Susan D Mcmahon
Biographic Data
| ID | 250429 |
|---|---|
| NAME | Susan D Mcmahon |
| GIVEN NAMES | Susan D |
| FAMILY NAME | Mcmahon |
| SIGNATURE | MCMAHON S D |
| AFFILIATIONS | DePaul University |
| ORCID | 0000-0002-3710-8811 |
| VERIFIED | Yes |
| TOTAL WORKS | 37 |
| TOTAL CITATIONS | 234 |
| AUTHOR COUNT | 37 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Necessary but Not Sufficient: School Administrator Support and Teacher Safety, Anxiety/Stress, Retention, and Victimization
With growing concerns about school violence and teacher victimization in U.S. schools, it remains unclear if administrator support is enough to address teacher safety, anxiety and stress, and retention. Using a national sample of 5,550 pre-K–12th-grade teachers, we examined the effect of administrative support on retention intentions, the mediating effect of perceived safety and anxiety and stress, and how teacher victimization by students modera…
Understanding teacher‐directed violence and related turnover through a school climate framework
Teacher turnover is an issue of national significance and has worsened since the start of the COVID‐19 pandemic. Teacher‐directed violence and teacher turnover can significantly impact school life for students, staff, and communities. Using Wang and Degol's school climate framework, we examined school characteristics that contribute to teacher‐directed violence and related turnover. The current study examines the qualitative experiences of 403 te…
A comparison of general and special educators' experiences with teacher‐directed aggression and violence
Teacher‐directed violence has been acknowledged as a major issue in research over the past decade. Teacher‐directed violence is the over‐arching term used to describe teachers' experiences with physical violence and aggression (i.e., harassment, intimidation, verbal threats). This study is the first to quantitatively compare general education and special education teachers' experiences with violence from a variety of aggressors, including student…
Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results
Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools. School aggression and violence have negative effects on school personnel health and retention and on student achievement and development. In partnership with several national organizations, the American Psychological Association (APA) Task Force on Violence…
How school policies, strategies, and relational factors contribute to teacher victimization and school safety
In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12t…
Black Adolescent Self-Perceptions: The Roles of Ethnic Identity and Stress Exposure
Natural mentoring among college students of color: Considerations for their ethnic‐racial identity and psychological well‐being
This study examined: (a) the roles of ethnic‐racial similarity between mentors and mentees and mentors' support for ethnic‐racial identity (ERI) in mentees' ERI private regard, (b) the roles of ethnic‐racial similarity and ERI support in mentees' psychological well‐being, and (c) the indirect effects of ethnic‐racial similarity and ERI support on psychological well‐being via private regard. Participants were 231 college students of color who comp…
Challenges to implementing parent‐focused antibullying policies: Lessons learned in Connecticut
Bullying is a public health concern warranting policy‐level responses. Toward this end, states are enacting antibullying policies that require schools to be inclusive of parents. The current study examines parent‐related challenges as schools implement newly amended antibullying legislation in Connecticut. School personnel data were analyzed from 24 semistructured interviews and qualitative survey responses across 300 schools. We used inductive c…
Rates and Types of Student Aggression against Teachers: A Comparative Analysis of U.S. Elementary, Middle, and High Schools
Organizational empowerment: A framework examining historical and systemic domains in school settings
Organizational empowerment (OE) is a key construct in community psychology. We build on current understandings of OE by exploring history and systemic relationships as important aspects of OE. We conducted interviews with 20 school leaders from 16 schools that went through a district‐wide transition of students with disabilities into general education schools and asked these leaders about their preparation and service provision during this transi…
Addressing violence against teachers: A social‐ecological analysis of teachers' perspectives
Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under‐investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher‐directed violence. The sample included 245 prekindergarten through 12th g…
Physical aggression toward teachers: Antecedents, behaviors, and consequences
School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long‐term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers’ experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these …
Prevalence of student violence against teachers: A meta-analysis.
