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Hellenic Journal of Psychology, Vol. 10 (2013), pp.

147-167

∫∞Δ∞£§π¶Δπ∫∞ ™Àª¶Δøª∞Δ∞ ™∂ ¶∞π¢π∞


¶ƒ√™Ã√§π∫∏™ ∏§π∫π∞™: ∫∞Δ∞§√°√™
∞¡πá∂À™∏™ °π∞ ∂∫¶∞π¢∂ÀΔπ∫√À™

ª·Ú›· ™. ¶Ô‡ÏÔ˘
¶·ÓÂÈÛÙ‹ÌÈÔ ¶·ÙÚÒÓ

¶ÂÚ›ÏË„Ë: ∂ÌÂÈÚÈο ‰Â‰Ô̤ӷ Ê·ÓÂÚÒÓÔ˘Ó fiÙÈ Ë Î·Ù¿ıÏÈ„Ë ÌÔÚ› Ó· ÂÌÊ·ÓÈÛÙ› ÛÙ·


·È‰È¿ ·fi ÙËÓ ÚÔÛ¯ÔÏÈ΋ ·ÎfiÌË ËÏÈΛ·. ∏ ηٿıÏÈ„Ë Û˘Ó‹ıˆ˜ ÂÚÓ¿ ··Ú·Ù‹ÚËÙË ·fi
ÁÔÓ›˜ Î·È ÂÎ·È‰Â˘ÙÈÎÔ‡˜. ∏ ·ÚÔ‡Û· ÂÚÁ·Û›· ÚÔÙ›ÓÂÈ ¤Ó· Û‡ÓÙÔÌÔ Î·È Â‡¯ÚËÛÙÔ ÂÚ-
Á·ÏÂ›Ô ·Ó›¯Ó¢Û˘ Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ· ÁÈ· ÂÎ·È‰Â˘ÙÈÎÔ‡˜.
ΔÚÈ¿ÓÙ· ‰‡Ô ÓËÈ·ÁˆÁÔ› Û˘ÌÏ‹ÚˆÛ·Ó Ì›· Îϛ̷η ·Ó›¯Ó¢Û˘ Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘
ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ· ÁÈ· 494 Ì·ıËÙ¤˜. μÚ¤ıËΠfiÙÈ Ù· ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ ·-
ÚÔ˘ÛÈ¿˙Ô˘Ó Û˘Ó·ÈÛıËÌ·ÙÈΤ˜ Î·È Û˘ÌÂÚÈÊÔÚÈΤ˜ ·ÓÙȉڿÛÂȘ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ηٷ-
ıÏÈÙÈο Û˘ÌÙÒÌ·Ù·, Ì ‰È·ÊÔÚÔÔ›ËÛË ·Ó¿ÌÂÛ· ÛÙ· ·ÁfiÚÈ· Î·È Ù· ÎÔÚ›ÙÛÈ·. ∏ ‰ÈÂ-
Ú¢ÓËÙÈ΋ Î·È Ë ÂȂ‚·ÈˆÙÈ΋ ·Ú·ÁÔÓÙÈ΋ ·Ó¿Ï˘ÛË ÙˆÓ ·ÔÙÂÏÂÛÌ¿ÙˆÓ ¤‰ÂÈÍ·Ó ÙËÓ ÔÚ-
Á¿ÓˆÛË ÙˆÓ ·ÓÙȉڿÛÂˆÓ ·˘ÙÒÓ Û ·Ú¿ÁÔÓÙ˜ fiˆ˜ ¤ÏÏÂÈ„Ë ÂÓ¤ÚÁÂÈ·˜ Î·È ·›ÛıËÌ· ·Ó·-
ÍÈfiÙËÙ·˜, ÌÔÓ·ÍÈ¿ Î·È ·ÓËÛ˘¯›·/¿Á¯Ô˜, ¤ÏÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜ Î·È Â˘-
ÂÚÂıÈÛÙfiÙËÙ·. ΔÔ ÂÚÁ·ÏÂ›Ô ÌÔÚ› Ó· Â›Ó·È ¯Ú‹ÛÈÌÔ ÁÈ· ÙËÓ ·Ó›¯Ó¢ÛË Û˘ÌÙˆÌ¿ÙˆÓ Î·-
Ù¿ıÏȄ˘ ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ· ·fi ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜

§¤ÍÂȘ ÎÏÂȉȿ: ∞ÓÙÈÏ‹„ÂȘ ÂÎ·È‰Â˘ÙÈÎÒÓ, ∫·Ù¿ıÏÈ„Ë, ∫ϛ̷η ·Ó›¯Ó¢Û˘ Û˘Ìو̿وÓ


ηٿıÏȄ˘, ¶ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·

∂π™∞°ø°∏

∏ ηٿıÏÈ„Ë Û ·È‰È¿ Î·È ÂÊ‹‚Ô˘˜ ıˆÚÂ›Ù·È ˆ˜ ¤Ó· ·fi Ù· ÈÔ ÛÔ‚·Ú¿ ÚÔ‚Ï‹-
Ì·Ù· „˘¯È΋˜ ˘Á›·˜ ·È‰ÈÒÓ Î·È ÂÊ‹‚ˆÓ ÏfiÁˆ ÙˆÓ ÂÈÙÒÛÂÒÓ Ù˘ ÛÙË ˙ˆ‹ ÙÔ˘˜
(Kirchner, Yoder, Kramer, Lindsey, & Thrush, 2000). ∏ ηٿıÏÈ„Ë ÛÙ· ·È‰È¿ Î·È ÙÔ˘˜
¤ÊË‚Ô˘˜ ¤¯ÂÈ Û˘Û¯ÂÙÈÛÙ› Ì ·ÚÓËÙÈο Ê·ÈÓfiÌÂÓ· fiˆ˜ ÎÔÈÓˆÓÈ΋ ·ÔÌfiÓˆÛË, Û¯Ô-
ÏÈ΋ ·ÔÙ˘¯›·, ¤ÏÏÂÈ„Ë ÈηÓfiÙËÙ·˜ ÁÈ· ¢¯·Ú›ÛÙËÛË, Èı·ÓfiÙËÙ· ÂΉ‹ÏˆÛ˘ ‰È·Ù·-
Ú·¯‹˜ ¿Á¯Ô˘˜, ¯Ú‹ÛË Ô˘ÛÈÒÓ, ‚›·, ·˘ÙÔÎÙÔÓÈÎfi ȉ·ÛÌfi ‹ ·˘ÙÔÎÙÔÓ›· (∞uger, 2004,
2005. ∫irchner et al., 2000).

¢È‡ı˘ÓÛË: Δ.£. 40069, Aı‹Ó· 12310. ΔËÏ.: 6938208781. ∂-mail: mpoulou@upatras.gr


148 ª. ™. ¶Ô‡ÏÔ˘

∂ÌÂÈÚÈο ‰Â‰Ô̤ӷ fiÙÈ ·È‰È¿ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜ ÌÔÚ› Ó· ˘ÔʤÚÔ˘Ó ·fi η-
Ù¿ıÏÈ„Ë Î·Ù¤ÚÚÈ„·Ó ÙË Ì¤¯ÚÈ ÙÒÚ· ·Ú·‰Ô¯‹ fiÙÈ ·˘Ù‹ Ë ËÏÈÎȷ΋ ÔÌ¿‰· ·È‰ÈÒÓ Â›-
Ó·È ·Ó·Ù˘Íȷο ·ÓÒÚÈÌË ÚÔÎÂÈ̤ÓÔ˘ Ó· ‚ÈÒÓÂÈ Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘ (∫ÏÂÊÙ¿-
Ú·˜, 2011). ™ÙȘ ̤Ú˜ Ì·˜ Ë ·È‰È΋ ηٿıÏÈ„Ë ·ÔÙÂÏ› ϤÔÓ ÌÈ·Ó ·Ó·ÁÓˆÚÈṲ̂-
ÓË ÎÏÈÓÈ΋ ‰È·Ù·Ú·¯‹. ∂ÈÛÙËÌÔÓÈΤ˜ ÌÂϤÙ˜ Ì¿ÏÈÛÙ· ¤¯Ô˘Ó ηٷ‰Â›ÍÂÈ fiÙÈ Ë Î·Ù¿-
ıÏÈ„Ë ÌÔÚ› Ó· ÂÌÊ·ÓÈÛÙ› Ôχ ÈÔ ÓˆÚ›˜, ·ÎfiÌË Î·È ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·, Ë
ÔÔ›· Â¿Ó ‰È·ÚΤÛÂÈ, ÌÔÚ› Ó· ·ÔÙÂϤÛÂÈ ¤Ó‰ÂÈÍË Î·Ù¿ıÏȄ˘ ÌÂÙ·ÁÂÓ¤ÛÙÂÚ· ÛÙË
ÌÂÁ·Ï‡ÙÂÚË ·È‰È΋ ËÏÈΛ· (Luby, 2010. Luby, Belden, & Spitznagel, 2006. Luby,
Heffelfinger, Koenig-McNaught, Brown, & Spitznagel, 2004. Stalets & Luby, 2006).
§·Ì‚¿ÓÔÓÙ·˜ ˘fi„Ë ÙÔÓ ÈÛ¯˘ÚÈÛÌfi fiÙÈ Ë „˘¯Ô·ıÔÏÔÁ›· ÙˆÓ ·È‰ÈÒÓ ÚÔÛ¯ÔÏÈ΋˜
ËÏÈΛ·˜ ÔÌÔÈ¿˙ÂÈ Ì ·˘Ù‹ ÙˆÓ ÌÂÁ·Ï‡ÙÂÚˆÓ ·È‰ÈÒÓ ˘ÔÛÙËÚ›˙ÂÙ·È fiÙÈ Ë ‚·ÛÈ΋ «·Ú-
¯ÈÙÂÎÙÔÓÈ΋ ÙˆÓ ·Ú·ÁfiÓÙˆÓ ÎÈÓ‰‡ÓÔ˘» ÍÂÎÈÓ¿ ‹‰Ë ·fi ÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·
(Angold & Egger, 2007).
™Ù· ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜, Ë Î·Ù¿ıÏÈ„Ë, ‹ Û ÈÔ ‹Ș ÂÚÈÙÒÛÂȘ Ë Î·-
Ù·ıÏÈÙÈ΋ Û˘Ìو̷ÙÔÏÔÁ›·, Û˘Ó‹ıˆ˜ ÂÚÓ¿ ··Ú·Ù‹ÚËÙË ÂÂȉ‹ Ù· ·È‰È¿ ‰ÂÓ ÌÔ-
ÚÔ‡Ó Ó· ÂÎÊÚ¿ÛÔ˘Ó ÏÂÎÙÈο Ù· ‰˘Û¿ÚÂÛÙ· Û˘Ó·ÈÛı‹Ì·Ù¿ ÙÔ˘˜, ÂÓÒ Ë ÂΉ‹ÏˆÛË ÙˆÓ
Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ ‰È·ÊÔÚÔÔÈÂ›Ù·È Û οı ÛÙ¿‰ÈÔ ·Ó¿Ù˘Í˘ ÙˆÓ ·È‰ÈÒÓ.
ΔÔ ÁÂÁÔÓfi˜, Ì¿ÏÈÛÙ·, fiÙÈ ÁÔÓ›˜, ÂÎ·È‰Â˘ÙÈÎÔ› Î·È ÌÂÚÈΤ˜ ÊÔÚ¤˜ Î·È „˘¯ÔÏfiÁÔÈ ‰ÂÓ
ÂÍÂÙ¿˙Ô˘Ó ÙËÓ Èı·ÓfiÙËÙ· ηٿıÏȄ˘ Û ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ (Domenech-
Llaberia, Vinas, Pla, Jane, Mitjavila, et al., 2009), ηıÈÛÙ¿ fi¯È ÌfiÓÔ ·Ó·Áη›· ·ÏÏ¿ ηÈ
ÂÈÙ·ÎÙÈ΋ ÙËÓ ·Ó·ÁÓÒÚÈÛË ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Ù˘ ·È‰È΋˜ ηٿıÏȄ˘ fiÛÔ ÙÔ ‰˘-
Ó·Ùfi ÓˆÚ›ÙÂÚ·.
™ÙËÓ ·ÚÔ‡Û· ÂÚÁ·Û›· ÂȯÂÈÚÂ›Ù·È ÌÈ· Û‡ÓÙÔÌË ·Ó·ÛÎfiËÛË Ù˘ ‚È‚ÏÈÔÁÚ·Ê›·˜
Û¯ÂÙÈο Ì ٷ ¯·Ú·ÎÙËÚÈÛÙÈο, ÙË Û˘¯ÓfiÙËÙ· Î·È ÙÔ ÚfiÏÔ ÙÔ˘ ʇÏÔ˘ ÛÙËÓ ·È‰È΋ η-
Ù¿ıÏÈ„Ë Î·È ÂÈÛËÌ·›ÓÂÙ·È Ô ÎÂÓÙÚÈÎfi˜ ÚfiÏÔ˜ ÙÔ˘ Û¯ÔÏ›Ԣ Î·È ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ
ÛÙÔÓ ¤ÁηÈÚÔ ÂÓÙÔÈÛÌfi ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·. ™ÙË
Û˘Ó¤¯ÂÈ· ÚÔÙ›ÓÂÙ·È Ô ∫·Ù¿ÏÔÁÔ˜ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔ-
Û¯ÔÏÈ΋˜ ∏ÏÈΛ·˜ (Preschool Children Depression Checklist, PCDC) ÙˆÓ πÛ·ÓÒÓ
ÂÚ¢ÓËÙÒÓ Levi, Sogos, Mazzei, Î·È Paolesse (2001), ˆ˜ ¤Ó· ÂÚÁ·ÏÂ›Ô ÂÓÙÔÈÛÌÔ‡ ÙˆÓ
Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ ·fi ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Ù˘ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜.

ΔÔ Ê·ÈÓfiÌÂÓÔ Ù˘ ·È‰È΋˜ ηٿıÏȄ˘

∏ ·Ô‰Ô¯‹ Ù˘ ηٿıÏȄ˘ ·fi ÙÔ˘˜ ÂȉÈÎÔ‡˜ ˆ˜ Úo‚Ï‹Ì·ÙÔ˜ ÛÙ· ·È‰È¿ Î·È ÙÔ˘˜
¤ÊË‚Ô˘˜ ¤ÁÈÓ ÌfiÏȘ Ù· ÙÂÏÂ˘Ù·›· 20 ¯ÚfiÓÈ·, ÁÂÁÔÓfi˜ Ô˘ ÔÊ›ÏÂÙ·È Û‡Ìʈӷ Ì ÙÔ˘˜
Kleftaras Î·È Didaskalou (2006) ÛÙÔ˘˜ ÂÍ‹˜ ÏfiÁÔ˘˜: 1) ª¤¯ÚÈ ÙÒÚ· ÂÈÎÚ·ÙÔ‡Û Ë
·ÓÙ›ÏË„Ë fiÙÈ Ë Î·Ù¿ıÏÈ„Ë ‰ÂÓ ÌÔÚ› Ó· ÂÌÊ·ÓÈÛÙ› ÚÈÓ ÙËÓ ÂÊ˂›·. ∏ ·ÓÙ›ÏË„Ë ·˘-
Ù‹ Â›Ó·È ÂËÚ·Ṳ̂ÓË ·fi ÙÔ „˘¯·Ó·Ï˘ÙÈÎfi ÌÔÓÙ¤ÏÔ Ì ‚¿ÛË ÙÔ ÔÔ›Ô Ë ·Ó¿Ù˘ÍË ÙÔ˘
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 149

