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Psychology

D-Index
90
Citations
30474
World Ranking
954
National Ranking
601

Overview

John E. Lochman is affiliated with the University of Alabama in the United States. Their research primarily focuses on psychology, with a substantial body of work in clinical psychology. Other notable subfields in their research include education, psychiatry and mental health, developmental and educational psychology, and social psychology.

The scientist's research interests encompass topics such as child and adolescent psychosocial and emotional development, early childhood education and development, bullying, victimization, and aggression, behavioral and psychological studies, suicide and self-harm studies, substance abuse treatment and outcomes, and youth development and social support.

John E. Lochman has contributed to several research articles, including:

  • An organization- and category-level comparison of diagnostic requirements for mental disorders in ICD-11 and DSM-5 (2021), published in World Psychiatry
  • Diagnostic classification of irritability and oppositionality in youth: a global field study comparing ICD-11 with ICD-10 and DSM-5 (2020), published in Journal of Child Psychology and Psychiatry
  • The Fast Track intervention's impact on behaviors of despair in adolescence and young adulthood (2020), published in Proceedings of the National Academy of Sciences
  • Kindergarten conduct problems are associated with monetized outcomes in adolescence and adulthood (2023), published in Journal of Child Psychology and Psychiatry
  • Pretend play as a protective factor for developing executive functions among children living in poverty (2020), published in Cognitive Development

Frequent coauthors collaborating with John E. Lochman include:

  • Nicole P. Powell
  • Robert J. McMahon (11 publications)
  • Lixin Qu (11 publications)
  • Kenneth A. Dodge (10 publications)
  • Mark T. Greenberg (8 publications)

In terms of publication venues, the most common journals and publishers for Lochman's work are:

  • Prevention Science (5 publications)
  • UNC Libraries (5 publications)
  • Journal of Clinical Child & Adolescent Psychology (3 publications)
  • Journal of Child Psychology and Psychiatry (2 publications)
  • Brain Sciences (2 publications)

Best Publications

  • Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth

    Kenneth A. Dodge;John E. Lochman;Jennifer D. Harnish;John E. Bates

  • Predicting early adolescent disorder from childhood aggression and peer rejection.

    John D. Coie;John E. Lochman;Robert Terry;Clarine Hyman

  • Social-cognitive processes of severely violent, moderately aggressive, and nonaggressive boys

    John E. Lochman;Kenneth A. Dodge

  • Initial Impact of the Fast Track Prevention Trial for Conduct Problems: I. The High-Risk Sample

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;Mark T. Greenberg

  • Initial Impact of the Fast Track Prevention Trial for Conduct Problems: II. Classroom Effects

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;Mark T. Greenberg

  • Callous/unemotional traits and social-cognitive processes in adjudicated youths

    Dustin A. Pardini;John E. Lochman;Paul J. Frick

  • The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up.

    John E. Lochman;Karen C. Wells

  • Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder

    John Coie;Robert Terry;Kari Lenox;John Lochman

  • Cognitive-behavioral intervention with aggressive boys: three-year follow-up and preventive effects.

    John E. Lochman

  • The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;Mark T. Greenberg

  • Contextual social-cognitive mediators and child outcome: a test of the theoretical model in the Coping Power program.

    John E. Lochman;Karen C. Wells

  • Classroom environment influences on aggression, peer relations, and academic focus

    Joan M. Barth;Sarah T. Dunlap;Heather Dane;John E. Lochman

  • Treatment and generalization effects of cognitive-behavioral and goal-setting interventions with aggressive boys.

    John E. Lochman;Peter R. Burch;John F. Curry;Louise B. Lampron

  • Multidimensional latent-construct analysis of children's social information processing patterns: correlations with aggressive behavior problems.

    Kenneth A. Dodge;Robert Laird;John E. Lochman;Arnaldo Zelli

  • The Coping Power program at the middle-school transition: universal and indicated prevention effects.

    John E. Lochman;Karen C. Wells

  • Screening of child behavior problems for prevention programs at school entry.

    John E. Lochman

  • The development of callous-unemotional traits and antisocial behavior in children: are there shared and/or unique predictors?

    Dustin A. Pardini;John E. Lochman;Nicole Powell

  • Effectiveness of the coping power program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up*

    John E. Lochman;Karen C. Wells

  • Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children.

    John E. Lochman;John D. Coie;Marion K. Underwood;Robert Terry

  • Cognitive–behavioral assessment and treatment with aggressive children.

    John E. Lochman;Janet M. Whidby;David P. FitzGerald

Frequent Co-Authors

Karen C. Wells
Karen C. Wells Duke University
John D. Coie
John D. Coie Duke University
Kenneth A. Dodge
Kenneth A. Dodge Duke University
Mark T. Greenberg
Mark T. Greenberg Pennsylvania State University
Walter Matthys
Walter Matthys Utrecht University
Robert J. McMahon
Robert J. McMahon Simon Fraser University
Paula J. Fite
Paula J. Fite University of Kansas
Karen L. Bierman
Karen L. Bierman Pennsylvania State University
Ellen E. Pinderhughes
Ellen E. Pinderhughes Tufts University
Annalaura Nocentini
Annalaura Nocentini University of Florence

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