C. Vitae: Sofia Trilivas
Place of birth: Kastos, Leukados Greece
Citizenship: USA and Greece
Languages: English and Greek
Address: Etearchou 2A, Rethymno, Crete, Greece 74 100
Telephone contact: +302831023858
E-mail:

Education

9/84 – 9/90 /
Psy. D., Doctor of Psychology
The Graduate School of Applied and Professional Psychology. Rutgers University, New Brunswick, NJ, USA
9/82 – 8/84 / M.A. Teachers College, Columbia University, NY, USA
Counselling Psychology
9/78- 5/82 / B.A. Rutgers University, NJ, USA
Psychology and Education
9/88 – 8/89 / Clinical Internship: Mount Sinai Hospital, Child and Adolescent Psychiatric Unit, Hartford CT, USA
9/89 – 9/90 / Fulbright Award: Dissertation
“Identity and relatedness in urban and rural Greece”


Academic Positions

3/02 - present / Assistant Professor of Psychology, Department of Psychology University of Crete, Courses taught (Graduate and undergraduate level): Childhood and Adolescent Psychopathology, Family Psychology and Systemic Epistemology, Ethics and Standards of Practice in Psychology, Mental Health Promotion and Prevention within the Community Setting.
9/94 – 3/02 / Lecturer in Psychology, Department of Psychology, University of Crete
9/90 -9/93 / Adjunct Faculty, Department of Psychology, University of Crete, Greece

Clinical Training and Experience

2003- present / Consultant- Drug prevention programming in Rethymno and Irakleio, Crete for the National Drug Prevention Board: OKANA.
Developing and supervising drug primary prevention programming to the greater Rethymno and Irakelio communities.
1995- present / Community Outreach Coordinator: Family Primary Prevention Programming, Rethymnon, Crete Greece.
Volunteer position providing preventive programming to the greater Rethymnon community.
1990-1994 / Private Practice, Rethymnon, Crete Greece
Family and Adolescent Psychotherapy
1988-1989 / Mount Sinai Hospital, Connecticut, U.S.A.
Clinical Intern: Child and Adolescent Psychiatric Unit
  • Individual, group, and family treatment
  • Psychodiagnostic evaluations

1985-1989 / Psychological Clinic, The Graduate School of Applied and Professional Psychology, Rutgers University. U.S.A.
Supervised Clinical Practica
  • Individual therapy
  • Family Therapy
  • Psychodiagnostic evaluations

1986-1988 / Clinical Practica:
  1. Cook College Counselling Center
  2. Rutgers College Counselling Center
  3. Bonnie Brae Educational Center
Individual, Group Therapy, and Consultation Liaison

Honorary Positions

9/02 – 9/2004 / Director of the University of Crete Counselling Center
9/01 – 5/03 / Member of the Committee on the Licensure of Psychologists in Greece

Professional Licenses

  1. Licensed Clinical Psychologist, Greece


2. Licensed School Psychologist,

New Jersey, USA (1988)

3. Licensed Teacher of the Handicapped, New Jersey, USA (1982)

Selected Publications

Triliva, S., Xarli, P., & Spinthaki, A. (in press). Identity and the professional development of teachers. Irakleio. (in Greek)

  • Stalikas, A., Triliva, S., & Roussi, P. (2011). Psychometric tools in Greece (2nd Edition). Athens: Topos. (in Greek)
  • Triliva, S. & Stalikas, A. (2011). Use of psychometric tools in Greece. In A. Stalikas, S. Triliva, & P. Roussi (Eds.). Psychometric tools in Greece (2nd Edition). Athens: Topos. (in Greek)
  • Triliva, S., & Hatzinikolaou, S. (2011). Promoting emotional and psychic health. In A. Matsopoulos (Ed.). From risk to resilience: Working with schools and families. Athens: Papazisis. (in Greek)
  • Triliva, S. (2010). Women’s subjective experiences of food and eating on the island of the ‘Mediterranean diet’. Europe’s journal of psychology, 4, 170-191.
  • Giovazolias, T., Leontopoulou, S., & Triliva, S. (2010). Assessment of Greek university students' counselling needs and attitudes: an exploratory study. International Journal for the advancement of counselling, 32, 101-116.
  • Triliva, S. Anagnostopoulou, T., Hatzinikolaou, S., Chimienti, G., & Mastorakou, A. (2009). The development and evaluation of a program to sensitize Greek Grammar School students to issues relating to disability. European Journal of Counselling Psychology, 1(1), 3-17.
  • Velikis, G. Anagnostopoulou, T., Mastorakou, A., Triliva, S., & Gkouva, M. (2009). The relationship between child abuse and neglect and alexithimia and health problems in Greek University students. Nursing, 48(3), 325-331.
  • Triliva, S. & Dafermos, M. (2008). Philosophical dialogues as paths to a more positive psychology. Journal of Applied Social Psychology, 18, 17-38.
  • Triliva, S., Anagnostopoulou, T., & Hatzinikalauo, S. (2008). Neither Better nor worse just different. Athens: Gutenberg.
  • Triliva, S., & Dafermos, M. (2008). Sensitizing future psychologists to ethical issues. In T. Anagnostopoulou (Ed.). Ethical issues in the practice of psychology. Thessaloniki: Institute of Psychology and Health.
  • Triliva, S. & Anagnostopoulou, T. (2008). Experiential leaning applied to mental health promotion. Athens: Topos.
  • Prokopiou, A., Triliva, S., & Digridakis, M. (2007) . Sustaining the dialogue by co-creating the sequence of meanings: a post-modern systemic approach developed within a Greek therapeutic context. Journal of family psychotherapy, 18,4, 61-81.
  • Triliva, S., & Marvakis, A. (2007). Community Psychology in Greece. In S. Reich & N. Priletensky Editors, International community Psychology: History and Theories. Pp. 365 -377. NY: Springer.
  • Dafermos, M., Marvakis, S., & Triliva, S. (2006). Editors of : ARCP5: Critical Psychology in a changing world: Contributions from different geo-political regions.
  • Dafermos,M. Marvakis, S., & Triliva, S. (2006). (De)constructing psychology in Greece. In ARCP5: Critical Psychology in a changing world: Contributions from different geo-political regions.