ÀÂÚÂÁÒ ÔÏÔÎÏËÚÒÓÂÙ·È ÛÙËÓ ÂÊ˂›·. 2) ¶ÔÏÏ¿ ηٷıÏÈÙÈο ·È‰È¿ ıˆÚÔ‡ÓÙ·È


Û˘Ó‹ıˆ˜ «Ù· ηχÙÂÚ·» ·È‰È¿, ‰ÈfiÙÈ Û˘ÌÂÚÈʤÚÔÓÙ·È fiÌÔÚÊ·, ¤¯Ô˘Ó ηÏÔ‡˜ ÙÚfi-
Ô˘˜, ‰ÂÓ ÂÓÔ¯ÏÔ‡Ó ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ ÙÔ˘˜ Î·È ÙÔÓ ÂÎ·È‰Â˘ÙÈÎfi, Î·È ‰ÂÓ ·ÚÂÌÔ‰›-
˙Ô˘Ó ÙË Ì·ıËÛȷ΋ ‰È·‰Èηۛ· Î·È 3) Ô ÎÔÈÓˆÓÈο ·Ô‰ÂÎÙfi˜ ÙÚfiÔ˜ Ì ÙÔÓ ÔÔ›Ô Û˘-
ÌÂÚÈʤÚÔÓÙ·È Ù· ·È‰È¿ ÌÂ Û˘Ó·ÈÛıËÌ·ÙÈΤ˜ ‰˘ÛÎÔϛ˜ Û˘¯Ó¿ Ô‰ËÁ› ÙÔ˘˜ ÂÎ·È-
‰Â˘ÙÈÎÔ‡˜ Ó· ÚÔÛ·Ó·ÙÔÏ›ÛÔ˘Ó ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘˜ ÛÙËÓ ·ÓÙÈÌÂÙÒÈÛË ÙˆÓ ÈÂÛÙÈÎfi-
ÙÂÚˆÓ ·ÓÙȉڿÛÂˆÓ ÙˆÓ ·È‰ÈÒÓ ÌÂ Û˘ÌÂÚÈÊÔÚÈΤ˜ ‰˘ÛÎÔϛ˜ Û ‚¿ÚÔ˜ ÙˆÓ ÚÒÙˆÓ.
ªÂÚÈο Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘ Â›Ó·È Ê˘ÛÈÔÏÔÁÈο Î·È ·Ó·ÌÂÓfiÌÂÓ·. Δ· ·È-
‰È¿ Ô˘ ¯¿ÓÔ˘Ó ·Á·Ë̤ӷ ÚfiÛˆ· ‹ ˘ÔʤÚÔ˘Ó ·fi οÔÈÔ ¯·Ìfi, Ú·ÁÌ·ÙÈÎfi ‹
Ê·ÓÙ·ÛÙÈÎfi, fiˆ˜ fiÙ·Ó ·ÏÏ¿˙Ô˘Ó Û¯ÔÏÂ›Ô ‹ Ê›ÏÔ˘˜, ·ÈÛı¿ÓÔÓÙ·È ¿Û¯ËÌ· ÁÈ· ̤Ú˜
‹ ‚‰ÔÌ¿‰Â˜. ∞˘Ù¿ Ù· Û˘ÌÙÒÌ·Ù· ‰ÂÓ ·ÔÙÂÏÔ‡Ó ÎÏÈÓÈ΋ ÂÈÎfiÓ· ηٿıÏȄ˘, ·ÏÏ¿
ηٷıÏÈÙÈ΋ ‰È¿ıÂÛË (Willis, 1996). ∞Ó Î·È ˘¿Ú¯Ô˘Ó ÔÈÔÙÈΤ˜ ‰È·ÊÔÚ¤˜ ·Ó¿ÌÂÛ·
ÛÙË ‰È·Ù·Ú·¯‹ ηٿıÏȄ˘ Î·È Û ÈÔ ‹È· Û˘ÌÙÒÌ·Ù· ηٷıÏÈÙÈ΋˜ ‰È¿ıÂÛ˘, ¤¯ÂÈ
‚ÚÂı› fiÙÈ Ù· ‹È· Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘ ¤¯Ô˘Ó ·ÚÓËÙÈ΋ Â›‰Ú·ÛË ÛÙ· ·È‰È¿, ÙÔ˘˜
¤ÊË‚Ô˘˜ Î·È ÙÔ˘˜ ÂÓ‹ÏÈΘ (Nolen-Hoeksema & Girgus, 1994). ™ÙË ‚È‚ÏÈÔÁÚ·Ê›· ··-
ÓÙÒÓÙ·È ‰‡Ô ΢ڛ·Ú¯Â˜ ÚÔÛÂÁÁ›ÛÂȘ Û¯ÂÙÈο Ì ÙËÓ ÂÚÈÁÚ·Ê‹ ÙˆÓ ¯·Ú·ÎÙËÚÈÛÙÈÎÒÓ
Î·È ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Ù˘ ·È‰È΋˜ ηٿıÏȄ˘ (Leon, Kendall, & Garber, 1980). ™‡Ì-
ʈӷ Ì ÙËÓ ÚÒÙË ÚÔÛ¤ÁÁÈÛË, Ë Î·Ù¿ıÏÈ„Ë ÛÙ· ·È‰È¿ ·ÚÔ˘ÛÈ¿˙ÂÈ ÔÏϤ˜ ÔÌÔÈfi-
ÙËÙ˜ Ì ÙÔ˘˜ ÂÓ‹ÏÈΘ Î·È ¤Î‰ËÏ· ¯·Ú·ÎÙËÚÈÛÙÈο fiˆ˜ χË, ÌÂÏ·Á¯ÔÏÈ΋ ‰È¿ıÂÛË,
¤ÏÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜ ‹ ¢¯·Ú›ÛÙËÛ˘ Û ‰Ú·ÛÙËÚÈfiÙËÙ˜, ·ÈÛı‹Ì·Ù· ·Ó·ÍÈfiÙËÙ·˜,
·ÏÏ·Á‹ ÛÙËÓ fiÚÂÍË, ÛÙÔ ‚¿ÚÔ˜, ÛÙ· Â›‰· ‰Ú·ÛÙËÚÈÔÙ‹ÙˆÓ Î·È ÛÙÔÓ ‡ÓÔ. °È· Ù·
·È‰È¿ ·fi ÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ· ̤¯ÚÈ ÙËÓ ÂÊ˂›· ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È Ù· ›‰È· ‰È·-
ÁÓˆÛÙÈο ÎÚÈÙ‹ÚÈ· Ô˘ ·Ó·Ê¤ÚÔÓÙ·È Î·È ÛÙÔ˘˜ ÂÓ‹ÏÈΘ, ·ÓÂÍ¿ÚÙËÙ· ·fi ÙÔ ·Ó·Ù˘-
ÍÈ·Îfi Â›Â‰Ô ÙˆÓ ·È‰ÈÒÓ (Sterba, Egger, & Angold, 2007).
∏ ‰Â‡ÙÂÚË ÚÔÛ¤ÁÁÈÛË ˘ÔÛÙËÚ›˙ÂÈ ÙË ‰È·ÊÔÚÔÔ›ËÛË Ù˘ ηٿıÏȄ˘ ÛÙ· ·È‰È¿
·fi ·˘Ù‹Ó ÛÙÔ˘˜ ÂÓ‹ÏÈΘ. ŒÙÛÈ, ·Ú¿ÏÏËÏ· Ì ٷ ¤Î‰ËÏ· ¯·Ú·ÎÙËÚÈÛÙÈο Ô˘ ÂÓÙÔ-
›˙ÔÓÙ·È ÛÙËÓ Î·Ù¿ıÏÈ„Ë ÙˆÓ ÂÓËϛΈÓ, Ë ·È‰È΋ ηٿıÏÈ„Ë ÌÔÚ› Ó· ÂΉËψı› ÌÂ
¤ÌÌÂÛÔ ÙÚfiÔ, ˆ˜ «Û˘ÁÎ·Ï˘Ì̤ÓË Î·Ù¿ıÏÈ„Ë», ‹ Ì «Î·Ù·ıÏÈÙÈο ÈÛÔ‰‡Ó·Ì·» (∫¿-
ÎÔ˘ÚÔ˜ & ª·ÓÈ·‰¿ÎË, 2006. ∫ÏÂÊÙ¿Ú·˜, 2011), fiˆ˜ ÁÈ· ·Ú¿‰ÂÈÁÌ· ÚÔ‹ ÛÙ· ·Ù˘-
¯‹Ì·Ù·, ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·, ÂÈıÂÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿, ۈ̷ÙÈΤ˜ ÂÓԯϋÛÂȘ, Ó˘ÎÙÂÚÈÓ‹
ÂÓÔ‡ÚËÛË, Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Î·È Û¯ÔÏÈ΋ ÊÔ‚›· (Leon et al., 1980).
∏ ÎÏÈÓÈ΋ ÂÈÎfiÓ· Ù˘ ηٿıÏȄ˘ ÛÙ· ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ ¯·Ú·ÎÙËÚ›˙ÂÙ·È
΢ڛˆ˜ ·fi Ù· «Ù˘Èο Û˘ÌÙÒÌ·Ù·» fiˆ˜ ıÏ›„Ë Î·È/‹ Ô͢ı˘Ì›· (ÙÔ 98% ÙˆÓ ·È‰ÈÒÓ
ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ Ì ηٿıÏÈ„Ë ·ÚÔ˘ÛÈ¿˙Ô˘Ó ·˘Ù¿ Ù· Û˘ÌÙÒÌ·Ù·), ·‰Ú¿ÓÂÈ·
Î·È ·ÓˉÔÓ›· Ô˘ ÂΉËÏÒÓÂÙ·È ˆ˜ ¤ÏÏÂÈ„Ë Â˘¯·Ú›ÛÙËÛ˘ ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜ Î·È ·È-
¯Ó›‰È (·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ Ì ·˘Ù¿ Ù· Û˘ÌÙÒÌ·Ù· ¤¯Ô˘Ó ÌÂÁ¿ÏË Èı·ÓfiÙË-
Ù· Ó· ¤¯Ô˘Ó ηٿıÏÈ„Ë), ÚÔ‚Ï‹Ì·Ù· ‰È·ÙÚÔÊ‹˜ Î·È ‡ÓÔ˘, ¯·ÌËÏ‹ ·˘ÙÔ-ÂÎÙ›ÌËÛË Î·È
·È¯Ó›‰È· Ì ı¤Ì·Ù· ·˘ÙÔÎÙÔÓ›·˜ Î·È ı·Ó¿ÙÔ˘. Δ· «Û˘ÁÎ·Ï˘Ì̤ӷ» Û˘ÌÙÒÌ·Ù· fiˆ˜
150 ª. ™. ¶Ô‡ÏÔ˘

Ë ÛˆÌ·ÙÔÔ›ËÛË ÙˆÓ Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ ‰È·Ù·Ú·¯ÒÓ ıˆÚÔ‡ÓÙ·È ÏÈÁfiÙÂÚÔ ÛËÌ·ÓÙÈΤ˜


ÂӉ›ÍÂȘ Ù˘ ηٿıÏȄ˘ ÛÙ· ÌÈÎÚ¿ ·È‰È¿ (Luby, Helfinger, Mrakotsky, Brown,
Hessler, et al., 2003. Chrisman, Egger, Compton, Curry, & Goldston, 2006).

™˘¯ÓfiÙËÙ· ηٿıÏȄ˘

ΔȘ ÙÂÏÂ˘Ù·›Â˜ ‰ÂηÂٛ˜ Ô Î›Ó‰˘ÓÔ˜ ÂÌÊ¿ÓÈÛ˘ Ù˘ ηٿıÏȄ˘ ·˘Í¿ÓÂÙ·È, ÂÓÒ Ù· ¿ÙÔ-
Ì· Ô˘ ‚ÈÒÓÔ˘Ó ·˘Ù‹ ÙË ‰È·Ù·Ú·¯‹ ·Ú¯›˙Ô˘Ó Ó· ÂÌÊ·Ó›˙Ô˘Ó Ù· Û˘ÌÙÒÌ·Ù· Û ÔÏÔ¤-
Ó· Î·È ÌÈÎÚfiÙÂÚË ËÏÈΛ· (Auger, 2005). ∂ȉÈÎfiÙÂÚ·, Ùo Ê·ÈÓfiÌÂÓÔ Ù˘ ·È‰È΋˜ ηٿ-
ıÏȄ˘ ·ÔÎÙ¿ Û˘Ó¯Ҙ Î·È ÌÂÁ·Ï‡ÙÂÚË Û˘¯ÓfiÙËÙ·. ∏ ηٿıÏÈ„Ë ÂÌÊ·Ó›˙ÂÙ·È ÌÂ Û˘-
¯ÓfiÙËÙ· 2.5% ÛÙ· ·È‰È¿ Î·È 8.3% ÛÙÔ˘˜ ÂÊ‹‚Ô˘˜. ª¤¯ÚÈ ÙËÓ ËÏÈΛ· ÙˆÓ 18 ¯ÚfiÓˆÓ, 1
ÛÙÔ˘˜ 4 ¤ÊË‚Ô˘˜ ¤¯ÂÈ ·ÚÔ˘ÛÈ¿ÛÂÈ ÙÔ˘Ï¿¯ÈÛÙÔÓ ¤Ó· ηٷıÏÈÙÈÎfi ÂÂÈÛfi‰ÈÔ, ÂÓÒ ÔÈ
ÂÚÈÛÛfiÙÂÚÔÈ ÂÓ‹ÏÈΘ Ì ηٿıÏÈ„Ë ·ÚÔ˘Û›·Û·Ó ÛÙËÓ ÂÊ˂›· Ù· ÚÒÙ· ÂÂÈÛfi‰È·
(Cuijpers, van Straten, Smits, & Smit, 2006). ∏ Û˘¯ÓfiÙËÙ· Ù˘ ·È‰È΋˜ ηٿıÏȄ˘ ÛÙËÓ
∂ÏÏ¿‰· Â›Ó·È ÂÍ›ÛÔ˘ ·ÓËÛ˘¯ËÙÈ΋. H ÌÂϤÙË ÙˆÓ Kleftaras Î·È Didaskalou (2006) Ê·-
Ó¤ÚˆÛ fiÙÈ ÂÚ›Ô˘ ÙÔ 30% Ì·ıËÙÒÓ 5-6˘ Ù¿Í˘ ‰ËÌÔÙÈÎÔ‡, Ô˘ Û˘ÌÏ‹ÚˆÛ·Ó ÙÔ
Children’s Depression Inventory (CDI) ÂΉËÏÒÓÔ˘Ó ‹È· ¤ˆ˜ ÛÔ‚·Ú¿ ηٷıÏÈÙÈο Û˘-
ÌÙÒÌ·Ù·, ÂÓÒ ÛÙËÓ ÂȉËÌÈÔÏÔÁÈ΋ ÌÂϤÙË ÙˆÓ Giannakopoulos, Kazantzi, Dimitrakaki,
Tsiantis, Kolaitis, Î·È Tountas (2009) Ù· ÔÛÔÛÙ¿ ·˘ÙÔ-·Ó·ÊÔÚ¿˜ ηٿıÏȄ˘ ·fi ·È-
‰È¿ 8-12 ¯ÚÔÓÒÓ ÛÙÔ ›‰ÈÔ ÂÚÁ·Ï›Ô, Î˘Ì¿ÓıËÎ·Ó ·fi 4.2% ¤ˆ˜ 14.96%. ∏ ÌÂϤÙË Ù˘
Kontopoulou (2003), ÛÙËÓ ÔÔ›· ÙÔ 56% ÙˆÓ ÓËÈ·ÁˆÁÒÓ ‰‹ÏˆÛ fiÙÈ Ë ÈÔ Û˘¯Ó‹ ÌÔÚ-
Ê‹ ‰˘ÛÎÔÏ›·˜ ÚÔÛ·ÚÌÔÁ‹˜ ÙˆÓ Ì·ıËÙÒÓ ÛÙÔ ÓËÈ·ÁˆÁÂ›Ô Â›Ó·È Ë ·ÔÌfiÓˆÛË, ÂÈϤÔÓ
˘Ô‰ËÏÒÓÂÈ ÙËÓ ¤ÎÙ·ÛË ÙˆÓ Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ ‰˘ÛÎÔÏÈÒÓ Î·È ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·.
∞fi ÙȘ ÂÏ¿¯ÈÛÙ˜ ÂȉËÌÈÔÏÔÁÈΤ˜ ÌÂϤÙ˜ Ë Û˘¯ÓfiÙËÙ· ηٿıÏȄ˘ ·È‰ÈÒÓ Î¿Ùˆ ·fi
ÙËÓ ËÏÈΛ· ÙˆÓ 6 ÂÙÒÓ ˘ÔÏÔÁ›˙ÂÙ·È ÂÚ›Ô˘ ÛÙÔ 1% (Domenech-Llaberia et al., 2009.
Stalets & Luby, 2006) Û ÎÏÈÓÈÎfi ÏËı˘ÛÌfi. ∞ÓÙ›ıÂÙ·, Û ÌÂϤÙ˜ Û ÌË ÎÏÈÓÈÎfi ÏËı˘-
ÛÌfi, ÙÔ ÔÛÔÛÙfi ηٿıÏȄ˘ Û ·È‰È¿ ËÏÈΛ·˜ 2-5 ÂÙÒÓ Î˘Ì¿ÓıËΠ·fi 0-2%, Û‡Ìʈ-
Ó· Ì ÙȘ ··ÓÙ‹ÛÂȘ ÁÔÓ¤ˆÓ ÛÙË ‰ÔÌË̤ÓË Û˘Ó¤ÓÙ¢ÍË ÁÈ· ÁÔÓ›˜ Preschool Age
Psychiatric Assessment (PAPA, Angold, Egger, Erkanli, & Keeler, 2004 ÛÙȘ ∏¶∞ ηÈ
Wichstrom, Berg-Nielsen, Angold, Egger, Solheim, et al., 2012, ÛÙË ¡ÔÚ‚ËÁ›·). ™ÙË ÌÂ-
ϤÙË, Ù¤ÏÔ˜, ÙˆÓ Luby, Heffelfinger, Mrakotsky, Hessler, Brown, Î·È Hildebrand (2002)
·fi Ù· 174 ·È‰È¿ 3-5 ¯ÚÔÓÒÓ Ô˘ ÂÍÂÙ¿ÛÙËηÓ, Ù· 55 ÏËÚÔ‡Û·Ó Ù· ÎÚÈÙ‹ÚÈ· ÁÈ· η-
Ù¿ıÏÈ„Ë, Ì ‚¿ÛË ÙȘ ··ÓÙ‹ÛÂȘ ÙˆÓ ÁÔÓ¤ˆÓ ÛÙÔ Preschool Feeling Checklist (PFC).

¢È·Ê˘ÏÈΤ˜ ‰È·ÊÔÚ¤˜ ÛÙËÓ ÂÌÊ¿ÓÈÛË Ù˘ ηٿıÏȄ˘

∞Ó·ÊÔÚÈο Ì ÙÔ Ê‡ÏÔ ÙˆÓ ·È‰ÈÒÓ Ì Èı·Ó‹ ηٿıÏÈ„Ë, ÔÈ ¤Ú¢Ó˜ Ê·ÓÂÚÒÓÔ˘Ó fiÙÈ


̤¯ÚÈ ÙËÓ ËÏÈΛ· ÙˆÓ 14 ¯ÚfiÓˆÓ ˘¿Ú¯ÂÈ ÌÈ· Ù¿ÛË Ù· ·ÁfiÚÈ· Ó· ÂÌÊ·Ó›˙Ô˘Ó Î·Ù¿ıÏÈ-
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 151

„Ë Û ÌÂÁ·Ï‡ÙÂÚÔ ‚·ıÌfi ·fi Ù· ÎÔÚ›ÙÛÈ·. ∏ ÌÂϤÙË ÙˆÓ Nolen-Hoeksema, Girgus, ηÈ


Seligman (1991), ÁÈ· ·Ú¿‰ÂÈÁÌ·, ¤‰ÂÈÍ fiÙÈ Ù· ·ÁfiÚÈ· ÙÚ›Ù˘ ‰ËÌÔÙÈÎÔ‡ ·Ó¤ÊÂÚ·Ó Î·-
Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ÌÂÁ·Ï‡ÙÂÚË Û˘¯ÓfiÙËÙ· ·fi Ù· ÎÔÚ›ÙÛÈ·, ΢ڛˆ˜ ·ÓˉÔ-
Ó›· Î·È Û˘ÌÂÚÈÊÔÚÈΤ˜ ‰È·Ù·Ú·¯¤˜, ÂÓÒ Ù· ‰‡Ô ʇϷ ·Ó¤ÊÂÚ·Ó ÛÙÔÓ ›‰ÈÔ ‚·ıÌfi Û˘-
ÌÙÒÌ·Ù· fiˆ˜ χË, ˘ÔÙ›ÌËÛË ÙÔ˘ ·˘ÙÔ‡ Î·È ÛˆÌ·ÙÈΤ˜ ÂÓԯϋÛÂȘ. ∏ ·ÏÏ·Á‹
ÛÙËÓ ÂÈÎÚ¿ÙËÛË ÙÔ˘ ʇÏÔ˘ ÛÙËÓ Î·Ù¿ıÏÈ„Ë Ï·Ì‚¿ÓÂÈ ¯ÒÚ· ÛÙ· ̤۷ Î·È ÚÔ˜ ÙÔ
Ù¤ÏÔ˜ Ù˘ ÂÊ˂›·˜, ÌÂÙ¿ ÙËÓ ËÏÈΛ· ÙˆÓ 13 ¯ÚfiÓˆÓ. ∏ ¤Ó·ÚÍË ÙˆÓ ‰È·Ê˘ÏÈÎÒÓ ‰È·-
ÊÔÚÒÓ Û ·˘Ù‹ ÙË ¯ÚÔÓÈ΋ ÛÙÈÁÌ‹, ·Ú·ÙËÚÂ›Ù·È ÌfiÓÔ ÛÙË ‰È·Ù·Ú·¯‹ Ù˘ ηٿıÏÈ-
„˘ (Hankin & Abramson, 2001). √È ‰È·ÊÔÚ¤˜ Û ‚¿ÚÔ˜ ÙˆÓ ÎÔÚÈÙÛÈÒÓ Èı·ÓfiÓ Ó·
ÔÊ›ÏÔÓÙ·È ÛÙÔ ‰È·ÊÔÚÂÙÈÎfi ÙÚfiÔ ·fi‰ÔÛ˘ ·ÈÙÈÒÓ ÁÈ· Ù· ‰˘Û¿ÚÂÛÙ· ÁÂÁÔÓfiÙ·
(Nolen-Hoeksema et al., 1991), ‹ ÛÙÔ ÌÂÁ·Ï‡ÙÂÚÔ ‚·ıÌfi ÚÔÎÏ‹ÛÂˆÓ Ô˘ ·ÓÙÈÌÂÙˆ-
›˙Ô˘Ó Ù· ÎÔÚ›ÙÛÈ· Û ۯ¤ÛË Ì ٷ ·ÁfiÚÈ· ÛÙËÓ ·Ú¯‹ Ù˘ ÂÊ˂›·˜ Î·È ÛÙËÓ ·ÓÙ›ÛÙÔÈ-
¯Ë Âȉ›ӈÛË ÙˆÓ ·Ú·ÁfiÓÙˆÓ ÎÈÓ‰‡ÓÔ˘ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙËÓ Î·Ù¿ıÏÈ„Ë (Hankin
& Abramson, 2001. Nolen-Hoeksema & Girgus, 1994). ¶·Ú¿ ÙË ‰È·ÊÔÚÔÔ›ËÛË ÙˆÓ
ʇψÓ, fï˜, ÈÔ ÚfiÛÊ·ÙË ÌÂϤÙË ¤‰ÂÈÍ fiÙÈ Ô Ì˯·ÓÈÛÌfi˜ ·Ó¿Ù˘Í˘ ÙˆÓ Î·Ù·ıÏÈ-
ÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ Â›Ó·È ›‰ÈÔ˜ (Barrocas & Hankin, 2011).

