Over the past decades, research on positive psychology for building strengths has proliferated. The present study aimed to explore the effect of gratitude in a 5-week positive psychology group program for undergraduate engineering students which included an intermediary 2-week gratitude intervention. In a mixed-design, 69 students from three engineering departments of the School of Pedagogical and Technological Education (ASPETE), assigned to the intervention (N = 34) and the control group (N = 35), with an average age of 21.52 years (SD = 4.63), were administered the Gratitude Questionnaire—six item form (GQ-6), the Modified Differential Emotions Scale (mDES), the Connor–Davidson Resilience Scale (CD-RISC), the Subjective Happiness Scale (SHS), and the Life Orientation Test—Revised (LOT-R). The condition experimental vs. control group was designated as the between-subjects factor, and time, that is, baseline vs. post intervention, was set as the within-subjects factor. Students who received the intervention reported significantly higher levels of gratitude. The increase in gratitude was due to the positive psychology group program. In addition, gratitude showed a significant effect on happiness and optimism, but failed to attain a significant impact on positive and negative emotions and resilience. Further research is needed to elucidate the effectiveness of positive psychology programs for undergraduate engineering students and the intervening cognitive processes.

Following an unprecedented situation of confinement due to the Covid-19 pandemic, academic institutions were called to focus on supporting telecommunications technologies. For the first time, Higher Education went completely online. The authors of this research conducted an online voluntary survey where Greek students could answer questions about the distance education, they had experienced during the Covid-19 lockdown, particularly of the synchronous type. The purpose of this research was to investigate the major issues that created impediments to the students, both the technical barriers that made it difficult to communicate, and the teaching/learning challenges raised because of emerging trends. Recognizing the main problems that arose in the educational process during the lockdown period leads to a better communication in the future in the field of distance education. The students were informed about the research by the Student Counseling Center of their universities but also via posts on well-known student content websites. The research results have shown that most students attended synchronous communication online classes (the theoretical and the practical ones) in replacement of their face-to-face lessons. The students pointed out some negative aspects of online education concerning synchronous communication educational practices, but also how their classes were organized and presented. They referred to the main technical difficulties that occurred - on the part of the teacher - preventing a satisfactory communication, as to the practices that stressed them or to the lack of communication between students and teachers they experienced during the lockdown. Nevertheless, despite these problems, most students are interested in continuing online learning in combination with traditional courses in a classroom. Overall, this study provided important, additional information in respect of the students’ perceptions towards online education during the first quarantine.

Most institutions in higher education have emphasized success in knowledge while overlooking Students’ wellbeing. The present study aimed to examine the effectiveness of the implementation of a 5-week positive psychology group intervention to a sample of 69 students that were assigned to the intervention (N = 34) and the control group (N = 35). Pre and post measures were taken assessing positive and negative emotions, resilience, happiness, optimism, and self-esteem. In particular, Modified Differential Emotions Scale (mDES), Connor-Davidson Resilience Scale (CD-RISC), Subjective Happiness Scale (SHS), Life Orientation Test-Revised (LOT-R), and Rosenberg Self-Esteem Scale (RSES) were administered to the participants. A mixed measures design was employed with the condition experimental vs. control group as the between-participants factor and time, namely, baseline vs. post-intervention as the within-participants factor. Except for optimism, compared with students in the control group, students in the experimental group showed no significant differences at baseline and experienced a significant increase in positive emotions and resilience in the post-test. On the contrary, the control group demonstrated no significant difference at post-test. Additionally, the students of the intervention group reported significantly higher levels in all measures in comparison with the students of the control group, except resilience, at post-test. However, when the interaction of design and time was considered, the increase in positive emotions solely emerged as a significant result of the intervention. The implementation of a positive psychology group intervention program can be effective in helping students experiencing positive emotions. More research is needed in order to refine and improve the application of such a program in a university setting, in regard to long term intervention.

Background. Mental health professionals are at risk of experiencing vicarious trauma and burnout as a consequence of the nature of their work. Studies and scholars so far have demonstrated that empathy interacts directly with burnout, and they imply an interaction with vicarious trauma. However, research has paid little attention to the interplay among vicarious trauma, empathy, and burnout in mental health professionals who practice psychotherapy. This study examines the interplay between mental health professionals’ (those practicing psychotherapy) vicarious trauma and empathy and investigates the ways they contribute to burnout. Methods. The sample consisted of 214 mental health professionals (32 males and 182 females), working in the public and private sectors. Specific instruments were administered online to the sample: (a) an improvised demographic questionnaire (age, gender, education, specialty, years of experience, years of supervision); (b) the Counselor Burnout Inventory, validated for the Greek population by Kounenou et al.; (c) the Vicarious Trauma Scale; and (d) the Jefferson Scale of Physician Empathy. Results. Correlation analysis showed that empathy and vicarious trauma were positively related to burnout. Moreover, multiple regression analysis revealed that supervision, empathy, and, to a greater degree, vicarious trauma have a significant impact on burnout. Conclusion. Unlike relative research on burnout, gender and work experience did not seem to play a significant role in the prediction of burnout in the present study. Several suggestions for future studies, as well as implications for mental health practitioners, are discussed.