 Triliva, S., & Poulou, M. (2006). Greek teachers’ understandings and constructions of what constitutes Social and Emotional Learning. School psychology international, 27(3), 315-338.

  • Matsopoulos, A., & Triliva, S. (2006). From risk to resilience:

Programs for the enhancement of social-emotional skills for all children in schools. Book of Papers of the

European Conference of Special Education: European Dimensions of Special Education.

  • Zira, M., & Triliva, S. (2005). Co-dependence: controversies and Greek family systems. Child and adolescent: psychic health and psychopathology, 7(1), 45-65. (in Greek)
  • Triliva, S., & Stalikas, A. (2004). The use of psychological tests and measurements by psychologists in the role of counsellor in Greece. Counselling Psychology Review, 19 (4), 32-39.
  • Triliva, S. & Poulou, M. (2004). Emotional intelligence: definitions, theoretical models and controversies. Scientific year book, Department of Psychology, University of Crete, 1, 275-295. (in Greek)
  • Triliva, S. & Stalikas, A. (2004). The use of psychological tests and measurements by psychologists in the role of consellor in Greece. Counselling psychology review, 19(4), 32-39.
  • Triliva, S. & Chimienti, G. (2004). Promoting psychic health through volunteerism and service learning within school communities of practice. In S. Kalantzi-Azizi and M. Zafeiropoulou (Eds.). Adaptation to school: prevention and intervention (pp. 439-479). Athens: Ellinika Grammata. (in Greek)
  • Roussi, P., Audi, E., & Triliva, S. (2003). Psychodynamic and behavioral therapies with people facing illness: points of convergence and departure. Psychology, 10, 378-398. (in Greek)
  • Stalikas, A., Triliva, S., & Roussi, P. (2002). Psychometric tools in Greece. Athens: Ellinika Grammata. (in Greek)
  • Triliva, S. & Roussi, P. (2002). Ethical issues confronted in psychological assessment. In A. Stalikas, S. Triliva, & P. Roussi (Eds.). Psychometric tools in Greece (pp45-70). Athens: Ellinika Grammata. (in Greek)
  • Triliva, S., & Chimienti, G. (2002). Knowing thyself. Athens: Patakis. (in Greek)
  • Triliva, S. & Karampetsou, A. (2001). Secondary and tertiary prevention programming for disabled young adults. In A. Valentini-Riga (Ed.), Practicum training for psychologists (pp.89-95). Athens: Ellinika Grammata. (in Greek)
  • Vasilaki, E., Triliva, S., & Mpezevegis, E. (2001). Stress, anxiety and coping. Athens: Ellinika Grammata. (in Greek)
  • Triliva, S., Vasilaki, E., & Chimienti, G. (2001). Anxiety, depression and coping strategies in students confronting the Greek University entrance exams. In E. Vasilaki, S. Triliva, & E. Mpezevegis (Eds.). Stress, anxiety and coping (pp. 127-143). Athens: Ellinika Grammata. (in Greek)
  • Triliva, S. (2000). Applying emotional intelligence concepts: conflict control. In N. Petropoulos & A. Papastylianou (Eds.), Challenges in school communities: research and practice (pp. 373-389). Athens: Ministry of Health and Religion. (in Greek)
  • Triliva, S. & Roussi, P. (2000). Defining emotional intelligence as it is used in mental health promotion. In A. Kalantri-Azizi, & E. Mpezevegis (Eds.). Sensitizing mental health professionals working with children and adolescents (pp. 201-214). Athens: Ellinika Grammata. (in Greek)
  • Anagnostopoulou, T. & Triliva, S. (2000). Editors of the Greek edition of Nancy McWilliams’ Psychoanalytic diagnosis. Athens: Ellinika Grammata.
  • Triliva, S. & Chimienti, G. (2000). Heterogeneity in children’s behavior and peer acceptance and rejection, Psychology, 7(1), 134-149. (in Greek)
  • Triliva, S. Vasilaki, E., & Chimienti, G. (1998). Stress, depression and coping in High School students studying the Greek Univesrity entrance exams. In R. Schwarzer (Ed.). Advances in health psychology research. Berlin: Freie University Berlin: Institut fur Arbeits, Organisations und Gesunheitspsychologie.
  • Triliva, S. & Chimienti, G. (1998). Conflict control: You and Me = We. Athens: Ellinika Grammata. (in Greek)
  • Triliva, S. & Chimienti, G. (1998). Conflict control: Experiential exercises. Athens: Ellinika Grammata. (in Greek)
  • Triliva, S. (1997). Mental health promotion in school. In M. Pourkos (Ed.), Individual differences and alternative approaches in mental health promotion (pp. 303-310). Athens: Gutenberg. (in Greek)
  • Triliva, S., & Chimienti, G. (1996). Social skills training and mental health promotion for elementary school students. Psychological topics, 7(1), 52-65. (in Greek)
  • Chimienti, G. and Triliva, S. (1995). Cognitive and behavioral changes