√ ÚfiÏÔ˜ ÙÔ˘ Û¯ÔÏ›Ԣ ÛÙË ‰È¿ÁÓˆÛË Î·È ·ÓÙÈÌÂÙÒÈÛË Ù˘ ·È‰È΋˜ ηٿıÏȄ˘

∫·Ù¿ ÙÔ˘˜ Mullins, Chard, Hartman, Bowlby, Rich, Î·È Burke (1995), Ù· ·È‰È¿ Ì η-
Ù¿ıÏÈ„Ë ·ÏÏËÏÂȉÚÔ‡Ó Ì ٷ ¿ÏÏ· ¿ÙÔÌ· Ì ÙÚfiÔ Ô˘ ÚÔηÏ› ÙËÓ ÎÚÈÙÈ΋ Î·È ÙËÓ
·fiÚÚÈ„‹ ÙÔ˘˜ ·fi ÙÔ˘˜ ¿ÏÏÔ˘˜, ÁÂÁÔÓfi˜ Ô˘ ÂȂ‚·ÈÒÓÂÈ Ù· ·ÈÛı‹Ì·Ù· ·Ó·ÍÈfiÙË-
Ù·˜ Ô˘ ‚ÈÒÓÔ˘Ó ·˘Ù¿ Ù· ·È‰È¿. ™ÙË ÌÂϤÙË ÙÔ˘˜ Ì ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ‚Ú¤ıËÎÂ Û˘Û¯¤-
ÙÈÛË ·Ó¿ÌÂÛ· ÛÙ· Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘ ÙˆÓ Ì·ıËÙÒÓ Î·È ÙˆÓ ·ÚÓËÙÈÎÒÓ ÎÔÈÓˆ-
ÓÈÎÒÓ ·ÓÙȉڿÛÂˆÓ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ. √È ·ÓÙȉڿÛÂȘ ·˘Ù¤˜ ·˘Í¿ÓÔÓÙ·Ó Ì ÙÔ ¯Úfi-
ÓÔ, Û ‚·ıÌfi Ì¿ÏÈÛÙ· Ô˘ Û˘ÓÙËÚÔ‡Û·Ó ÙËÓ Î·Ù¿ıÏÈ„Ë ÙˆÓ Ì·ıËÙÒÓ. ΔÔ Â‡ÚËÌ· fiÙÈ
˘¿Ú¯ÂÈ ·ÚÓËÙÈ΋ ·ÏÏËÏÂ›‰Ú·ÛË ÛÙË ‰˘¿‰· ÂÎ·È‰Â˘ÙÈÎfi˜-Ì·ıËÙ‹˜ Ì ηٿıÏÈ„Ë, Ë
ÔÔ›· ÙÚÔÊÔ‰ÔÙ› Ù· Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘ ÛÙÔ Ì·ıËÙ‹ ¤ÛÙˆ Î·È ·Û˘Ó›‰ËÙ·, ÛË-
Ì·ÙÔ‰ÔÙ› ÙËÓ ·Ó¿ÁÎË ¿ÌÂÛ˘ ·Ú¤Ì‚·Û˘ ÛÙÔÓ ÙÚfiÔ Ì ÙÔÓ ÔÔ›Ô ÔÈ ÂÎ·È‰Â˘ÙÈ-
ÎÔ› ·ÓÙÈÌÂÙˆ›˙Ô˘Ó Ù· Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜.
√È ÂÎ·È‰Â˘ÙÈÎÔ›, ΢ڛˆ˜ Ù˘ ÚˆÙÔ‚¿ıÌÈ·˜ ÂÎ·›‰Â˘Û˘, ÂÚÓÔ‡Ó Ôχ ¯ÚfiÓÔ ÌÂ
ÙÔ˘˜ Ì·ıËÙ¤˜ Î·È Î·Ù¿ Û˘Ó¤ÂÈ· ·ÔÙÂÏÔ‡Ó ÛËÌ·ÓÙÈ΋ ËÁ‹ ÏËÚÔÊfiÚËÛ˘ ÁÈ· ÙËÓ
„˘¯È΋ ˘Á›· ÙˆÓ ·È‰ÈÒÓ Î·È ÙÔÓ ¤ÁηÈÚÔ ÂÓÙÔÈÛÌfi ÂӉ›ÍÂˆÓ Î·È Û˘ÌÙˆÌ¿ÙˆÓ ÂÓ-
‰Â¯fiÌÂÓˆÓ Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ ‰˘ÛÎÔÏÈÒÓ (Taggart & McMullan, 2007). ∂ÈϤÔÓ, ÔÈ
ÂÎ·È‰Â˘ÙÈÎÔ› Â›Ó·È Û ı¤ÛË Ó· ·Ú·ÙËÚÔ‡Ó ¤Ó· ‡ÚÔ˜ ηÓÔÓÈÎÒÓ Û˘ÌÂÚÈÊÔÚÒÓ ·È-
‰ÈÒÓ, Ó· Û˘ÁÎÚ›ÓÔ˘Ó Û˘ÌÂÚÈÊÔÚ¤˜ Û˘ÓÔÌ‹ÏÈÎˆÓ ·È‰ÈÒÓ Î·È Ó· ÂÓÙÔ›˙Ô˘Ó Ì ÌÂ-
Á·Ï‡ÙÂÚË Â˘ÎÔÏ›· Ù˘¯fiÓ ÛËÌ·ÓÙÈΤ˜ ·Ó·Ù˘ÍȷΤ˜ Î·È Û˘ÌÂÚÈÊÔÚÈΤ˜ ·ÔÎÏ›ÛÂȘ ÛÂ
Û¯¤ÛË Ì ÙÔ˘˜ ÁÔÓ›˜ (Kirchner et al., 2000).
152 ª. ™. ¶Ô‡ÏÔ˘

¶·Ú¿ÏÏËÏ·, ¤Ú· ·fi ÙÔÓ ÂÓÙÔÈÛÌfi Î·È ÙËÓ ·Ú¯È΋ ÂÎÙ›ÌËÛË ÙˆÓ Î·Ù·ıÏÈÙÈ-
ÎÒÓ Û˘Ìو̿وÓ, Ô ¯ÒÚÔ˜ ÙÔ˘ Û¯ÔÏ›Ԣ ÂӉ›ÎÓ˘Ù·È Î·È ÁÈ· ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎfi-
ÙÂÚË ·ÓÙÈÌÂÙÒÈÛ‹ ÙÔ˘˜. ΔÔ Û¯ÔÏÂ›Ô Â›Ó·È Ô Î·ÙÂÍÔ¯‹Ó ¯ÒÚÔ˜ ÛÙÔÓ ÔÔ›Ô ˘¿Ú¯ÂÈ Úfi-
Û‚·ÛË Û fiÏ· Ù· ·È‰È¿ Î·È ÛÙÔÓ ÔÔ›Ô ÌÔÚÔ‡Ó Ó· ÂÊ·ÚÌÔÛÙÔ‡Ó ÚÔÁÚ¿ÌÌ·Ù· ÚÔ-
·ÁˆÁ‹˜ „˘¯È΋˜ ˘Á›·˜ ÛÙÔ Û‡ÓÔÏÔ ÙÔ˘ Ì·ıËÙÈÎÔ‡ ÏËı˘ÛÌÔ‡ (Cooper, & Jacobs,
2011). Œ¯ÂÈ ‚ÚÂı› fiÙÈ ¤Ó·˜ ÛÙÔ˘˜ 30 Ì·ıËÙ¤˜ Ù˘ Ù¿Í˘ ÌÔÚ› Ó· ··ÏÏ·Á› ·fi
Ù· Û˘ÌÙÒÌ·Ù· Ù˘ ηٿıÏȄ˘ fiÙ·Ó Á›ÓÂÈ ·ÍÈÔÏfiÁËÛË Î·È ¤ÁηÈÚË ·ÓÙÈÌÂÙÒÈÛ‹ ÙÔ˘˜
ÛÙÔ Û¯ÔÏÂ›Ô (Cuijpers et al., 2006). √ ∞uger (2005) ÂÍËÁ› ÙÔ˘˜ ÏfiÁÔ˘˜ ÁÈ· ÙÔ˘˜ ÔÔ›-
Ô˘˜ Â›Ó·È ··Ú·›ÙËÙË Ë ·ÓÙÈÌÂÙÒÈÛË Ù˘ ηٿıÏȄ˘ ÛÙ· Ï·›ÛÈ· ÙÔ˘ Û¯ÔÏ›Ԣ: ¶ÚÒ-
ÙÔÓ, Ë Î·Ù¿ıÏÈ„Ë ÂËÚ¿˙ÂÈ ·ÚÓËÙÈο ÙË Û¯ÔÏÈ΋ Â›‰ÔÛË. ¢Â‡ÙÂÚÔÓ, ÂÌÂÈÚÈΤ˜ ÌÂ-
ϤÙ˜ ˘Ô‰ËÏÒÓÔ˘Ó ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÚÔÁÚ·ÌÌ¿ÙˆÓ ·ÓÙÈÌÂÙÒÈÛ˘ Ù˘ η-
Ù¿ıÏȄ˘ ÛÙ· Ï·›ÛÈ· ÙÔ˘ Û¯ÔÏ›Ԣ, ·ÓÂÍ¿ÚÙËÙ· ·fi ÙÔ Â›‰Ô˜ Ù˘ ·Ú¤Ì‚·Û˘ Ô˘ Ù˘-
¯fiÓ Ï·Ì‚¿ÓÔ˘Ó Ù· ·È‰È¿ ÂÎÙfi˜ Û¯ÔÏ›Ԣ. ∫·È, ÙÚ›ÙÔÓ, ˘¿Ú¯ÂÈ ¤Ó·˜ ·˘Í·ÓfiÌÂÓÔ˜
·ÚÈıÌfi˜ ·È‰ÈÒÓ Ô˘ ¯ÚÂÈ¿˙ÔÓÙ·È „˘¯ÔÏÔÁÈ΋ ˘ÔÛÙ‹ÚÈÍË. ∏ ‡·ÚÍË ÂÏ¿¯ÈÛÙˆÓ ˘Ë-
ÚÂÛÈÒÓ „˘¯È΋˜ ˘Á›·˜ ÂÎÙfi˜ Û¯ÔÏ›Ԣ ηıÈÛÙ¿ ÙÔ Û¯ÔÏÂ›Ô ÙÔ ÛËÌ·ÓÙÈÎfiÙÂÚÔ ¯ÒÚÔ
ÛÙÔÓ ÔÔ›Ô ÌÔÚ› Ó· ·Ú¤¯ÔÓÙ·È ˘ËÚÂۛ˜ „˘¯È΋˜ ˘Á›·˜ ÛÙÔ˘˜ Ì·ıËÙ¤˜.

∂ÚÁ·Ï›· ÁÈ· ÙËÓ ÂÎÙ›ÌËÛË Ù˘ ηٿıÏȄ˘ ÙˆÓ ·È‰ÈÒÓ

∏ ‰È¿ÁÓˆÛË Ù˘ ηٿıÏȄ˘ ‰Â Á›ÓÂÙ·È Ì ‡ÎÔÏÔ Î·È ÁÚ‹ÁÔÚÔ ÙÚfiÔ. ∞·ÈÙÂ›Ù·È ÌÂ-
ϤÙË ÈÛÙÔÚÈÎÔ‡ Û˘ÌÙˆÌ¿ÙˆÓ Î·È ÂÂÈÛÔ‰›ˆÓ, ·Ú·Ù‹ÚËÛË, ۈ̷ÙÈ΋ ÂͤٷÛË, ÔÈÎÔ-
ÁÂÓÂÈ·Îfi ÈÛÙÔÚÈÎfi, Û˘˙‹ÙËÛË Ì ÁÔÓ›˜, Î·È ¯Ú‹ÛË ÂÚÁ·Ï›ˆÓ ̤ÙÚËÛ˘ (Willis, 1996).
™ÙËÓ ÎÏÈÓÈ΋ Ú·ÎÙÈ΋ ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È Î˘Ú›ˆ˜ ÔÈ Îϛ̷Θ ·˘ÙÔ-·Ó·ÊÔÚÒÓ Î·È ÔÈ
Îϛ̷Θ ÂÎÙ›ÌËÛ˘ ·fi ÙÚ›ÙÔ˘˜. √È Îϛ̷Θ ·˘ÙÔ-·Ó·ÊÔÚÒÓ ÂÎÙÈÌÔ‡Ó ÙËÓ Î·Ù·ıÏÈ-
ÙÈ΋ ‰È¿ıÂÛË fiˆ˜ ‚ÈÒÓÂÙ·È ·fi ÙÔ ›‰ÈÔ ÙÔ ¿ÙÔÌÔ Î·È ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ÙËÓ Î·Ù¿ıÏÈ„Ë
ˆ˜ Û‡Ìو̷. √È ÈÔ ‰È·‰Â‰Ô̤Ó˜ Îϛ̷Θ ·˘ÙÔ-·Ó·ÊÔÚÒÓ ÛÙ· ·È‰È¿ Â›Ó·È ÙÔ
∂ÚˆÙËÌ·ÙÔÏfiÁÈÔ ¶·È‰È΋˜ ∫·Ù¿ıÏȄ˘ (CDI: Children’s Depression Inventory,
Kovacs, 1980), Î·È Ë ∫ϛ̷η ∫·Ù¿ıÏȄ˘ ÙÔ˘ Beck (BDI: Beck Depression Inventory,
Beck, Ward, Mendelson, Mock, & Erbaugh, 1961). √È Îϛ̷Θ ÂÎÙ›ÌËÛ˘ ηٷıÏÈ-
ÙÈ΋˜ ‰È¿ıÂÛ˘ ·fi ÁÔÓ›˜ Î·È ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ÙËÓ Î·Ù¿ıÏÈ„Ë ˆ˜ Û‡Ó-
‰ÚÔÌÔ Î·È ·ÍÈÔÏÔÁÔ‡Ó ÙfiÛÔ ÙËÓ Î·Ù·ıÏÈÙÈ΋ ‰È¿ıÂÛË fiÛÔ Î·È ¿ÏÏ· Û˘ÓÔ‰¿ ÂÛˆÙÂ-
ÚÈο Î·È Â͈ÙÂÚÈο Û˘ÌÒÌ·Ù·. ∏ ÈÔ ‰È·‰Â‰Ô̤ÓË Â›Ó·È Ë Îϛ̷η ÂÎÙ›ÌËÛ˘ ÙÔ˘
Achenbach (CBCL: Child Behavior Checklist, Achenbach, 1991) (‚Ï. K¿ÎÔ˘ÚÔ˜ & ª·-
ÓÈ·‰¿ÎË, 2006). √ ÂÓÙÔÈÛÌfi˜ ÙˆÓ ·È‰ÈÒÓ Ì ηٷıÏÈÙÈ΋ ‰È¿ıÂÛË ·fi ÙÔ˘˜ ÂÎ-
·È‰Â˘ÙÈÎÔ‡˜ ÌÔÚ› Ó· Á›ÓÂÈ Â›ÙÂ Û˘ÌÏËÚÒÓÔÓÙ·˜ Îϛ̷Θ Ù‡Ô˘ Likert ÁÈ· fiÏÔ˘˜
ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜, ›Ù ·Ó·Ê¤ÚÔÓÙ·˜ ÌfiÓÔ ÙÔ˘˜ Ì·ıËÙ¤˜ Ô˘ ıˆÚÔ‡Ó fiÙÈ ÂÓÙ¿ÛÛÔÓÙ·È
Û ·˘Ù‹ ÙËÓ Î·ÙËÁÔÚ›· (∞uger, 2004).
™ÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·, Ù· ÌfiÓ· ÂÚÁ·Ï›· Ô˘ ˘¿Ú¯Ô˘Ó ÁÈ· ÙËÓ ÂÎÙ›ÌËÛË Ù˘ η-
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 153

Ù¿ıÏȄ˘ Â›Ó·È ÙÔ Preschool Feelings Checklist, ÂÚˆÙËÌ·ÙÔÏfiÁÈÔ ÁÈ· ÁÔÓ›˜ ·È‰ÈÒÓ 3-


