Dr Olga Fotakopoulou

Associate Professor in Developmental Psychology

Email:: olga.fotakopoulou@bcu.ac.uk

Dr Olga Fotakopoulou is an Associate Professor of Developmental Psychology at the Department of Psychology. She serves as the Department’s Athena Swan Lead, supporting the advancement of gender equality and fostering an inclusive academic environment.

A Chartered Psychologist with the British Psychological Society, Dr Fotakopoulou is a developmental psychologist with extensive experience working across a range of educational and clinical settings. She specialises in the social and emotional development of children and young people, with particular interest in their interactions with emerging technologies and the ways these shape developmental outcomes.

Dr Fotakopoulou has worked on and led a number of national, European and international research projects, collaborating with multidisciplinary teams to address issues relating to children’s wellbeing, digital engagement and socio cognitive development. Her work contributes to evidence based practice and informs policy discussions surrounding children’s experiences in contemporary digital and educational contexts.

Areas of Expertise

Qualifications

Memberships

Teaching

Research

Scientist project

Globally, there is a pressing shortage of young people pursuing careers in science, technology, engineering, mathematics (STEM), and STEM education (Tal, Lavi, & Reiss, 2024). This challenge is compounded by the persistent underrepresentation of women in many STEM fields (Dickson et al., 2021). As future economies and societies are predicted to rely increasingly on highly qualified STEM professionals (Tal et al., 2024), it is vital to identify and address barriers that shape children’s perceptions and aspirations in relation to science.

Research demonstrates that understanding who scientists are and what they do is central to developing scientific literacy. Such understanding influences children’s self-perception as users of scientific knowledge and as potential future producers of it. Early interventions that challenge stereotypes and broaden children’s views of science are therefore critical for nurturing inclusive participation in STEM.

This study investigates how young children perceive and represent science and scientists, with a particular focus on identifying persistent or evolving stereotypes.

The initial phase of the study was conducted with children aged 4–12 visiting a Science Museum in England. A mixed-methods design was adopted, combining the Draw-a-Scientist Test (DAST) with semi-structured interviews. The study addressed four key questions: (i) How do young children represent scientists? (ii) What do children’s drawings reveal about their understanding of scientists’ gender, appearance, and specialties? (iii) How do children’s own characteristics (e.g., gender, age) influence their depictions and perceptions of scientists? and (iv) How do children explain their choices?

Findings revealed a statistically significant correlation between the child’s gender and the gender of the scientist depicted. Content analysis of children’s responses provided insights into their perceptions of scientists’ work, and notably, many participants expressed aspirations to study science at university in the future. These findings inform recommendations for supporting children’s science ambitions and dismantling stereotypes that may limit participation.

International Collaboration

The project has now expanded into an international collaboration, with colleagues in China, Indonesia, Greece, Norway, and Vietnam collecting data with primary school-aged children in schools and science centres. This global dimension will allow for cross-cultural comparisons, highlighting both universal and context-specific stereotypes and aspirations.

Young Gypsy, Roma and Traveller People: Mitigating Exclusion through the digital?

This Nuffield Education-funded project investigates digital engagement among Gypsy, Roma and Traveller (GRT) young people in the UK, an under researched population that has historically faced exclusion from mainstream research, public services and digital infrastructures. Digital participation for GRT communities represents a “wicked problem”: it is shaped by intersecting factors including socioeconomic inequality, racism, educational marginalisation, safety concerns, identity development and mental health.

This study aims to explore how young GRT people access and use digital technologies, and how these online practices influence their everyday lives, relationships, learning experiences and future opportunities. As GRT young people increasingly go online and adopt digital tools, understanding their experiences is essential for addressing barriers to participation, supporting wellbeing, and informing more equitable digital and educational policy.

YouTube/YouTube Kids

The YouTube/YouTube Kids project investigates how young children in England, Scotland, Australia and the United States watch and engage with digital content on YouTube and YouTube Kids. The project was initiated in collaboration with Dr Jane O’Connor from the Department of Education, alongside academic partners from the University of Strathclyde, Macquarie University, and Monash University. Together, the team explores children’s digital viewing habits, their interactions with online content, and the implications for their learning, wellbeing and everyday experiences.

