Amy Barnes

1.0k total citations
18 papers, 660 citations indexed

About

Amy Barnes is a scholar working on Social Psychology, Education and Clinical Psychology. According to data from OpenAlex, Amy Barnes has authored 18 papers receiving a total of 660 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Social Psychology, 8 papers in Education and 5 papers in Clinical Psychology. Recurrent topics in Amy Barnes's work include Bullying, Victimization, and Aggression (12 papers), Child Development and Digital Technology (7 papers) and Child and Adolescent Psychosocial and Emotional Development (4 papers). Amy Barnes is often cited by papers focused on Bullying, Victimization, and Aggression (12 papers), Child Development and Digital Technology (7 papers) and Child and Adolescent Psychosocial and Emotional Development (4 papers). Amy Barnes collaborates with scholars based in Australia, United States and Canada. Amy Barnes's co-authors include Donna Cross, Leanne Lester, Lydia Hearn, Thérèse Shaw, Natasha Pearce, Laura Thomas, Phillip T. Slee, Clare Roberts, S. Beatty and Stacey Waters and has published in prestigious journals such as Australasian Journal of Paramedicine, Aggression and Violent Behavior and Aggressive Behavior.

In The Last Decade

Amy Barnes

16 papers receiving 647 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Amy Barnes Australia 11 536 350 205 125 118 18 660
Nathalie Noret United Kingdom 10 670 1.3× 274 0.8× 261 1.3× 150 1.2× 164 1.4× 15 829
Leandra Parris United States 13 451 0.8× 312 0.9× 183 0.9× 85 0.7× 221 1.9× 27 648
Terry Waterhouse Canada 6 422 0.8× 245 0.7× 117 0.6× 93 0.7× 147 1.2× 6 519
Rina A. Bonanno Canada 5 614 1.1× 303 0.9× 249 1.2× 102 0.8× 209 1.8× 5 718
Lesley J. Cunningham Canada 11 419 0.8× 229 0.7× 193 0.9× 110 0.9× 94 0.8× 14 570
Sally Fitzpatrick Australia 10 471 0.9× 221 0.6× 272 1.3× 93 0.7× 165 1.4× 38 622
Helen Monks Australia 8 311 0.6× 207 0.6× 144 0.7× 89 0.7× 78 0.7× 16 432
Aida Midgett United States 18 603 1.1× 213 0.6× 252 1.2× 178 1.4× 91 0.8× 48 753
Petra Gradinger Austria 15 766 1.4× 471 1.3× 181 0.9× 100 0.8× 257 2.2× 29 867
Insoo Oh South Korea 10 367 0.7× 147 0.4× 148 0.7× 101 0.8× 210 1.8× 67 527

Countries citing papers authored by Amy Barnes

Since Specialization
Citations

This map shows the geographic impact of Amy Barnes's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Amy Barnes with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy Barnes more than expected).

Fields of papers citing papers by Amy Barnes

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amy Barnes. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Amy Barnes. The network helps show where Amy Barnes may publish in the future.

Co-authorship network of co-authors of Amy Barnes

This figure shows the co-authorship network connecting the top 25 collaborators of Amy Barnes. A scholar is included among the top collaborators of Amy Barnes based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Amy Barnes. Amy Barnes is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

18 of 18 papers shown
1.
Schalkwyk, May CI van, et al.. (2024). Overcoming doubt: developing CDoH Essentials, a practical tool to introduce the commercial determinants of health. Health Promotion International. 39(6). 1 indexed citations
2.
Lester, Leanne, Carmel Cefai, Valeria Cavioni, Amy Barnes, & Donna Cross. (2020). A Whole-School Approach to Promoting Staff Wellbeing. ˜The œAustralian journal of teacher education. 45(2). 1–22. 28 indexed citations
3.
Pressley, Tim, et al.. (2020). Becoming a Highly Effective Elementary Teacher and How to Support Teachers' Development. 7(1). 1 indexed citations
4.
Monks, Helen, et al.. (2019). A Qualitative Exploration of Electronic Image Sharing Among Young People: Navigating the Issues of Conformity, Trust, Intention, and Reputation. Health Education & Behavior. 46(2_suppl). 106S–113S. 5 indexed citations
5.
Cross, Donna, Kevin Runions, Thérèse Shaw, et al.. (2019). Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students. International Journal of Bullying Prevention. 1(1). 45–57. 19 indexed citations
6.
Cross, Donna, Thérèse Shaw, Melanie Epstein, et al.. (2018). Impact of the Friendly Schools whole‐school intervention on transition to secondary school and adolescent bullying behaviour. European Journal of Education. 53(4). 495–513. 40 indexed citations
7.
Lester, Leanne, Natasha Pearce, Stacey Waters, et al.. (2017). Family Involvement in a Whole-School Bullying Intervention: Mothers’ and Fathers’ Communication and Influence with Children. Journal of Child and Family Studies. 26(10). 2716–2727. 48 indexed citations
8.
Cross, Donna, Leanne Lester, Natasha Pearce, Amy Barnes, & S. Beatty. (2016). A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying. The Journal of Educational Research. 111(3). 255–267. 26 indexed citations
9.
Barnes, Amy, Natasha Pearce, Donna Cross, Laura Thomas, & Phillip T. Slee. (2016). Using online environments to build school staff capacity to address student wellbeing. Australasian Journal of Paramedicine. 111–122.
10.
Cross, Donna, Leanne Lester, & Amy Barnes. (2015). A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation. International Journal of Public Health. 60(2). 207–217. 135 indexed citations
11.
Cross, Donna, Thérèse Shaw, Phillip T. Slee, et al.. (2015). Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior. Aggressive Behavior. 42(2). 166–180. 128 indexed citations
12.
Cross, Donna, et al.. (2015). A social–ecological framework for understanding and reducing cyberbullying behaviours. Aggression and Violent Behavior. 23. 109–117. 140 indexed citations
13.
Cross, Donna, et al.. (2015). If It's about Me, Why Do It without Me? Genuine Student Engagement in School Cyberbullying Education.. Australasian Journal of Paramedicine. 7(1). 35–51. 19 indexed citations
14.
Cross, Donna, Thérèse Shaw, Amy Barnes, et al.. (2015). Évaluation de la capacité des personnels scolaires australiens à identifier et prendre en charge les problèmes de cyberharcèlement. Australasian Journal of Paramedicine. 33. 91–108. 1 indexed citations
15.
Cross, Donna, Leanne Lester, & Amy Barnes. (2014). Evaluating pastoral care. UWA Profiles and Research Repository (University of Western Australia). 39(1). 46.
16.
Cross, Donna & Amy Barnes. (2014). Using Systems Theory to Understand and Respond to Family Influences on Children's Bullying Behavior: Friendly Schools Friendly Families Program. Theory Into Practice. 53(4). 293–299. 37 indexed citations
17.
Cross, Donna, Marilyn Campbell, Phillip T. Slee, Barbara Spears, & Amy Barnes. (2013). Australian research to encourage school students' positive use of technology to reduce cyberbullying. UWA Profiles and Research Repository (UWA). 240–261. 1 indexed citations
18.
Barnes, Amy, Donna Cross, Leanne Lester, et al.. (2012). The Invisibility of Covert Bullying Among Students: Challenges for School Intervention. Australasian Journal of Paramedicine. 22(2). 206–226. 31 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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