5,6 ¯ÚÔÓÒÓ (Luby et al., 2004) Î·È ÙÔ Preschool Age Psychiatric Assessment (PAPA),
‰ÔÌË̤ÓË Û˘Ó¤ÓÙ¢ÍË ÁÈ· ÁÔÓ›˜ ·È‰ÈÒÓ 2-5 ¯ÚÔÓÒÓ (Chrisman et al., 2006). ∂›Û˘,
ÙÔ Preschool Symptom Self-Report (PRESS, Martini, Strayhorn, & Puig-Antich, 1990),
Ô˘ ÂÚÈÏ·Ì‚¿ÓÂÈ ÂÈÎfiÓ˜ ·È‰ÈÒÓ ÌÂ Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘, Â›Ó·È Û¯Â‰È·Ṳ̂ÓÔ ÁÈ·
·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜, Ì ·ÓÙ›ÛÙÔÈ¯Ë ¤Î‰ÔÛË ÁÈ· ÁÔÓ›˜ Î·È ÂÎ·È‰Â˘ÙÈÎÔ‡˜. ¶·-
ÚfiÏÔ Ô˘ ·’ fiÛÔ ÁÓˆÚ›˙Ô˘ÌÂ, Â›Ó·È ÙÔ ÌÔÓ·‰ÈÎfi ÂÚÁ·ÏÂ›Ô ÁÈ· ÂÎ·È‰Â˘ÙÈÎÔ‡˜, ‰ÂÓ Â›-
Ó·È ·ÚÎÂÙ¿ ‰È·‰Â‰Ô̤ÓÔ ÛÙË ‚È‚ÏÈÔÁÚ·Ê›·, ¯ÚËÛÈÌÔÔÈ‹ıËΠ۠ÌÈÎÚfi ‰Â›ÁÌ· 84 ·È-
‰ÈÒÓ, ÛÙÔ˘˜ ÁÔÓ›˜ Î·È ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ÙÔ˘˜ ÛÙËÓ ∞ÌÂÚÈ΋, ÂÓÒ Ë ‰ËÌÔÁÚ·ÊÈ΋ Û‡Ó-
ıÂÛË ÙÔ˘ ‰Â›ÁÌ·ÙÔ˜ ‰ÂÓ ‹Ù·Ó Ù˘È΋ Ù˘ ̤Û˘ ∞ÌÂÚÈηÓÈ΋˜ ÔÈÎÔÁ¤ÓÂÈ·˜, ÒÛÙ ӷ ‰È·-
ÛÊ·ÏÈÛÙ› Ë ÂÁ΢ÚfiÙËÙ· ÙˆÓ ÌÂÙÚ‹ÛˆÓ.
ŒÓ·˜ ·ÚÈıÌfi˜ ÂÚ¢ÓÒÓ ÌÂϤÙËÛ·Ó ÙÔ ‚·ıÌfi Û˘Ìʈӛ·˜ ·Ó¿ÌÂÛ· ÛÙÔ˘˜ ÂÓ‹ÏÈΘ
Ô˘ Â›Ó·È Û ¿ÌÂÛË Â·Ê‹ Ì ÙÔ ·È‰› Î·È ÙÔ ›‰ÈÔ ÙÔ ·È‰›, ·Ó·ÊÔÚÈο Ì ÙÔÓ ÂÓÙÔÈ-
ÛÌfi ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Ù˘ ·È‰È΋˜ ηٿıÏȄ˘, Ì ·ÓÙÈÊ·ÙÈο fï˜ Û˘ÌÂÚ¿ÛÌ·-
Ù·. ŒÙÛÈ, ·fi ÙË ÌÈ· ÌÂÚÈ¿ ˘¿Ú¯Ô˘Ó ¤Ú¢Ó˜ ÛÙȘ Ôԛ˜ ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ›, Û˘ÌÏË-
ÚÒÓÔÓÙ·˜ Îϛ̷Θ ÂÎÙ›ÌËÛ˘ Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ÙˆÓ Ì·ıËÙÒÓ, ÂÓÙfiÈÛ·Ó Ì ·ÎÚ›‚ÂÈ·
Ù· ·È‰È¿ Ô˘ ÂÌÊ¿ÓÈ˙·Ó ηٿıÏÈ„Ë Ì ÎÏÈÓÈ΋ ‰È¿ÁÓˆÛË (Mattison, Carlson,
Cantwell, & Rosenbaum-Asarnow, 2007. Tisher,1995). ∞fi ÙËÓ ¿ÏÏË ÌÂÚÈ¿, ÔÈ ¤Ú¢Ó˜
Ê·ÓÂÚÒÓÔ˘Ó ·Û˘Ìʈӛ· ÌÂٷ͇ ÂÎ·È‰Â˘ÙÈÎÒÓ Î·È ÁÔÓ¤ˆÓ (Mattison et al., 2007), ÌÂ
ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Ó· ÂÎÙÈÌÔ‡Ó Ì ÌÂÁ·Ï‡ÙÂÚË ·ÎÚ›‚ÂÈ· ·fi ÙÔ˘˜ ÁÔÓ›˜ Ù· ÂÛˆÙÂ-
ÚÈÎÂ˘Ì¤Ó· ÚÔ‚Ï‹Ì·Ù· ÙˆÓ Ì·ıËÙÒÓ Î·ıÒ˜ Î·È ¿ÏÏ· ÚÔ‚Ï‹Ì·Ù· Ô˘ Û¯ÂÙ›˙ÔÓÙ·È ÌÂ
ÙËÓ Î·Ù¿ıÏÈ„Ë, fiˆ˜ Ù· ÎÔÈÓˆÓÈο ‹ Ù· ·Î·‰ËÌ·˚ο ÚÔ‚Ï‹Ì·Ù· (Mesman & Koot,
2000). Δ¤ÏÔ˜, ·Û˘Ìʈӛ· ÂÌÊ·Ó›˙ÂÙ·È Ó· ˘¿Ú¯ÂÈ Î·È ·Ó¿ÌÂÛ· ÛÙȘ ÂÎÙÈÌ‹ÛÂȘ ÂÎ-
·È‰Â˘ÙÈÎÒÓ Î·È ÙȘ ·˘ÙÔ-·Ó·ÊÔÚ¤˜ Ì·ıËÙÒÓ (∞uger, 2004. Sacco & Graves, 1985). ∞˘-
Ùfi ÌÔÚ› ˆ˜ ¤Ó· ‚·ıÌfi Ó· ıˆÚËı› ‰ÈηÈÔÏÔÁË̤ÓÔ, ·Ó Ï¿‚ÂÈ Î·Ó›˜ ˘fi„Ë fiÙÈ Ù·
Û˘ÌÙÒÌ·Ù· Ù˘ ·È‰È΋˜ ηٿıÏȄ˘ ‚ÈÒÓÔÓÙ·È ·ÔÎÏÂÈÛÙÈο ·fi ÙÔ˘˜ Ì·ıËÙ¤˜, ÂÓÒ
Û˘¯Ó¿ Ù· Â͈ÙÂÚÈÎÂ˘Ì¤Ó· ÚÔ‚Ï‹Ì·Ù· Ô˘ Û˘¯Ó¿ Û˘Ó˘¿Ú¯Ô˘Ó Ì ٷ ÂÛˆÙÂÚÈ΢-
̤ӷ ÚÔ‚Ï‹Ì·Ù· Â›Ó·È ÂΛӷ Ô˘ ÚÔηÏÔ‡Ó Û ÌÂÁ·Ï‡ÙÂÚÔ ‚·ıÌfi ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘
ÂÎ·È‰Â˘ÙÈÎÔ‡ (Mesman & Koot, 2000). √ ‚·ıÌfi˜ ·Û˘Ìʈӛ·˜ fï˜ ·Ó¿ÌÂÛ· ÛÂ
ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È Ì·ıËÙ¤˜ ÂÚÈÔÚ›˙ÂÙ·È fiÛÔ ·˘Í¿ÓÂÙ·È Ô ‚·ıÌfi˜ ÂÍÔÈΛˆÛ˘ ÙˆÓ
ÂÎ·È‰Â˘ÙÈÎÒÓ Ì ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜ (Auger, 2004).

∏ ·ÚÔ‡Û· ¤Ú¢ӷ

∏ ‚È‚ÏÈÔÁÚ·ÊÈ΋ ·Ó·ÛÎfiËÛË ÂÈÛËÌ·›ÓÂÈ ÙËÓ ·Ó¿ÁÎË ÂÓÙÔÈÛÌÔ‡ Û˘Ìو̿وÓ


·È‰È΋˜ ηٿıÏȄ˘ ·fi ÙËÓ ÚÔÛ¯ÔÏÈ΋ ·ÎfiÌË ËÏÈΛ·, ηıÒ˜ Î·È ÙËÓ ·Ó¿ÁÎË ÂÓfi˜
ÂÚÁ·Ï›Ԣ ·Ó›¯Ó¢Û˘ ·˘ÙÒÓ ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ ·fi ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜. ∏ ·-
Ú·‰Ô¯‹ Ì¿ÏÈÛÙ· fiÙÈ Ë Î·Ù·ıÏÈÙÈ΋ Û˘Ìو̷ÙÔÏÔÁ›· ÔÈΛÏÏÂÈ Î·È ‰È·ÊÔÚÔÔÈ›-
154 ª. ™. ¶Ô‡ÏÔ˘

Ù·È Û οı ÛÙ¿‰ÈÔ ·Ó¿Ù˘Í˘ ÙˆÓ ·È‰ÈÒÓ, ηıÈÛÙ¿ ·Ó·Áη›· ÙË ‰ÈÂÚ‡ÓËÛË Ù˘
ÂÛˆÙÂÚÈ΋˜ ‰ÔÌ‹˜ ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·. ∏ ÂÚÁ·-
Û›· ·˘Ù‹ ¤¯ÔÓÙ·˜ ÙËÓ ·Ú·‰Ô¯‹ fiÙÈ ˘¿Ú¯ÂÈ ¤Ó· ‰ÔÌË̤ÓÔ Û˘Ó·ÈÛıËÌ·ÙÈÎfi ˘fi‚·-
ıÚÔ ›Ûˆ ·fi ÙËÓ ÂΉ‹ÏˆÛË Î·Ù·ıÏÈÙÈÎÒÓ Û˘Ìو̿وÓ, ÂȯÂÈÚ› Ó· ‰ÈÂÚ¢ӋÛÂÈ
ÙÔÓ ÙÚfiÔ ÔÚÁ¿ÓˆÛ˘ Û˘Ìو̿وÓ, Û˘Ó·ÈÛıËÌ¿ÙˆÓ Î·È Û˘ÌÂÚÈÊÔÚÒÓ fiˆ˜ ÂÌ-
Ê·Ó›˙ÔÓÙ·È Û ·˘Ù‹ ÙËÓ ËÏÈΛ·. ∏ ηٷÓfiËÛË ÙÔ˘ ÙÚfiÔ˘ ÔÚÁ¿ÓˆÛ˘ ÙˆÓ Î·Ù·ıÏÈ-
ÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ ı· ‰È¢ÎÔχÓÂÈ ÙË ‰È¿ÎÚÈÛ‹ ÙÔ˘˜ ·fi ¿ÏÏ· Û˘ÓÔ‰¿ Û˘ÌÙÒ-
Ì·Ù·, Ô˘ fï˜ ‰ÂÓ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙËÓ Î·Ù·ıÏÈÙÈ΋ Û˘Ìو̷ÙÔÏÔÁ›·. ¶·Ú¿ÏÏË-
Ï·, Û‡Ìʈӷ Ì ÙÔ˘˜ Mesman Î·È Koot (2000), ÙÔ ÚÒÙÔ ‚‹Ì· ÁÈ· ÙÔÓ ÂÓÙÔÈÛÌfi ÙˆÓ
Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ ‰˘ÛÎÔÏÈÒÓ ÙˆÓ ·È‰ÈÒÓ Î·È, ηٿ Û˘Ó¤ÂÈ·, Ù˘ ηχÙÂÚ˘ ·ÓÙÈ-
ÌÂÙÒÈÛ‹˜ ÙÔ˘˜, ·ÔÙÂÏ› Ë Î·Ù·Û΢‹ ÂÓfi˜ ÂÚÁ·Ï›Ԣ ÂÎÙ›ÌËÛ˘ Ù˘ ·È‰È΋˜ η-
Ù¿ıÏȄ˘ ·fi ÂÎ·È‰Â˘ÙÈÎÔ‡˜.
∏ ·ÚÔ‡Û· ÌÂϤÙË ÂȯÂÈÚ› Ó· ηχ„ÂÈ ·˘Ù‹ ÙËÓ ·Ó¿ÁÎË ÚÔÙ›ÓÔÓÙ·˜ Ì›· ÎÏ›-
̷η ·Ó›¯Ó¢Û˘ ·fi ÙÔ ÁÂÓÈÎfi Ì·ıËÙÈÎfi ÏËı˘ÛÌfi, ÙˆÓ ·È‰ÈÒÓ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜
Ì ηٷıÏÈÙÈο Û˘ÌÙÒÌ·Ù·. ™˘ÁÎÂÎÚÈ̤ӷ, Ë ÌÂϤÙË ‰ÈÂÚÂ˘Ó¿ ÙË ‰˘Ó·ÙfiÙËÙ· ÂÊ·Ú-
ÌÔÁ‹˜ ·fi ÙÔ˘˜ ŒÏÏËÓ˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ÙÔ˘ ∫·Ù·ÏfiÁÔ˘ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘Ìو̿-
ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜ (Preschool Children Depression Checklist,
PCDC) ÙˆÓ πÛ·ÓÒÓ ÂÚ¢ÓËÙÒÓ Levi et al. (2001). ŒÓ· ‰Â˘ÙÂÚ‡ÔÓÙ· ÛÙfi¯Ô Ù˘ ÌÂ-
ϤÙ˘ ·ÔÙÂÏ› Ë ‰ÈÂÚ‡ÓËÛË ÙÔ˘ ‚·ıÌÔ‡ ‰È·ÊÔÚÔÔ›ËÛ˘ ÙˆÓ Î·Ù·ıÏÈÙÈÎÒÓ Û˘-
ÌÙˆÌ¿ÙˆÓ Û ۯ¤ÛË Ì ÙÔ Ê‡ÏÔ ÙˆÓ Ì·ıËÙÒÓ. ™‡Ìʈӷ Ì ÙȘ ÚÔËÁÔ‡ÌÂÓ˜ ¤Ú¢-
Ó˜ ˘Ôı¤ÙÔ˘Ì fiÙÈ Ù· ·ÁfiÚÈ· ı· ÂÌÊ·Ó›˙Ô˘Ó Û˘ÌÂÚÈÊÔÚÈΤ˜ ‰˘ÛÎÔϛ˜ Û ÌÂÁ·Ï‡-
ÙÂÚÔ ‚·ıÌfi ·fi Ù· ÎÔÚ›ÙÛÈ·, ÂÓÒ ‰ÂÓ ÂÚÈ̤ÓÔ˘Ì ‰È·ÊÔÚÔÔ›ËÛË ÙˆÓ Û˘Ìو̿وÓ
Û ۯ¤ÛË Ì ÙÔ Ê‡ÏÔ.

ª∂£√¢√™

™˘ÌÌÂÙ¤¯ÔÓÙ˜

ΔÚÈ¿ÓÙ· ‰‡Ô ÓËÈ·ÁˆÁÔ› (1 ¿ÓÙÚ·˜ Î·È 31 Á˘Ó·›Î˜), Ì ̤ÛÔ fiÚÔ 10-14 ¯ÚfiÓÈ· ˘Ë-
ÚÂÛ›·˜, Ô˘ ˘ËÚÂÙÔ‡Û·Ó Û ۯÔÏ›· ÙˆÓ ÓÔÌÒÓ ∞ÙÙÈ΋˜ Î·È ∞¯·˚·˜, Û˘ÌÏ‹ÚˆÛ·Ó
ÂıÂÏÔÓÙÈο ÙÔÓ ∫·Ù¿ÏÔÁÔ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜
∏ÏÈΛ·˜ ÁÈ· ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜. √È ÓËÈ·ÁˆÁÔ› Û˘ÌÏ‹ÚˆÛ·Ó ÙÔ ÂÚÁ·ÏÂ›Ô ÂÚ›Ô˘
ÛÙ· ̤۷ Ù˘ Û¯ÔÏÈ΋˜ ¯ÚÔÓÈ¿˜, ÚÔÎÂÈ̤ÓÔ˘ Ó· ¤¯Ô˘Ó ÏËÚ¤ÛÙÂÚË ÂÈÎfiÓ· Ù˘ Û˘-
ÌÂÚÈÊÔÚ¿ ÙÔ˘˜. ∂Âȉ‹ Ë Û˘ÌÌÂÙÔ¯‹ ÙˆÓ ÓËÈ·ÁˆÁÒÓ ‹Ù·Ó ÂıÂÏÔÓÙÈ΋, ÔÈ ÓËÈ·-
ÁˆÁÔ› Û˘ÌÏ‹ÚˆÛ·Ó ÂÚˆÙËÌ·ÙÔÏfiÁÈ· ›Ù ÁÈ· ÙÔ Û‡ÓÔÏÔ ÙˆÓ Ì·ıËÙÒÓ Ù˘ Ù¿Í˘ ›-
Ù ÁÈ· ÌÂÚÈÎÔ‡˜ ÌfiÓÔ Ì·ıËÙ¤˜. ™˘ÓÔÏÈο Û˘ÌÏËÚÒıËÎ·Ó 494 ÂÚˆÙËÌ·ÙÔÏfiÁÈ· (252
ÁÈ· ·ÁfiÚÈ· Î·È 242 ÁÈ· ÎÔÚ›ÙÛÈ·, Ì ̤ÛË ËÏÈΛ· 5.5 ¯ÚfiÓÈ·).
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 155

∂ÚÁ·Ï›Ô

™ÙËÓ ·ÚÔ‡Û· ÌÂϤÙË ¯ÚËÛÈÌÔÔÈ‹ıËÎÂ Ô ∫·Ù¿ÏÔÁÔ˜ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘Ìو̿-


ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜ (Preschool Children Depression Checklist,
PCDC) ÙˆÓ πÛ·ÓÒÓ ÂÚ¢ÓËÙÒÓ Levi et al. (2001). ∏ Îϛ̷η ·˘Ù‹ ÂÚÈÏ·Ì‚¿ÓÂÈ
32 ÚÔÙ¿ÛÂȘ Ô˘ ηχÙÔ˘Ó ¤Ó· ‡ÚÔ˜ ηٷıÏÈÙÈÎÒÓ Û˘Ìو̿وÓ, Û˘ÌÂÚÈÊÔ-
ÚÒÓ Î·È Û˘Ó·ÈÛıËÌ¿ÙˆÓ, ¤ÙÛÈ fiˆ˜ Â›Ó·È Èı·Ófi Ó· ÂΉËψıÔ‡Ó Û ·È‰È¿ ËÏÈΛ·˜
3-6 ¯ÚfiÓˆÓ. √È ÚÔÙ¿ÛÂȘ ·˘Ù¤˜ ÚÔ‹Ïı·Ó ·fi Û˘ÛÙËÌ·ÙÈΤ˜ ·Ú·ÙËÚ‹ÛÂȘ ·È-
‰ÈÒÓ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ Ì ηٿıÏÈ„Ë Û ÎÏÈÓÈÎfi ÏËı˘ÛÌfi ·fi ÙÔ˘˜ ÂÚ¢ÓË-
Ù¤˜, ÙËÓ ·Ó·ÛÎfiËÛË Ù˘ ‚È‚ÏÈÔÁÚ·Ê›·˜ Î·È Ù· DSM-IV ÎÚÈÙ‹ÚÈ· Ô˘ ·ÊÔÚÔ‡Ó ÙË
ªÂ›˙ÔÓ· ∫·Ù·ıÏÈÙÈ΋ ¢È·Ù·Ú·¯‹. √È ÚÔÙ¿ÛÂȘ ÂÛÙÈ¿˙Ô˘Ó ÛÂ Û˘Ó·ÈÛı‹Ì·Ù· ηÈ
Û˘ÌÂÚÈÊÔÚ¤˜ fiˆ˜ ÌÂÏ·Á¯ÔÏÈ΋ ‰È¿ıÂÛË, ·ÏÏËÏÂ›‰Ú·ÛË ÌÂ Û˘ÌÌ·ıËÙ¤˜ Î·È ÂÓ‹-
ÏÈΘ, Û˘ÌÂÚÈÊÔÚ¤˜ ÛÙÔ ·È¯Ó›‰È, ۈ̷ÙÈΤ˜ Î·È ‰È·ÙÚÔÊÈΤ˜ ‰È·Ù·Ú·¯¤˜, Î.Ï.
ŒÂÈÙ· ·fi ‰ÈÂÚ¢ÓËÙÈ΋ ·Ó¿Ï˘ÛË ·Ú·ÁfiÓÙˆÓ ·Ê·ÈÚ¤ıËÎ·Ó ·fi ÙÔ ·Ú¯ÈÎfi ÂÚˆ-
ÙËÌ·ÙÔÏfiÁÈÔ 5 ÚÔÙ¿ÛÂȘ. ΔÔ ÂÚˆÙËÌ·ÙÔÏfiÁÈÔ Ô˘ ÚԤ΢„ ÂÚÈÏ¿Ì‚·Ó 27 ÚÔ-
Ù¿ÛÂȘ, ÔÈ Ôԛ˜ ηÙËÁÔÚÈÔÔÈ‹ıËÎ·Ó ÛÙÔ˘˜ ÂÍ‹˜ ·Ú¿ÁÔÓÙ˜: ·) ¤ÏÏÂÈ„Ë ÂÓ¤Ú-
ÁÂÈ·˜ Î·È ·›ÛıËÌ· ·Ó·ÍÈfiÙËÙ·˜, ‚) ÌÔÓ·ÍÈ¿ Î·È ¿Á¯Ô˜ Î·È Á) ı˘Ìfi˜ Î·È ÂÈıÂÙÈÎfi-
ÙËÙ· (Levi et al., 2001).
∞Í›˙ÂÈ Ó· ÛËÌÂȈı› fiÙÈ ÙÔ PCDC ‰ÂÓ ·ÔÙÂÏ› ‰È·ÁÓˆÛÙÈÎfi ÂÚÁ·ÏÂ›Ô Î·È ‰ÂÓ
ÚÔÛ‰ÈÔÚ›˙ÂÈ Â›‰· Ê˘ÛÈÔÏÔÁÈ΋˜ ‹ ·ıÔÏÔÁÈ΋˜ Û˘ÌÂÚÈÊÔÚ¿˜. ∏ ηٷÛ΢‹ ÙÔ˘
·ÔÛÎÔ› ·ÔÎÏÂÈÛÙÈο ÛÙËÓ ·Ó·ÁÓÒÚÈÛË ÙˆÓ Î·Ù·ıÏÈÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ Û ·È-
‰È¿ ËÏÈΛ·˜ 3-6 ¯ÚÔÓÒÓ ·fi ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È ÛÙË Û·Ê‹ ‰È·ÊÔÚÔÔ›ËÛ‹ ÙÔ˘˜ ·fi
Û˘ÌÙÒÌ·Ù· Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙË ¢È·Ù·Ú·¯‹ ÕÁ¯Ô˘˜ Î·È ÙË ªÂ›˙ÔÓ· ∫·Ù·ıÏÈÙÈ-
΋ ¢È·Ù·Ú·¯‹ (Levi et al., 2001). ™ÙÔ Û˘Ì¤Ú·ÛÌ· ·˘Ùfi η٤ÏËÍ·Ó ÔÈ ‰ËÌÈÔ˘ÚÁÔ› ÙÔ˘
ÂÚÁ·Ï›Ԣ, ¤ÂÈÙ· ·fi ÙËÓ ÂÊ·ÚÌÔÁ‹ ÙÔ˘ Û ÌË ÎÏÈÓÈÎfi ÏËı˘ÛÌfi Î·È Û ‰‡Ô ÔÌ¿-
‰Â˜ ·È‰ÈÒÓ Û ÎÏÈÓÈÎfi ÏËı˘ÛÌfi, Ì ÙȘ ·ÓÙ›ÛÙÔȯ˜ ‰È·Ù·Ú·¯¤˜, ÁÂÁÔÓfi˜ Ô˘ ÂÈ-
‚‚·ÈÒÓÂÈ ÙË ‰È·ÎÚÈÙÈ΋ ÂÁ΢ÚfiÙËÙ· ÙÔ˘ ÂÚÁ·Ï›Ԣ. √ ‰Â›ÎÙ˘ Cronbach’s alpha ÙÔ˘
ÂÚÁ·Ï›Ԣ ‹Ù·Ó .90, ÂÓÒ ÔÈ ‰Â›ÎÙ˜ ·ÍÈÔÈÛÙ›·˜ ÙˆÓ ·Ú·ÁfiÓÙˆÓ Î˘Ì¿ÓıËÎ·Ó ·fi
.89 Û .90. ∂ÈϤ¯ıËΠÙÔ ÂÚÁ·ÏÂ›Ô ·˘Ùfi ¤Ó·ÓÙÈ ÙÔ˘ Â›Û˘ ÈÛ·ÓÈÎÔ‡ ÂÚÁ·Ï›Ԣ
·ÍÈÔÏfiÁËÛ˘ Ù˘ ηٿıÏȄ˘ ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ· (Escala de Depresión
preescolar para Maestros, ESDM3-6), ÙˆÓ Domenech-Llaberia Î·È Û˘ÓÂÚÁ·ÙÒÓ
(2009), ÂÂȉ‹ ÂÚÈÏ¿Ì‚·Ó ÏËÚ¤ÛÙÂÚÔ ·ÚÈıÌfi Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ Û ۯ¤-
ÛË Ì ·˘Ù¿ Ô˘ ·Ó·Ê¤ÚÔÓÙ·È ÛÙË ‚È‚ÏÈÔÁÚ·Ê›·.
∏ ·Ú¯È΋ ¤Î‰ÔÛË ÙÔ˘ ∫·Ù·ÏfiÁÔ˘ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔ-
Û¯ÔÏÈ΋˜ ∏ÏÈΛ·˜ (Preschool Children Depression Checklist, PCDC) ÌÂÙ·ÊÚ¿ÛÙËÎÂ
ÛÙ· ÂÏÏËÓÈο Î·È Â·Ó·ÌÂÙ·ÊÚ¿ÛÙËΠÛÙ· ·ÁÁÏÈο ·fi ·fiÊÔÈÙÔ˘˜ Ù˘ ∞ÁÁÏÈ΋˜
ºÈÏÔÏÔÁ›·˜. ∂ÈϤ¯ıËÎÂ Ë ·Ú¯È΋ ¤Î‰ÔÛË ÙÔ˘ ÂÚÁ·Ï›Ԣ (Ì ÙȘ 32 ÚÔÙ¿ÛÂȘ) ¤Ó·-
ÓÙÈ Ù˘ ÙÂÏÈ΋˜ (Ì ÙȘ 27 ÚÔÙ¿ÛÂȘ), ÂÂȉ‹ Ë ÂÓÓÔÈÔÏÔÁÈ΋ ·Í›· ·˘ÙÒÓ ÙˆÓ ÚÔ-
156 ª. ™. ¶Ô‡ÏÔ˘

Ù¿ÛÂˆÓ (.¯., ‰ÂÓ Â›Ó·È È‰È·›ÙÂÚ· ÂÚ›ÂÚÁÔ, ‰ÂÓ ¤¯ÂÈ ‰È¿ıÂÛË Ó· ÂÍÂÚ¢ӋÛÂÈ ÙÔ Â-
ÚÈ‚¿ÏÏÔÓ) ˘ÂÚÙÂÚÔ‡ÛÂ ÙˆÓ „˘¯ÔÌÂÙÚÈÎÒÓ ÙÔ˘˜ ·‰˘Ó·ÌÈÒÓ. ™ÙË Û˘Ó¤¯ÂÈ·, Ë ÈÏÔ-
ÙÈ΋ ÙÔ˘ ÂÊ·ÚÌÔÁ‹ Û ٤ÛÛÂÚȘ ÂÎ·È‰Â˘ÙÈÎÔ‡˜, ÔÈ ÔÔ›ÔÈ ÙÔ Û˘ÌÏ‹ÚˆÛ·Ó ÂÓ‰ÂÈ-
ÎÙÈο ÁÈ· ‰‡Ô Ì·ıËÙ¤˜ ÙÔ˘˜, Ô‰‹ÁËÛ Û ÔÚÈṲ̂Ó˜ ÁψÛÛÈΤ˜ ‚ÂÏÙÈÒÛÂȘ. ¢fiıËÎÂ
ȉȷ›ÙÂÚË ¤ÌÊ·ÛË ÛÙËÓ ÂÈÏÔÁ‹ Ù˘ ÔÚÔÏÔÁ›·˜ ÒÛÙ ӷ Â›Ó·È Â‡ÎÔÏ· ηٷÓÔËÙ‹ ·fi
ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜. √È ÂÎ·È‰Â˘ÙÈÎÔ› ηÏÔ‡ÓÙ·È Ó· ‚·ıÌÔÏÔÁ‹ÛÔ˘Ó Î¿ı ÚfiÙ·-
ÛË Û Îϛ̷η Ù‡Ô˘ Likert ·fi 0 ¤ˆ˜ 4, ÙÔ ‚·ıÌfi ÛÙÔÓ ÔÔ›Ô ·Ú·ÙËÚÂ›Ù·È Î¿ıÂ
Ì›· ·fi ÙȘ Û˘ÌÂÚÈÊÔÚ¤˜ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜ (0 = ‰ÂÓ ·Ú·ÙËÚÂ›Ù·È ÔÙ¤, 1 = ·-
Ú·ÙËÚÂ›Ù·È Û¿ÓÈ·, 2 = ·Ú·ÙËÚÂ›Ù·È ÌÂÚÈΤ˜ ÊÔÚ¤˜, 3 = ·Ú·ÙËÚÂ›Ù·È Û˘¯Ó¿ Î·È 4
= ·Ú·ÙËÚÂ›Ù·È ¿ÓÙ·).

¢È·‰Èηۛ·

ª›· ÁÚ·Ù‹ ÂÈÛÙÔÏ‹ Ô˘ ÂÍËÁÔ‡Û ÙÔ˘˜ ÛÎÔÔ‡˜ Ù˘ ¤Ú¢ӷ˜ Î·È ‰È·‚‚·›ˆÓ ÁÔ-
Ó›˜ Î·È ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ÁÈ· ÙËÓ ·ÓˆÓ˘Ì›· Î·È ÙËÓ ÂÌÈÛÙ¢ÙÈÎfiÙËÙ· ÙˆÓ ÏËÚÔÊÔ-
ÚÈÒÓ ÛÙ¿ÏıËΠÛÙ· Û¯ÔÏ›· Ô˘ Û˘ÌÌÂÙ›¯·Ó. √È ÓËÈ·ÁˆÁÔ› Ô˘ Û˘ÌÌÂÙ›¯·Ó ÂıÂ-
ÏÔÓÙÈο ÛÙË ÌÂϤÙË, ·ÊÔ‡ ¤Ï·‚·Ó ÙȘ ··Ú·›ÙËÙ˜ Ô‰ËÁ›Â˜ ·fi ÙËÓ ÂÚ¢ӋÙÚÈ·, Û˘-
ÌÏ‹ÚˆÛ·Ó ÙÔ ÂÚÁ·ÏÂ›Ô ÁÈ· ÙÔ˘˜ Ì·ıËÙ¤˜ Ù˘ Ù¿Í˘ ÙÔ˘˜, ¯ˆÚ›˜ ÂÚÈÔÚÈÛÌfi ¯ÚfiÓÔ˘.

∞¶√Δ∂§∂™ª∞Δ∞

¢ÔÌ‹ ÙÔ˘ ∫·Ù·ÏfiÁÔ˘ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜

∂Âȉ‹ ÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ÂÚÁ·ÏÂ›Ô ¯ÚËÛÈÌÔÔÈ‹ıËΠÁÈ· ÚÒÙË ÊÔÚ¿ Û ŒÏÏËÓ˜


ÂÎ·È‰Â˘ÙÈÎÔ‡˜, ÂϤÁ¯ıËÎÂ Ë ·Ú·ÁÔÓÙÈ΋ ‰ÔÌ‹ ÙÔ˘ ¤ÙÛÈ fiˆ˜ ·˘Ù‹ ·ÚÔ˘ÛÈ¿˙Â-
Ù·È ÛÙÔ ‰Â›ÁÌ· Ì·˜ (Â¿ÚÎÂÈ· ‰Â›ÁÌ·ÙÔ˜ ∫ª√ = .944, BarÙlett’s test of sphericity <
.01, μ.∂. = 300). ∏ Û‡ÁÎÚÈÛË ÙˆÓ ·ÔÙÂÏÂÛÌ¿ÙˆÓ ·˘ÙÔ‡ ÙÔ˘ ÂÚÁ·Ï›Ԣ Ì ¿ÏÏ· ·ÓÙ›-
ÛÙÔȯ· ÂÚÁ·Ï›· ‰ÂÓ ‹Ù·Ó ÂÊÈÎÙ‹, ÌÈ· Î·È ‰ÂÓ ˘¿Ú¯Ô˘Ó –·’ fiÛÔ ÁÓˆÚ›˙Ô˘Ì– ÛÙ·
ÂÏÏËÓο ÂÚÁ·Ï›· ̤ÙÚËÛ˘ Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ ‰˘ÛÎÔÏÈÒÓ ·fi ÂÎ·È‰Â˘ÙÈÎÔ‡˜, ÛÙËÓ
ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·. ∏ ‰ÈÂÚ¢ÓËÙÈ΋ ·Ú·ÁÔÓÙÈ΋ ·Ó¿Ï˘ÛË Ì¤Ûˆ ÙÔ˘ SAS v9 Ê·Ó¤-
ÚˆÛ 4 ·Ú¿ÁÔÓÙ˜ (‚Ï. ¶›Ó·Î· 1). √ ¶·Ú¿ÁÔÓÙ·˜ 1 ÂÚÌËÓ‡ÂÈ ÙÔ 43.11% Ù˘ ‰È·-
·̷ÓÛ˘, Ô ¶·Ú¿ÁÔÓÙ·˜ 2 ÙÔ 29% Ù˘ ‰È·Î‡Ì·ÓÛ˘, Ô ¶·Ú¿ÁÔÓÙ·˜ 3 ÙÔ 16.80% Ù˘
‰È·Î‡Ì·ÓÛ˘, Î·È Ô ¶·Ú¿ÁÔÓÙ·˜ 4 ÂÚÌËÓ‡ÂÈ ÙÔ 9.40% Ù˘ ‰È·Î‡Ì·ÓÛ˘. ™˘ÓÔÏÈο,
98.40%. ∂Ù¿ ÚÔÙ¿ÛÂȘ (1, 4, 6, 7, 13, 26, 31) ·Ê·ÈÚ¤ıËÎ·Ó ·fi ÙËÓ ·Ó¿Ï˘ÛË Ïfi-
Áˆ ÙˆÓ ¯·ÌËÏÒÓ ÙÔ˘˜ ÊÔÚÙ›ÛˆÓ. √ ÚÒÙÔ˜ ·Ú¿ÁÔÓÙ·˜ (ÚÔÙ¿ÛÂȘ 2, 3, 5, 8, 9, 10,
14, 15, 19) ÂÚÈÏ·Ì‚¿ÓÂÈ Û˘Ó·ÈÛı‹Ì·Ù· Î·È Û˘ÌÂÚÈÊÔÚ¤˜ Ô˘ Ê·ÓÂÚÒÓÔ˘Ó «¤ÏÏÂÈ-
„Ë ÂÓ¤ÚÁÂÈ·˜ Î·È ·›ÛıËÌ· ·Ó·ÍÈfiÙËÙ·˜». √ ‰Â‡ÙÂÚÔ˜ ·Ú¿ÁÔÓÙ·˜ (ÚÔÙ¿ÛÂȘ 11, 12,
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 157

18, 22, 23, 24, 25, 28, 30, 32) ÊÔÚÙ›˙ÂÙ·È ·fi ÚÔÙ¿ÛÂȘ Ô˘ ˘Ô‰ËÏÒÓÔ˘Ó Û˘Ó·ÈÛı‹-
Ì·Ù· Î·È Û˘ÌÂÚÈÊÔÚ¤˜ ÂÓ‰ÂÈÎÙÈο «ÌÔÓ·ÍÈ¿˜ Î·È ·ÓËÛ˘¯›·˜/¿Á¯Ô˘˜». √ ÙÚ›ÙÔ˜ ·-
Ú¿ÁÔÓÙ·˜ (ÚÔÙ¿ÛÂȘ 16, 17, 20, 21) ÊÔÚÙ›˙ÂÙ·È ·fi ÚÔÙ¿ÛÂȘ Ô˘ Ê·ÓÂÚÒÓÔ˘Ó «¤Ï-
ÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜», ÂÓÒ Ô Ù¤Ù·ÚÙÔ˜ ·Ú¿ÁÔÓÙ·˜ (ÚÔÙ¿ÛÂȘ

