| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 813 | 26 | 46 | 8 |
The journal focuses largely on the fields of Protocol (science), Psychological intervention, Clinical psychology, Low and middle income countries and Intervention (counseling). While Protocol (science) is the focus of the journal, it also provided insights into the studies of Nursing, Public economics and Medical education. Psychological intervention research discussed in the journal aim to provide more information in the subject of Psychiatry.
The research on Clinical psychology tackled can also make contributions to studies in the areas of Juvenile delinquency and Autism. Research in the field of Developmental psychology was used to conduct the presented Juvenile delinquency study. The studies on Low and middle income countries discussed can also contribute to research in the domains of Protocol (object-oriented programming) and Environmental health.
The journal articles are organized to reinforce research efforts on Psychological intervention, Clinical psychology, Criminology, Developmental psychology and Recidivism. In addition to Psychological intervention research, the journal publications aim to explore topics under Context (language use), Publication bias and Data collection. The studies on Clinical psychology discussed at the journal publications can also contribute to research in the domains of Mental health, Cognition and Moderation.
The main research concerns discussed in Campbell Systematic Reviews are Protocol (science), Psychological intervention, Low and middle income countries, Systematic review and Clinical psychology. Topics in Protocol (science) explored in Campbell Systematic Reviews were investigated in conjunction with research in Nursing, Radicalization, Public economics and Medical education. Campbell Systematic Reviews explores topics in Psychological intervention which can be helpful for research in disciplines like Context (language use), Intervention (counseling), Applied psychology, Selection bias and Empowerment.
Campbell Systematic Reviews focuses on Low and middle income countries but the discussions also offer insight into other areas such as Social equality, Demographic economics, Social protection, Environmental health and Reproductive age. In addition to Systematic review research, it aims to explore topics under Critical appraisal, Data collection, Family medicine and Library science. While work presented in Campbell Systematic Reviews provided substantial information on Clinical psychology, it also covered topics in Social emotional learning, Mental health, Autism and Multisystemic therapy.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Campbell Systematic Reviews (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Campbell Systematic Reviews (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 13.95% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 45.95% were posted by at least one author from the top 10 institutions publishing in the journal. Another 10.81% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 16.22% of all publications and 27.03% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
The field of school psychology, which is closely related to several of the major focuses of this journal, offers its own insights and career prospects. As a subfield of psychology, such careers primarily deal with the mental health and educational development of children within a school setting. This branch is especially relevant when exploring topics related to juvenile delinquency and autism as presented in our journal discussions. Yet, without practical guidelines, buidling a career in school psychology and understanding its implications could seem challenging. Hence, it is crucial to understand the pathways to becoming a school psychologist. Training, qualifications, practical internships, and licensure are all aspects to consider when venturing into this sector. In particular, taking the case of Delaware, the process and timeframe for becoming a licensed school psychologist varies. According to current educational requirements and professional criteria, you may want to navigate through the comprehensive guide how long does it take to become a school psychologist in Delaware for a thorough understanding. This could significantly contribute to your career trajectory and provide you with in-depth awareness of the field. Obtaining such information would not only equip aspiring psychologists but also create a more robust framework to link these practical aspects with our existing research topics. By doing so, the implications of our studies would become more apparent and beneficial for real-world practices.
Hannah Gaffney;Maria M. Ttofi;David P. Farrington
(2021)Kylie Hillman;Katherine Dix;Kashfee Ahmed;Petra Lietz
(2020)Izabela Zych;Elena Nasaescu
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