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147-167
ª·Ú›· ™. ¶Ô‡ÏÔ˘
¶·ÓÂÈÛÙ‹ÌÈÔ ¶·ÙÚÒÓ
∂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 ÂÈÙÒÛÂÒÓ 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· fiˆ˜ 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).
∂ÌÂÈÚÈο ‰Â‰Ô̤ӷ fiÙÈ ·È‰È¿ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜ ÌÔÚ› 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˘ÌÙÒÌ·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 ÌÔÚ› Ó· ÂÌÊ·ÓÈÛÙ› Ôχ ÈÔ ÓˆÚ›˜, ·ÎfiÌË Î·È ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·, Ë
ÔÔ›· Â¿Ó ‰È·ÚΤÛÂÈ, ÌÔÚ› 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 ‹È˜ ÂÚÈÙÒÛÂȘ Ë Î·-
Ù·ıÏÈÙÈ΋ Û˘Ìو̷ÙÔÏÔÁ›·, Û˘Ó‹ıˆ˜ ÂÚÓ¿ ··Ú·Ù‹ÚËÙË ÂÂȉ‹ Ù· ·È‰È¿ ‰ÂÓ ÌÔ-
ÚÔ‡Ó Ó· ÂÎÊÚ¿ÛÔ˘Ó ÏÂÎÙÈο Ù· ‰˘Û¿ÚÂÛÙ· Û˘Ó·ÈÛı‹Ì·Ù¿ ÙÔ˘˜, ÂÓÒ Ë ÂΉ‹ÏˆÛË ÙˆÓ
Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ ‰È·ÊÔÚÔÔÈÂ›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
ÂÈÙ·ÎÙÈ΋ ÙËÓ ·Ó·ÁÓÒÚÈÛË ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Ù˘ ·È‰È΋˜ ηٿıÏȄ˘ fiÛÔ ÙÔ ‰˘-
Ó·Ùfi ÓˆÚ›ÙÂÚ·.
™ÙËÓ ·ÚÔ‡Û· ÂÚÁ·Û›· ÂȯÂÈÚÂ›Ù·È ÌÈ· Û‡ÓÙÔÌË ·Ó·ÛÎfiËÛË 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 ÂÈÛËÌ·›ÓÂÙ·È Ô ÎÂÓÙÚÈÎfi˜ ÚfiÏÔ˜ ÙÔ˘ Û¯ÔÏ›Ԣ Î·È ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ
ÛÙÔÓ ¤ÁηÈÚÔ ÂÓÙÔÈÛÌfi ÙˆÓ Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·. ™ÙË
Û˘Ó¤¯ÂÈ· ÚÔÙ›ÓÂÙ·È Ô ∫·Ù¿ÏÔÁÔ˜ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿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 ÂÓÙÔÈÛÌÔ‡ ÙˆÓ
Û˘ÌÙˆÌ¿ÙˆÓ Î·Ù¿ıÏȄ˘ ·fi ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Ù˘ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜.