¶›Ó·Î·˜ 1: ∞ÔÙÂϤÛÌ·Ù· ‰ÈÂÚ¢ÓËÙÈ΋˜ ·Ú·ÁÔÓÙÈ΋˜ ·Ó¿Ï˘Û˘ ÛÙËÓ ÂÏÏËÓÈ΋ ¤Î‰ÔÛË ÙÔ˘


∫·Ù·ÏfiÁÔ˘ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜

ªÂÙ·‚ÏËÙ¤˜ ºÔÚÙ›ÛÂȘ
¶·Ú. 1 ¶·Ú. 2 ¶·Ú. 3 ¶·Ú. 4
ŒÏÏÂÈ„Ë ÂÓ¤ÚÁÂÈ·˜ Î·È ·›ÛıËÌ· ·Ó·ÍÈfiÙËÙ·˜
2. ¢ÂÓ ÌÈÏ¿ÂÈ Ôχ. .794
3. ∫ÈÓÂ›Ù·È Ï›ÁÔ ‹ /Î·È ·ÚÁ¿. .777
5. ∫Ô˘Ú¿˙ÂÙ·È Â‡ÎÔÏ·. .577
8. ¢˘ÛÎÔχÂÙ·È Ó· ·ÔÏ·‡ÛÂÈ Ó¤Â˜ ηٷÛÙ¿ÛÂȘ, .584
ÊÔ‚¿Ù·È ÙȘ ηÈÓÔÙƠ̂˜.
9. ¢˘ÛÎÔχÂÙ·È Ó· ÎÔÈÓˆÓÈÎÔÔÈËı›, .680
·ÈÛı¿ÓÂÙ·È Î·Ï‡ÙÂÚ· Û ÌÈÎÚ¤˜ ÔÌ¿‰Â˜.
10. ¡ÈÒıÂÈ fiÙÈ ·ÔÚÚ›ÙÂÙ·È ·fi ÙÔ˘˜ ¿ÏÏÔ˘˜. .623
14. ¡ÈÒıÂÈ ·ÓÂ·Ú΋, ·Ó›Î·ÓÔ. .596
15. ¢Â›¯ÓÂÈ ·Ó›Î·ÓÔ Ó· ¿ÚÂÈ ·ÔÊ¿ÛÂȘ. .725
19. ÃÚÂÈ¿˙ÂÙ·È ‚Ô‹ıÂÈ· ÁÈ· Ó· ‚ÂÏÙÈÒÛÂÈ .655
ÙȘ ‰Ú·ÛÙËÚÈfiÙËÙ˜ ÙÔ˘.
ªÔÓ·ÍÈ¿ Î·È ·ÓËÛ˘¯›·/¿Á¯Ô˜
11. ¢˘ÛÎÔχÂÙ·È Ó· ·Ô¯ˆÚÈÛÙ› ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘. .631
12. Œ¯ÂÈ ·Ó¿ÁÎË ·fi ÂȂ‚·›ˆÛË/¯ÚÂÈ¿˙ÂÙ·È .513
ÂÈ‚Ú¿‚¢ÛË.
18. ¶ÂÚÓ¿ ÂÚÈÛÛfiÙÂÚÔ ¯ÚfiÓÔ Ì ÙÔ˘˜ ÂÓ‹ÏÈΘ. .498
22. ¢ÂÓ Û˘ÌÌÂÙ¤¯ÂÈ ÛÙ· ·È¯Ó›‰È· Ì ¢ÎÔÏ›·. .499
23. ¢˘ÛÎÔχÂÙ·È Ó· ÂÎÊÚ¿ÛÂÈ ÂÈı˘Ì›Â˜ Î·È ·Ó¿ÁΘ .599
‹ Ó· ˙ËÙ‹ÛÂÈ ‚Ô‹ıÂÈ·.
24. ∫Ï·›ÂÈ Û˘¯Ó¿. .497
25. ΔÔ Ó‹ÈÔ Â›Ó·È ·Ó‹Û˘¯Ô. .546
28. ∂›Ó·È Ï˘Ë̤ÓÔ, Ì η΋ ‰È¿ıÂÛË. .660
30. ∂›Ó·È ÂÛˆÛÙÚÂʤ˜, ÓÙÚÔ·Ïfi. .581
32. Œ¯ÂÈ ÚÔ‚Ï‹Ì·Ù· Ì ÙÔ Ê·ÁËÙfi. .587
ŒÏÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜
16. ¢ÂÓ ÂӉȷʤÚÂÙ·È ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜, ·ÓÙÈΛÌÂÓ· .541
‹ ηٷÛÙ¿ÛÂȘ.
17. ¶·›˙ÂÈ Ì ÌÔÓfiÙÔÓÔ, Â·Ó·Ï·Ì‚·ÓfiÌÂÓÔ ÙÚfiÔ, .546
ÌÂ Û˘ÁÎÂÎÚÈ̤ӷ ·ÓÙÈΛÌÂÓ·.
20. ¢ÂÓ Â›Ó·È È‰È·›ÙÂÚ· ÂÚ›ÂÚÁÔ, ‰ÂÓ ¤¯ÂÈ ÙË ‰È¿ıÂÛË .574
Ó· ÂÍÂÚ¢ӋÛÂÈ ÙÔ ÂÚÈ‚¿ÏÏÔÓ.
21. ÃÚÂÈ¿˙ÂÙ·È ÂȂ‚·›ˆÛË ÁÈ· Ó· ÛÙ·Ì·Ù‹ÛÂÈ .726
Ó· ·›˙ÂÈ ¤Ó· ·È¯Ó›‰È ‹ ÁÈ· Ó· ·Û¯ÔÏËı› Ì οÙÈ ¿ÏÏÔ.
∂˘ÂÚÂıÈÛÙfiÙËÙ·
27. °ÎÚÈÓÈ¿˙ÂÈ, Â›Ó·È Î·ÎfiÎÂÊÔ ‹ ÂÚÈÛÙÈÎfi. .717
29. £˘ÌÒÓÂÈ Â‡ÎÔÏ·. .666
158 ª. ™. ¶Ô‡ÏÔ˘

27, 29) ·fi ÚÔÙ¿ÛÂȘ Ô˘ ˘Ô‰ËÏÒÓÔ˘Ó «Â˘ÂÚÂıÈÛÙfiÙËÙ·» (‚Ï. ¶›Ó·Î· 1). ™ÙËÓ ÂÏ-
ÏËÓÈ΋ ¤Î‰ÔÛË ÙÔ˘ ÂÚÁ·Ï›Ԣ ˘‹ÚÍ·Ó ÙÚÂȘ ÚÔÙ¿ÛÂȘ, ÔÈ Ôԛ˜ ‰ÂÓ Â›¯·Ó ÂÚÈÏË-
Êı› ÛÙËÓ ·Ú·ÁÔÓÙÈ΋ ·Ó¿Ï˘ÛË Ù˘ ÈÛ·ÓÈ΋˜ ¤Î‰ÔÛ˘: ∏ ÚfiÙ·ÛË «¡ÈÒıÂÈ fiÙÈ
·ÔÚÚ›ÙÂÙ·È ·fi ÙÔ˘˜ ¿ÏÏÔ˘˜» (10), Ô˘ ··ÓÙ¿Ù·È ÛÙÔÓ ·Ú¿ÁÔÓÙ· «ŒÏÏÂÈ„Ë
ÂÓ¤ÚÁÂÈ·˜ Î·È ·›ÛıËÌ· ·Ó·ÍÈfiÙËÙ·˜». ∏ ÚfiÙ·ÛË «¢ÂÓ Â›Ó·È È‰È·›ÙÂÚ· ÂÚ›ÂÚÁÔ, ‰ÂÓ
¤¯ÂÈ ÙË ‰È¿ıÂÛË Ó· ÂÍÂÚ¢ӋÛÂÈ ÙÔ ÂÚÈ‚¿ÏÏÔÓ» (20), Ô˘ ÊfiÚÙÈÛ ÙÔÓ ·Ú¿ÁÔÓÙ·
«ŒÏÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜», Î·È Ë ÚfiÙ·ÛË «Œ¯ÂÈ ÚÔ‚Ï‹Ì·Ù·
Ì ÙÔ Ê·ÁËÙfi» (32), Ô˘ ÊfiÚÙÈÛ ÙÔÓ ·Ú¿ÁÔÓÙ· «ªÔÓ·ÍÈ¿ Î·È ·ÓËÛ˘¯›·/¿Á¯Ô˜».
¶ÚÔÎÂÈ̤ÓÔ˘ Ó· ÂÏÂÁ¯ı› Ë ·ÍÈÔÈÛÙ›· ÙˆÓ ÚÔÙ¿ÛˆÓ, Û ‰È¿ÛÙËÌ· ÂÚ›Ô˘
15 ËÌÂÚÒÓ ÌÂÙ¿ ÙËÓ ÚÒÙË Û˘ÌÏ‹ÚˆÛË ÙÔ˘ ÂÚˆÙËÌ·ÙÔÏÔÁ›Ô˘ ˙ËÙ‹ıËΠ·fi 5 ÂÎ-
·È‰Â˘ÙÈÎÔ‡˜ Ó· Û˘ÌÏËÚÒÛÔ˘Ó ÙÔ ÂÚˆÙËÌ·ÙÔÏfiÁÈÔ ÁÈ· ÌÂÚÈÎÔ‡˜ ·fi ÙÔ˘˜ Ì·ıË-
Ù¤˜ ÁÈ· ÙÔ˘˜ ÔÔ›Ô˘˜ ÙÔ Â›¯·Ó Û˘ÌÏËÚÒÛÂÈ ÙËÓ ÚÒÙË ÊÔÚ¿. §fiÁˆ ÙÔ˘ ÊfiÚÙÔ˘ ÂÚ-
Á·Û›·˜ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÂÈÛÙÚ¿ÊËÎ·Ó 13 ÂÚˆÙËÌ·ÙÔÏfiÁÈ·.
∏ Û˘Û¯¤ÙÈÛË Pearson r, ÁÈ· ÙÔÓ ¤ÏÂÁ¯Ô ·ÍÈÔÈÛÙ›·˜ Â·ÓÂͤٷÛ˘ Ô˘ ÂÊ·ÚÌfi-
ÛÙËΠ۠οı ̛· ·fi ÙȘ ÚÔÙ¿ÛÂȘ ·Ó¿ÌÂÛ· ÛÙËÓ ÚÒÙË Î·È ‰Â‡ÙÂÚË Û˘ÌÏ‹Úˆ-
ÛË ÙÔ˘ ÂÚˆÙËÌ·ÙÔÏÔÁ›Ô˘, Î˘Ì¿ÓıËΠ·fi .71-1, Ì ÂÍ·›ÚÂÛË ÙËÓ ÂÚÒÙËÛË «¶·Ú·-
ÔÓÈ¤Ù·È ÁÈ· ۈ̷ÙÈΤ˜ ÂÓԯϋÛÂȘ» (r = .09). √ ¶›Ó·Î·˜ 2 ·ÚÔ˘ÛÈ¿˙ÂÈ ÙÔ˘˜ ̤ÛÔ˘˜
fiÚÔ˘˜, Ù˘ÈΤ˜ ·ÔÎÏ›ÛÂȘ Î·È ÙÔ ‰Â›ÎÙË Cronbach’s alpha ÙˆÓ ·Ú·ÁfiÓÙˆÓ ·˘ÙÒÓ.

¶›Ó·Î·˜ 2: ª¤ÛÔÈ fiÚÔÈ, Ù˘ÈΤ˜ ·ÔÎÏ›ÛÂȘ Î·È Cronbach’s a ÁÈ· ÙÔ˘˜ ·Ú¿ÁÔÓÙ˜ ÙÔ˘ ∫·Ù·ÏfiÁÔ˘
∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜

¶·Ú¿ÁÔÓÙ˜ ª.√. Δ.∞. ∞lpha


1. ŒÏÏÂÈ„Ë ÂÓ¤ÚÁÂÈ·˜ Î·È ·›ÛıËÌ· ·Ó·ÍÈfiÙËÙ·˜ 0.84 0.82 .92
2. ªÔÓ·ÍÈ¿ Î·È ·ÓËÛ˘¯›·/¿Á¯Ô˜ 1.06 0.80 .89
3. ŒÏÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜ 0.73 0.76 .85
4. ∂˘ÂÚÂıÈÛÙfiÙËÙ· 0.76 0.82 .74
¡ = 494

∂Ȃ‚·ÈˆÙÈ΋ ·Ú·ÁÔÓÙÈ΋ ·Ó¿Ï˘ÛË

∏ ÂÁ΢ÚfiÙËÙ· ÂÓÓÔÈÔÏÔÁÈ΋˜ ηٷÛ΢‹˜ ÙÔ˘ ÂÚÁ·Ï›Ԣ ÂϤÁ¯ıËΠÂÚ·ÈÙ¤Úˆ ÌÂ


ÂȂ‚·ÈˆÙÈ΋ ·Ó¿Ï˘ÛË ·Ú·ÁfiÓÙˆÓ. ∏ ÂȂ‚·ÈˆÙÈ΋ ·Ú·ÁÔÓÙÈ΋ ·Ó¿Ï˘ÛË ÂÈ-
Ϥ¯ıËΠ̤ۈ ÙÔ˘ AMOS v20. §fiÁˆ ÙˆÓ ÔÏÏ·ÏÒÓ ·ÍÈÔÏÔÁ‹ÛÂˆÓ Ô˘ ¤Î·ÓÂ Ë Î¿-
ı ÓËÈ·ÁˆÁfi˜, ÎÚ›ıËΠ·Ó·Áη›· Ë ·ÓÙÈÌÂÙÒÈÛË Ù˘ ÌÔÓÔ̤ÚÂÈ·˜ Ô˘ ÔÊ›ÏÂÙ·È
ÛÙËÓ ÎÔÈÓ‹ ̤ıÔ‰Ô (Common-method bias/Variance (CMV, Podsakoff, MacKenzie,
Lee, & Podsakoff, 2003), ̤ۈ Ù˘ ‰È·‰Èηۛ·˜ ÙÔ˘ ∫ÔÈÓÔ‡ §·Óı¿ÓÔÓÙ· ¶·Ú¿ÁÔ-
ÓÙ· (Common Latent Factor, CLF). ∞˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ ÂÎÙfi˜ ·fi ÙÔ˘˜ ·Ú¿ÁÔÓÙ˜
ÙÔ˘˜ ÔÔ›Ô˘˜ ÊÔÚÙ›˙ÂÈ Ë Î¿ı ÚfiÙ·ÛË, ‰ËÌÈÔ˘ÚÁ‹ıËΠ¤Ó·˜ ·Ú¿ÁÔÓÙ·˜ ÛÙÔÓ ÔÔ›Ô
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 159

ÊÔÚÙ›˙Ô˘Ó fiϘ ÔÈ ÂÚˆÙ‹ÛÂȘ. √ ·Ú¿ÁÔÓÙ·˜ ·˘Ùfi˜ ·ÓÙÈÚÔÛˆ‡ÂÈ ÙË ÌÔÓÔ̤ÚÂÈ·


Ô˘ ÔÊ›ÏÂÙ·È ÛÙÔÓ ÙÚfiÔ ·¿ÓÙËÛ˘ ÙˆÓ ÓËÈ·ÁˆÁÒÓ. ™Â ·˘Ù‹ ÙËÓ ÂÚ›ÙˆÛË ‰ÂÓ
¤¯ÂÈ ÛËÌ·Û›· fiÛ˜ ·ÍÈÔÏÔÁ‹ÛÂȘ ¤‰ˆÛÂ Ë Î¿ı ÓËÈ·ÁˆÁfi˜, ‰ÈfiÙÈ Ô ·Ú¿ÁÔÓÙ·˜ ·˘-
Ùfi˜ ‰¤¯ÂÙ·È ÊÔÚÙ›ÛÂȘ ·fi fiÏ· Ù· Û˘ÌÏËڈ̤ӷ ÂÚˆÙËÌ·ÙÔÏfiÁÈ·.
ΔÔ ÌÔÓÙ¤ÏÔ Ô˘ ÚԤ΢„ ̤ۈ ·˘Ù‹˜ Ù˘ ‰È·‰Èηۛ·˜ (‚Ï. ™¯‹Ì· 1), ÂÈ‚Â-
‚·ÈÒÓÂÈ ÙÔ˘˜ ·Ú¿ÁÔÓÙ˜ Ô˘ ·Ó·‰Â›¯ıËÎ·Ó ·fi ÙË ‰ÈÂÚ¢ÓËÙÈ΋ ·Ú·ÁÔÓÙÈ΋ ·Ó¿-
Ï˘ÛË ÙˆÓ ··ÓÙ‹ÛÂˆÓ ÙˆÓ ∂ÏÏ‹ÓˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ, ·Ê·ÈÚ› fï˜ οÔȘ ÂÈϤ-
ÔÓ ÚÔÙ¿ÛÂȘ ·fi ÙÔ ÂÚÁ·ÏÂ›Ô (9, 19, 22, 23, 17). μϤÔ˘Ì ÛÙÔ ÌÔÓÙ¤ÏÔ ·˘Ùfi fiÙÈ
ÔÈ ÂÚˆÙ‹ÛÂȘ ÊÔÚÙ›˙Ô˘Ó ÙÔÓ Î¿ı ·Ú¿ÁÔÓÙ· ÛÙȘ ÂÚÈÛÛfiÙÂÚ˜ ÂÚÈÙÒÛÂȘ ¿Óˆ
·fi .40. ∏ ̤ÁÈÛÙË ÊfiÚÙÈÛË Ô˘ ¤Ï·‚Â Ô ÎÔÈÓfi˜ Ï·Óı¿ÓˆÓ ·Ú¿ÁÔÓÙ·˜ ‹Ù·Ó .19 (‚Ï.
™¯‹Ì· 1). ∏ ÊfiÚÙÈÛË ·˘Ù‹ ˘„ˆÌ¤ÓË ÛÙÔ ÙÂÙÚ¿ÁˆÓÔ Î·È Â› ÙÔȘ ÂηÙfi, .192*100 =
3.61%, ‰›ÓÂÈ ÙË Ì¤ÁÈÛÙË ‰È·Î‡Ì·ÓÛË Ô˘ ÔÊ›ÏÂÙ·È ÛÙÔÓ ·Ú¿ÁÔÓÙ· «¡ËÈ·ÁˆÁfi˜»
Û ÔÛÔÛÙfi. ∂Âȉ‹ Ë ÙÈÌ‹ ·˘Ù‹ Â›Ó·È ¯·ÌËÏ‹, ÔÈ ‰È·ÊÔÚ¤˜ Ô˘ ÔÊ›ÏÔÓÙ·È ÛÙÔÓ ·-
Ú¿ÁÔÓÙ· ¡ËÈ·ÁˆÁfi˜ Â›Ó·È ÌÈÎÚ¤˜. ∫·Ù¿ Û˘Ó¤ÂÈ·, ÙÔ ˘fiÏÔÈÔ 98.3% Ù˘ ‰È·Î‡-
Ì·ÓÛ˘ ÂÍËÁÂ›Ù·È ·fi ÙÔ˘˜ ¿ÏÏÔ˘˜ ·Ú¿ÁÔÓÙ˜. ∏ ·Ó¿Ï˘ÛË ¤‰ÂÈÍ fiÙÈ ÙÔ ÌÔÓÙ¤ÏÔ ·˘-
Ùfi ÌÔÚ› Ó· Á›ÓÂÈ ·Ô‰ÂÎÙfi: ¯2(59, ¡ = 494) = 568.14, p < .001, CMIN/DF = 3.86,
CFI = .95, RMSEA (Mean Square Error of Approximation) = .075 (90% CI =.069-
.081), SRMR (Standardized Root Mean Square Residual) = .081 (90% CI =.075-
.087) (Byrne, 2010).