Given the increasing amounts of time young children spend viewing these platforms (especially during the pandemic), and related concerns around the commercial algorithms which direct their viewing choices, this research aims to understand how young children make choices about what videos to watch and to explore the extent of their comprehension of the constructed, ‘unreal’ nature that characterises a large proportion of these videos, particularly those presented by children (micro-celebrities). The first paper of the project reporting on the findings of the exploratory study with the title: Resisting hyperreality?: talking to young children about YouTube and YouTube Kids has been submitted to Contemporary issues in Early Childhood.

PersonaX: An AI Framework for Reanimating Historical Figures through Conversational Avatars, BCU and WM Police Museum

AI driven interactive avatars are increasingly used in history education and museum settings to provide engaging, personalised and immersive learning experiences. By animating historical figures, objects or themes through conversational interaction and storytelling, these systems have the potential to spark curiosity and deepen understanding among young audiences. However, current research highlights important limitations in co creation, adaptability and ethical practice that restrict the educational and cultural value of such technologies.

Although museum teams can contribute to an avatar’s design, technical and practical constraints often limit the flexibility of these systems. It is not possible to anticipate all visitor questions, cultural contexts or learning needs, and rigid system boundaries can reduce the diversity, inclusivity and responsiveness of the avatar’s interactions. As a result, opportunities for meaningful collaboration between learners, educators and AI systems remain limited, and young people rarely have a voice in shaping how history is represented through emerging technologies.
This project aims to investigate how young learners can participate actively in co creating AI avatars for interactive history education. Working with school pupils aged 11–16 (Years 7–10 in the UK), we will run a series of participatory workshops during a museum event. Activities will include hands on demonstrations of AI technologies, creative design tasks, and focus group discussions. These sessions will explore young people’s ideas about how avatars can represent the past in more inclusive, engaging and ethically grounded ways, as well as their views on policing, police officers and the societal role of law enforcement.

Connection to the Fashion Police Project

This study builds on, but extends beyond, the earlier Fashion Police project (PNF 4712), a collaboration between Birmingham City University academics and the West Midlands Police Museum. The Fashion Police project examines the historical development of police uniforms and how they shape public perceptions, authority and identity. Through research, collection work, digitisation, exhibitions and community engagement, the project is producing online resources, a book, and both physical and digital exhibitions that critically explore the history of policing and its relationship with communities.

The project will generate insights into how collaborative, ethically informed design processes can enhance cultural learning experiences and support the development of more participatory AI systems in museums and educational environments.

To support evaluation, the study will collect data on young people’s co creation processes alongside anonymous demographic information (e.g., age, gender and ethnic group). A mixed methods design will be used, combining questionnaires, audio recorded focus groups and photographs (e.g., of co creation outputs) to ensure a rich evidence base for analysis, represent history in more inclusive and engaging ways, as well as to understand their views about the police, police officers, and the role they play in society.

Mumfluencers and dadfluencers: inspiration or impostor?

This study explores how “mumfluencers” and “dadfluencers” shape the parenting practices, perceptions, and wellbeing of mothers raising children and adolescents. Conducted in the UK and funded by the Faculty of Business, Law and Social Sciences, the project involves in depth qualitative interviews with mothers to examine how they experience, interpret, and make sense of influencer driven parenting norms circulating on social media. Using Interpretative Phenomenological Analysis (IPA), the study seeks to capture the nuanced, lived experiences of participants, generating insights into how online parenting cultures influence mothers’ daily decision making, emotional wellbeing, and sense of identity.

