The economic crisis has had economic, social and professional consequences on teachers with the result that challenges and adversity they face have significantly increased. Resilience helps the individual face these adversities and difficulties and is built through the individual's dynamic interaction with his/her environment. In order for teachers to face increased challenges and setbacks created by the economic crisis they are required to have resilience. This paper presents a research carried out in Greece aiming to assess the correlation between resilience of primary school teachers who work in Athens (the capital of Greece) and the parameters that are associated with the economic crisis. The present research has found that more than half of primary school teachers who participated in it show moderately high and high resilience and at the same time a very small percentage has very low and low resilience. Furthermore, the Greek teacher's resilience has been influenced by the economic crisis at a moderate level. It seems that teachers in Athens, despite the fact that they have been experiencing difficulties due to the crisis, are still facing them at a good level. An important finding is that the Greek teacher's resilience is very highly correlated to his/her relationship with his family and his/her colleagues. In Greece family nexus is still very strong. The Greek teacher is supported by a strong network of relationships that s/he establishes with his/her family members and his/her colleagues. This network of relationships seems to support and strengthen the features that make up resilience.

Teenagers use social networks on a daily basis; they provide communication and information services and offer the chance to establish new relationships or maintain existing ones. Self-esteem, the esteem we have for our abilities and for what we can achieve, is affected by the comparison with others and by whether we are accepted by them or not. Since social networks enable their users to accept people or not, and they are also spaces highlighting social comparisons, it is important to investigate whether they have impact on teenagers' self-esteem. This paper examines the perceptions of teenagers about social networks and investigates whether Facebook, as a representative of social networks, has impact on teenagers' self-esteem. The survey was conducted among students in Athens, aged 16 (N = 71) and the Self Perception Profile for Adolescents (Harter, 1988) questionnaire was used, in its Greek version PATEM IV, adding questions regarding the opinions of teenagers for the use of social networks and their acceptance and popularity, which were correlated with the PATEM IV sub-scales. The study showed that self-esteem is not connected with the frequency with which students use Facebook or the level of acceptance or popularity of the users. It appears that teenagers primarily seek recognition and establishing relationships with their peers through social networks. The closer the relationships, the more they use social networks to communicate and less for self-promotion. The number of "likes" is positively correlated with relationships with the opposite sex. Teenagers with more "likes" on their profile pictures have developed better relationships with the opposite sex. Percentage of 51.6% expresses the need of higher acceptance and social recognition by others and uses "tags" in order to increase the "likes" received. 87.1% uses social networks on a daily basis and 57.1% two hours and more daily, but the majority finds enough time to go out. It is alarming that 53% of the teenagers sacrifice their sleeping and studying time to find time to