™¯‹Ì· 1: MÔÓÙ¤ÏÔ ÂȂ‚·ÈˆÙÈ΋˜ ·Ó¿Ï˘Û˘ ·Ú·ÁfiÓÙˆÓ ÙÔ˘ ∫·Ù·ÏfiÁÔ˘ ∫·Ù·ıÏÈÙÈÎÒÓ


™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜
160 ª. ™. ¶Ô‡ÏÔ˘

∫·Ù¿ıÏÈ„Ë Î·È Ê‡ÏÔ

∏ ‰È·ÊÔÚÔÔ›ËÛË ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Ô˘ ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÛÙÔ˘˜ Ù¤ÛÛÂÚȘ ·Ú¿-


ÁÔÓÙ˜ ÙÔ˘ ÂÚÁ·Ï›Ԣ Û ۯ¤ÛË Ì ÙÔ Ê‡ÏÔ ÙˆÓ Ì·ıËÙÒÓ ÂϤÁ¯ıËΠ̠ÌÔÓÔÌÂÙ·-
‚ÏËÙ‹ ·Ó¿Ï˘ÛË ‰È·Î‡Ì·ÓÛ˘ (‚Ï ¶›Ó·Î· 3). μÚ¤ıËΠÛÙ·ÙÈÛÙÈÎÒ˜ ÛËÌ·ÓÙÈ΋ ‰È·-
ÊÔÚ¿ ·Ó¿ÌÂÛ· ÛÙ· ·ÁfiÚÈ· Î·È Ù· ÎÔÚ›ÙÛÈ· fiÛÔÓ ·ÊÔÚ¿ Ù· Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘,
Ì ٷ ÎÔÚ›ÙÛÈ· Ó· ‚ÈÒÓÔ˘Ó «ÌÔÓ·ÍÈ¿ Î·È ·ÓËÛ˘¯›·/¿Á¯Ô˜» Û ÌÂÁ·Ï‡ÙÂÚÔ ‚·ıÌfi ·fi
Ù· ·ÁfiÚÈ·. ∞ÓÙÈı¤Ùˆ˜, Ù· ·ÁfiÚÈ· ¯·Ú·ÎÙËÚ›˙ÔÓÙ·È ·fi «Â˘ÂÚÂıÈÛÙfiÙËÙ·» Û ÌÂÁ·-
χÙÂÚÔ ‚·ıÌfi ·fi Ù· ÎÔÚ›ÙÛÈ·.

¶›Ó·Î·˜ 3: ª¤ÛÔÈ fiÚÔÈ, Ù˘ÈΤ˜ ·ÔÎÏ›ÛÂȘ Î·È ·ÔÙÂϤÛÌ·Ù· ÌÔÓÔÌÂÙ·‚ÏËÙ‹˜ ·Ó¿Ï˘Û˘ ÁÈ· ÙÔ˘˜
·Ú¿ÁÔÓÙ˜ ÙÔ˘ ∫·Ù·ÏfiÁÔ˘ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·s
ˆ˜ ÚÔ˜ ÙÔ Ê‡ÏÔ ÙˆÓ Ì·ıËÙÒÓ.

¶·Ú¿ÁÔÓÙ˜ ∞ÁfiÚÈ· ∫ÔÚ›ÙÛÈ·


ª.√. Δ.∞. ª.√. Δ.∞. F p
1. ŒÏÏÂÈ„Ë ÂÓ¤ÚÁÂÈ·˜ Î·È ·›ÛıËÌ· ·Ó·ÍÈfiÙËÙ·˜ 0.78 0.80 0.91 0.83 2.88 .09
2. ªÔÓ·ÍÈ¿ Î·È ·ÓËÛ˘¯›·/¿Á¯Ô˜ 0.96 0.72 1.16 0.88 8.26 .001
3. ŒÏÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜ 0.78 0.78 0.69 0.74 1.64 .20
4. ∂˘ÂÚÂıÈÛÙfiÙËÙ· 0.97 0.86 0.54 0.72 36.33 .001
¡ = 494

™À∑∏Δ∏™∏

¶·ÚfiÏÔ Ô˘ Ë Î·Ù¿ıÏÈ„Ë Û ·È‰È¿ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜ Î·È ÂÊ‹‚Ô˘˜ ¤¯ÂÈ ÌÂÏÂÙËı›
·ÚÎÂÙ¿, ‰ÂÓ ¤¯ÂÈ Â·ÚÎÒ˜ ‰ÈÂÚ¢ÓËı› Û ·È‰È¿ ËÏÈΛ·˜ οو ÙˆÓ 6 ÂÙÒÓ (Luby,
2010). øÛÙfiÛÔ, Ë Î·Ù¿ıÏÈ„Ë ÌÔÚ› Ó· ˘¿Ú¯ÂÈ ‹‰Ë ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ· ηÈ
Ó· Û˘Ó¯›˙ÂÙ·È Î·È ÛÙË Û¯ÔÏÈ΋ ËÏÈΛ·. ∞˘Ùfi ˘Ô‰ËÏÒÓÂÈ ÙËÓ ·Ó¿ÁÎË ÂÓÙÔÈÛÌÔ‡ ·Ú-
¯ÈÎÒÓ Î·Ù·ıÏÈÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ fiÛÔ ÙÔ ‰˘Ó·Ùfi ÓˆÚ›ÙÂÚ·. √ ∫·Ù¿ÏÔÁÔ˜ ∫·Ù·-
ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜ Ê·›ÓÂÙ·È fiÙÈ ¤¯ÂÈ ÙË ‰˘-
Ó·ÙfiÙËÙ· ·Ó›¯Ó¢Û˘ ηٷıÏÈÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ ÛÙÔ ÁÂÓÈÎfiÙÂÚÔ Ì·ıËÙÈÎfi ÏË-
ı˘ÛÌfi.
√ ∫·Ù¿ÏÔÁÔ˜ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜
ÂÚÈÏ·Ì‚¿ÓÂÈ Û˘Ó·ÈÛı‹Ì·Ù· Î·È Û˘ÌÂÚÈÊÔÚ¤˜ Ô˘ Û‡Ìʈӷ Ì ÙË ‚È‚ÏÈÔÁÚ·Ê›·
·ÔÙÂÏÔ‡Ó Û˘ÌÙÒÌ·Ù· ·È‰È΋˜ ηٿıÏȄ˘. ∞˘Ùfi ÚÔÛ‰›‰ÂÈ ÛÙÔ ÂÚÁ·ÏÂ›Ô Ê·È-
ÓÔÌÂÓÈ΋ ÂÁ΢ÚfiÙËÙ·. ∏ ÂÚ·ÈÙ¤Úˆ ‰ÈÂÚ¢ÓËÙÈ΋ Î·È ÂȂ‚·ÈˆÙÈ΋ ·Ó¿Ï˘ÛË ÙÔ˘
ÂÚÁ·Ï›Ԣ ·Ó¤‰ÂÈÍ·Ó ÙËÓ ÔÚÁ¿ÓˆÛË ·˘ÙÒÓ ÙˆÓ Û˘Ó·ÈÛıËÌ¿ÙˆÓ Î·È Û˘ÌÂÚÈÊÔÚÒÓ
Û ٤ÛÛÂÚȘ ·Ú¿ÁÔÓÙ˜ (¤ÏÏÂÈ„Ë ÂÓ¤ÚÁÂÈ·˜ Î·È ·›ÛıËÌ· ·Ó·ÍÈfiÙËÙ·˜, ÌÔÓ·ÍÈ¿ ηÈ
·ÓËÛ˘¯›·/¿Á¯Ô˜, ¤ÏÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜ Î·È Â˘ÂÚÂıÈÛÙfiÙËÙ·).
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 161

√È ÙÚÂȘ ·fi ·˘ÙÔ‡˜ ÙÔ˘˜ ·Ú¿ÁÔÓÙ˜ (¤ÏÏÂÈ„Ë ÂÓ¤ÚÁÂÈ·˜ Î·È ·›ÛıËÌ· ·Ó·ÍÈfiÙËÙ·˜,
ÌÔÓ·ÍÈ¿ Î·È ·ÓËÛ˘¯›·/¿Á¯Ô˜ Î·È Â˘ÂÚÂıÈÛÙfiÙËÙ·) Û˘ÌʈÓÔ‡Ó Ì ÙÔ˘˜ ·Ú¿ÁÔÓÙ˜
Ù˘ ¤Ú¢ӷ˜ ÙˆÓ Levi et al. (2001). √ ٤ٷÚÙÔ˜ ·Ú¿ÁÔÓÙ·˜ (¤ÏÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜
ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜) ‚Ú¤ıËΠÌfiÓÔ ÛÙËÓ ÂÏÏËÓÈ΋ ÌÂϤÙË, Û ·Ó·ÏÔÁ›· Ì ÙËÓ ¤Ú¢-
Ó· ÙˆÓ Leon et al. (1980). º·›ÓÂÙ·È fiÙÈ ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› Û˘Ó‰¤Ô˘Ó ÙËÓ Î·Ù¿ıÏÈ„Ë ÛÙ·
·È‰È¿ Ì ÙËÓ ·ıËÙÈÎfiÙËÙ·. ΔÔ Â‡ÚËÌ· ·˘Ùfi ›ӷÈ, Â›Û˘, ÛÂ Û˘Ìʈӛ· Ì ÌÂϤÙ˜
ÔÈ Ôԛ˜ ÛËÌÂÈÒÓÔ˘Ó fiÙÈ Ù· ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜, Ì ÌÂÁ¿ÏË Èı·ÓfiÙËÙ· Ó·
¤¯Ô˘Ó ηٿıÏÈ„Ë ¯·Ú·ÎÙËÚ›˙ÔÓÙ·È Î˘Ú›ˆ˜ ·fi Ù· «Ù˘Èο Û˘ÌÙÒÌ·Ù·», fiˆ˜ ·ÓË-
‰ÔÓ›·, Ô˘ ÂΉËÏÒÓÂÙ·È ˆ˜ ¤ÏÏÂÈ„Ë Â˘¯·Ú›ÛÙËÛ˘ ÁÈ· ‰Ú·ÛÙËÚÈfiÙËÙ˜ Î·È ·È¯Ó›‰È
(Chrisman et al., 2006. Luby et al., 2003. Luby, 2010). ∂›Û˘, ·fi ÙË ÌÂϤÙË Ì·˜ ÚÔ-
¤Î˘„Â Ô ·Ú¿ÁÔÓÙ·˜ «Â˘ÂÚÂıÈÛÙfiÙËÙ·», Ô ÔÔ›Ô˜ ÌÔÚ› Ó· ıˆÚËı› ·Ó¿ÏÔÁÔ˜ ÙÔ˘
·Ú¿ÁÔÓÙ· «ı˘Ìfi˜ Î·È ÂÈıÂÙÈÎfiÙËÙ·» Ô˘ ÚԤ΢„ ·fi ÙË ÌÂϤÙË ÙˆÓ Levi et al.
(2001). ΔÔ ·ÔÙ¤ÏÂÛÌ· ·˘Ùfi Â›Ó·È ÛÂ Û˘Ìʈӛ· Ì ۇÁ¯ÚÔÓ· ÂÚ¢ÓËÙÈο ‰Â‰Ô̤-
Ó· Ô˘ ‰Â›¯ÓÔ˘Ó fiÙÈ Ë Î·Ù¿ıÏÈ„Ë ‰ÂÓ Â›Ó·È Û˘ÁÎ·Ï˘Ì¤ÓË, ·ÏÏ¿ ÌÔÚ› Ó· Û˘Ó˘¿Ú-
¯ÂÈ Ì ¤Î‰ËÏ· ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ (∫¿ÎÔ˘ÚÔ˜ & ª·ÓÈ·‰¿ÎË, 2006. Tisher,
1995).
√È ·ÓÙȉڿÛÂȘ ÙˆÓ ·È‰ÈÒÓ, ¤ÙÛÈ fiˆ˜ ·ÍÈÔÏÔÁ‹ıËÎ·Ó ·fi ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜,
Î·È Ô ÙÚfiÔ˜ Ì ÙÔÓ ÔÔ›Ô ÔÚÁ·ÓÒÓÔÓÙ·È Û ·Ú¿ÁÔÓÙ˜, Û˘ÌʈÓÔ‡Ó Ì ÙËÓ Î·Ù·-
ıÏÈÙÈ΋ Û˘Ìو̷ÙÔÏÔÁ›·. ∏ ÔÈÎÈÏ›· fï˜ ·˘ÙÒÓ ÙˆÓ ·ÓÙȉڿÛÂˆÓ Ù·˘ÙÔ¯ÚfiÓˆ˜
ηıÈÛÙ¿ ÙË ‰È¿ÁÓˆÛË Ù˘ ηٿıÏȄ˘ ‹ ·ÎfiÌ· Î·È Ù˘ ηٷıÏÈÙÈ΋˜ Û˘Ìو̷ÙÔ-
ÏÔÁ›·˜, ÌÈ· ÂÚ›ÏÔÎË ‰È·‰Èηۛ·. ∞˘Ù¤˜ ÔÈ ·ÓÙȉڿÛÂȘ ı· ÌÔÚÔ‡Û·Ó Ó· ıˆÚË-
ıÔ‡Ó ÛÙÔȯ›· Ù˘ ÚÔÛˆÈÎfiÙËÙ·˜ ÙˆÓ ·È‰ÈÒÓ, ¯·Ú·ÎÙËÚÈÛÙÈο ÌÈ·˜ Û˘ÁÎÂÎÚÈ̤-
Ó˘ Ê¿Û˘ ÛÙË Û˘Ó·ÈÛıËÌ·ÙÈ΋ ÙÔ˘˜ ·Ó¿Ù˘ÍË, ‹ ·ÎfiÌË ÎÈ ¤Ó‰ÂÈÍË ·‰˘Ó·Ì›·˜ ÚÔ-
Û·ÚÌÔÁ‹˜ ÙˆÓ ·È‰ÈÒÓ ÛÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ Û¯ÔÏ›Ԣ. ¢ÂÓ ÌÔÚԇ̠fï˜ Ó· ·Ô-
ÎÏ›ÛÔ˘ÌÂ Î·È ÙÔ ÂӉ¯fiÌÂÓÔ ÔÈ ·ÓÙȉڿÛÂȘ ·˘Ù¤˜ Ó· ·ÔÙÂÏÔ‡Ó ÚfiˆÚ· ÛËÌ¿‰È·
ηٿıÏȄ˘, ·fi ÙË ÛÙÈÁÌ‹ Ì¿ÏÈÛÙ· Ô˘ Û‡Ìʈӷ Ì ÙË ‚È‚ÏÈÔÁÚ·Ê›·, ÔÈ ·ÓÙȉڿÛÂȘ
·˘Ù¤˜ ·ÔÙÂÏÔ‡Ó ·Ó·ÁÓˆÚÈṲ̂ӷ ηٷıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ÌÂÁ·Ï‡ÙÂÚ˜ ËÏÈ˘.
™ÙË Û˘ÁÎÂÎÚÈ̤ÓË ËÏÈΛ· Ô˘ ÌÂÏÂÙ‹Û·ÌÂ Ô ÙÚfiÔ˜ ÔÚÁ¿ÓˆÛ˘ ·˘ÙÒÓ ÙˆÓ ·ÓÙÈ-
‰Ú¿ÛÂˆÓ ‰ÂÓ Â›Ó·È ÛÙ·ıÂÚfi˜ Î·È ·fiÏ˘ÙÔ˜. ™ÙËÓ Ú·ÁÌ·ÙÈÎfiÙËÙ·, Ë Ï·ÛÙÈÎfiÙËÙ·
Î·È ÙÚˆÙfiÙËÙ· Ô˘ ¯·Ú·ÎÙËÚ›˙Ô˘Ó ÙËÓ ·È‰È΋ ËÏÈΛ·, ηıÒ˜ Î·È Ë ÂÙÂÚÔÁ¤ÓÂÈ· ÙÔ˘
›‰ÈÔ˘ ÙÔ˘ Ê·ÈÓÔ̤ÓÔ˘ Ù˘ ηٿıÏȄ˘ ηıÔÚ›˙Ô˘Ó ÙË ÌÂÙ·ÁÂÓ¤ÛÙÂÚË ÔÚ›· ÙˆÓ Û˘-
ÌÙˆÌ¿ÙˆÓ (Levi et al., 2001). ™Â η̛· ÂÚ›ÙˆÛË ¿ÓÙˆ˜ ·˘Ù¿ Ù· ¯·Ú·ÎÙËÚÈÛÙÈο
‰ÂÓ Ú¤ÂÈ Ó· ÂÚÓÔ‡Ó ··Ú·Ù‹ÚËÙ·, ÙË ÛÙÈÁÌ‹ Ì¿ÏÈÛÙ· Ô˘ ˘ÔÛÙËÚ›˙ÂÙ·È Ë ÔÚ-
ıfiÙËÙ· Ù˘ ÎÚ›Û˘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Ô˘ ÂÎÊÚ¿˙Ô˘Ó ·ÓËÛ˘¯›· ÁÈ· Ù˘¯fiÓ Î·Ù·ıÏÈ-
ÙÈ΋ ‰È¿ıÂÛË ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘˜ (∞uger, 2004).
™ÙËÓ ·ÚÔ‡Û· ÌÂϤÙË ‚Ú¤ıËΠÛËÌ·ÓÙÈ΋ ‰È·ÊÔÚÔÔ›ËÛË ÙˆÓ ··ÓÙ‹ÛÂˆÓ ÙˆÓ
ÂÎ·È‰Â˘ÙÈÎÒÓ ·Ó¿ÏÔÁ· Ì ÙÔ Ê‡ÏÔ ÙˆÓ ·È‰ÈÒÓ, Ì ٷ ·ÁfiÚÈ· Ó· ÂÎÙÈÌ¿Ù·È fiÙÈ ·-
ÚÔ˘ÛÈ¿˙Ô˘Ó Û˘ÌÙÒÌ·Ù· ¢ÂÚÂıÈÛÙfiÙËÙ·˜ Û ÌÂÁ·Ï‡ÙÂÚÔ ‚·ıÌfi ·fi Ù· ÎÔÚ›ÙÛÈ·,
162 ª. ™. ¶Ô‡ÏÔ˘