Objective: Violence directed against teachers is a public health issue that warrants attention in research and practice.There is a growing literature on teacher-directed violence that has examined the prevalence of these incidents, yet there is considerable variation across studies in rates of violence.There is a need for a systematic and comprehensive review of these issues in order to assess the extent of the problem.Method: In the current stud…
Natural Mentoring, Academic Motivation, and Values Toward Education Among Latinx Adolescents
We examined the roles of relational and instrumental relationship quality with natural mentors and academic intrinsic motivation on Latinx adolescents’ perceived economic values of education. Participants were 256 Latinx youth ( M = 15.07 years old; 116 boys, 140 girls) who completed surveys in 9th and 10th grades. Path analyses indicated significant cross‐sectional effects in 9th grade such that instrumental quality was associated with more perc…
The test of time: A meta-analytic review of the relation between school climate and problem behavior
Teachers’ reactions to experiences of violence: An attributional analysis
Schools as Vehicles to Assess Experiences, Improve Outcomes, and Effect Social Change
Schools are important settings that can be utilized to yield a positive impact on youth and the many issues our society faces. In this Presidential Address, I identify key issues and directions for the field, advocating that we need to expand our ecological focus, improve school climate, and collaborate with schools to effect change. To illustrate these key themes, findings from four projects with k‐12 youth and educators in the United States are…
The Role of Neighborhood Context and School Climate in School‐Level Academic Achievement
In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio‐economic status ( SES ) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary scho…
An Ecological Analysis of School Engagement Among Urban, Low-Income Latino Adolescents
This study examined a multidimensional model of school engagement (Fredricks, Blumenfeld, & Paris, 2004) among low-income, urban Latino adolescents. Ecological theory suggests that students' school, family, and peer contexts influence their behavioral, emotional, and cognitive engagement. Using qualitative methods of inquiry, this study examined how these various microsystemic factors influenced the school engagement of 32 Latino adolescents. Par…
The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support
Highlights Teacher‐directed violence is a significant problem in schools. Lack of support from administrators was one of teachers’ most upsetting experiences. An ecological framework was used to examine lack of administrative support across multiple levels. Implications for research, practice, and policy are provided to improve administrative support
Thriving Among African‐American Adolescents: Religiosity, Religious Support, and Communalism
While research has identified some positive factors in the lives of African‐American adolescents, there is limited, yet growing, empirical research examining how positive factors foster thriving for these youth. Using a positive youth development framework, we examined naturally occurring factors that promote thriving among African‐American adolescents. This cross‐sectional study included 152 youth who were surveyed at five Black churches in a la…
A Vision for the Future of Community Psychology Education and Training
As we reflect on the founding vision of the field of community psychology in the United States, we assess our progress toward achieving, building upon, and refining this vision. We review early literature regarding the US vision of the field, provide a historical overview of education and training within the field, and provide recommendations to guide and strengthen our approach to education. Our recommendations include the following: 1) serve as…
School Inclusion: A Multidimensional Framework and Links With Outcomes Among Urban Youth With Disabilities
As schools move toward inclusion of students with disabilities, there is need for a common framework for school inclusion, as well as assessment of inclusion in relation to student educational experiences. We propose an ecological framework that suggests school inclusion is best examined as a multidimensional construct with subtypes of inclusive best practices (organizational, academic, assessment and planning, and social). This study examines th…
Aggressive and Prosocial Behavior: Community Violence, Cognitive, and Behavioral Predictors Among Urban African American Youth
We use longitudinal multilevel modeling to test how exposure to community violence and cognitive and behavioral factors contribute to the development of aggressive and prosocial behaviors. Specifically, we examine predictors of self‐, peer‐, and teacher‐reported aggressive and prosocial behavior among 266 urban, African American early adolescents. We examine lagged, within‐person, between‐person, and protective effects across 2 years. In general,…
Environmental Stressors, Social Support, and Internalizing Symptoms Among African American Youth