Postgraduate Supervision

Publications

Papers in refereed journals

Fotakopoulou, O., O’Connor, J., & Ulatowska, J. Making potions and jumping on the moon’: exploring young children’s understanding of science and scientists using the Draw a Scientist Test (DAST). European Early Childhood Education Research Journal.
Hatzigianni, M., Fotakopoulou, O., Dardanou, M., Brito, R., Dias, P., O'Connor, J., & Dong, Ch. Navigating digital integration in Early Childhood: International perspectives from educators working with infants and toddlers. European Early Childhood Education Research Journal.
Misirli, A., Fotakopoulou, O., Dardanou, M., & Komis, V. The impact of touchscreen digital exposure on children’s social development and communication: a systematic review. Frontiers in Psychology.
Casasanto, D., Fotakopoulou, O., Lucero, C., Pita, R. & Boroditsky, L. The long and small of it: Language shapes duration estimation in speakers of English and Greek. Language and Cognition.
Dong, Ch., Fotakopoulou, O., Hatzigianni, M. (2024). Chinese Early
Childhood Educators’ experiences and confidence related to touchscreen use’. Journal of Early Child Development and Care.
Baker, C., Tsirikos, Th., Morris, N., Fotakopoulou, O., & Parrott, F.(2023). Adolescent idiopathic scoliosis: Interdisciplinary Creative Art Practice and Nature Connections. Medical Humanities.
O’Connor, J., Fotakopoulou, O., Johnston, K., Ludgate, S., Kewalramani, S., & Johnston, K. (2023) Resisting hyperreality? talking to young children about YouTube and YouTube Kids. Contemporary Issues in Early Childhood. ISSN 1463-9491
McDonald, S., & Fotakopoulou, O. (2023). The impact of mode of assessment on young children’s mathematical skills: a mixed methods approach. Early Education and Development. https://www.tandfonline.com/doi/pdf/10.1080/10409289.2023.2260683
O’Connor, J., & Fotakopoulou, O. (2022). Using rhythmanalysis to explore the synchronicities and disruptions in children’s everyday lives in England and Greece during the 2020 lockdown. Methodological Innovations.
Dardanou, M., Unstad, T., Brito, R., Dias, P., Fotakopoulou, O., Sakata, Y., O’Connor, J. (2020). Use of touchscreen technology by 0-3 year old children: Parents’ perspectives in Norway, Portugal and Japan. Journal of Early Childhood Literacy.
Fotakopoulou, O., Hatzigianni, M., Dardanou, M., Unstad, T., & O’Connor, J. (2020). ‘Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age in England, Norway and Greece’. European Early Childhood Education Research Journal.
Georgiadou, Tr., Fotakopoulou, O., & Pnevmatikos, D. (2018). Exploring bioethical reasoning in children and adolescents using focus groups methodology. SAGE Research Methods case psychology.
O’Connor, J. & Fotakopoulou, O. (2016). A threat to early childhood innocence or the future of learning? Parents’ perspectives on the use of touchscreen technology by 0-3 year olds in the UK. Contemporary Issues in Early Childhood.
Georgiadou, Tr., Fotakopoulou, O., & Pnevmatikos, D. (2015). Adolescents' preferences for organ allocation: The role of empathy and altruism in allocation judgments. European Journal of Developmental Psychology, 12 (13), 310-323.
Fotakopoulou, O., & Markoulis, D. (2011). Points of convergence between socio-moral reasoning and the conception of key political ideas. Psychology, 18 (4), 440-467.
Casasanto, D., Fotakopoulou, O. & Boroditsky, L. (2010). Space and time in the child’s mind Evidence for a cross-dimensional asymmetry. Cognitive Science, 34 (3), 387–405. http://www.ncbi.nlm.nih.gov/pubmed/21564218

In the pipeline

Fotakopoulou, O. & Page, D., Begum, S., & Mogra, I. (in submission). Exploring moral values in primary school children in England. Psychology in the Schools Journal.