∏ ·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· ÂÈÎÚ·ÙÔ‡Û Ë
·ÓÙ›ÏË„Ë fiÙÈ Ë Î·Ù¿ıÏÈ„Ë ‰ÂÓ ÌÔÚ› Ó· ÂÌÊ·ÓÈÛÙ› ÚÈÓ ÙËÓ ÂÊ˂›·. ∏ ·ÓÙ›ÏË„Ë ·˘-
Ù‹ Â›Ó·È ÂËÚ·Ṳ̂ÓË ·fi ÙÔ „˘¯·Ó·Ï˘ÙÈÎfi ÌÔÓÙ¤ÏÔ Ì ‚¿ÛË ÙÔ ÔÔ›Ô Ë ·Ó¿Ù˘ÍË ÙÔ˘
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 149
™˘¯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˘ÌÙÒÌ·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· ηٷıÏÈÙÈÎfi ÂÂÈÛfi‰ÈÔ, ÂÓÒ ÔÈ
ÂÚÈÛÛfiÙÂÚÔÈ ÂÓ‹ÏÈΘ Ì ηٿıÏÈ„Ë ·ÚÔ˘Û›·Û·Ó ÛÙËÓ ÂÊ˂›· Ù· ÚÒÙ· ÂÂÈÛfi‰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˘ÌÏ‹ÚˆÛ·Ó ÙÔ
Children’s Depression Inventory (CDI) ÂΉËÏÒÓÔ˘Ó ‹È· ¤ˆ˜ ÛÔ‚·Ú¿ ηٷıÏÈÙÈο Û˘-
ÌÙÒÌ·Ù·, ÂÓÒ ÛÙËÓ ÂȉËÌÈÔÏÔÁÈ΋ 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 ÔÔ›· ÙÔ 56% ÙˆÓ ÓËÈ·ÁˆÁÒÓ ‰‹ÏˆÛ fiÙÈ Ë ÈÔ Û˘¯Ó‹ ÌÔÚ-
Ê‹ ‰˘ÛÎÔÏ›·˜ ÚÔÛ·ÚÌÔÁ‹˜ ÙˆÓ Ì·ıËÙÒÓ ÛÙÔ ÓËÈ·ÁˆÁÂ›Ô Â›Ó·È Ë ·ÔÌfiÓˆÛË, ÂÈϤÔÓ
˘Ô‰ËÏÒÓÂÈ ÙËÓ ¤ÎÙ·ÛË ÙˆÓ Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ ‰˘ÛÎÔÏÈÒÓ Î·È ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·.
∞fi ÙȘ ÂÏ¿¯ÈÛÙ˜ ÂȉËÌÈÔÏÔÁÈΤ˜ 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).
√ ÚfiÏÔ˜ ÙÔ˘ Û¯ÔÏ›Ԣ ÛÙË ‰È¿ÁÓˆÛË Î·È ·ÓÙÈÌÂÙÒÈÛË Ù˘ ·È‰È΋˜ ηٿıÏȄ˘
∫·Ù¿ ÙÔ˘˜ Mullins, Chard, Hartman, Bowlby, Rich, Î·È Burke (1995), Ù· ·È‰È¿ Ì η-
Ù¿ıÏÈ„Ë ·ÏÏËÏÂȉÚÔ‡Ó Ì ٷ ¿ÏÏ· ¿ÙÔÌ· Ì ÙÚfiÔ Ô˘ ÚÔηÏ› ÙËÓ ÎÚÈÙÈ΋ Î·È ÙËÓ
·fiÚÚÈ„‹ ÙÔ˘˜ ·fi ÙÔ˘˜ ¿ÏÏÔ˘˜, ÁÂÁÔÓfi˜ Ô˘ ÂȂ‚·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˘ÌÙÒÌ·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΋ ·ÏÏËÏ›‰Ú·ÛË ÛÙË ‰˘¿‰· ÂÎ·È‰Â˘ÙÈÎfi˜-Ì·ıËÙ‹˜ Ì ηٿıÏÈ„Ë, Ë
ÔÔ›· ÙÚÔÊÔ‰ÔÙ› Ù· Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘ ÛÙÔ Ì·ıËÙ‹ ¤ÛÙˆ Î·È ·Û˘Ó›‰ËÙ·, ÛË-
Ì·ÙÔ‰ÔÙ› ÙËÓ ·Ó¿ÁÎË ¿ÌÂÛ˘ ·Ú¤Ì‚·Û˘ ÛÙÔÓ ÙÚfiÔ Ì ÙÔÓ ÔÔ›Ô ÔÈ ÂÎ·È‰Â˘ÙÈ-
ÎÔ› ·ÓÙÈÌÂÙˆ›˙Ô˘Ó Ù· Û˘ÌÙÒÌ·Ù· ηٿıÏȄ˘ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜.