The relations among chronic environmental stressors, social support, and anxiety and depressive symptoms among urban, African American youth are unclear. In this study, we test theoretical models of support and examine the specific relations between community violence exposure and neighborhood disadvantage and three types of anxiety symptoms as well as depressive symptoms. Participants included 188 African American youth in Grades 5 through 8 fro…
Ethnic identity in urban African American youth: Exploring links with self‐worth, aggression, and other psychosocial variables
This study represents an attempt to examine the relative influences of ethnic identity and global self‐worth on aggression, coping, and adjustment among urban African American adolescents. Findings suggest that ethnic identity was associated with a range of positive feelings about oneself and health‐related outcomes. When taking into account global self‐worth, youth with a greater sense of ethnic/racial identity reported more active coping strate…
Stressors and child and adolescent psychopathology: Moving from markers to mechanisms of risk
In the first half of this review, the authors critically evaluate existing research on the association between stressors and symptoms of psychopathology in children and adolescents. This analysis reveals (a) problems with conceptualizations of stress, (b) variability in measurement of stressors, and (c) lack of theory-driven research. To address these problems, the authors propose a general conceptual model of the relation between stressors and c…
Exposure to violence and aggression: Protective roles of social support among urban African American youth
This cross‐sectional study examined the impact of social support on the relation between exposure to violence and aggressive behavior, as reported by self, peers, and teachers. The main‐effects and stress‐buffering models of social support were tested for parents, teachers, classmates, and close friends among 127 urban, African American youth. The results demonstrate the negative impact of violence exposure on aggressive behavior and the complex …
Aggressive and Prosocial Behavior: Community Violence, Cognitive, and Behavioral Predictors Among Urban African American Youth
We use longitudinal multilevel modeling to test how exposure to community violence and cognitive and behavioral factors contribute to the development of aggressive and prosocial behaviors. Specifically, we examine predictors of self‐, peer‐, and teacher‐reported aggressive and prosocial behavior among 266 urban, African American early adolescents. We examine lagged, within‐person, between‐person, and protective effects across 2 years. In general,…
The Role of Neighborhood Context and School Climate in School‐Level Academic Achievement
In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio‐economic status ( SES ) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary scho…
Thriving Among African‐American Adolescents: Religiosity, Religious Support, and Communalism
While research has identified some positive factors in the lives of African‐American adolescents, there is limited, yet growing, empirical research examining how positive factors foster thriving for these youth. Using a positive youth development framework, we examined naturally occurring factors that promote thriving among African‐American adolescents. This cross‐sectional study included 152 youth who were surveyed at five Black churches in a la…
Community violence exposure and aggression among urban adolescents: Testing a cognitive mediator model
Past research has shown that exposure to violence leads to aggressive behavior, but few community‐based studies have examined theoretical models illustrating the mediating social cognitive processes that explain this relation with youth exposed to high rates of violence. This study examines the impact of community violence on behavior through cognitive mediators: normative beliefs about aggression and self‐efficacy to control aggression. Self‐rep…
Narcissistic Features in Young Adolescents: Relations to Aggression and Internalizing Symptoms
Environmental Stressors, Social Support, and Internalizing Symptoms Among African American Youth
The relations among chronic environmental stressors, social support, and anxiety and depressive symptoms among urban, African American youth are unclear. In this study, we test theoretical models of support and examine the specific relations between community violence exposure and neighborhood disadvantage and three types of anxiety symptoms as well as depressive symptoms. Participants included 188 African American youth in Grades 5 through 8 fro…
Analysis of clustered data in community psychology: With an example from a worksite smoking cessation project
Although it is common in community psychology research to have data at both the community, or cluster, and individual level, the analysis of such clustered data often presents difficulties for many researchers. Since the individuals within the cluster cannot be assumed to be independent, the use of many traditional statistical techniques that assumes independence of observations is problematic. Further, there is often interest in assessing the de…
