Rachel Hayes

2.9k total citations · 1 hit paper
49 papers, 1.4k citations indexed

About

Rachel Hayes is a scholar working on Clinical Psychology, Education and Developmental and Educational Psychology. According to data from OpenAlex, Rachel Hayes has authored 49 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Clinical Psychology, 16 papers in Education and 16 papers in Developmental and Educational Psychology. Recurrent topics in Rachel Hayes's work include Child and Adolescent Psychosocial and Emotional Development (16 papers), Early Childhood Education and Development (15 papers) and Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (8 papers). Rachel Hayes is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (16 papers), Early Childhood Education and Development (15 papers) and Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (8 papers). Rachel Hayes collaborates with scholars based in United Kingdom, United States and Australia. Rachel Hayes's co-authors include Alan Slater, Elizabeth R. Brown, Paul C. Quinn, Sarah Byford, Willem Kuyken, Tim Dalgleish, Richard Byng, Rod S Taylor, Susanne Schweizer and Catherine Crane and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Journal of Psychiatry and Journal of Consulting and Clinical Psychology.

In The Last Decade

Rachel Hayes

45 papers receiving 1.4k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Efficacy of Mindfulness-Based Cognitive Therapy in Prevention of Depressive Relapse

2016 532 citations Willem Kuyken, Catherine Crane et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Rachel Hayes United Kingdom	17	735	579	306	275	232	49	1.4k
Aurora Szentágotai Romania	17	617 0.8×	396 0.7×	247 0.8×	212 0.8×	159 0.7×	29	1.1k
LeeAnn Cardaciotto United States	10	1.0k 1.4×	561 1.0×	354 1.2×	179 0.7×	81 0.3×	17	1.4k
Angela W. Chiu United States	12	792 1.1×	212 0.4×	178 0.6×	437 1.6×	184 0.8×	23	1.1k
Frits Boer Netherlands	27	1.5k 2.0×	339 0.6×	237 0.8×	564 2.1×	197 0.8×	87	2.1k
Frances A. Maratos United Kingdom	17	476 0.6×	329 0.6×	244 0.8×	319 1.2×	62 0.3×	53	1.2k
Brad A. Alford United States	13	1.1k 1.4×	620 1.1×	469 1.5×	194 0.7×	137 0.6×	27	1.7k
Stephen S. Ilardi United States	21	1.1k 1.5×	680 1.2×	408 1.3×	196 0.7×	69 0.3×	42	1.8k
Gerald J. Haeffel United States	22	1.0k 1.4×	806 1.4×	438 1.4×	185 0.7×	72 0.3×	56	1.7k
Carmen Luciano Spain	25	1.2k 1.6×	604 1.0×	427 1.4×	450 1.6×	760 3.3×	81	2.0k
Nicholas J. Moberly United Kingdom	19	887 1.2×	1.0k 1.8×	412 1.3×	354 1.3×	117 0.5×	50	1.8k

Countries citing papers authored by Rachel Hayes

Since Specialization

Citations

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

Fields of papers citing papers by Rachel Hayes

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rachel Hayes

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

All Works

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20 of 20 papers shown

Finning, Katie, et al.. (2024). Is neighbourhood deprivation in primary school-aged children associated with their mental health and does this association change over 30 months?. European Child & Adolescent Psychiatry. 33(9). 3111–3121.

Mareva, Silvana, et al.. (2024). The Mental Wellbeing of Child and Adolescent Mental Health Service (CAMHS) Workers in England: A Cross-Sectional Descriptive Study Reporting Levels of Burnout, Wellbeing and Job Satisfaction. Healthcare. 12(4). 430–430. 1 indexed citations

Burn, Anne‐Marie, Kate Allen, Lorraine Hansford, et al.. (2024). Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study. Emotional and Behavioural Difficulties. 29(1-2). 4–17.