√È ÂÎ·È‰Â˘ÙÈÎÔ›, ΢ڛˆ˜ Ù˘ ÚˆÙÔ‚¿ıÌÈ·˜ Âη›‰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 ÂÓÙÔÈÛÌfi ÂӉ›ÍÂˆÓ Î·È Û˘ÌÙˆÌ¿ÙˆÓ ÂÓ-
‰Â¯fiÌÂÓˆÓ Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ ‰˘ÛÎÔÏÈÒÓ (Taggart & McMullan, 2007). ∂ÈϤÔÓ, ÔÈ
ÂÎ·È‰Â˘ÙÈÎÔ› Â›Ó·È Û ı¤ÛË Ó· ·Ú·ÙËÚÔ‡Ó ¤Ó· ‡ÚÔ˜ ηÓÔÓÈÎÒÓ Û˘ÌÂÚÈÊÔÚÒÓ ·È-
‰ÈÒÓ, Ó· Û˘ÁÎÚ›ÓÔ˘Ó Û˘ÌÂÚÈÊÔÚ¤˜ 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˘ÌÂÚÈÊÔÚÈΤ˜ ·ÔÎÏ›ÛÂȘ ÛÂ
Û¯¤ÛË Ì ÙÔ˘˜ ÁÔÓ›˜ (Kirchner et al., 2000).
152 ª. ™. ¶Ô‡ÏÔ˘
¶·Ú¿ÏÏËÏ·, ¤Ú· ·fi ÙÔÓ ÂÓÙÔÈÛÌfi Î·È ÙËÓ ·Ú¯È΋ ÂÎÙ›ÌËÛË ÙˆÓ Î·Ù·ıÏÈÙÈ-
ÎÒÓ Û˘Ìو̿وÓ, Ô ¯ÒÚÔ˜ ÙÔ˘ Û¯ÔÏ›Ԣ ÂӉ›ÎÓ˘Ù·È Î·È ÁÈ· ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎfi-
ÙÂÚË ·ÓÙÈÌÂÙÒÈÛ‹ ÙÔ˘˜. ΔÔ Û¯ÔÏÂ›Ô Â›Ó·È Ô Î·ÙÂÍÔ¯‹Ó ¯ÒÚÔ˜ ÛÙÔÓ ÔÔ›Ô ˘¿Ú¯ÂÈ Úfi-
Û‚·ÛË Û fiÏ· Ù· ·È‰È¿ Î·È ÛÙÔÓ ÔÔ›Ô ÌÔÚÔ‡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˘ ÌÔÚ› Ó· ··ÏÏ·Á› ·fi
Ù· Û˘ÌÙÒÌ·Ù· Ù˘ ηٿıÏȄ˘ fiÙ·Ó Á›ÓÂÈ ·ÍÈÔÏfiÁËÛË Î·È ¤ÁηÈÚË ·ÓÙÈÌÂÙÒÈÛ‹ ÙÔ˘˜
ÛÙÔ Û¯ÔÏÂ›Ô (Cuijpers et al., 2006). √ ∞uger (2005) ÂÍËÁ› ÙÔ˘˜ ÏfiÁÔ˘˜ ÁÈ· ÙÔ˘˜ ÔÔ›-
Ô˘˜ Â›Ó·È ··Ú·›ÙËÙË Ë ·ÓÙÈÌÂÙÒÈÛË Ù˘ ηٿıÏȄ˘ ÛÙ· Ï·›ÛÈ· ÙÔ˘ Û¯ÔÏ›Ԣ: ¶ÚÒ-
ÙÔÓ, Ë Î·Ù¿ıÏÈ„Ë ÂËÚ¿˙ÂÈ ·ÚÓËÙÈο ÙË Û¯ÔÏÈ΋ ›‰ÔÛË. ¢Â‡ÙÂÚÔÓ, ÂÌÂÈÚÈΤ˜ ÌÂ-
ϤÙ˜ ˘Ô‰ËÏÒÓÔ˘Ó ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÚÔÁÚ·ÌÌ¿ÙˆÓ ·ÓÙÈÌÂÙÒÈÛ˘ 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 ÔÔ›Ô ÌÔÚ› Ó· ·Ú¤¯ÔÓÙ·È ˘ËÚÂۛ˜ „˘¯È΋˜ ˘Á›·˜ ÛÙÔ˘˜ Ì·ıËÙ¤˜.
