| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 983 | 12 | 18 | 6 |
The journal primarily focuses on research topics in Developmental psychology, Pedagogy, Mental health, Social psychology and Intervention (counseling). Topics in Developmental psychology explored in Emotional and Behavioural Difficulties were investigated in conjunction with research in Social relation, Special education, Social environment and Clinical psychology, Attention deficit hyperactivity disorder. It aims to investigate interdisciplinary topics such as Clinical psychology and Victimisation.
Discussions in the journal are anchored in the subject of Pedagogy and the similar topic of Mainstream. The research on Mainstream featured in Emotional and Behavioural Difficulties combines topics in other fields like Mainstreaming and Inclusion (education). The work on Mental health tackled in the journal brings together disciplines like Qualitative research, Public health and Medical education.
Semi-structured interview is a key component of Qualitative research research discussed in the journal. It facilitates discussions on Social psychology that incorporate concepts from other fields like Context (language use) and Perception. The research on Intervention (counseling) discussed in it draws on the closely related field of Psychological intervention.
The published papers focus largely on the fields of Developmental psychology, Social environment, Mental health, Social psychology and Pedagogy. The published articles facilitate discussions on Developmental psychology that incorporate concepts from other fields like Social relation, Intervention (counseling), Nature versus nurture, Special education and Primary education. The journal articles with studies in Mental health featured incorporate elements of Program evaluation, Public relations, Anxiety, Clinical psychology and Public health.
Emotional and Behavioural Difficulties focuses largely on the fields of Developmental psychology, Mental health, Social emotional learning, Medical education and Criminology. The Developmental psychology study tackled is a key component of adjacent topics in the area of Moderated mediation. Some problems in Mental health that were presented in Emotional and Behavioural Difficulties overlapped with concepts under Qualitative research, Family medicine and Environmental health.
While it focused on Qualitative research, it was also able to explore topics like Special education, At-risk students, Information seeking and Identification (psychology). The concepts on Social emotional learning presented in it can also apply to other research fields, including Discipline, Inclusion (education) and Graduation. Topics in Medical education were tackled in line with various other fields like Statutory law and Thematic analysis.
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 Emotional and Behavioural Difficulties (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 Emotional and Behavioural Difficulties (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, 7.41% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 48.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 4.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 4.00% of all publications and 44.00% 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.
Becoming a school psychologist requires in-depth knowledge in developmental psychology, mental health, and pedagogy, all of which are areas that Emotional and Behavioural Difficulties focuses on. In the state of South Carolina, the process involves completing an approved school psychology program, obtaining supervised experience, passing the Praxis school psychology exam, and receiving your license. To start, it's essential to earn a bachelor's degree in psychology or a similar field. After that, aspiring school psychologists should proceed to advanced studies for a specialist or doctoral program approved by the National Association of School Psychologists (NASP) or the American Psychological Association (APA). A candidate must complete a 1,200-hour internship, with at least 600 hours in a school setting. Passing the Praxis II school psychology exam is a vital part to become a certified professional. On successful completion, you can apply for licensure through the South Carolina Department of Education. Continual professional development and academic research are crucial in helping a school psychologist stay updated in the field. These may include the research topics discussed in Emotional and Behavioural Difficulties, such as clinical psychology, mental health, and pedagogy. The journey to certification requires a significant investment of time and resources. For those who wonder how long does it take to become a school psychologist in South Carolina, it typically takes about six years—four for an undergraduate degree and two to three more years for a specialist or doctoral degree. However, the payoff can be rewarding, as a career in school psychology allows for making a positive impact on students' lives.
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(2020)Simon Benham-Clarke;Tamsin Ford;Siobhan B Mitchell;Anna Price
(2021)Simon Brett;Shirley Reynolds;Jonathan Totman;Laura Pass
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