Chapters in edited books

Fotakopoulou, O., Palaiologou, I. Attachment and Adverse Childhood Experiences. In I. Palaiologou and C. Knight, Child Development, Sage.
Fotakopoulou, O. Influential factors for child development (environment, culture, the role of families and adults, wellbeing, health, Physical development, resilience) In I. Palaiologou and C. Knight, Child Development, Sage.
O’Connor, J., Fotakopoulou, O., Hatzigianni, M and Fridberg, M. (2019). ‘Parents’ perspectives on the use of touchscreen technology by 0-3 year olds in the UK, Sweden, Australia and Greece’. In Palaiologou, I. and Gray, C. (Eds). Early Learning in the Digital Age: Digital Pedagogy and Early Childhood. London: SAGE
Fotakopoulou, O., & Mitchell, K. (2017). The Value Friendship: Collecting data in UK. In Feiner, Franz & Krammer, Johann & Pack, Irene & Resnik, Mojca & Straßegger-Einfalt Renate (Hg.), wert(e)voll wachsen. Ethische Bildung für eine nachhaltige, dialogische Zukunft, (pp. 183-190). Graz: LogoMedia.
Fotakopoulou, O., & Simms, D. (2017). The Value Respect: Collecting data in UK. In Feiner, Franz & Krammer, Johann & Pack, Irene & Resnik, Mojca & Straßegger-Einfalt Renate (Hg.), wert(e)voll wachsen. Ethische Bildung für eine nachhaltige, dialogische Zukunft, (pp. 191-195). Graz: LogoMedia.
Faniglione, D., Fotakopoulou, O., & Lowe, G. (2017). Psychology students as co-creators in designing an innovative case-study based learning resource. In: J. Branch, S. Hayes, A. Hørsted and C. Nygaard, eds. Innovative teaching and learning in higher education. United Kingdom: Libri Publishing, pp. 257–268.
Kioseoglou, G. (2013). Associations between adolescents’ political reasoning, socio- moral reasoning and cognitive competence. In A. Mpaka, D. Moraiotou, L. Figgou, E. Gonida, & V. Deliyianni, (Eds.), 10th Scientific Annals of School of Psychology. Thessaloniki.
Markoulis, D., & Fotakopoulou, O. (2012). The development of moral reasoning in children. In H. Bezevegis & S. Hatzichristou, Psychopaidia. Athens: Pedio. University of Athens (in Greek).
Fotakopoulou, O. & Markoulis, D. (2009). Distribution of water: Adolescents’ approach on an adults’ problem. In M. Dikaiou, E. Georgaka & A. Xenikou (Eds.), 8th Scientific Annals of School of Psychology, (pp. 253-291). Art of Text: Thessaloniki. (in Greek)