∏ ‰È¿ÁÓˆÛË Ù˘ ηٿıÏȄ˘ ‰Â Á›ÓÂÙ·È Ì ‡ÎÔÏÔ Î·È ÁÚ‹ÁÔÚÔ ÙÚfiÔ. ∞·ÈÙÂ›Ù·È ÌÂ-
ϤÙË ÈÛÙÔÚÈÎÔ‡ Û˘ÌÙˆÌ¿ÙˆÓ Î·È ÂÂÈÛÔ‰›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΋ ¯ÚËÛÈÌÔÔÈÔ‡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 fiˆ˜ ‚ÈÒÓÂÙ·È ·fi ÙÔ ›‰ÈÔ ÙÔ ¿ÙÔÌÔ Î·È ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ÙËÓ Î·Ù¿ıÏÈ„Ë
ˆ˜ Û‡Ìو̷. √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·ıÏÈÙÈ΋ ‰È¿ıÂÛË fiÛÔ Î·È ¿ÏÏ· Û˘ÓÔ‰¿ ÂÛˆÙÂ-
ÚÈο Î·È Â͈ÙÂÚÈο Û˘ÌÒÌ·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). √ ÂÓÙÔÈÛÌfi˜ ÙˆÓ ·È‰ÈÒÓ Ì ηٷıÏÈÙÈ΋ ‰È¿ıÂÛË ·fi ÙÔ˘˜ ÂÎ-
·È‰Â˘ÙÈÎÔ‡˜ ÌÔÚ› Ó· Á›ÓÂÈ Â›ÙÂ Û˘ÌÏËÚÒÓÔÓÙ·˜ 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·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 153
∏ ·ÚÔ‡Û· ¤Ú¢ӷ
Ù·È Û οı ÛÙ¿‰ÈÔ ·Ó¿Ù˘Í˘ ÙˆÓ ·È‰ÈÒÓ, ηıÈÛÙ¿ ·Ó·Áη›· ÙË ‰ÈÂÚ‡ÓËÛË Ù˘
ÂÛˆÙÂÚÈ΋˜ ‰ÔÌ‹˜ ÙˆÓ Û˘ÌÙˆÌ¿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·ıÏÈÙÈÎÒÓ Û˘Ìو̿وÓ, ÂȯÂÈÚ› Ó· ‰ÈÂÚ¢ӋÛÂÈ
ÙÔÓ ÙÚfiÔ ÔÚÁ¿ÓˆÛ˘ Û˘Ìو̿وÓ, Û˘Ó·ÈÛıËÌ¿ÙˆÓ Î·È Û˘ÌÂÚÈÊÔÚÒÓ fiˆ˜ ÂÌ-
Ê·Ó›˙ÔÓÙ·È Û ·˘Ù‹ ÙËÓ ËÏÈΛ·. ∏ ηٷÓfiËÛË ÙÔ˘ ÙÚfiÔ˘ ÔÚÁ¿ÓˆÛ˘ ÙˆÓ Î·Ù·ıÏÈ-
ÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ ı· ‰È¢ÎÔχÓÂÈ ÙË ‰È¿ÎÚÈÛ‹ ÙÔ˘˜ ·fi ¿ÏÏ· Û˘ÓÔ‰¿ Û˘ÌÙÒ-
Ì·Ù·, Ô˘ fï˜ ‰ÂÓ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙËÓ Î·Ù·ıÏÈÙÈ΋ Û˘Ìو̷ÙÔÏÔÁ›·. ¶·Ú¿ÏÏË-
Ï·, Û‡Ìʈӷ Ì ÙÔ˘˜ Mesman Î·È Koot (2000), ÙÔ ÚÒÙÔ ‚‹Ì· ÁÈ· ÙÔÓ ÂÓÙÔÈÛÌfi ÙˆÓ
