World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
83
Citations
30486
World Ranking
1256
National Ranking
762

Karen C. Wells 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 Karen C. Wells 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: 221 publications — 75th percentile

75% of scientists in this discipline score the same or lower.

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

Karen C. Wells 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 Karen C. Wells 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: 83 D-Index — 89th percentile

89% of scientists in this discipline score the same or lower.

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

Overview

Karen C. Wells is affiliated with Duke University in the United States and focuses their research on several interconnected fields and topics within medicine and psychology. Their work spans clinical psychology, psychiatry and mental health, public health, environmental and occupational health, genetics, and physiology, with a primary emphasis on child and adolescent psychosocial and emotional development.

Their research covers key topics such as child and adolescent psychosocial and emotional development, attention deficit hyperactivity disorder (ADHD), suicide and self-harm studies, maternal mental health during pregnancy and postpartum, genetics and neurodevelopmental disorders, lysosomal storage disorders research, and early childhood education and development.

Recent scholarly publications authored or coauthored by Karen C. Wells include:

  • Mutations in sphingolipid metabolism genes are associated with ADHD, 2020, Translational Psychiatry
  • Feasibility of an Integrated Treatment Approach for Youth with Depression, Suicide Attempts, and Substance Use Problems, 2021, Evidence-Based Practice in Child and Adolescent Mental Health
  • Coping in the Aftermath of Youth's Suicidal Behaviors: A Comparison of Black Mothers and White Mothers, 2020, Family Relations
  • Adaptive Treatment for Youth With Substance Use and Depression: Early Depression Response and Short-term Outcomes, 2021, Journal of the American Academy of Child & Adolescent Psychiatry
  • Lived experiences of mothers: A longitudinal study of impacts and adjustment following adolescent psychiatric hospitalization for suicide attempts or other reasons, 2024, Suicide and Life-Threatening Behavior

Their work is published in various academic venues including Translational Psychiatry, Evidence-Based Practice in Child and Adolescent Mental Health, Family Relations, Journal of the American Academy of Child & Adolescent Psychiatry, and Suicide and Life-Threatening Behavior.

Frequent collaborators of Karen C. Wells include:

  • David B. Goldston
  • John F. Curry
  • Brooke S. G. Molina
  • Stephanie S. Daniel
  • Otima Doyle

This network of coauthors reflects a multidisciplinary approach to research topics involving mental health, substance use, and developmental challenges in youth populations.

Best Publications

  • Fluoxetine, cognitive-behavioral therapy, and their combination for adolescents with depression: Treatment for Adolescents With Depression Study (TADS) randomized controlled trial.

    John March;Susan Silva;Stephen Petrycki;John Curry

  • The MTA at 8 Years: Prospective Follow-up of Children Treated for Combined-Type ADHD in a Multisite Study

    Brooke S.G. Molina;Stephen P. Hinshaw;James M. Swanson;L. Eugene Arnold

  • ADHD Comorbidity Findings From the MTA Study: Comparing Comorbid Subgroups

    Peter S. Jensen;Stephen P. Hinshaw;Helena C. Kraemer;Nilantha Lenora

  • Clinical relevance of the primary findings of the MTA: success rates based on severity of ADHD and ODD symptoms at the end of treatment.

    James M. Swanson;Helena C. Kraemer;Stephen P. Hinshaw;L. Eugene Arnold

  • 3-Year Follow-up of the NIMH MTA Study

    Peter S. Jensen;L. Eugene Arnold;James M. Swanson;Benedetto Vitiello

  • The Treatment for Adolescents with Depression Study (TADS): Long-term effectiveness and safety outcomes

    John S. March;Susan Silva;Stephen Petrycki;John Curry

  • Findings from the NIMH Multimodal Treatment Study of ADHD (MTA): Implications and applications for primary care providers.

    Peter Jensen;Stephen Hinshaw;James Swanson;Laurence Greenhill

  • 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

  • Symptom profiles in children with ADHD: effects of comorbidity and gender

    Jeffrey H. Newcorn;Jeffrey M. Halperin;Peter S. Jensen;Howard B. Abikoff

  • Predictors and moderators of acute outcome in the Treatment for Adolescents with Depression Study (TADS).

    John Curry;Paul Rohde;Anne Simons;Susan Silva

  • Observed classroom behavior of children with ADHD: relationship to gender and comorbidity.

    Howard B. Abikoff;Peter S. Jensen;L. L. Eugene Arnold;Betsy Hoza

  • Cognitive-Behavioral Therapy for Suicide Prevention (CBT-SP): Treatment Model, Feasibility, and Acceptability.

    Barbara Stanley;Gregory Brown;David A. Brent;Karen Wells

  • Effects of stimulant medication on growth rates across 3 years in the MTA follow-up

    James M. Swanson;Glen R. Elliott;Laurence L. Greenhill;Timothy Wigal

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

    John E. Lochman;Karen C. Wells

  • Multimodal Treatment of ADHD in the MTA: An Alternative Outcome Analysis

    C. Keith Conners;Jeffrey N. Epstein;John S. March;Adrian Angold

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

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

  • Family processes and treatment outcome in the MTA: negative/ineffective parenting practices in relation to multimodal treatment.

    Stephen P. Hinshaw;Elizabeth B. Owens;Karen C. Wells;Helena C. Kraemer

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

    John E. Lochman;Karen C. Wells

  • A social learning approach, vol. 3: Coercive family process

    David H. Barlow;G.R. Patterson;Karen C. Wells

  • Peer-Assessed Outcomes in the Multimodal Treatment Study of Children with Attention Deficit Hyperactivity Disorder.

    Betsy Hoza;Alyson C. Gerdes;Sylvie Mrug;Stephen P. Hinshaw

  • 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

Frequent Co-Authors

John E. Lochman
John E. Lochman University of Alabama
Stephen P. Hinshaw
Stephen P. Hinshaw University of California, Berkeley
Lily Hechtman
Lily Hechtman Montreal Children's Hospital
James M. Swanson
James M. Swanson University of California, Irvine
Benedetto Vitiello
Benedetto Vitiello University of Turin
Jeffrey H. Newcorn
Jeffrey H. Newcorn Icahn School of Medicine at Mount Sinai
Glen R. Elliott
Glen R. Elliott Children's Health Council
Betsy Hoza
Betsy Hoza University of Vermont
John S. March
John S. March Duke University
William E. Pelham
William E. Pelham Florida International University

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Exploring a career in psychology opens up a range of online degree options and specialized pathways. Many students are drawn to fields like substance abuse counseling, which require a solid educational foundation and specific certifications based on location. For example, the substance abuse counselor requirements in Corpus Christi include a combination of formal education, supervised experience, and passing relevant exams.

Online psychology programs often cover core topics in counseling and allow flexibility for learners from various backgrounds. In other regions, Dallas substance abuse counselors education requirements place emphasis on state-approved coursework and gaining practical experience. Similarly, if you are interested in becoming a substance abuse counselor in Denver, you need to research local guidelines and preferred credentials.

The process may differ further in states such as Michigan, where you’ll want to understand exactly how to become a substance abuse counselor in Detroit. No matter your location, online degrees in psychology can prepare you for a rewarding career supporting individuals and communities on their journey to recovery.

Best Scientists Citing Karen C. Wells

Trending Scientists

Recently Published Articles