Stephen James Minton

561 total citations
24 papers, 305 citations indexed

About

Stephen James Minton is a scholar working on Social Psychology, Education and Clinical Psychology. According to data from OpenAlex, Stephen James Minton has authored 24 papers receiving a total of 305 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Social Psychology, 10 papers in Education and 4 papers in Clinical Psychology. Recurrent topics in Stephen James Minton's work include Bullying, Victimization, and Aggression (12 papers), Youth Development and Social Support (4 papers) and Child Development and Digital Technology (4 papers). Stephen James Minton is often cited by papers focused on Bullying, Victimization, and Aggression (12 papers), Youth Development and Social Support (4 papers) and Child Development and Digital Technology (4 papers). Stephen James Minton collaborates with scholars based in Ireland, United States and United Kingdom. Stephen James Minton's co-authors include Astrid Mona O'Moore, Mona O’Moore, Jolanta Burke, Conor Mc Guckin, Tore Sørlie, Oddgeir Friborg, Ketil Lenert Hansen, Andrew Loxley, Kathryn Senior and Richard Chenhall and has published in prestigious journals such as Aggressive Behavior, Compare A Journal of Comparative and International Education and British Journal of Learning Disabilities.

In The Last Decade

Stephen James Minton

24 papers receiving 265 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stephen James Minton Ireland 12 192 151 76 67 64 24 305
Ana María Velásquez Colombia 9 150 0.8× 148 1.0× 76 1.0× 46 0.7× 107 1.7× 21 316
Tessa M. L. Kaufman Netherlands 11 268 1.4× 97 0.6× 81 1.1× 51 0.8× 197 3.1× 27 372
Gerald Walton Canada 9 205 1.1× 115 0.8× 122 1.6× 74 1.1× 35 0.5× 18 310
Mrinalini A. Rao United States 8 286 1.5× 144 1.0× 84 1.1× 103 1.5× 166 2.6× 9 391
Wilfried Schubarth Germany 8 250 1.3× 159 1.1× 91 1.2× 35 0.5× 51 0.8× 52 362
Ruthaychonnee Sittichai Thailand 11 233 1.2× 166 1.1× 117 1.5× 33 0.5× 75 1.2× 21 387
Jill F. DeVoe United States 10 169 0.9× 164 1.1× 77 1.0× 46 0.7× 66 1.0× 11 288
Gretchen Brion‐Meisels United States 8 59 0.3× 129 0.9× 63 0.8× 67 1.0× 63 1.0× 21 219
Stan Davis United States 11 234 1.2× 126 0.8× 71 0.9× 42 0.6× 98 1.5× 17 336
Rhonda Turner Ireland 5 244 1.3× 74 0.5× 78 1.0× 75 1.1× 173 2.7× 7 356

Countries citing papers authored by Stephen James Minton

Since Specialization
Citations

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

Fields of papers citing papers by Stephen James Minton

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Stephen James Minton. 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 Stephen James Minton. The network helps show where Stephen James Minton may publish in the future.

Co-authorship network of co-authors of Stephen James Minton

This figure shows the co-authorship network connecting the top 25 collaborators of Stephen James Minton. A scholar is included among the top collaborators of Stephen James Minton 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 Stephen James Minton. Stephen James Minton 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.
2.
Minton, Stephen James, et al.. (2021). A meaning-centred, whole-school approach for responsible decision-making: The Logotherapeutic Framework. Irish Educational Studies. 40(3). 535–552. 1 indexed citations
3.
Minton, Stephen James. (2020). The Teacher’s Guide to Research: Engaging with, Applying and Conducting Research in the Classroom. 44(1). 58–59. 1 indexed citations
4.
Burke, Jolanta & Stephen James Minton. (2019). Well-being in post-primary schools in Ireland: the assessment and contribution of character strengths. Irish Educational Studies. 38(2). 177–192. 25 indexed citations
5.
Hansen, Ketil Lenert, Stephen James Minton, Oddgeir Friborg, & Tore Sørlie. (2017). Discrimination amongst Arctic Indigenous Sami and Non-Sami Populations in Norway. PEARL (University of Plymouth). 10(2). 45–84. 16 indexed citations
6.
Minton, Stephen James, et al.. (2016). Peer abuse and its contexts in industrial schools in Ireland. Journal of Aggression Conflict and Peace Research. 8(2). 76–85. 1 indexed citations
7.
Minton, Stephen James. (2016). Marginalisation and Aggression from Bullying to Genocide. SensePublishers eBooks. 2 indexed citations
8.
Minton, Stephen James. (2014). Prejudice and effective anti-bullying intervention: Evidence from the bullying of “minorities”. Nordic Psychology. 66(2). 108–120. 12 indexed citations
9.
Minton, Stephen James. (2014). Homophobic bullying: evidence-based suggestions for intervention programmes. Journal of Aggression Conflict and Peace Research. 6(3). 164–173. 9 indexed citations
10.
O’Moore, Mona & Stephen James Minton. (2013). Cyber-Bullying: The Irish Experience. PEARL (University of Plymouth). 12 indexed citations
11.
Minton, Stephen James, et al.. (2013). A ‘whole-school/community development’ approach to preventing and countering bullying: the Erris Anti-Bullying Initiative (2009–2011). Irish Educational Studies. 32(2). 233–249. 14 indexed citations
12.
Minton, Stephen James. (2012). Alterophobic bullying and pro‐conformist aggression in a survey of upper secondary school students in Ireland. Journal of Aggression Conflict and Peace Research. 4(2). 86–95. 11 indexed citations
13.
Minton, Stephen James. (2012). Using Psychology in the Classroom. 8 indexed citations
14.
Loxley, Andrew, et al.. (2011). Space Makers or Space Cadets? Exploring children’s perceptions of space and place in the context of a Dublin primary school. Educational and Child Psychology. 28(1). 46–63. 5 indexed citations
15.
Minton, Stephen James. (2010). Students' experiences of aggressive behaviour and bully/victim problems in Irish schools. Irish Educational Studies. 29(2). 131–152. 11 indexed citations
16.
Minton, Stephen James. (2008). The effectiveness of a nationwide intervention programme to prevent and counter school bullying in Ireland. Revista internacional de psicología y terapia psicológica. 8(1). 1–12. 19 indexed citations
17.
Jennifer, Dawn, et al.. (2007). School Bullying and Violence: Taking Action. View. 3 indexed citations
18.
O'Moore, Astrid Mona & Stephen James Minton. (2005). Evaluation of the effectiveness of an anti‐bullying programme in primary schools. Aggressive Behavior. 31(6). 609–622. 64 indexed citations
19.
Minton, Stephen James, et al.. (2004). Los malos tratos entre los escolares : la experiencia de Irlanda. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 66–69. 1 indexed citations
20.
O’Moore, Mona & Stephen James Minton. (2004). Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and other Professionals. 21 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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