Û˘Ó·ÈÛıËÌ·ÙÈÎÒÓ ‰˘ÛÎÔÏÈÒÓ ÙˆÓ ·È‰ÈÒÓ Î·È, ηٿ Û˘Ó¤ÂÈ·, Ù˘ ηχÙÂÚ˘ ·ÓÙÈ-
ÌÂÙÒÈÛ‹˜ 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 ÂȯÂÈÚ› 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 ηٷıÏÈÙÈο Û˘ÌÙÒÌ·Ù·. ™˘ÁÎÂÎÚÈ̤ӷ, Ë ÌÂϤÙË ‰ÈÂÚÂ˘Ó¿ ÙË ‰˘Ó·ÙfiÙËÙ· ÂÊ·Ú-
ÌÔÁ‹˜ ·fi ÙÔ˘˜ ŒÏÏËÓ˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ÙÔ˘ ∫·Ù·ÏfiÁÔ˘ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘Ìو̿-
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·ÊÔÚÔÔ›ËÛ˘ ÙˆÓ Î·Ù·ıÏÈÙÈÎÒÓ Û˘-
ÌÙˆÌ¿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˘ÌÂÚÈÊÔÚÈΤ˜ ‰˘ÛÎÔϛ˜ Û ÌÂÁ·Ï‡-
ÙÂÚÔ ‚·ıÌfi ·fi Ù· ÎÔÚ›ÙÛÈ·, ÂÓÒ ‰ÂÓ ÂÚÈ̤ÓÔ˘Ì ‰È·ÊÔÚÔÔ›ËÛË ÙˆÓ Û˘Ìو̿وÓ
Û ۯ¤ÛË Ì ÙÔ Ê‡ÏÔ.
ª∂£√¢√™
™˘ÌÌÂÙ¤¯ÔÓÙ˜
ΔÚÈ¿ÓÙ· ‰‡Ô ÓËÈ·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˘ÌÏ‹ÚˆÛ·Ó
ÂıÂÏÔÓÙÈο ÙÔÓ ∫·Ù¿ÏÔÁÔ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜
∏ÏÈΛ·˜ ÁÈ· ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜. √È ÓËÈ·ÁˆÁÔ› Û˘ÌÏ‹ÚˆÛ·Ó ÙÔ ÂÚÁ·ÏÂ›Ô ÂÚ›Ô˘
ÛÙ· ̤۷ Ù˘ Û¯ÔÏÈ΋˜ ¯ÚÔÓÈ¿˜, ÚÔÎÂÈ̤ÓÔ˘ Ó· ¤¯Ô˘Ó ÏËÚ¤ÛÙÂÚË ÂÈÎfiÓ· Ù˘ Û˘-
ÌÂÚÈÊÔÚ¿ ÙÔ˘˜. ∂Âȉ‹ Ë Û˘ÌÌÂÙÔ¯‹ ÙˆÓ ÓËÈ·ÁˆÁÒÓ ‹Ù·Ó ÂıÂÏÔÓÙÈ΋, ÔÈ ÓËÈ·-
ÁˆÁÔ› Û˘ÌÏ‹ÚˆÛ·Ó ÂÚˆÙËÌ·ÙÔÏfiÁÈ· ›Ù ÁÈ· ÙÔ Û‡ÓÔÏÔ ÙˆÓ Ì·ıËÙÒÓ Ù˘ Ù¿Í˘ ›-
Ù ÁÈ· ÌÂÚÈÎÔ‡˜ ÌfiÓÔ Ì·ıËÙ¤˜. ™˘ÓÔÏÈο Û˘ÌÏËÚÒıËÎ·Ó 494 ÂÚˆÙËÌ·ÙÔÏfiÁÈ· (252
ÁÈ· ·ÁfiÚÈ· Î·È 242 ÁÈ· ÎÔÚ›ÙÛÈ·, Ì ̤ÛË ËÏÈΛ· 5.5 ¯ÚfiÓÈ·).
