Apostolos Georgios Fournaris, Associate Lecturer
-
Email
agfour@essex.ac.uk -
Location
Colchester Campus
Profile
- Freud, Anxiety and Academic Performance, Specialist Mentoring, Mentoring, Young adults, Adolescents, Psychoanalysis, History of Art, Italian Renaissance, Mannerism,
Biography
After studying Psychology back in 2011, I spent my time gaining experience in the public and private mental health sector and committing to continuous education and professional development. More specifically, my professional experience since then includes working in supported living organisations, psychiatric hospitals, forensic clinics, primary and secondary schools, academies, universities and charities. So far, I have worked as a support worker, an Assistant Psychologist, a Psychodynamic Psychotherapist, a Psychodynamic Counsellor and as a Specialist Mental Health Mentor for over 13 years. Currently, I am a Lecturer in Psychology at University of Roehampton, and I am working as a Psychodynamic Counsellor in private practice. I am a member of the British Psychological Society (MBPsS) and a registered member of the British Association of Counselling and Psychotherapy (MBACPreg). I am also studying for a PhD in Psychoanalytic Studies at University of Essex. My PhD research investigates the impact of specialist mentoring on anxiety and academic performance in adolescents and young adults in higher education.
Qualifications
-
MA in Psychodynamic Counselling (University of Essex) (2021)
-
MA in PSychoanalytic Studies (University of Essex) (2015)
-
BSc (Hons) Psychology Open University (2011)
-
BA (Hons) History of Art (University of Siena, Italy) (2003)
-
Certificate in Social Sciences Open University (2009)
Research and professional activities
Thesis
The impact of mentoring on anxiety and academic performance of university students: Using a psychodynamic framework to understand Mentoring. A mixed methods investigation.
Specialist Mentoring is one of the main ways of supporting mental health of university students. However, literature agrees that it is not supported by research, and its impact is not proven. Identified limitations of mentoring include definition, methods, and supporting theory. My research tests the impact of mentoring on academic performance and anxiety and evaluates the use psychodynamic theory to address current research limitations of theory and methodology and definition.
Supervisor: Professor Sue Kegerreis