Teachers’ reactions to experiences of violence: An attributional analysis
Natural Mentoring, Academic Motivation, and Values Toward Education Among Latinx Adolescents
We examined the roles of relational and instrumental relationship quality with natural mentors and academic intrinsic motivation on Latinx adolescents’ perceived economic values of education. Participants were 256 Latinx youth ( M = 15.07 years old; 116 boys, 140 girls) who completed surveys in 9th and 10th grades. Path analyses indicated significant cross‐sectional effects in 9th grade such that instrumental quality was associated with more perc…
The ecology of achievement among students diverse in ethnicity and ability
This longitudinal study uses an ecological framework to examine school and individual influences on academic achievement among African American and Latino students with and without disabilities who had recently transferred to more inclusive schools. The authors' ecological framework includes four domains: organizational policies and practices, school environment, student–school connections, and psychological symptoms. The authors tested a compreh…
A follow‐up of a media‐based, worksite smoking cessation program
Described an examination of data collected 2 years following the onset of a media‐based, worksite smoking cessation intervention. Thirty‐eight companies in Chicago were randomly assigned to one of two experimental conditions. In the inital 3‐week phase, all participants in both conditions received self‐help manuals and were instructed to watch a 20‐day televised series designed to accompany the manual. In addition, participants in the group (G) c…
An Ecological Analysis of School Engagement Among Urban, Low-Income Latino Adolescents
This study examined a multidimensional model of school engagement (Fredricks, Blumenfeld, & Paris, 2004) among low-income, urban Latino adolescents. Ecological theory suggests that students' school, family, and peer contexts influence their behavioral, emotional, and cognitive engagement. Using qualitative methods of inquiry, this study examined how these various microsystemic factors influenced the school engagement of 32 Latino adolescents. Par…
The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support
Highlights Teacher‐directed violence is a significant problem in schools. Lack of support from administrators was one of teachers’ most upsetting experiences. An ecological framework was used to examine lack of administrative support across multiple levels. Implications for research, practice, and policy are provided to improve administrative support
A Vision for the Future of Community Psychology Education and Training
As we reflect on the founding vision of the field of community psychology in the United States, we assess our progress toward achieving, building upon, and refining this vision. We review early literature regarding the US vision of the field, provide a historical overview of education and training within the field, and provide recommendations to guide and strengthen our approach to education. Our recommendations include the following: 1) serve as…
School Inclusion: A Multidimensional Framework and Links With Outcomes Among Urban Youth With Disabilities
As schools move toward inclusion of students with disabilities, there is need for a common framework for school inclusion, as well as assessment of inclusion in relation to student educational experiences. We propose an ecological framework that suggests school inclusion is best examined as a multidimensional construct with subtypes of inclusive best practices (organizational, academic, assessment and planning, and social). This study examines th…
How school policies, strategies, and relational factors contribute to teacher victimization and school safety
In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12t…
Physical aggression toward teachers: Antecedents, behaviors, and consequences
School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long‐term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers’ experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these …
Schools as Vehicles to Assess Experiences, Improve Outcomes, and Effect Social Change
Schools are important settings that can be utilized to yield a positive impact on youth and the many issues our society faces. In this Presidential Address, I identify key issues and directions for the field, advocating that we need to expand our ecological focus, improve school climate, and collaborate with schools to effect change. To illustrate these key themes, findings from four projects with k‐12 youth and educators in the United States are…
Analysis of clustered data in community psychology: With an example from a worksite smoking cessation project
Although it is common in community psychology research to have data at both the community, or cluster, and individual level, the analysis of such clustered data often presents difficulties for many researchers. Since the individuals within the cluster cannot be assumed to be independent, the use of many traditional statistical techniques that assumes independence of observations is problematic. Further, there is often interest in assessing the de…