∫·Ù·ıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ·È‰È¿ 155
∂ÚÁ·Ï›Ô
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 ÔÔ›ÔÈ ÙÔ Û˘ÌÏ‹ÚˆÛ·Ó ÂÓ‰ÂÈ-
ÎÙÈο ÁÈ· ‰‡Ô Ì·ıËÙ¤˜ ÙÔ˘˜, Ô‰‹ÁËÛ Û ÔÚÈṲ̂Ó˜ ÁψÛÛÈΤ˜ ‚ÂÏÙÈÒÛÂȘ. ¢fiıËÎÂ
ȉȷ›ÙÂÚË ¤ÌÊ·ÛË ÛÙËÓ ÂÈÏÔÁ‹ 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 ÔÔ›Ô ·Ú·ÙËÚÂ›Ù·È Î¿ıÂ
Ì›· ·fi ÙȘ Û˘ÌÂÚÈÊÔÚ¤˜ 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‹ ÂÈÛÙÔÏ‹ Ô˘ ÂÍËÁÔ‡Û ÙÔ˘˜ ÛÎÔÔ‡˜ Ù˘ ¤Ú¢ӷ˜ Î·È ‰È·‚‚·›ˆÓ ÁÔ-
Ó›˜ Î·È ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ÁÈ· ÙËÓ ·ÓˆÓ˘Ì›· Î·È ÙËÓ ÂÌÈÛÙ¢ÙÈÎfiÙËÙ· ÙˆÓ ÏËÚÔÊÔ-
ÚÈÒÓ ÛÙ¿ÏıËΠÛÙ· Û¯ÔÏ›· Ô˘ Û˘ÌÌÂÙ›¯·Ó. √È ÓËÈ·ÁˆÁÔ› Ô˘ Û˘ÌÌÂÙ›¯·Ó ÂıÂ-
ÏÔÓÙÈο ÛÙË ÌÂϤÙË, ·ÊÔ‡ ¤Ï·‚·Ó ÙȘ ··Ú·›ÙËÙ˜ Ô‰ËÁ›Â˜ ·fi ÙËÓ ÂÚ¢ӋÙÚÈ·, Û˘-
ÌÏ‹ÚˆÛ·Ó ÙÔ ÂÚÁ·ÏÂ›Ô ÁÈ· ÙÔ˘˜ Ì·ıËÙ¤˜ Ù˘ Ù¿Í˘ ÙÔ˘˜, ¯ˆÚ›˜ ÂÚÈÔÚÈÛÌfi ¯ÚfiÓÔ˘.
∞¶√Δ∂§∂™ª∞Δ∞
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˘ÌÂÚÈÊÔÚ¤˜ 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
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· ÎÔÈÓˆÓÈÎÔÔÈËı›, .680
·ÈÛı¿ÓÂÙ·È Î·Ï‡ÙÂÚ· Û ÌÈÎÚ¤˜ ÔÌ¿‰Â˜.
10. ¡ÈÒıÂÈ fiÙÈ ·ÔÚÚ›ÙÂÙ·È ·fi ÙÔ˘˜ ¿ÏÏÔ˘˜. .623
14. ¡ÈÒıÂÈ ·Ó·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 ÂȂ‚·›ˆÛË/¯ÚÂÈ¿˙ÂÙ·È .513
ÂÈ‚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 ÂÈı˘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, ·ӷϷ̂·ÓfiÌÂÓÔ ÙÚfiÔ, .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 ÂȂ‚·›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 Ôԛ˜ ‰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 ·ÍÈÔÈÛÙ›· ÙˆÓ ÚÔÙ¿ÛˆÓ, Û ‰È¿ÛÙËÌ· ÂÚ›Ô˘
15 ËÌÂÚÒÓ ÌÂÙ¿ ÙËÓ ÚÒÙË Û˘ÌÏ‹ÚˆÛË ÙÔ˘ ÂÚˆÙËÌ·ÙÔÏÔÁ›Ô˘ ˙ËÙ‹ıËΠ·fi 5 ÂÎ-
·È‰Â˘ÙÈÎÔ‡˜ Ó· Û˘ÌÏËÚÒÛÔ˘Ó ÙÔ ÂÚˆÙËÌ·ÙÔÏfiÁÈÔ ÁÈ· ÌÂÚÈÎÔ‡˜ ·fi ÙÔ˘˜ Ì·ıË-
Ù¤˜ ÁÈ· ÙÔ˘˜ ÔÔ›Ô˘˜ ÙÔ Â›¯·Ó Û˘ÌÏËÚÒÛÂÈ ÙËÓ ÚÒÙË ÊÔÚ¿. §fiÁˆ ÙÔ˘ ÊfiÚÙÔ˘ ÂÚ-
Á·Û›·˜ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÂÈÛÙÚ¿ÊËÎ·Ó 13 ÂÚˆÙËÌ·ÙÔÏfiÁÈ·.