Conference papers and presentations

Dardanou M., Fotakopoulou, O., & Unstad, T, & Wara, A.. Drawing a scientist in Science and Science Centre: an international project on young children’s representations. Norwegian Early Childhood Education Research Conference. University of Stravanger, Norway.
Fotakopoulou, O., Misirli, A., Dardanou, M., Unstad, T., & Kewalramani, S. Drawing a scientist in Science Museums: an international study. Biennial meeting of Society for Research in Children’s Development, Minneapolis, USA.
Dong, Ch., Fotakopoulou, O., Hatzigianni, M. Chinese Early Childhood Educators’ experiences and confidence related to touchscreen use’. European Early Childhood Education Research Association Conference, Brighton, UK.
Fotakopoulou, O. & O’Connor, J. Drawing a scientist in a Science Museum. 53rd Annual Meeting of Jean Piaget Society, Toronto, Canada.
Fotakopoulou, O., & O’Connor, J. Using rhythmanalysis to explore children’s everyday lives in England and Greece. 32nd Conference of the European Early Childhood Research Association, Lisbon, Portugal.
Hatzigianni, M., Dardanou M., Fotakopoulou, O., Unstad, T., Dong, C., Brito, R. & O’Connor (2022). Our youngest learners have something to teach us: new perspectives and dilemmas arising from the growing use of digital technologies 74th World Assembly and Conference, Athens, Greece.
O’Connor, J., Fotakopoulou, O., Ludgate, S., Arnott, L., Johnson, K., Kewalramani, S, &.Wade, A. (2021). Hyperreality and the simulation of childhood: using Baudrillard to explore young children’s understanding of micro-celebrity content on YouTube/YouTube Kids. 31st Conference of the European Early Childhood Research Association, Zagreb, Kroatia.
Unstad, T., Fotakopoulou, O., Hatzigianni, M., Dardanou M., & O’Connor, J. (2021). Home and Kindergarten, two sides of young children’s use of touch-screen technology: An exploration using multiple methodological approaches. 31st Conference of the European Early Childhood Research Association, Zagreb, Kroatia.
Fotakopoulou, O., Page, D., & Mogra, D. (2019). Exploring moral values in primary school children in UK (ETHIKA project). 19th European Conference on Developmental Psychology, Kapodistrian University of Athens, Athens.
Unstad, T., Fotakopoulou, O., Hatzigianni, M., Dardanou, M., & O’Connor, J. (2019). Early childhood educators’ insights in how to integrate the use of touchscreen technologies with children under three years of age in the UK, Norway, Australia and Greece. 30th Conference of the European Early Childhood Education Research Association, Aristotle University of Thessaloniki, Thessaloniki.
Hatzigianni, M., O 'Connor, J., Dardanou, M., Unstad, T. & Fotakopoulou, O. (2018). Early childhood educators' attitudes and beliefs around the use of touchscreen technologies by children under three years of age. EECERA Conference, 28th August, Budapest, Hungary.
Fotakopoulou, O., Georgiadou, Tr., Kamal A., & Pnevmatikos, D. (2018). Development of children’s concepts of bioethics. In the 48th Annual Conference of the Jean Piaget Society with the topic: The Dynamics of Development: Process, (Inter-) Action, & Complexity, May 31-June 2, 2018, Amsterdam, Netherlands.
Burton, B., Fotakopoulou, O., & Aldrovandi, S. Examining the association between risk preference and delayed gratification in young children. International Convention of Psychological Sciences, 23-25 March 2017, University of Vienna, Austria.
Fotakopoulou, O., Mitchell, K., & Mogra, I. EU ETHIKA project: Philosophising with children: the experience of collecting data in UK. 3-7 April 2017, Graz. Austria.
O’Connor, J., Fotakopoulou, O., & Hatzigianni, M. Parents’ perspectives on the use of touchscreen technology by 0-3 year olds in the UK, Greece, Sweden and Australia. EECERA Conference, 29 August-2nd September 2017, University of. Bologna, Italy.
Hatzigianni, M., Fotakopoulou, O., & O’Connor, J. Parents’ and Educators’ views on the use of touchscreen technologies by young children aged 0-3. Early Start Conference on Helping children flourish and realise their potential, 27-29 September 2017. University of Wollongong, Australia.
Fotakopoulou, O., Faniglione, D. & Lowe, G. (2016). Psychology students as co-creators in designing an innovative case-study based learning resource. 14th International Symposium on Innovative Teaching and Learning Practices in Higher Education, Institute for Learning in Higher Education, Copenhagen, Denmark.
Fotakopoulou, O., Williams, J., Mogra, I. & Cuttler, H. (2016). Ethics and ethical practice: Perceptions and awareness in students of Social and Sciences and Education in a UK University. 5th SIG13 Symposium of the European Association for Research on Learning and Instruction on Professionals' Ethos and Education for Responsibility", University of Salzburg, Austria.