Montero‐Marín, Jesús, Verena Hinze, Anne Maj van der Velden, et al.. (2024). Examining what works for whom and how in mindfulness-based cognitive therapy (MBCT) for recurrent depression: moderated-mediation analysis in the PREVENT trial. The British Journal of Psychiatry. 226(4). 213–221. 1 indexed citations

Russell, Abigail Emma, Barney Dunn, Rachel Hayes, et al.. (2023). Investigation of the feasibility and acceptability of a school-based intervention for children with traits of ADHD: protocol for an iterative case-series study. BMJ Open. 13(2). e065176–e065176. 3 indexed citations

Zaneva, Mirela, Richard P. Hastings, Matthew R. Broome, et al.. (2023). Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health. Children. 10(12). 1852–1852. 5 indexed citations

Cohen, Zachary D., Robert J. DeRubeis, Rachel Hayes, et al.. (2022). The Development and Internal Evaluation of a Predictive Model to Identify for Whom Mindfulness-Based Cognitive Therapy Offers Superior Relapse Prevention for Recurrent Depression Versus Maintenance Antidepressant Medication. Clinical Psychological Science. 11(1). 59–76. 13 indexed citations

Ball, Susan, Siobhán Mitchell, Obioha C. Ukoumunne, et al.. (2021). The longitudinal relationship between child emotional disorder and parental mental health in the British Child and Adolescent Mental Health surveys 1999 and 2004. Journal of Affective Disorders. 288. 58–67. 16 indexed citations

Tickell, Alice, Richard Byng, Catherine Crane, et al.. (2020). Recovery from recurrent depression with mindfulness-based cognitive therapy and antidepressants: a qualitative study with illustrative case studies. BMJ Open. 10(2). e033892–e033892. 15 indexed citations

10.

Mathews, Frances, Tamsin Newlove‐Delgado, Katie Finning, et al.. (2020). Teachers' concerns about pupils' mental health in a cross‐sectional survey of a population sample of British schoolchildren. Child and Adolescent Mental Health. 26(2). 99–105. 9 indexed citations

11.

Ford, Tamsin, Astrid Janssens, Tamsin Newlove‐Delgado, et al.. (2020). Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD. British Journal of Educational Psychology. 91(1). 442–462. 25 indexed citations

12.

Tóth, Katalin, Lamiya Samad, Sarah Golden, et al.. (2020). What issues bring primary school children to counselling? A service evaluation of presenting issues across 291 schools working with Place2Be. Counselling and Psychotherapy Research. 20(4). 571–579. 3 indexed citations

13.

McKinnon, Anna, Willem Kuyken, Rachel Hayes, et al.. (2020). The psychometric properties of the cognitive emotion regulation questionnaire (CERQ) in a clinical sample of adults with recurrent depression. Journal of Affective Disorders. 276. 212–219. 15 indexed citations

14.

Allen, Kate, Lorraine Hansford, Rachel Hayes, et al.. (2019). Teachers’ perceptions of the impact of the Incredible Years ^® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils. British Journal of Educational Psychology. 90(S1). 75–90. 16 indexed citations

15.

Hayes, Rachel, Kate Allen, Matt Allwood, et al.. (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self‐efficacy, work‐related stress, and general well‐being: Results from the STARS randomized controlled trial. British Journal of Educational Psychology. 90(2). 330–348. 24 indexed citations

16.

Ford, Tamsin, Rachel Hayes, Sarah Byford, et al.. (2019). Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. SHILAP Revista de lepidopterología. 7(6). 1–150. 15 indexed citations

17.

Hayes, Rachel, Kate Allen, Anna Price, et al.. (2018). Psychological distress among primary school teachers: a comparison with clinical and population samples. Public Health. 166. 53–56. 32 indexed citations

18.

Allwood, Matt, Kate Allen, Anna Price, et al.. (2018). The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool. Emotional and Behavioural Difficulties. 23(4). 361–371. 7 indexed citations

19.

Ford, Tamsin, Rachel Hayes, Sarah Byford, et al.. (2018). The effectiveness and cost-effectiveness of the Incredible Years^®Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial. Psychological Medicine. 49(5). 828–842. 41 indexed citations

20.

Nye, Elizabeth, Frances Gardner, Lorraine Hansford, et al.. (2015). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators. Emotional and Behavioural Difficulties. 21(1). 43–60. 17 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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