∏ Û˘Û¯¤ÙÈÛË Pearson r, ÁÈ· ÙÔÓ ¤ÏÂÁ¯Ô ·ÍÈÔÈÛÙ›·˜ ·ÓÂͤٷÛ˘ Ô˘ ÂÊ·ÚÌfi-
ÛÙËΠ۠οı ̛· ·fi ÙȘ ÚÔÙ¿ÛÂȘ ·Ó¿ÌÂÛ· ÛÙËÓ ÚÒÙË Î·È ‰Â‡ÙÂÚË Û˘ÌÏ‹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·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜
¶›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·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·s
ˆ˜ ÚÔ˜ ÙÔ Ê‡ÏÔ ÙˆÓ Ì·ıËÙÒÓ.
™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 ÌÔÚ› 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 ÂÓÙÔÈÛÌÔ‡ ·Ú-
¯ÈÎÒÓ Î·Ù·ıÏÈÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ fiÛÔ ÙÔ ‰˘Ó·Ùfi ÓˆÚ›ÙÂÚ·. √ ∫·Ù¿ÏÔÁÔ˜ ∫·Ù·-
ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜ Ê·›ÓÂÙ·È fiÙÈ ¤¯ÂÈ ÙË ‰˘-
Ó·ÙfiÙËÙ· ·Ó›¯Ó¢Û˘ ηٷıÏÈÙÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ ÛÙÔ ÁÂÓÈÎfiÙÂÚÔ Ì·ıËÙÈÎfi ÏË-
ı˘ÛÌfi.
√ ∫·Ù¿ÏÔÁÔ˜ ∫·Ù·ıÏÈÙÈÎÒÓ ™˘ÌÙˆÌ¿ÙˆÓ Û ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ∏ÏÈΛ·˜
ÂÚÈÏ·Ì‚¿ÓÂÈ Û˘Ó·ÈÛı‹Ì·Ù· Î·È Û˘ÌÂÚÈÊÔÚ¤˜ Ô˘ Û‡Ìʈӷ Ì ÙË ‚È‚ÏÈÔÁÚ·Ê›·
·ÔÙÂÏÔ‡Ó Û˘ÌÙÒÌ·Ù· ·È‰È΋˜ ηٿıÏȄ˘. ∞˘Ùfi ÚÔÛ‰›‰ÂÈ ÛÙÔ ÂÚÁ·ÏÂ›Ô Ê·È-
ÓÔÌÂÓÈ΋ ÂÁ΢ÚfiÙËÙ·. ∏ ÂÚ·ÈÙ¤Úˆ ‰ÈÂÚ¢ÓËÙÈ΋ Î·È ÂȂ‚·ÈˆÙÈ΋ ·Ó¿Ï˘ÛË ÙÔ˘
ÂÚÁ·Ï›Ԣ ·Ó¤‰ÂÈÍ·Ó ÙËÓ ÔÚÁ¿ÓˆÛË ·˘ÙÒÓ ÙˆÓ Û˘Ó·ÈÛıËÌ¿ÙˆÓ Î·È Û˘ÌÂÚÈÊÔÚÒÓ
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·ıÏÈÙÈο Û˘ÌÙÒÌ·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, ›Û˘, ÛÂ Û˘Ìʈӛ· Ì ÌÂϤÙ˜
ÔÈ Ôԛ˜ 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˘ÌÙÒÌ·Ù·», fiˆ˜ ·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 ÔÔ›Ô˜ ÌÔÚ› Ó· ıˆÚËı› ·Ó¿ÏÔÁÔ˜ ÙÔ˘
·Ú¿ÁÔÓÙ· «ı˘Ìfi˜ Î·È ÂÈıÂÙÈÎfiÙËÙ·» 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¿ ÌÔÚ› Ó· Û˘Ó˘¿Ú-
¯ÂÈ Ì ¤Î‰ËÏ· ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ (∫¿ÎÔ˘ÚÔ˜ & ª·ÓÈ·‰¿ÎË, 2006. Tisher,
1995).
