World's Best Scientists 2026 revealed!
Catherine P. Bradshaw

Catherine P. Bradshaw

D-Index & Metrics

Psychology

D-Index
95
Citations
31948
World Ranking
773
National Ranking
487

Catherine P. Bradshaw publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Catherine P. Bradshaw sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 338 publications — 90th percentile

90% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Catherine P. Bradshaw D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Catherine P. Bradshaw sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 95 D-Index — 93rd percentile

93% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Catherine P. Bradshaw is affiliated with the University of Virginia in the United States. Their research spans multiple disciplines with a focus on psychology and social sciences, involving extensive work in education and clinical psychology.

The scientist's research covers diverse topics within child and adolescent development as well as behavioral studies. Key areas of study include:

  • Child and Adolescent Psychosocial and Emotional Development
  • Behavioral and Psychological Studies
  • Early Childhood Education and Development
  • Education Discipline and Inequality
  • Bullying, Victimization, and Aggression
  • Parental Involvement in Education
  • Health Policy Implementation Science

Bradshaw's frequent collaborators reflect a strong network in related research domains. Notable co-authors include:

  • Elise T. Pas (22 joint publications)
  • Jessika H. Bottiani (18 joint publications)
  • Heather L. McDaniel (16 joint publications)
  • Katrina J. Debnam (14 joint publications)
  • Joseph M. Kush (11 joint publications)

The scientist has contributed to many peer-reviewed journals, with repeated presence in several publication venues. These include:

  • Prevention Science (12 publications)
  • School Psychology Review (9 publications)
  • Journal of School Psychology (8 publications)
  • Administration and Policy in Mental Health and Mental Health Services Research (4 publications)
  • Violence and Gender (4 publications)

Recent papers authored or co-authored by Bradshaw reflect current and relevant topics in their fields. Selected works include:

  • Addressing School Safety Through Comprehensive School Climate Approaches, 2021, School Psychology Review
  • Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial., 2020, Journal of Educational Psychology
  • Annual Research Review: Youth firearm violence disparities in the United States and implications for prevention, 2021, Journal of Child Psychology and Psychiatry
  • Mechanisms of Motivational Interviewing: a Conceptual Framework to Guide Practice and Research, 2020, Prevention Science
  • Editorial Statement About JCCAP's 2023 Special Issue on Informant Discrepancies in Youth Mental Health Assessments: Observations, Guidelines, and Future Directions Grounded in 60 Years of Research, 2023, Journal of Clinical Child & Adolescent Psychology

Best Publications

  • Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results from a Randomized Controlled Effectiveness Trial in Elementary Schools.

    Catherine P. Bradshaw;Mary M. Mitchell;Philip J. Leaf

  • Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff

    Catherine P. Bradshaw;Anne L. Sawyer;Lindsey M. O'Brennan

  • Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework

    Celene E. Domitrovich;Catherine P. Bradshaw;Jeanne M. Poduska;Kimberly Hoagwood

  • A Multilevel Study of Predictors of Student Perceptions of School Climate: The Effect of Classroom-Level Factors

    Christine W. Koth;Catherine P. Bradshaw;Philip J. Leaf

  • Altering school climate through school-wide Positive Behavioral Interventions and Supports: findings from a group-randomized effectiveness trial.

    Catherine Pilcher Bradshaw;Christine W. Koth;Leslie A. Thornton;Philip J. Leaf

  • The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools.

    Catherine P. Bradshaw;Christine W. Koth;Katherine B. Bevans;Nicholas Ialongo

  • The overlap between cyberbullying and traditional bullying

    Tracy E. Waasdorp;Catherine Pilcher Bradshaw

  • Effects of School-Wide Positive Behavioral Interventions and Supports on Child Behavior Problems

    Catherine Pilcher Bradshaw;Tracy Evian Waasdorp;Philip J. Leaf

  • Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals

    Catherine P. Bradshaw;Mary M. Mitchell;Lindsey M. O'Brennan;Philip J. Leaf

  • Linking the prevention of problem behaviors and positive youth development: core competencies for positive youth development and risk prevention.

    N. G. Guerra;Catherine Pilcher Bradshaw

  • The use of propensity scores to assess the generalizability of results from randomized trials

    Elizabeth A. Stuart;Stephen R. Cole;Catherine P. Bradshaw;Philip J. Leaf

  • Measuring school climate in high schools: a focus on safety, engagement, and the environment

    Catherine Pilcher Bradshaw;Tracy Evian Waasdorp;Katrina J. Debnam;Sarah Lindstrom Johnson

  • Student and Teacher Perceptions of School Climate: A Multilevel Exploration of Patterns of Discrepancy

    Mary M. Mitchell;Catherine P. Bradshaw;Philip J. Leaf

  • Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support

    Elise T. Pas;Catherine P. Bradshaw;Patricia A. Hershfeldt

  • Implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS) in Elementary Schools: Observations from a Randomized Trial

    Catherine Pilcher Bradshaw;Wendy M. Reinke;Louis D. Brown;Katherine B. Bevans

  • INTEGRATED MODELS OF SCHOOL-BASED PREVENTION: LOGIC AND THEORY

    Celene E. Domitrovich;Catherine P. Bradshaw;Mark T. Greenberg;Dennis Embry

  • Examining developmental differences in the social‐emotional problems among frequent bullies, victims, and bully/victims

    Lindsey M. O'Brennan;Catherine P. Bradshaw;Anne L. Sawyer

  • A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context

    Catherine P. Bradshaw;Anne L. Sawyer;Lindsey M. O'Brennan

  • Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices.

    Jessika H. Bottiani;Chelsea A.K. Duran;Elise T. Pas;Catherine P. Bradshaw

  • The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial

    Tracy Evian Waasdorp;Catherine Pilcher Bradshaw;Philip J. Leaf

  • Translating research to practice in bullying prevention.

    Catherine Pilcher Bradshaw

Frequent Co-Authors

Tracy Evian Waasdorp
Tracy Evian Waasdorp Children's Hospital of Philadelphia
Philip J. Leaf
Philip J. Leaf Johns Hopkins University
Nicholas S. Ialongo
Nicholas S. Ialongo Johns Hopkins University
Tamar Mendelson
Tamar Mendelson Johns Hopkins University
Wendy M. Reinke
Wendy M. Reinke University of Missouri
Keith C. Herman
Keith C. Herman University of Missouri
Elizabeth A. Stuart
Elizabeth A. Stuart Johns Hopkins University
Judith K. Bass
Judith K. Bass Johns Hopkins University
William W. Eaton
William W. Eaton Johns Hopkins University
Nancy G. Guerra
Nancy G. Guerra University of California, Irvine

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