Richard Midford

1.9k total citations
98 papers, 1.3k citations indexed

About

Richard Midford is a scholar working on General Health Professions, Epidemiology and Education. According to data from OpenAlex, Richard Midford has authored 98 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 42 papers in General Health Professions, 37 papers in Epidemiology and 16 papers in Education. Recurrent topics in Richard Midford's work include Substance Abuse Treatment and Outcomes (37 papers), Community Health and Development (22 papers) and Health Policy Implementation Science (18 papers). Richard Midford is often cited by papers focused on Substance Abuse Treatment and Outcomes (37 papers), Community Health and Development (22 papers) and Health Policy Implementation Science (18 papers). Richard Midford collaborates with scholars based in Australia, United Kingdom and France. Richard Midford's co-authors include Nyanda McBride, Fiona Farringdon, Michael Phillips, Lynn Meuleners, Simon Lenton, Geoffrey D. Munro, Helen Cahill, Leanne Lester, Robyn Ramsden and Alison Daly and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Addiction.

In The Last Decade

Richard Midford

92 papers receiving 1.1k citations

Peers

Richard Midford

EPIDE

GHP

SPS

PFM

O. M. Balakireva Ukraine

Amy L. Tobler United States

Ronda C. Zakocs United States

Sara Veblen‐Mortenson United States

Marja Holmila Finland

Bosco Rowland Australia

Genevieve M. Ames United States

C. Debra M. Furr‐Holden United States

Martin Plant United Kingdom

Dike van de Mheen Netherlands

O. M. Balakireva Ukraine

Richard Midford

655 ×1.0

EPIDE

408 ×0.6

GHP

293 ×1.2

200 ×1.2

SPS

166 ×1.1

PFM

Citations per year, relative to Richard Midford Richard Midford (= 1×) peers O. M. Balakireva

Countries citing papers authored by Richard Midford

Since Specialization

Citations

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

Fields of papers citing papers by Richard Midford

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Richard Midford

This figure shows the co-authorship network connecting the top 25 collaborators of Richard Midford. A scholar is included among the top collaborators of Richard Midford 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 Richard Midford. Richard Midford 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

Midford, Richard, et al.. (2022). Gender and Stress levels among Pre-Service Teachers. The Australian journal of teacher education. 47(11).

Robinson, Gary, et al.. (2022). Validity and reliability of resiliency measures trialled for the evaluation of a preventative Resilience-promoting social-emotional curriculum for remote Aboriginal school students. PLoS ONE. 17(1). e0262406–e0262406. 8 indexed citations

Lam, Tina, Anne‐Marie Laslett, Rowan P. Ogeil, et al.. (2019). From eye rolls to punches: experiences of harm from others’ drinking among risky-drinking adolescents across Australia. Public Health Research & Practice. 29(4). 8 indexed citations

Midford, Richard, et al.. (2017). Tapping into the teaching experiences of final year education students to increase support for students in their first year. Student Success. 8(1). 13–23. 4 indexed citations

Midford, Richard, et al.. (2016). Smoking Prevention for Students: Findings From a Three-Year Program of Integrated Harm Minimization School Drug Education. Substance Use & Misuse. 51(3). 395–407. 6 indexed citations

Midford, Richard, et al.. (2015). Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-service Teachers during Teaching Practicum. Journal of Teacher Education for Sustainability. 17(1). 35–47. 21 indexed citations

Midford, Richard, et al.. (2010). Digging for gold and coming up blue: a health survey in the mining industry. CDU eSpace Institutional Repository (Charles Darwin University). 15 indexed citations

Cercarelli, Rina, et al.. (2009). Workplace interventions for alcohol and other drug problems (Protocol). 1(2). 1–7. 5 indexed citations

Midford, Richard, et al.. (2007). School Leaver (Graduate) Celebrations in Margaret River, Western Australia: A Community Approach to Management. Substance Use & Misuse. 42(12-13). 1915–1932. 7 indexed citations

10.

Midford, Richard. (2007). Drug education and other prevention programmes for students. Drug and Alcohol Review. 26(6). 573–575. 1 indexed citations

11.

Midford, Richard, et al.. (2005). The legacy of a community mobilisation project to reduce alcohol related harm. Drug and Alcohol Review. 24(1). 3–11. 12 indexed citations

12.

McBride, Nyanda, Fiona Farringdon, Richard Midford, Lynn Meuleners, & Michael Phillips. (2004). Harm minimization in school drug education: final results of the School Health and Alcohol Harm Reduction Project (SHAHRP). Addiction. 99(3). 278–291. 192 indexed citations

13.

McBride, Nyanda, Fiona Farringdon, Richard Midford, Lynn Meuleners, & Michael Phillips. (2003). Early unsupervised drinking—reducing the risks. The School Health and Alcohol Harm Reduction Project. Drug and Alcohol Review. 22(3). 263–276. 39 indexed citations

14.

McBride, Nyanda, Fiona Farringdon, & Richard Midford. (2002). Implementing a school drug education programme: Reflections on fidelity. International Journal of Health Promotion and Education. 40(2). 40–50. 14 indexed citations

15.

Carruthers, Susan, et al.. (2002). Perceived and self‐reported licit and illicit drug use among fishing industry workers on the mid‐north coast of Western Australia. Drug and Alcohol Review. 21(4). 357–361. 9 indexed citations

16.

McBride, Nyanda, Richard Midford, Fiona Farringdon, & Michael Phillips. (2000). Early results from a school alcohol harm minimization study: the School Health and Alcohol Harm Reduction Project. Addiction. 95(7). 1021–1042. 84 indexed citations

17.

Midford, Richard, et al.. (1998). Alcohol consumption and injury in Western Australia: a spatial correlation analysis using geographic information systems. Australian and New Zealand Journal of Public Health. 22(1). 80–85. 25 indexed citations

18.

Midford, Richard, et al.. (1997). Workforce alcohol consumption patterns at two Pilbara mining-related worksites. 13(37). 253. 13 indexed citations

19.

Lenton, Simon & Richard Midford. (1996). Clarifying "harm reduction"? Commentary. Drug and Alcohol Review. 15(1). 411–413. 1 indexed citations

20.

Midford, Richard, et al.. (1995). Alcohol consumption and harm in two Western Australian regional centres. Australian Journal of Public Health. 19(1). 41–45. 7 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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