√È ·ÓÙȉڿÛÂȘ ÙˆÓ ·È‰ÈÒÓ, ¤ÙÛÈ fiˆ˜ ·ÍÈÔÏÔÁ‹ıËÎ·Ó ·fi ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜,
Î·È Ô ÙÚfiÔ˜ Ì ÙÔÓ ÔÔ›Ô ÔÚÁ·ÓÒÓÔÓÙ·È Û ·Ú¿ÁÔÓÙ˜, Û˘ÌʈÓÔ‡Ó Ì ÙËÓ Î·Ù·-
ıÏÈÙÈ΋ Û˘Ìو̷ÙÔÏÔÁ›·. ∏ ÔÈÎÈÏ›· fï˜ ·˘ÙÒÓ ÙˆÓ ·ÓÙȉڿÛÂˆÓ Ù·˘ÙÔ¯ÚfiÓˆ˜
ηıÈÛÙ¿ ÙË ‰È¿ÁÓˆÛË Ù˘ ηٿıÏȄ˘ ‹ ·ÎfiÌ· Î·È Ù˘ ηٷıÏÈÙÈ΋˜ Û˘Ìو̷ÙÔ-
ÏÔÁ›·˜, ÌÈ· ÂÚ›ÏÔÎË ‰È·‰Èηۛ·. ∞˘Ù¤˜ ÔÈ ·ÓÙȉڿÛÂȘ ı· ÌÔÚÔ‡Û·Ó Ó· ıˆÚË-
ıÔ‡Ó ÛÙÔȯ›· Ù˘ ÚÔÛˆÈÎfiÙËÙ·˜ 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 ÌÔÚԇ̠fï˜ 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 ηٷıÏÈÙÈο Û˘ÌÙÒÌ·Ù· Û ÌÂÁ·Ï‡ÙÂÚ˜ ËÏÈ˘.
™ÙË Û˘ÁÎÂÎÚÈ̤ÓË ËÏÈΛ· Ô˘ ÌÂÏÂÙ‹Û·ÌÂ Ô ÙÚfiÔ˜ 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˘-
ÌÙˆÌ¿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·ÊÔÚÔÔ›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˘ÌÙÒÌ·Ù· ¢ÂÚÂıÈÛÙfiÙËÙ·˜ Û ÌÂÁ·Ï‡ÙÂÚÔ ‚·ıÌfi ·fi Ù· ÎÔÚ›ÙÛÈ·,
162 ª. ™. ¶Ô‡ÏÔ˘
™˘Ì¤Ú·ÛÌ·
μπμ§π√°ƒ∞ºπ∞
Achenbach, T. M. (1991). Manual for the child behaviour checklist and 1991 Profile. Burlington:
University of Vermont, Department of Psychiatry.
Angold, A., & Egger, H. L. (2007). Preschool psychopathology: Lessons for the lifespan.
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Angold, A., Egger, H. L, Erkanli, A., & Keeler, G. (2004). Prevalence and comorbidity of psychi-
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164 ª. ™. ¶Ô‡ÏÔ˘
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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