Dr Constantina Panourgia
- 01202 961722
- cpanourgia at bournemouth dot ac dot uk
- Poole House P330, Talbot Campus, Fern Barrow, Poole, BH12 5BB
Use a QR Code reader on a mobile device to add this person as a contact:
I graduated from the University of Crete (Greece) with a BSc (Hons) in Psychology in 2001. For two years I worked as a psychologist and then I obtained a MSc in Child and Adolescent Mental Health (2004) from King’s College (University of London). I went on to work as a mental health worker and research assistant before studying for a PhD in Psychology (completed in 2013) at the Institute of Education (University of London).
Since 2009, I have been teaching in Higher Education Institutions (Institute of Education, University of Chichester). Before moving to Bournemouth University (January 2014), I worked for one and a half years as a postdoctoral research fellow (University of Portsmouth) on an EEF (Education Endowment Fund) project examining the effect of Implicit Theories of Intelligence in children’s academic achievement.
My principle area of research has been focused on the effects of socioeconomic disadvantage and adverse life events on children’s and adolescent’s psychological adjustment. I am interested in identifying protective factors underlying the relationship between risk and resilience and uncovering the processes through which children and adolescents acquire the capacity for resilience. The goal of my research is to provide researchers, schools and practitioners with a helpful tool to identify at-risk children and youth and to implement the most suitable preventions and interventions that aim to promote positive outcomes and development.
- Aliche, C.J., Ifeagwazi, C.M., Yankouskaya, A., Comoretto, A., Wezyk, A., Ventouris, A. and Panourgia, C., 2020. Post-traumatic stress disorder and depressive symptoms following a Herdsmen attack: The role of life meaning in mediating trait mindfulness. Stress and Health.
- Panourgia, C. and Comoretto, A., 2017. Do cognitive distortions explain the longitudinal relationship between life adversity and emotional and behavioural problems in secondary school children? Stress and Health, 33 (5), 590-599.
- Flouri, E. and Panourgia, C., 2014. Negative automatic thoughts and emotional and behavioural problems in adolescence. Child and Adolescent Mental Health, 19 (1), 45-51.
- Flouri, E., Mavroveli, S. and Panourgia, C., 2013. The role of general cognitive ability in moderating the relation of adverse life events to emotional and behavioural problems. British Journal of Psychology, 104 (1), 130-139.
- Flouri, E. and Panourgia, C., 2012. The role of non-verbal cognitive ability in the association of adverse life events with dysfunctional attitudes and hopelessness in adolescence. Archives of Psychiatric Nursing, 26 (5), 411-419.
- Flouri, E. and Panourgia, C., 2011. Adverse life events and emotional and behavioural problems in adolescence: The role of non-verbal cognitive ability and cognitive distortions. Journal of Abnormal Child Psychology, 39, 695-709.
- Flouri, E. and Panourgia, C., 2011. Gender differences in the pathway from adverse life events to adolescent emotional and behavioural problems via negative cognitive errors. British Journal of Developmental Psychology, 29, 234-252.
- Panourgia, C. and Taylor, J., 2019. Let’s Talk Technology with Boys. In: BERA Researching Education and Mental Health: Where are we now? 12 July 2019 University of West London.
- Flouri, E., Moulton, V. and Panourgia, C., 2012. MCS data note: Coding the aspirations of children at age 7 in the Millennium Cohort Study.. London: Centre for Longitudinal Studies.
- Flouri, E. and Panourgia, C., 2012. Do primary school children’s career aspirations matter? The relationship between family poverty, career aspirations and emotional and behavioural problems.. London: Centre for Longitudinal Studies.
Profile of Teaching UG
- Developmental Psychology (Level I, Unit Leader)
- Educational Psychology (Level H, Unit Leader)
- Final Year Project Supervision
- Exploring social media influencing: role in and input to the Digital Resilience Framework and Digital Citizenship agenda (Bournemouth University Research Impact Funding, 11 Sep 2020). In Progress
- Richmond University, The American University in London, External Examiner (2019-2022)
- UCL, Institute of Education, External Scrutineer (2017-)
- UEL, External adviser (2015-)
- Year 2 Tutor (2014-2016), BSc in Psychology
- Member, Athena SWAN
- Year 3 Tutor, BSc in Psychology
Public Engagement & Outreach Activities
- QR funded workshop for teacher about the use of technology in young people and its impact on their learning, emotions and behaviours.
- DfE consultation on Character and Resilience
- Festival of Learning, BU:Off campus event organised in collaboration with Action for Children
- BERA, SIG Mental Health, Well Being and Education Conference: Researching Education and Mental Health: Where are we now?, Let's talk technology with boys, 12 Jul 2019, London
- Bouncing Back: Building Resilience in Demanding Environments, Life Adversity and Psychological Resilience in Adolescence: The Role of Cognitive Factors, 09 Nov 2018, London
- European Association for Developmental Psychology, Member (2019-),
- The Higher Education Academy, Fellow (2019-),
- British Educational Research Association, Member,
- Society for Educational Studies, Member,
- The British Psychological Society, Member,