ÂÓÒ Ù· ÎÔÚ›ÙÛÈ· Û˘ÌÙÒÌ·Ù· ÌÔÓ·ÍÈ¿˜ Î·È ·ÓËÛ˘¯›·˜/¿Á¯Ô˘˜ Û ÌÂÁ·Ï‡ÙÂÚÔ ‚·ıÌfi


·fi Ù· ·ÁfiÚÈ·. Δ· Â˘Ú‹Ì·Ù· ·˘Ù¿ Â›Ó·È Û ·ÓÙ›ıÂÛË Ì ¤Ú¢ӷ Û ·È‰È¿ ËÏÈΛ·˜ 2-
5 ÂÙÒÓ, Û ÌË ÎÏÈÓÈÎfi ÏËı˘ÛÌfi, ÛÙËÓ ÔÔ›· ‰Â ‚Ú¤ıËΠÛËÌ·ÓÙÈ΋ ‰È·ÊÔÚÔÔ›ËÛË
·Ó¿ÏÔÁ· Ì ÙÔ Ê‡ÏÔ (∞ngold et al., 2004). ∞·ÈÙ›ٷÈ, ÏÔÈfiÓ, ÂÚ·ÈÙ¤Úˆ ‰ÈÂÚ‡-
ÓËÛË ÙˆÓ ‰È·Ê˘ÏÈÎÒÓ ‰È·ÊÔÚÒÓ Û ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜.
Δ·˘Ùo¯ÚfiÓˆ˜, Ë ÌÂϤÙË ¤¯ÂÈ ÂÚÈÔÚÈÛÌÔ‡˜ Ô˘ Ú¤ÂÈ Ó· ÏËÊıÔ‡Ó ˘fi„Ë ÛÙËÓ
ÂÚÌËÓ›· ÙˆÓ ·ÔÙÂÏÂÛÌ¿ÙˆÓ. ∏ Û˘ÌÏ‹ÚˆÛË ÙÔ˘ ÂÚÁ·Ï›Ԣ ·fi ÂÎ·È‰Â˘ÙÈÎÔ‡˜
Û ÂıÂÏÔÓÙÈ΋ ‚¿ÛË, Ô ÌÈÎÚfi˜ ·ÚÈıÌfi˜ ÙˆÓ ÂÚÁ·Ï›ˆÓ Ô˘ Û˘ÌÏËÚÒıËÎ·Ó Î·Ù¿
ÙË ‰È¿ÚÎÂÈ· ÙˆÓ Â·Ó·Ï·Ì‚·ÓfiÌÂÓˆÓ ÌÂÙÚ‹ÛˆÓ, ηıÒ˜ Î·È Ë ¤ÏÏÂÈ„Ë ‰˘Ó·Ùfi-
ÙËÙ·˜ Û‡ÁÎÚÈÛ˘ ÙˆÓ ·ÔÙÂÏÂÛÌ¿ÙˆÓ Ì οÔÈÔ ¿ÏÏÔ ·ÓÙ›ÛÙÔÈ¯Ô ÂÚÁ·Ï›Ô, ηıÈ-
ÛÙ¿ ·Ú·ÎÈÓ‰˘ÓÂ˘Ì¤ÓË ÙË ‰È·Ù‡ˆÛË ‚¤‚·ÈˆÓ Û˘ÌÂÚ·ÛÌ¿ÙˆÓ. ∂ÈϤÔÓ, ·Ú¿
ÙËÓ ÂȂ‚·ÈˆÙÈ΋ Î·È ‰ÈÂÚ¢ÓËÙÈ΋ ·Ó¿Ï˘ÛË ÙˆÓ ‰Â‰Ô̤ӈÓ, ˘‹Ú¯Â ¤Ó·˜ ÈηÓfi˜
·ÚÈıÌfi˜ ÂÚˆÙ‹ÛÂˆÓ (12) Ô˘ ·Ê·ÈÚ¤ıËÎ·Ó ·fi ÙËÓ ·Ú¯È΋ ÈÛ·ÓÈ΋ ¤Î‰ÔÛË ÙÔ˘
ÂÚÁ·Ï›Ԣ.
Δ¤ÏÔ˜, Ë ÌÂϤÙË ÛÙËÚ›¯ÙËΠ·ÔÎÏÂÈÛÙÈο ÛÙȘ ·ÓÙÈÏ‹„ÂȘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ
ÁÈ· ÙËÓ ÂÌÊ¿ÓÈÛË Î·Ù·ıÏÈÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ ÛÙÔ˘˜ Ì·ıËÙ¤˜. ∫È ÂÓÒ Ô ·Ú¿-
ÁÔÓÙ·˜ ÂÎ·È‰Â˘ÙÈÎfi˜ ‰ÂÓ ‚Ú¤ıËΠӷ ÂËÚ¿˙ÂÈ ÙȘ ··ÓÙ‹ÛÂȘ ·Ó·ÊÔÚÈο Ì ٷ
ηٷıÏÈÙÈο Û˘ÌÙÒÌ·Ù· ÙˆÓ Ì·ıËÙÒÓ, Ô ÌÈÎÚfi˜ ·ÚÈıÌfi˜ ÙˆÓ ÓËÈ·ÁˆÁÒÓ Ô˘
Û˘ÌÌÂÙ›¯·Ó ηıÈÛÙ¿ ··Ú·›ÙËÙË ÙË ‰È·ÓÔÌ‹ ÙÔ˘ ÂÚÁ·Ï›Ԣ Û ÌÂÁ·Ï‡ÙÂÚÔ ·ÚÈı-
Ìfi ÂÎ·È‰Â˘ÙÈÎÒÓ. ¶·Ú’ fiÏ· ·˘Ù¿, Û η̛· ÂÚ›ÙˆÛË ÔÈ ÂÎÙÈÌ‹ÛÂȘ ÙˆÓ ÂÎ·È-
‰Â˘ÙÈÎÒÓ ‰ÂÓ Â›Ó·È ·fi ÌfiÓ˜ ÙÔ˘˜ Â·ÚΛ˜ ÁÈ· ÙÔÓ ÚÔÛ‰ÈÔÚÈÛÌfi ÙˆÓ ·È‰ÈÒÓ
Ì ηٷıÏÈÙÈ΋ ‰È¿ıÂÛË. ∞Ó Î·È ¤Ó· ÌÂÁ¿ÏÔ ÔÛÔÛÙfi Ì·ıËÙÒÓ Ô˘ ‚ÈÒÓÔ˘Ó Î·-
Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· ÌÔÚ› Ó· Á›ÓÂÈ ·ÓÙÈÏËÙfi ·fi ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜,
˘¿Ú¯ÂÈ ·ÓÙ›ÛÙÔȯ· ÎÈ ¤Ó·˜ ÌÂÁ¿ÏÔ˜ ·ÚÈıÌfi˜ Ì·ıËÙÒÓ ÌÂ Û˘Ìو̷ÙÔÏÔÁ›· η-
Ù¿ıÏȄ˘ Ô˘ ‰ÂÓ ÂΉËÏÒÓÔ˘Ó Ù¤ÙÔÈ· Û˘ÌÂÚÈÊÔÚ¿ ÛÙÔ˘˜ ‰·ÛοÏÔ˘˜ ÙÔ˘˜. ªÂÏ-
ÏÔÓÙÈΤ˜ ¤Ú¢Ó˜ ÔÊ›ÏÔ˘Ó Ó· Û˘ÌÂÚÈÏ¿‚Ô˘Ó ÙȘ ÂÎÙÈÌ‹ÛÂȘ ηٷıÏÈÙÈÎÒÓ Û˘-
Ìو̿وÓ, Û ÁÂÓÈÎfi ·ÏÏ¿ Î·È ÎÏÈÓÈÎfi ÏËı˘ÛÌfi, Ì ·ÍÈÔÏÔÁËÙ¤˜ fi¯È ÌfiÓÔ ÙÔ˘˜
ÂÓ‹ÏÈΘ ·ÏÏ¿ Î·È Ù· ›‰È· Ù· ·È‰È¿. Œ¯ÂÈ ˘ÔÛÙËÚȯı› fiÙÈ ·ÎfiÌË Î·È ·È‰È¿
ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ (οو ÙˆÓ 6 ¯ÚfiÓˆÓ) ÌÔÚÔ‡Ó Ó· ·ÔÙÂϤÛÔ˘Ó ¤Á΢ÚË Ë-
Á‹ ÏËÚÔÊfiÚËÛ˘ ÁÈ· ÙË ‰È¿ÁÓˆÛË Ù˘ ηٿıÏȄ˘ (Luby, Belden, Sullivan, &
Spitznagel, 2007).
¶·Ú¿ ÙÔ˘˜ ÂÚÈÔÚÈÛÌÔ‡˜, Ë Û˘ÁÎÂÎÚÈ̤ÓË ÌÂϤÙË ·ÔÙÂÏ› ÌÈ·Ó ·Ú¯È΋ ÚÔ-
Û¿ıÂÈ· ‰ÈÂÚ‡ÓËÛ˘ Ù˘ ‰ÔÌ‹˜ ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈ-
Λ·, Û‡Ìʈӷ Ì ÙȘ ·ÓÙÈÏ‹„ÂȘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ. Δ·˘Ùfi¯ÚÔÓ·, ÚÔÙ›ÓÂÈ ¤Ó· η-
Ù¿ÏÔÁÔ Î·Ù·ıÏÈÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ Û ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜, ˆ˜ ¤Ó· Û‡-
ÓÙÔÌÔ Î·È Â‡¯ÚËÛÙÔ ÂÚÁ·ÏÂ›Ô ·Ó›¯Ó¢Û˘ ·fi ÂÎ·È‰Â˘ÙÈÎÔ‡˜, ÂÓÒ ·ÔÙÂÏ› ¤Ó·˘-
ÛÌ· ÌÂÏÏÔÓÙÈÎÒÓ ÂÚ¢ÓÒÓ ÚÔ˜ ·˘Ù‹ ÙËÓ Î·Ù‡ı˘ÓÛË.
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 163

™˘Ì¤Ú·ÛÌ·

∏ ·È‰È΋ ηٿıÏÈ„Ë Â›Ó·È ‰‡ÛÎÔÏÔ Ó· ‰È·ÁÓˆÛÙ› Ì ÂÁ΢ÚfiÙËÙ· Û ·È‰È¿ ÚÔ-


Û¯ÔÏÈ΋˜ ËÏÈΛ·˜ (Kovacs & Paulauskas, 1984). øÛÙfiÛÔ Ë Î·Ù¿ıÏÈ„Ë, ηıÒ˜ Î·È ¿Ï-
Ϙ Û˘Ó·ÈÛıËÌ·ÙÈΤ˜ ‰È·Ù·Ú·¯¤˜ Ô˘ ‚ÈÒÓÔ˘Ó Ù· ·È‰È¿, Û˘¯Ó¿ ÂÚÓÔ‡Ó ··Ú·Ù‹-
ÚËÙ˜ ·fi ÁÔÓ›˜ Î·È ÂÎ·È‰Â˘ÙÈÎÔ‡˜ (Luby et al., 2004). ¶·Ú¿ÏÏËÏ·, Ë ·‡ÍËÛË ÙˆÓ
Ê·ÈÓÔÌ¤ÓˆÓ „˘¯Ô·ıÔÏÔÁ›·˜ Û ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ ÂËÚ¿˙ÂÈ ÙËÓ ·˘ÙÔ-
ÂÎÙ›ÌËÛË Î·È ·˘ÙÔ-·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙˆÓ ·È‰ÈÒÓ (Njoroge & Bernhart, 2011),
·ÏÏ¿ Î·È ÙË ÌÂÙ¤ÂÈÙ· ˙ˆ‹ ÙÔ˘˜ (Luby et al., 2004). √È ·Ú·¿Óˆ ·Ú·‰Ô¯¤˜ fi¯È Ìfi-
ÓÔ Î·ıÈÛÙÔ‡Ó ·Ó·Áη›Ô, ·ÏÏ¿ Ì¿ÏÏÔÓ ÂÈÙ¿ÛÛÔ˘Ó ÙÔÓ ¤ÁηÈÚÔ ÂÓÙÔÈÛÌfi Ù˘ ηٿ-
ıÏȄ˘ ·fi ÙËÓ ÚÔÛ¯ÔÏÈ΋ ÎÈfiÏ·˜ ËÏÈΛ·. ™ÙËÓ ∂ÏÏ¿‰· ‰ÂÓ ˘¿Ú¯ÂÈ ÂÚÁ·ÏÂ›Ô ÒÛÙÂ
Ó· ‰È¢ÎÔχÓÂÈ ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ÛÙËÓ ·Ó›¯Ó¢ÛË ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘
ÙˆÓ ·È‰ÈÒÓ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜. ∏ ·ÚÔ‡Û· ÌÂϤÙË ·ÔÙÂÏ› ÌÈ·Ó ·Ú¯È΋ ÚÔ-
Û¿ıÂÈ· ÚÔ˜ ·˘Ù‹ ÙËÓ Î·Ù‡ı˘ÓÛË, ÚÔÙ›ÓÔÓÙ·˜ ¤Ó· ÂÚÁ·ÏÂ›Ô Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ
Î·È Û˘ÌÂÚÈÊÔÚÈÎÒÓ ·ÓÙȉڿÛˆÓ, ÂÓ‰ÂÈÎÙÈÎÒÓ Î·Ù·ıÏÈÙÈ΋˜ Û˘Ìو̷ÙÔÏÔÁ›·˜
Û ·˘Ù‹ ÙËÓ ËÏÈΛ·.
∂ÈÚÔÛı¤Ùˆ˜, ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› ¤¯Ô˘Ó ÂÏÏÈ‹ ÁÓÒÛË ÁÈ· Ù· Û˘ÌÙÒÌ·Ù·, ÙË ‰È¿-
ÁÓˆÛË Î·È ÙËÓ ·ÓÙÈÌÂÙÒÈÛË Ù˘ ·È‰È΋˜ ηٿıÏȄ˘ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜ (Kleftaras
& Didaskalou, 2006. Taggart & McMullan, 2007). ΔÔ ÁÂÁÔÓfi˜ ·˘Ùfi ·ÓÙ·Ó·ÎÏ¿ ÙËÓ
¤ÏÏÂÈ„Ë ÂÓfi˜ Â·ÚÎÔ‡˜ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ηٿÚÙÈÛ˘ ÂÎ·È‰Â˘ÙÈÎÒÓ ·Ó·ÊÔÚÈο Ì ÙȘ
Û˘Ó·ÈÛıËÌ·ÙÈΤ˜ ‰˘ÛÎÔϛ˜ ÙˆÓ Ì·ıËÙÒÓ (Taggart & McMullan, 2007). ∂›Ó·È ··-
Ú·›ÙËÙÔ, ÏÔÈfiÓ, ¤Ó· Ï·›ÛÈÔ Û˘ÓÂÚÁ·Û›·˜ Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ Ì ÙÔ Û¯ÔÏ›Ô, ÊÔÚ›˜ „˘-
¯È΋˜ ˘Á›·˜ Î·È ·ÓÂÈÛÙ‹ÌÈ· (Kirchner et al., 2000), ÁÈ· ÙËÓ ÚÔÒıËÛË ÚÔÁÚ·Ì-
Ì¿ÙˆÓ ÂÓË̤ڈÛ˘, ÂÓÙÔÈÛÌÔ‡ Î·È ·ÓÙÈÌÂÙÒÈÛ˘ ÙˆÓ ·È‰ÈÒÓ Ô˘ ˘ÔʤÚÔ˘Ó ·fi
Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘. ∏ ÌÂϤÙË ·˘Ù‹, ‚·ÛÈ˙fiÌÂÓË ÛÙËÓ ¿Ô„Ë fiÙÈ Ë ÁÓÒÛË ÙˆÓ
Û˘ÌÙˆÌ¿ÙˆÓ ·ÔÙÂÏ› ÙÔ ÚÒÙÔ ‚‹Ì· ÛÙËÓ ·Ó·ÁÓÒÚÈÛË Ù˘ ηٿıÏȄ˘ (Willis,
1996), ·ÔÙÂÏ› ÌÈ· ÚÒÙË ÚÔÛ¿ıÂÈ· ‰È¢ÎfiÏ˘ÓÛ˘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÛÙËÓ ·Ó·-
ÁÓÒÚÈÛË ÙˆÓ Î·Ù·ıÏÈÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·.

μπμ§π√°ƒ∞ºπ∞

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DEPRESSIVE SYMPTOMS IN PRESCHOOL
CHILDREN: A CHECKLIST FOR TEACHERS

Maria S. Poulou
University of Patras

Abstract: ∂mpirical evidence suggests that depression can be present in children already from
preschool age. Depression often goes undetected by parents and educators. The present study
proposes the use of a brief and easy to use tool to capture symptoms of depression in young
children by preschool teachers. Thirty two preschool educators completed a preschool
children depression checklist for 494 preschoolers. It was found that preschool children
present emotional and behavioral responses that are indicative of depressive symptoms, with
significant differences between boys and girls. Exploratory and confirmatory factor analysis
confirmed the organization of the responses into factors such as lack of vitality and
worthlessness, loneliness and anxiety, lack of interest for activities, and irritability. The tool
can be useful for the detection of depressive symptoms in children of preschool age by
educators.

Key words: Checklist of depressive symptoms, Depression, Preschool age, Teachers' perceptions.

Address: P.O. Box 40069, Athens 12310. Δel: +30-6938208781. ∂-mail: mpoulou@upatras.gr

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