Constantina Panourgia

Dr Constantina Panourgia

  • Senior Lecturer In Psychology
  • Poole House P120, Talbot Campus, Fern Barrow, Poole, BH12 5BB
UN SDGs:
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Biography

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 in primary schools 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.

Research

My previous research mainly 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.

Currently, with colleagues from BU, University of Hertfordshire, and Lyon Catholic University, I am working on a mixed-method project which investigates how vicarious traumatisation and perceived stress affected psychology practitioners who performed their duties during and after the lockdown period and the factors that enhanced their resilient features.

Also, in collaboration with Dr Julie Kirkby, I am working on a project that explores the role of support from colleagues and senior management in school teachers' wellbeing during the pandemic.

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person's work contributes towards the following SDGs:

Good health and well-being

"Ensure healthy lives and promote well-being for all at all ages"

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Quality education

"Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all"

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Reduced inequalities

"Reduce inequality within and among countries"

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Partnership for the Goals

"Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development"

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Journal Articles

  • Panourgia, C., Wezyk, A., Ventouris, A., Comoretto, A., Taylor, Z. and Yankouskaya, A., 2022. Individual factors in the relationship between stress and resilience in mental health psychology practitioners during the COVID-19 pandemic. J Health Psychol, 27 (11), 2613-2631.
  • Keyes, J., Yankouskaya, A. and Panourgia, C., 2022. Self-compassion, coping strategies and gender differences in psychology, counselling and psychotherapy practitioners during COVID-19: Lessons learnt. Counselling and Psychotherapy Research.
  • Ventouris, A., Panourgia, C. and Hodge, S., 2021. Teachers’ perceptions of the impact of technology on children and young people's emotions and behaviours. International Journal of Educational Research Open, 2 (2).
  • 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, K., Ventouris, A., Wezyk, A., Yankouskaya, A., Comoretto, A. and Taylor, Z., 2020. COVID-19: Vicarious traumatisation and resilience in Mental Health Psychology Practitioners.
  • 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 Adolesc Ment Health, 19 (1), 46-51.
  • 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. Br J Psychol, 104 (1), 130-139.
  • Flouri, E. and Panourgia, C., 2012. The role of nonverbal cognitive ability in the association of adverse life events with dysfunctional attitudes and hopelessness in adolescence. Arch Psychiatr Nurs, 26 (5), 411-419.
  • Flouri, E. and Panourgia, C., 2011. Adverse life events and emotional and behavioral problems in adolescence: the role of non-verbal cognitive ability and negative cognitive errors. J Abnorm Child Psychol, 39 (5), 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. Br J Dev Psychol, 29 (Pt 2), 234-252.

Conferences

Reports

Profile of Teaching UG

  • Developmental Psychology (Level I, Unit Leader)
  • Educational Psychology (Level H, Unit Leader)
  • Final Year Project Supervision

Grants

  • Understanding resilience in mental health workers during the COVID-19 pandemic (follow-up) (BU QR-fund, 01 Nov 2021). Completed
  • 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
  • Teachers’ perceptions of the impact of technology on children and young people’s development (BU QR-fund, 01 May 2020). Completed
  • Understanding resilience in mental health psychology practitioners during the COVID-19 pandemic (BU QR-fund, 01 May 2020). Completed
  • The impacts of technology on children and young people (BU QR-fund, 30 Apr 2019). Completed

External Responsibilities

  • Richmond University, The American University in London, External Examiner (2019-2022)
  • UCL, Institute of Education, External Scrutineer (2017-)
  • UEL, External adviser (2015-)

Internal Responsibilities

  • Programme Leader, BSc in Psychology with Forensic Investigation
  • Year 3 Tutor (2019-2022), BSc in Psychology
  • Member, Athena SWAN
  • Year 2 Tutor (2014-2016), BSc in Psychology

Public Engagement & Outreach Activities

  • 2019: QR funded workshop for teacher about the use of technology in young people and its impact on their learning, emotions and behaviours.
  • 2019: DfE consultation on Character and Resilience
  • 2016: Festival of Learning, BU:Off campus event organised in collaboration with Action for Children
  • 2021: QR-funded symposium "Digital families Symposium" https://www.digitalfamily2021.com
  • 2022: Careers' week talk for Wyvern College

Conference Presentations

  • BPS Conference 2021: Positive Adaptations: Psychological Strengths, Risk and resilience in mental health psychology practitioners during the COVID-19 pandemic., 01 Jul 2021, virtual
  • International Reseach Day, Understanding resilience in psychology practitioners during the Covid-19 pandemic., 22 Jan 2021, Lyon, France
  • International Research Day, Teachers’ perceptions of the impact of technology on children and young people’s emotions and behaviours, 22 Jan 2021, Lyon, France
  • International Research Week, Life Adversity & Psychological Resilience in Children and Young people, 14 Jan 2020, Lyon, France
  • International Research Week, Poverty in Childhood and its Effects on Development, 14 Jan 2020, Lyon, France

Memberships

  • 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,