A follow‐up of a media‐based, worksite smoking cessation program
Described an examination of data collected 2 years following the onset of a media‐based, worksite smoking cessation intervention. Thirty‐eight companies in Chicago were randomly assigned to one of two experimental conditions. In the inital 3‐week phase, all participants in both conditions received self‐help manuals and were instructed to watch a 20‐day televised series designed to accompany the manual. In addition, participants in the group (G) c…
Worksite Interventions: A Methodological Exploration and Pilot Study Promoting Behavior Change
Ethnic identity in urban African American youth: Exploring links with self‐worth, aggression, and other psychosocial variables
This study represents an attempt to examine the relative influences of ethnic identity and global self‐worth on aggression, coping, and adjustment among urban African American adolescents. Findings suggest that ethnic identity was associated with a range of positive feelings about oneself and health‐related outcomes. When taking into account global self‐worth, youth with a greater sense of ethnic/racial identity reported more active coping strate…
Violence Prevention: An Evaluation of Program Effects with Urban African American Students
Stressors and child and adolescent psychopathology: Moving from markers to mechanisms of risk
In the first half of this review, the authors critically evaluate existing research on the association between stressors and symptoms of psychopathology in children and adolescents. This analysis reveals (a) problems with conceptualizations of stress, (b) variability in measurement of stressors, and (c) lack of theory-driven research. To address these problems, the authors propose a general conceptual model of the relation between stressors and c…
Stressors and Child and Adolescent Psychopathology: Measurement Issues and Prospective Effects
This article reviews existing research on the association between stressors and symptoms of psychopathology in children and adolescents with a focus on measurement issues and prospective effects. The first half of the article focuses on the measurement of stressors, emphasizing checklists and interviews. Available measures of stressful experiences are reviewed and critiqued. Results of this review reveal both substantial progress (i.e., developme…
Narcissistic Features in Young Adolescents: Relations to Aggression and Internalizing Symptoms
Stressors and child and adolescent psychopathology: Evidence of moderating and mediating effects
Exposure to violence and aggression: Protective roles of social support among urban African American youth
This cross‐sectional study examined the impact of social support on the relation between exposure to violence and aggressive behavior, as reported by self, peers, and teachers. The main‐effects and stress‐buffering models of social support were tested for parents, teachers, classmates, and close friends among 127 urban, African American youth. The results demonstrate the negative impact of violence exposure on aggressive behavior and the complex …
Community violence exposure and aggression among urban adolescents: Testing a cognitive mediator model
Past research has shown that exposure to violence leads to aggressive behavior, but few community‐based studies have examined theoretical models illustrating the mediating social cognitive processes that explain this relation with youth exposed to high rates of violence. This study examines the impact of community violence on behavior through cognitive mediators: normative beliefs about aggression and self‐efficacy to control aggression. Self‐rep…
The ecology of achievement among students diverse in ethnicity and ability
This longitudinal study uses an ecological framework to examine school and individual influences on academic achievement among African American and Latino students with and without disabilities who had recently transferred to more inclusive schools. The authors' ecological framework includes four domains: organizational policies and practices, school environment, student–school connections, and psychological symptoms. The authors tested a compreh…
Aggressive and Prosocial Behavior: Community Violence, Cognitive, and Behavioral Predictors Among Urban African American Youth
We use longitudinal multilevel modeling to test how exposure to community violence and cognitive and behavioral factors contribute to the development of aggressive and prosocial behaviors. Specifically, we examine predictors of self‐, peer‐, and teacher‐reported aggressive and prosocial behavior among 266 urban, African American early adolescents. We examine lagged, within‐person, between‐person, and protective effects across 2 years. In general,…
Environmental Stressors, Social Support, and Internalizing Symptoms Among African American Youth