Mogra, I., & Fotakopoulou, O. (2015). Trainee teachers and their tutorial system: a case study. Poster presented at the UKAT -UK Annual Conference, University of Hull, Southampton.
Fotakopoulou, O., Georgiadou, Tr. &. Pnevmatikos, D. (2015). A grounded theory study on children’s bioethical judgments. 17th European Conference of Developmental Psychology, University if Minho, Braga, Portugal.
Fotakopoulou, O., Georgiadou, Tr. &. Pnevmatikos, D. (2014). What school-aged children think about contemporary bioethical dilemmas? Proceedings of the International Conference: Reflections on childhood, School of Education, Thessaloniki, Greece.
Fotakopoulou, O., Georgiadou, Tr. &. Pnevmatikos, D. (2014). Adolescents’ judgments on current bioethical issues. Proceedings of the 4th SIG13 Symposium: Moral and democratic education - Moral Education for a Democratic Citizenship. Verona, Italy.
Fotakopoulou, O., & Kanira, E. (2014). The development of empathy in young children: tracing the roots from early childhood. International Child’s World conference, Aberystwyth University, Wales, UK.
Kanira, E., & Fotakopoulou, O. (2014). Dramatic play and empathy in early childhood. 24th Conference of European Early Childhood Educational Research Association, University of Crete, Crete, Greece.
Fotakopoulou, O., Georgiadou, Tr., Pnevmatikos, D. (2013). Saving life through death: Adolescents’ views on a bioethical dilemma. Proceedings of the 14th ELPSE Conference, University of Thrace, Alexandroupoli.
Fotakopoulou, O., Pnevmatikos, D., Georgiadou, Tr., & Trikkaliotis, I. (2012). Transplantations: Greek adolescents argue about a current bioethical issue. Proceedings of the Symposium of the Early-SIG-13 on Moral and Democratic Education, NLA University College, Bergen, Norway.
Fotakopoulou, O., Pnevmatikos, D.,Nona-Georgiou, St. (2012). Greek adolescents think and argue about the stem-cell research and therapy. Proceedings of the Symposium of the Early-SIG-13 on Moral and Democratic Education, NLA University College, Bergen, Norway.
Fotakopoulou, O. & Markoulis, D. (2009). Points of convergence between socio-moral reasoning and the conception of key political ideas. Proceedings of the 13th Biennial Earli Conference of the European Association for Research on Learning and Instruction, UvA. Amsterdam & Vrije Universiteit, Amsterdam.
Casasanto, D., Fotakopoulou, O, & Boroditsky, L. (2009).Space and Time in the Child’s Mind: Evidence for a Cross-Dimensional Asymmetry. Proceedings of the 31st Annual Conference of the Cognitive Science Society. Amsterdam, NL.
Miklikowska, M. & Fotakopoulou, O. (2009). Family democracy, democratic values, adolescents, political thinking, communication patterns. On line-proceedings of the XXXII Annual Meeting of International Society of Political Psychology, Trinity College, Dublin.
Fotakopoulou, O. (2008). The world of family: parental imprints on the development of political thinking. On-line proceedings of the 31st Annual Meeting of the International Society of Political Psychology, Sciences Po, Paris.
Fotakopoulou, O. & Markoulis, D. (2008). Political thinking in primary school years: A developmental perspective. On-line proceedings of Symposium of the Earli Sig 13 Moral And Democratic Education, School of Education, Florina.
Pantouli, O. & Fotakopoulou, O. (2008). The concept of gender in natural and social sciences: a quantitative and qualitative analysis. On-line Proceedings of the Conference with the title: From adolescence to adult life, Thessaloniki, Aristotle University of Thessaloniki.
Lada, S., Chatzikonstantinou, K., Fotakopoulou, O. (2008). The concept of gender in natural and social sciences. Proceedings of the Conference on Research Methods of social gender, Rethymno, University of Crete.
Lada, S., Fotakopoulou, O., Chatzikonstantinou, K. (2008). Portraying Gender. Proceedings of the 2nd International Conference of the European Society for the History of Science, Jagellonian University, Krakow.
Fotakopoulou, O. (2007). The development of political thinking: A developmental perspective. On line Proceedings of the 4th ECPR General Conference of Political Psychology, University of Sapienza, Pisa.
Casasanto D., Boroditsky L., Phillips W., Greene J., Goswami S., Bocanegra-Thiel S., Santiago-Diaz I., Fotakopoulou O., Pita R., Gill D. (2004). How deep are the effects of language on thought? Time estimation in speakers of English, Indonesian, Greek and Spanish. Proceedings of 26th Annual Meeting of the Cognitive Science Society, Chicago.

