Browsing by Person "Touloumakos, Anna K."

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Adverse childhood experiences (ΑCEs)
(2021-07-09) Barrable, Alexia; Touloumakos, Anna K.
Adverse Childhood Experiences: The Protective and Therapeutic Potential of Nature
(Frontiers Media, 2020-11-26) Touloumakos, Anna K.; Barrable, Alexia
Adverse childhood experiences (ACEs) are prevalent in many western populations. Large studies have put the likelihood of having at least one ACE above 50% of the general population. ACEs and the associated experience of chronic stress, moreover, have been consistently linked with a variety of negative physical and psychological health outcomes across the lifespan from behavioral problems and cognitive difficulties early on, to greater chance of suffering from a mental health disorder and engaging in self destructing behaviors. The literature puts forward several protective factors, such as mother-child relations, parental health, and community engagement. In this perspective paper we put forward the potential of regular nature engagement as a possible additional protective factor. Nature’s therapeutic potential has been well documented, for many psychopathologies and mental health difficulties. Yet studies looking at the protective and therapeutic potential of nature with people with ACEs are remarkably limited in numbers. In this perspective piece we conduct a search of the literature to find previous applications of nature as a protective or therapeutic intervention for people with ACEs. We highlight the gap in the current literature, and put forward various mechanisms of action that justify a closer exploration of this area in further research.
The learning styles neuromyth: when the same term means different things to different teachers
(Springer, 2020-07-03) Papadatou-Pastou, Marietta; Touloumakos, Anna K.; Koutouveli, Christina; Barrable, Alexia
Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual truism within education. A point of concern is that the term LS has been used within theories that describe them using completely different notions and categorisations. This is the first empirical study to investigate education professionals’ conceptualisation, as well as means of identifying and implementing LS in their classroom. A sample of 123 education professionals were administered a questionnaire consisting both closed- and open-ended questions. Responses were analysed using thematic analysis. LS were found to be mainly conceptualised within the Visual-Auditory-(Reading)-Kinaesthetic (VAK/VARK) framework, as well as Gardner’s multiple intelligences. Moreover, a lot of education professionals confused theories of learning (e.g., behavioural or cognitive theories) with LS. In terms of identifying LS, educators reported using a variety of methods, spanning from observation and everyday contact to the use of tests. The ways LS were implemented in the classroom were numerous, comprising various teaching aids, participatory techniques and motor activities. Overall, we argue that the extended use of the term LS gives the illusion of a consensus amongst educators, when a closer examination reveals that the term LS is conceptualised, identified and implemented idiosyncratically by different individuals. This study aims to be of use to pre-service and in-service teacher educators in their effort to debunk the neuromyth of LS and replace it with evidence-based practices.
Parents’ Perceptions of UK Forest School: Descriptive and Evaluative Aspects
(MDPI, 2022-08-17) Arvanitis, Alexios; Touloumakos, Anna K.; Barrable, Alexia
Parental support for children’s Forest School (FS) education is likely connected to the parents’ own views about FS. We investigated parents’ perceptions of FS by performing a qualitative study on parents’ views, as expressed in an online forum for parents (Mumsnet). Findings were grouped into two main categories, descriptive (what FS is) and evaluative (FS is good or bad). Thematic analysis revealed five dimensions of evaluation: skills and knowledge, nature connectedness and physical/mental health, structure, inclusivity and enjoyment. Along these dimensions we uncovered tensions between opposing views. We also identified two strategies for dealing with these tensions, dismissal and balance. This is the first study that identifies dimensions of evaluation for FS and potential parent satisfaction. The implications are discussed.
Preliminary psychometric evidence of the Greek adaptation to the EC-CC HOME scale for use in institutional environments
(SyncSci Publishing Pte Ltd, 2019-05-01) Touloumakos, Anna K.; Barrable, Alexia; Tsantila, Kalomoira
Although lacking in official figures, latest reports from NGOs highlight that Greece has over 85 institutional settings that house more than 2,500 children, excluding unaccompanied minors entering the system continuously for the past few years. Given the impact that institutional care has been found to have on psychological and cognitive outcomes, the authors make the case for the adaptation of Early Childhood Child Care HOME (EC-CC-HOME) a world-renowned instrument that assesses children’s child-care environment. In this instance, we have adapted the child-care version of HOME to assess the physical and organisations aspects of the residential environment, following the permission and through collaboration with the developer. This brief report presents some of the preliminary evidence of the first step undertaken towards the full adaptation of EC-CC-HOME in Greek and for use in institutional environments; participants were 29 children residing in such environments. Preliminary results on the psychometric characteristics of the measure, especially in relation to the learning aspect of the environment presented here, hold promise. This is an especially important first indication of how the measure works in view of the imminent adaptation of the scale to be used with institutional environments where children can benefit greatly from such a measure. Issues in relation to good practices in providing evidence for the psychometric characteristics of measures are briefly discussed as part of this investigation.
[Preprint] School Professionals’ awareness of Adverse Childhood Experiences Scale (SPACES): Initial steps towards the development of new scale
(PsyArXiv, 2021-12-20) Barrable, Alexia; Touloumakos, Anna K.
This short paper describes the initial scale development of an instrument designed to measure school professionals' awareness of adverse childhood experiences (ACEs), their impact and practices that can support children who have been affected by ACEs.