The relations among chronic environmental stressors, social support, and anxiety and depressive symptoms among urban, African American youth are unclear. In this study, we test theoretical models of support and examine the specific relations between community violence exposure and neighborhood disadvantage and three types of anxiety symptoms as well as depressive symptoms. Participants included 188 African American youth in Grades 5 through 8 fro…
Thriving Among African‐American Adolescents: Religiosity, Religious Support, and Communalism
While research has identified some positive factors in the lives of African‐American adolescents, there is limited, yet growing, empirical research examining how positive factors foster thriving for these youth. Using a positive youth development framework, we examined naturally occurring factors that promote thriving among African‐American adolescents. This cross‐sectional study included 152 youth who were surveyed at five Black churches in a la…
A Vision for the Future of Community Psychology Education and Training
As we reflect on the founding vision of the field of community psychology in the United States, we assess our progress toward achieving, building upon, and refining this vision. We review early literature regarding the US vision of the field, provide a historical overview of education and training within the field, and provide recommendations to guide and strengthen our approach to education. Our recommendations include the following: 1) serve as…
School Inclusion: A Multidimensional Framework and Links With Outcomes Among Urban Youth With Disabilities
As schools move toward inclusion of students with disabilities, there is need for a common framework for school inclusion, as well as assessment of inclusion in relation to student educational experiences. We propose an ecological framework that suggests school inclusion is best examined as a multidimensional construct with subtypes of inclusive best practices (organizational, academic, assessment and planning, and social). This study examines th…
The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support
Highlights Teacher‐directed violence is a significant problem in schools. Lack of support from administrators was one of teachers’ most upsetting experiences. An ecological framework was used to examine lack of administrative support across multiple levels. Implications for research, practice, and policy are provided to improve administrative support
The test of time: A meta-analytic review of the relation between school climate and problem behavior
Teachers’ reactions to experiences of violence: An attributional analysis
Schools as Vehicles to Assess Experiences, Improve Outcomes, and Effect Social Change
Schools are important settings that can be utilized to yield a positive impact on youth and the many issues our society faces. In this Presidential Address, I identify key issues and directions for the field, advocating that we need to expand our ecological focus, improve school climate, and collaborate with schools to effect change. To illustrate these key themes, findings from four projects with k‐12 youth and educators in the United States are…
The Role of Neighborhood Context and School Climate in School‐Level Academic Achievement
In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio‐economic status ( SES ) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary scho…
An Ecological Analysis of School Engagement Among Urban, Low-Income Latino Adolescents
This study examined a multidimensional model of school engagement (Fredricks, Blumenfeld, & Paris, 2004) among low-income, urban Latino adolescents. Ecological theory suggests that students' school, family, and peer contexts influence their behavioral, emotional, and cognitive engagement. Using qualitative methods of inquiry, this study examined how these various microsystemic factors influenced the school engagement of 32 Latino adolescents. Par…
Prevalence of student violence against teachers: A meta-analysis.
Objective: Violence directed against teachers is a public health issue that warrants attention in research and practice.There is a growing literature on teacher-directed violence that has examined the prevalence of these incidents, yet there is considerable variation across studies in rates of violence.There is a need for a systematic and comprehensive review of these issues in order to assess the extent of the problem.Method: In the current stud…
Natural Mentoring, Academic Motivation, and Values Toward Education Among Latinx Adolescents
We examined the roles of relational and instrumental relationship quality with natural mentors and academic intrinsic motivation on Latinx adolescents’ perceived economic values of education. Participants were 256 Latinx youth ( M = 15.07 years old; 116 boys, 140 girls) who completed surveys in 9th and 10th grades. Path analyses indicated significant cross‐sectional effects in 9th grade such that instrumental quality was associated with more perc…
Psychology (35 works) · Developmental psychology (23 works) · Medicine (23 works) · Social Psychology (23 works) · Bullying, Victimization, and Aggression (17 works) · Clinical Psychology (14 works) · Poison control (12 works) · Public health (12 works) · Child and Adolescent Psychosocial and Emotional Development (11 works) · Education Discipline and Inequality (11 works)