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Psychology

D-Index
54
Citations
12154
World Ranking
4567
National Ranking
2535

Research.com Recognitions

  • 2015 - Fellow of the American Psychological Association (APA)

Overview

Keith C. Herman is affiliated with the University of Missouri in the United States. They have established a research profile focused on psychology and social sciences, contributing extensively within the subfields of education, clinical psychology, developmental and educational psychology, social psychology, and general health professions.

Their work spans several key topics including child and adolescent psychosocial and emotional development, early childhood education and development, behavioral and psychological studies, education discipline and inequality, parental involvement in education, resilience and mental health, as well as bullying, victimization, and aggression.

Recent papers authored by Keith C. Herman include:

  • Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory (2020), published in the Journal of School Psychology
  • Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic (2021), published in School Psychology
  • Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial (2020), published in the Journal of Educational Psychology

Their frequent coauthors include Wendy M. Reinke, Aaron M. Thompson, Francis L. Huang, David Aguayo, and Melissa Stormont. These collaborations indicate an active engagement with researchers focusing on various aspects of psychological and educational development.

The most common venues for their research publications are:

  • School Psychology Review
  • School Psychology
  • Journal of School Psychology
  • School Mental Health
  • Prevention Science

Keith C. Herman's work embraces a combination of empirical research and theoretical frameworks, addressing key issues such as teacher stress and coping mechanisms, classroom behavior management, and student achievement. The scope of their research reflects a multidisciplinary approach integrating psychological principles with educational practices.

Recognized by peers in the field, they were awarded the status of Fellow of the American Psychological Association (APA) in 2015, highlighting their contributions within psychology.

Best Publications

  • Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers.

    Wendy M. Reinke;Melissa Stormont;Keith C. Herman;Rohini Puri

  • Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes:

    Keith C. Herman;Jal’et Hickmon-Rosa;Wendy M. Reinke

  • Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for Enhancement

    Wendy M. Reinke;Keith C. Herman;Melissa Stormont

  • Teacher and child variables as predictors of academic engagement among low‐income African American children

    Carolyn M. Tucker;Rose A. Zayco;Keith C. Herman;Wendy M. Reinke

  • Creating school environments that deter antisocial behaviors in youth

    Wendy M. Reinke;Keith C. Herman

  • Promoting Teacher Efficacy for Working With Culturally Diverse Students

    Carolyn M. Tucker;Terrence Porter;Wendy M. Reinke;Keith C. Herman

  • Patient-Centered Culturally Sensitive Health Care: Model Testing and Refinement

    Carolyn M. Tucker;Michael Marsiske;Kenneth G. Rice;Jessica Jones Nielson

  • Children with ADHD and depression: A multisource, multimethod assessment of clinical, social, and academic functioning

    Gabrielle L. Blackman;Rick Ostrander;Keith C. Herman

  • Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

    Wendy M. Reinke;Keith C. Herman;Hanno Petras;Nicholas S. Ialongo

  • Teachers' Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems.

    Melissa Stormont;Wendy Reinke;Keith Herman

  • Using Coaching to Support Teacher Implementation of Classroom-based Interventions

    Wendy M. Reinke;Melissa Stormont;Keith C. Herman;Lori Newcomer

  • Health Value, Perceived Social Support, and Health Self-Efficacy as Factors in a Health-Promoting Lifestyle

    Erin S Jackson;Carolyn M Tucker;Keith C Herman

  • Promoting Cultural Responsivity and Student Engagement through Double Check Coaching of Classroom Teachers: An Efficacy Study.

    Catherine P. Bradshaw;Elise T. Pas;Jessika H. Bottiani;Katrina J. Debnam

  • The Incredible Years Teacher Classroom Management Training: The Methods and Principles that Support Fidelity of Training Delivery.

    Carolyn Webster-Stratton;Wendy M. Reinke;Keith C. Herman;Lori L. Newcomer

  • Children with co-occurring academic and behavior problems in first grade: Distal outcomes in twelfth grade

    Dana Darney;Wendy M. Reinke;Keith C. Herman;Melissa Stormont

  • Disseminating Incredible Years Series early‐intervention programs: Integrating and sustaining services between school and home

    Carolyn Webster-Stratton;Keith C. Herman

  • Using culturally sensitive theories and research to meet the academic needs of low-income African American children.

    Carolyn M. Tucker;Keith C. Herman

  • Potential cognitive, parenting, and developmental mediators of the relationship between ADHD and depression.

    Rick Ostrander;Keith C. Herman

  • Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program.

    Wendy M. Reinke;Melissa Stormont;Keith C. Herman;Ze Wang

  • Cultural sensitivity in physician-patient relationships: Perspectives of an ethnically diverse sample of low-income primary care patients

    Carolyn M. Tucker;Keith C. Herman;Tyler R. Pedersen;Brian Higley

Frequent Co-Authors

Wendy M. Reinke
Wendy M. Reinke University of Missouri
Melissa Stormont
Melissa Stormont University of Missouri
Francis L. Huang
Francis L. Huang University of Missouri
Nicholas S. Ialongo
Nicholas S. Ialongo Johns Hopkins University
Catherine P. Bradshaw
Catherine P. Bradshaw University of Virginia
Carolyn Webster-Stratton
Carolyn Webster-Stratton The Incredible Years
T. Chris Riley-Tillman
T. Chris Riley-Tillman University of Missouri
Sharon F. Lambert
Sharon F. Lambert George Washington University
Alexander von Eye
Alexander von Eye Michigan State University
Matthew P. Martens
Matthew P. Martens University of Missouri

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