Conference/poster presentations

Poster Presentation on the topic: Who has the priority for transplantation? Adolescents’ moral reasoning on bioethical issues. Joint Cognitive Psychology Section and Developmental Psychology Section Annual Conference, University of Reading, Reading. 6-9 September 2013
Presentation on the topic: Development of altruistic orientation: tracing the roots from the early childhood, 3rd International Conference of Psychological Society of Northern Greece with the topic, Children and youth in changing societies, School of Psychology, Aristotle University, Thessaloniki, 2-4 December 2010.
Presentation on the topic: The development of altruistic orientation in childhood, at the 2nd Hellenic Conference of Developmental Psychology, Democritus University of Thrace, Alexandroupolis, 27-30 May 2010.
Presentation on the topic: How family communicative patterns affect the development of political thinking, at the 12th Panhellenic Conference of Psychological Research, University of Thessaly, Volos. 14-17 May 2009.
Presentation on the topic: Scientist in the picture, Greece 1900-1980. Situated identities – identities of sites, at the 10th Interdisciplinary Conference on Women, Women’s Worlds/ Mundos de Mujeres, Complutense University of Madrid, Madrid. 3-9 July 2008.
Presentation on the topic: Developmental changes in the formation of political thinking: endogenous and exogenous factors, at the 1st Hellenic Conference of Developmental Psychology, University of Athens. May-1 June 2008.
Presentation on the topic: Assessing student’s moral judgment competence through MJT, DIT, SROM, at the 2nd International Conference of Psychological Society of Northern Greece on Psychological Assessment, Aristotle University of Thessaloniki, 5-7 May 2007, Greece.
Presentation on the topic: The influence of native language on the perception of time, at the 1st Conference of Psychological Society of Northern Greece University of Thessaly, 21-23 November 2003, Volos.
Presentation with the topic: Depression, Quality of Life and Diabetes Mellitus, at the International Congress on QoL in Clinical Practice, Sani Beach Hotel, Chalkidiki. 5-7 April 2002.
Poster on the topic: Educating students of AUTH on stress management, at the 1st Hellenic Conference of the Greek Society of Psychophysiology, Macedonia Palace, Thessaloniki. 7-10 June 2001.
Presentation with the topic: Evaluating language abilities on Down’s Syndrome, at the 8th Hellenic Conference on Psychological Research, Democritus University of Thrace, Alexandroupolis. 24-27 May 2001.
Presentation on the topic: Analysing drawings of children with Down’s syndrome, at the 8th Hellenic Conference on Psychological Research, Democritus University of Thrace, Alexandroupolis, 24-27 May 2001.

Invited symposia/workshops/round table discussions

Fotakopoulou, O. (2022) Webinar on the impact of Covid-19 on young people’s lives. Metropolitan College.
Fotakopoulou, O. (2017) Language and motor development in early childhood. Conductive College. NICE-Centre for Movement Disorders, 9 June 2017, Birmingham, UK.
Fotakopoulou, O., Faniglione, D., Alam, L., Green, E., & Chandler, E. (2016) Development of a web-based learning resource for the students of Psychology: from an idea to the actualisation of a project. Peer to peer support. Faculty of Business, Law and Social Sciences, Birmingham, UK.
McDonald, M. Fotakopoulou, O., Ludgate, S. Lowe, R. (2015) Ethics in research with children, Education Conference, City South, Birmingham City University.
Fotakopoulou, O. Faniglione, D., Hetheringhton, M., Alam, Green, E. Workshop with the title: Development of a web-based learning resource for Psychology students. Faculty Conference on learning and teaching, 10th September 2015, City Centre Campus, Birmingham City University.
Fotakopoulou, O., Cuttler, H., & Wiliams, J. (2014) Workshop with the title: Ethics in Internet-Mediated Research. Faculty Research Conference, 26th June 2015, Pavilions, Birmingham City University.
Fotakopoulou, O. Round table discussion with the topic: Working with on-line research. Interdisciplinary Research Ethics Event, 2nd July 2015, City Centre Campus, Birmingham City University.
Fotakopoulou, O., Cuttler, H., Mogra, I. & Wiliams, J. (2014) Teaching ethics focus groups in ELSS. Workshop presented on the Staff Development Day and in the Centre of Research in Education Conference, Attwood, Birmingham City University.

Book translations

Harley, A. T. (2008). The psychology of language: from theory to practice. [M. Zafeiri, K. Roikou & O. Fotakopoulou, Trans. & R. Pita, Ed. Trans.. Thessaloniki: University Studio Press
Haste, H. (2005) Constructing the citizenship. In D. Markoulis & M. Dikaiou (Ed.), Political Psychology: problems and perspectives (pp. 237-280). Athens: Typothito (G. Dardanos).

Media coverage

Captive of time (2010, 14 March). Vima Science, p. 8-9