following social skills training with Greek and Lebanese elementary school

children. International Journal of Mental Health, 23, 53-68.

  • Triliva, S., & Chimienti, G. (1993). Behavior and sociometric positioning in Greek Elementary School students. Psychological topics, 6(1), 39-58. (in Greek)
  • Triliva, S. (1993). Families and substance abuse. Preventing drug abuse: school and educators roles. Rethymno: Prefectures alliance: Prevention of drug abuse. ( in Greek)
  • Triliva, S. (1992). Theme-centered groups for aggressive children. In I. Nestoros (Ed.), Aggression in the family, in school and in the community (pp.353-362). Athens: Ellinika Grammata. (in Greek)
  • Triiva, S. (1991). The use of genograms in family therapy. Psychological topics, 4 (4), 353-361. (in Greek)

Current Research Grants

Grant:: Ministry of Education and Life-long learning: (100,000 Euro)
Work in collaboration with the NGO: I-Red—Institute fro Rights Equality & Diversity
The purpose of this research project is to identify best or promising practice models for doing primary prevention of violence and promotion of sensitization of difference in Greek schools. This project aims to build upon existing prevention education activities to provide a framework that can be implemented across Greece by educators, service providers, policy makers and funding bodies.
Our approach to this task will be to identify and consider the best models that could be easily be used in Greek schools. We will develop standards of best practice. This, research shows, assists in developing, implementing, and evaluating educational programs that focus on primary prevention of violence and differential treatment of diverse others by children in the schools.
The diverse programs that have been implemented in Greece and abroad will be analyzed by the users of these programs and the national standards that will be the product of this proposal will be useful for all involved in the process of program development, implementation and evaluation. In addition, these program indicators and standards will assist educators and administrators to analyze and choose the best programs suited for their school, age group, community or context at large, a crucial component of good practice.
One of the chief objectives of this project is to identify existing prevention programs that have been applied widely in the Greek schools and that have targeted diverse groups.
Grant: METAMORPHOSES- Recording my reality: through my eyes (5,000 Euro)
Research and intervention project combining art media and giving voice to those rarely heard methodologies.

Scholarships and Honors

  1. Fulbright Fellow (1989 –1990). Dissertation Scholarship. Fulbright Foundation, U.S.A.
  1. Dean’s Scholarship (1985 –1987). Rutgers University, The Graduate School of Applied and Professional Psychology.
  1. Tuition Scholarship (1982-1983). Columbia University.
  1. Undergraduate Honors Scholarship (1978 – 1982). Rutgers University.
  1. Member of The Psy-Chi Honor Society.
  1. Member of Phi Beta Kappa.

Reviewer Professional Affiliations

Member of the American Psychological Association
Member of the Greek Psychological Association
Member of the International Family Therapy Association
Member of the Society for Psychotherapy Research
Member of the Greek Society for Health Promotion and Prevention
Reviewer

.1. Journal of Health Psychology

2. Journal of Nutrition Education and Behavior

3. Journal of Social and Personal Relationships

4. Hellenic Journal of Psychology, Psychological

Society of Northern Greece

5. .Journal of Immigrant and Minority Health
6.The Journal Critical Social Studies –Outlines (Editorial Board)

7. Psychology, The Journal of the Hellenic Psychological Society