Objective:To translate the Perceived Stress Scale (versions PSS-4, −10 and −14) and to assess its psychometric properties in a sample of general Greek population.Methods:941 individuals completed anonymously questionnaires comprising of PSS, the Depression Anxiety and Stress scale (DASS-21 version), and a list of stress-related symptoms. Psychometric properties of PSS were investigated by confirmatory factor analysis (construct validity), Cronbach’s alpha (reliability), and by investigating relations with the DASS-21 scores and the number of symptoms, across individuals’ characteristics. The two-factor structure of PSS-10 and PSS-14 was confirmed in our analysis. We found satisfactory Cronbach’s alpha values (0.82 for the full scale) for PSS-14 and PSS-10 and marginal satisfactory values for PSS-4 (0.69). PSS score exhibited high correlation coefficients with DASS-21 subscales scores, meaning stress (r = 0.64), depression (r = 0.61), and anxiety (r = 0.54). Women reported significantly more stress compared to men and divorced or widows compared to married or singled only. A strong significant (p < 0.001) positive correlation between the stress score and the number of self-reported symptoms was also noted.Conclusions:The Greek versions of the PSS-14 and PSS-10 exhibited satisfactory psychometric properties and their use for research and health care practice is warranted.

The aim of the present study was to replicate some of the already existing findings regarding the assessment of bully/victim problems in a sample of Greek primary school pupils using the Bullying Behaviour Scale and the Peer Victimisation Scale [Austin S, Joseph S (1996): British Journal of Educational Psychology 66:447–456] and to extend the investigation of the association between bully/victim problems and personality by examining the self‐esteem, Machiavellianism, and locus of control of children who are classified as bullies, victims, or both bullies and victims. Associations with the Self‐Perception Profile for Children [Harter S (1985): University of Denver] were also examined for the same purpose. The results suggest that what sets bully/victims apart from bullies or victims is their low social acceptance and their high level of Machiavellianism and negative self‐esteem. Implications for interventions against bullying are briefly discussed. Aggr. Behav. 26:49–56, 2000. © 2000 Wiley‐Liss, Inc.

Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short-and long-term effects on children's psychosocial adjustment (Smith 1999; Ttofi and Farrington, Aggressive Behav 34(4):352-368, 2008). Entering kindergarten is a crucial developmental step in many children's lives mainly because it is within this context where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently, preschool may be the first context beyond the home environment where children's difficulties in social interactions with peers can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school context, methodological issues, and prevention policies are reviewed while directions for future research are addressed.Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short-and long-term effects on children's psychosocial adjustment (Smith 1999;Ttofi and Farrington 2008). Most of the research undertaken for studying bullying in schools has emphasized on middle childhood and adolescence, while there is scarce empirical evidence concerning the manifestation and development of the problem in early childhood years (

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Relations among social preference, perceived popularity, social intelligence and two types of aggressive behaviour were studied. Peer-estimation techniques were used to measure all major variables. Altogether, 403 Greek schoolchildren from fourth-through sixth-grade classrooms participated in the study. Both overt and relational aggression were negatively associated with social preference for girls; overt aggression was positively associated with perceived popularity for boys. Relational aggression was positively associated with perceived popularity for both boys and girls, and social information processing only for girls. In addition, as was hypothesized, relational aggression was predicted by cognitive aspects of social intelligence whereas overt aggression by lack of social skills. Overt aggression was found to be a unique significant negative predictor of perceived popularity whereas relational aggression a positive predictor. Implications for intervention are discussed.