settings (pp. 70-93). New York, NY: Taylor & Francis.

Hatzichristou,C, &Rosenfield, S. (2017). Consultation Services in Educational Settings: A Global Perspective. In C.Hatzichristou and S.Rosenfield (Eds), The International Handbook of Consultation in Educational Settings (pp.3-11). New York: Taylor & Francis.

Rosenfield, S & Hatzichristou, C. (2017). Mapping the global future of school- based consultation. In C.Hatzichristou and S.Rosenfield (Eds.), The International Handbook of Consultation in Educational Settings (pp. 381-388). New York, NY : Taylor & Francis.

Hatzichristou, C, Issari, P, &Yfanti, T. (2016).Psychological well-being among Greek children and adolescents (pp. 61-77). In B.K. Nastasi and A.P.Borja (Eds), International Handbook of Psychological Well-Being in Children and Adolescents. New York, NY: Springer.

Hatzichristou, C., Adamopoulou, E., & Lampropoulou, A. (2014). A Multilevel Approach of Promoting Resilience and Positive School Climate in the School Community during Unsettling Times. In S.Prince-Embury & D.H. Saklofske (Eds.), Resilience Interventions in Diverse Communities (pp.299-325). New York, NY: Springer.

Jimerson, S. R., Brown, J. A., Saeki, E., Watanabe, Y., Kobayashi, T., & Hatzichristou, C. (2012). Natural disasters. In S. Brock & S. Jimerson (Eds.), Best practices in crisis prevention and intervention in the schools (2nd ed.) (pp.573-596). Bethesda, MD: National Association of School Psychologists.

Hatzichristou,C., Polychroni, F., Issari, P., &Yfanti, T. (2012). A Synthetic Approach for the Study of Aggression and Violence in Greek Schools. In S.R. Jimerson, A.B. Nickerson, M. J. Mayer, & M.J. Furlong (Eds.), The Handbook of School Violence and School Safety: International Research and Practice (2nd ed.) (pp. 141–152). New York, NY: Rutledge.

Hatzichristou, C., Lampropoulou, A., Lykitsakou, K., &Dimitropoulou, P. (2010). Promoting university and schools partnership: Transnational considerations and future directions. In J. Kaufman & T. Hughes (Eds.), The Handbook of Education Training and Supervision of School Psychologists in School and Community(pp. 79-108). New York, NY: Routledge.

Hatzichristou, C., Lykitsakou, K., Lampropoulou, A., &Dimitropoulou, P. (2010). Promoting the Well-Being of School Communities: A Systemic Approach. In B. Doll, W.Phohl,& J. Yoon (Eds), Handbook of Prevention Science (pp.255-274). New York, NY: Routledge.

Hatzichristou, C., Polychroni, F. &Georgouleas, G. (2007). School Psychology in Greece. In R. Jimmerson, T. Oakland, & P. Farrell (Eds.), Handbook of International School Psychology(pp. 135- 145). Thousand Oaks,CA: Sage Publications.

Hatzichristou, C. (2004). Alternative school psychological services: Development of a model linking theory, research, and service delivery. In N.M.Lambert, I.Hylander and J.Sandoval (Eds), Consultee-Centered Consultation: Improving the Quality of Professional Services in Schools and Community Organizations (pp.115-132). Mahwah, NJ: Lawrence Erlbaum.