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: triliva@psy.soc.uoc.gr
Education
9/84 –
9/90
9/82 –
8/84
9/785/82
9/88 –
8/89
9/89 –
9/90
Psy. D., Doctor of Psychology
The Graduate School of Applied and Professional Psychology. Rutgers
University, New Brunswick, NJ, USA
M.A. Teachers College, Columbia University, NY, USA
Counselling Psychology
B.A. Rutgers University, NJ, USA
Psychology and Education
Clinical Internship: Mount Sinai Hospital, Child and Adolescent Psychiatric
Unit, Hartford CT, USA
Fulbright Award: Dissertation
“Identity and relatedness in urban and rural Greece”
Academic Positions
3/02 present
9/94 –
3/02
9/90 9/93
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.
Lecturer in Psychology, Department of Psychology, University of Crete
Adjunct Faculty, Department of Psychology, University of Crete, Greece
Clinical Training and Experience
2003present
1995-
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.
Community Outreach Coordinator: Family Primary Prevention Programming,
present
1990-1994
1988-1989
1985-1989
1986-1988
Rethymnon, Crete Greece.
Volunteer position providing preventive programming to the greater Rethymnon
community.
Private Practice, Rethymnon, Crete Greece
Family and Adolescent Psychotherapy
Mount Sinai Hospital, Connecticut, U.S.A.
Clinical Intern: Child and Adolescent Psychiatric Unit
 Individual, group, and family treatment
 Psychodiagnostic evaluations
Psychological Clinic, The Graduate School of Applied and Professional Psychology,
Rutgers University. U.S.A.
Supervised Clinical Practica
 Individual therapy
 Family Therapy
 Psychodiagnostic evaluations
Clinical Practica:
1.
2.
3.
Cook College Counselling Center
Rutgers College Counselling Center
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 (2
Edition). Athens: Topos. (in Greek)
nd
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Triliva, S. & Stalikas, A. (2011). Use of psychometric tools in Greece. In A. Stalikas, S.
Triliva, & P. Roussi (Eds.). Psychometric tools in Greece (2 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.
nd
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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. www.discourseunit.com/arcp/5.htm.
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Triliva, S., & Poulou, M. (2006). Greek teachers’ understandings and constructions of what
constitutes Social and Emotional Learning. School psychology international, 27(3), 315-338.
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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), 3239.
 Triliva, S. & Poulou, M. (2004). Emotional intelligence: definitions, theoretical models and
controversies. Scientific year book, Department of Psychology, University of Crete, 1, 275295. (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), 3239.
 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. 439479). 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 (pp4570). 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. 303310). 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)
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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), 353361. (in Greek)
Current Research Grants
Grant::
Ministry
of
Education
Work in collaboration with the NGO:
and
Life-long
learning:
(100,000
Euro)
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.
2.
Dean’s Scholarship (1985 –1987). Rutgers University, The Graduate School of Applied and
Professional Psychology.
3.
Tuition Scholarship (1982-1983). Columbia University.
4.
Undergraduate Honors Scholarship (1978 – 1982). Rutgers University.
5.
Member of The Psy-Chi Honor Society.
6.
Member of Phi Beta Kappa.
Reviewer Professional Affiliations
Member
Member
Member
of
of
of
the
the
the
American
Greek
International
Psychological
Psychological
Family
Therapy
Association
Association
Association
Member
Member
of
of
the
the
Greek
Society
Society for
for
Health
Psychotherapy
Promotion and
Research
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
6.The Journal Critical Social Studies –Outlines (Editorial Board)
7. Psychology, The Journal of the Hellenic Psychological Society
Minority
Health