Emily Berger

1.9k total citations
109 papers, 1.1k citations indexed

About

Emily Berger is a scholar working on Clinical Psychology, Education and Safety Research. According to data from OpenAlex, Emily Berger has authored 109 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 71 papers in Clinical Psychology, 23 papers in Education and 17 papers in Safety Research. Recurrent topics in Emily Berger's work include Child Abuse and Trauma (25 papers), Child and Adolescent Psychosocial and Emotional Development (23 papers) and Early Childhood Education and Development (19 papers). Emily Berger is often cited by papers focused on Child Abuse and Trauma (25 papers), Child and Adolescent Psychosocial and Emotional Development (23 papers) and Early Childhood Education and Development (19 papers). Emily Berger collaborates with scholars based in Australia, United States and United Kingdom. Emily Berger's co-authors include Andrea Reupert, Penelope Hasking, Graham Martin, Kelly‐Ann Allen, Negar Jamshidi, Matthew Carroll, Fiona May, Gerald Wurf, Darryl Maybery and Jenna Miller and has published in prestigious journals such as PLoS ONE, Environmental Pollution and Social Science & Medicine.

In The Last Decade

Emily Berger

100 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Emily Berger Australia 20 701 271 151 146 132 109 1.1k
Rashid Ahmed South Africa 15 413 0.6× 178 0.7× 147 1.0× 205 1.4× 93 0.7× 33 1.0k
Youth Board on Children 13 438 0.6× 457 1.7× 60 0.4× 186 1.3× 139 1.1× 89 1.2k
Joshua Jeong United States 19 521 0.7× 377 1.4× 70 0.5× 211 1.4× 311 2.4× 66 1.5k
Michelle New United States 13 476 0.7× 140 0.5× 167 1.1× 148 1.0× 88 0.7× 26 1.0k
Wendy Knerr United Kingdom 11 844 1.2× 232 0.9× 127 0.8× 445 3.0× 132 1.0× 16 1.2k
Helen Cahill Australia 18 286 0.4× 294 1.1× 122 0.8× 347 2.4× 160 1.2× 79 1.0k
Gia Elise Barboza United States 13 419 0.6× 135 0.5× 298 2.0× 153 1.0× 116 0.9× 27 747
S. Kef Netherlands 19 532 0.8× 126 0.5× 146 1.0× 159 1.1× 265 2.0× 51 1.1k
Keith Brownlee Canada 17 401 0.6× 103 0.4× 196 1.3× 234 1.6× 107 0.8× 56 854
L. Oriana Linares United States 19 784 1.1× 159 0.6× 88 0.6× 194 1.3× 413 3.1× 32 1.1k

Countries citing papers authored by Emily Berger

Since Specialization
Citations

This map shows the geographic impact of Emily Berger'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 Emily Berger with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Emily Berger more than expected).

Fields of papers citing papers by Emily Berger

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Emily Berger. 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 Emily Berger. The network helps show where Emily Berger may publish in the future.

Co-authorship network of co-authors of Emily Berger

This figure shows the co-authorship network connecting the top 25 collaborators of Emily Berger. A scholar is included among the top collaborators of Emily Berger 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 Emily Berger. Emily Berger is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Berger, Emily, et al.. (2025). What can teachers do to help young people exposed to traumatic events? Young peoples’ perspectives. International Journal of Educational Research. 134. 102839–102839.
2.
Allen, Kelly‐Ann, et al.. (2025). Belonging in their words: exploring early childhood perspectives using the draw, write, tell method. Australian Journal of Psychology. 77(1). 2463949–2463949. 2 indexed citations
3.
Berger, Emily, et al.. (2024). Residential care worker perceptions on the implementation of trauma-informed practice. Children and Youth Services Review. 159. 107513–107513. 1 indexed citations
4.
5.
Berger, Emily, et al.. (2024). Young People’s Perspectives on Parents Helping Young People Exposed to Trauma. Child & Youth Care Forum. 54(1). 1–19. 1 indexed citations
6.
Berger, Emily, et al.. (2022). Educators’ Experiences of an Australian Education Program for Students in Out-of-Home Care. Child & Youth Services. 44(2). 168–193. 2 indexed citations
7.
Hine, Rochelle, et al.. (2022). From struggling to flourishing and thriving: Optimizing educator wellbeing within the Australian education context. Teaching and Teacher Education. 115. 103727–103727. 21 indexed citations
8.
May, Fiona, Kelly‐Ann Allen, Emily Berger, et al.. (2022). Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation. School Psychology International. 44(4). 447–467. 5 indexed citations
9.
Reupert, Andrea, Fiona May, Emily Berger, et al.. (2022). COVID-19 and Australian school psychology: Qualitative perspectives for enhancing future practice. School Psychology International. 43(3). 219–236. 6 indexed citations
10.
Berger, Emily, et al.. (2022). Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children. School Mental Health. 15(1). 300–311. 6 indexed citations
11.
Berger, Emily, et al.. (2021). Methods used by psychologists for identifying dyslexia: A systematic review. Dyslexia. 28(2). 132–148. 14 indexed citations
12.
13.
Castelo‐Soccio, Leslie, Irene Lara‐Corrales, Amy S. Paller, et al.. (2021). Acral Changes in pediatric patients during COVID 19 pandemic: Registry report from the COVID 19 response task force of the society of pediatric dermatology (SPD) and pediatric dermatology research alliance (PeDRA). Pediatric Dermatology. 38(2). 364–370. 10 indexed citations
14.
Berger, Emily, et al.. (2021). Examination of trauma training for postgraduate psychology students. Clinical Psychologist. 25(3). 306–315. 5 indexed citations
15.
Reupert, Andrea, et al.. (2021). Diagnosing adults with dyslexia: Psychologists' experiences and practices. Dyslexia. 27(4). 468–485. 3 indexed citations
16.
Berger, Emily & Lauren R. Meltzer. (2021). Qualitative experiences of Australian mental health staff with students exposed to domestic violence. School Psychology International. 42(3). 285–305. 3 indexed citations
17.
Berger, Emily & Karen Martin. (2020). Embedding trauma‐informed practice within the education sector. Journal of Community & Applied Social Psychology. 31(2). 223–227. 20 indexed citations
18.
Berger, Emily, Darryl Maybery, & Matthew Carroll. (2020). Children’s Perspectives on the Impact of the Hazelwood Mine Fire and Subsequent Smoke Event. Child & Youth Care Forum. 49(5). 707–724. 7 indexed citations
19.
Maybery, Darryl, Rebecca Jones, Joanna F. Dipnall, et al.. (2019). A mixed-methods study of psychological distress following an environmental catastrophe: the case of the Hazelwood open-cut coalmine fire in Australia. Anxiety Stress & Coping. 33(2). 216–230. 20 indexed citations
20.
Berger, Emily, et al.. (2018). Disaster Impacts on Students and Staff from a Specialist, Trauma-Informed Australian School. Journal of Child & Adolescent Trauma. 11(4). 521–530. 25 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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