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Psychology

D-Index
41
Citations
8386
World Ranking
7820
National Ranking
774

Overview

Norah Frederickson is affiliated with University College London in the United Kingdom. Their research primarily focuses on psychology and social sciences, with particular attention to clinical psychology, education, psychiatry and mental health, experimental and cognitive psychology, and general health professions.

Frederickson's scholarly contributions emphasize child and adolescent psychosocial and emotional development, early childhood education and development, youth substance use and school attendance, attention deficit hyperactivity disorder, anxiety, depression, psychometrics, treatment, cognitive processes, posttraumatic stress disorder research, and healthcare professionals' stress and burnout.

Frequent co-authors collaborating with Frederickson include Frances Rice, Terry Ng-Knight, Lucy Riglin, Victoria Powell, and I. C. McManus.

Frequent publication venues where Frederickson's work appears include:

  • School Mental Health
  • Research on Child and Adolescent Psychopathology
  • Journal of Military Veteran and Family Health

Recent papers authored or co-authored by Frederickson include:

  • "Pupil Mental Health, Concerns and Expectations About Secondary School as Predictors of Adjustment Across the Transition to Secondary School: A Longitudinal Multi-informant Study" (2021, School Mental Health)
  • "Investigating Friendship Difficulties in the Pathway from ADHD to Depressive Symptoms. Can Parent-Child Relationships Compensate?" (2021, Research on Child and Adolescent Psychopathology)
  • "Self-perceptions of mental health among U.S. Veterans and non-Veterans: Behavioral Risk Factor Surveillance System, 2022" (2025, Journal of Military Veteran and Family Health)

Best Publications

  • The role of trait emotional intelligence in academic performance and deviant behavior at school

    K.V Petrides;Norah Frederickson;Adrian Furnham

  • Trait Emotional Intelligence and Children's Peer Relations at School

    K. V. Petrides;Yolanda Sangareau;Adrian Furnham;Norah Frederickson

  • The contribution of callous-unemotional traits and conduct problems to bullying in early adolescence

    Essi Viding;Elizabeth Simmonds;K.V. Petrides;Norah Frederickson

  • Assessing pupil concerns about transition to secondary school

    Frances Rice;Norah Frederickson;Joanna Seymour

  • Explaining individual differences in scholastic behaviour and achievement.

    K. V. Petrides;Tomas Chamorro-Premuzic;Norah Frederickson;Adrian Furnham

  • Evidence of a highly specific relationship between rapid automatic naming of digits and text-reading speed.

    Robert Savage;Norah Frederickson

  • Evaluating web-supported learning versus lecture-based teaching: Quantitative and qualitative perspectives

    Norah Frederickson;Phil Reed;Viv Clifford

  • Relationships Among Rapid Digit Naming, Phonological Processing, Motor Automaticity, and Speech Perception in Poor, Average, and Good Readers and Spellers

    Robert S. Savage;Norah Frederickson;Roz Goodwin;Ulla Patni

  • The relationship between emotional problems and subsequent school attainment: a meta-analysis.

    Lucy Riglin;K.V. Petrides;Norah Frederickson;Frances Rice

  • A longitudinal study of psychological functioning and academic attainment at the transition to secondary school.

    Lucy Riglin;Norah Frederickson;Katherine Helen Shelton;Frances Rice

  • Trait emotional intelligence as a predictor of socioemotional outcomes in early adolescence

    Unknown

  • Moral reasoning and conduct problems in children with emotional and behavioural difficulties

    Robert James Richard Blair;Jey Monson;Norah Frederickson

  • Sub-threshold autism traits: The role of trait emotional intelligence and cognitive flexibility.

    Elif Gökçen;Konstantinos V. Petrides;Kristelle Hudry;Norah Frederickson

  • Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School

    Unknown

  • Peer-assessed behavioural characteristics and sociometric rejection: Differences between pupils who have moderate learning difficulties and their mainstream peers

    Norah L. Frederickson;Adrian F. Furnham

  • Investigating the Evidence Base of Social Stories

    Unknown

  • Utilizing the Classroom Peer Group to Address Children's Social Needs

    Unknown

  • Inclusive provision options for pupils on the autistic spectrum

    Norah Frederickson;Alice P. Jones;Jane Lang

  • Theory of Mind and Executive Control Deficits in Typically Developing Adults and Adolescents with High Levels of Autism Traits.

    Elif Gökçen;Norah Frederickson;K. V. Petrides

  • Beyond Phonology What Else Is Needed to Describe the Problems of Below-Average Readers and Spellers?

    Robert S. Savage;Norah Frederickson

  • Pathways to Inclusion: Moving from special school to mainstream

    Kathryn Gibb;Daniel Tunbridge;Angelia Chua;Norah Frederickson

  • Controllability attributions for academic performance and the perceived scholastic competence, global self-worth and achievement of children with dyslexia

    Norah Frederickson;Sarah Jacobs

  • Intervening to improve the transfer to secondary school

    Jackie Bloyce;Norah Frederickson

  • Evidence-based practice and educational psychology.

    Norah Frederickson

Frequent Co-Authors

Frances Rice
Frances Rice Cardiff University
Lucy Riglin
Lucy Riglin Cardiff University
Katherine Helen Shelton
Katherine Helen Shelton Cardiff University
Adrian Furnham
Adrian Furnham BI Norwegian Business School
Phil Reed
Phil Reed Swansea University
Konstantinos V. Petrides
Konstantinos V. Petrides University College London
Stephan Collishaw
Stephan Collishaw Cardiff University
Dave Bartram
Dave Bartram University of Kent
Eamon McCrory
Eamon McCrory University College London
Uta Frith
Uta Frith University College London

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