| Trauma Informed Positive Education: Using positive psychology to strengthen vulnerable students T Brunzell, H Stokes, L Waters Contemporary School Psychology 20, 63-83, 2016 | 347 | 2016 |
| Teaching with Strengths in Trauma-Affected Students: A New Approach to Healing and Growth in the Classroom T Brunzell, W Lea, H Stokes American Journal of Orthopsychiatry 85 (1), 3, 9, 0 | 268* | |
| Shifting teacher practice in trauma-affected classrooms: Practice pedagogy strategies within a trauma-informed positive education model T Brunzell, H Stokes, L Waters School Mental Health 11 (3), 600-614, 2019 | 221 | 2019 |
| Constructing identities and making careers: Young people’s perspectives on work and learning H Stokes, J Wyn International Journal of Lifelong Education 26 (5), 495-511, 2007 | 192 | 2007 |
| Trauma-informed flexible learning: Classrooms that strengthen regulatory abilities T Brunzell, H Stokes, L Waters International journal of child, youth and family studies 7 (2), 218-239, 2016 | 181 | 2016 |
| Why do you work with struggling students?: Teacher perceptions of meaningful work in trauma-impacted classrooms T Brunzell, H Stokes, L Waters Australian Journal of Teacher Education (Online) 43 (2), 116-142, 2018 | 171 | 2018 |
| Trauma-informed teacher wellbeing: Teacher reflections within trauma-informed positive education T Brunzell, L Waters, H Stokes Australian Journal of Teacher Education (Online) 46 (5), 91-107, 2021 | 67 | 2021 |
| Positive education for School leaders: Exploring the effects of Emotion –Gratitude and Action- Gratitude L Waters, H Stokes The Australian Educational and Developmental Psychologist, 2015 | 61 | 2015 |
| Rural and remote school education: A survey for the human rights and equal opportunity commission H Stokes, R Holdsworth, J Stafford Youth Research Centre, University of Melbourne, 1999 | 60* | 1999 |
| Music, rhythm and trauma: A critical interpretive synthesis of research literature KS McFerran, HIC Lai, WH Chang, TC Chin, H Stokes, AHD Crooke Frontiers in Psychology 11, 527455, 2020 | 58 | 2020 |
| Young people, wellbeing and communication technologies J Wyn, H Cuervo, D Woodman, H Stokes Melbourne, VicHealth 12 (4), 196-216, 2005 | 58 | 2005 |
| Evaluation of the Berry Street Education Model: Trauma informed positive education enacted in mainstream schools H Stokes, M Turnbull Youth Research Centre, Melbourne Graduate School of Education, the …, 2016 | 52 | 2016 |
| Stepping Stones: TAFE and ACE Program Development for Early School Leavers. J Wyn, H Stokes, D Tyler National Centre for Vocational Education Research (NCVER), 2004 | 52 | 2004 |
| Professional learning in trauma informed positive education: moving school communities from trauma affected to trauma aware. H Stokes, T Brunzell School Leadership Review 14 (2), 6, 2019 | 46 | 2019 |
| Negotiating Staying and Returning. Young People's Perspectives on Schooling and the Youth Allowance. Research Report 18. P Dwyer, H Stokes, D Tyler, R Holdsworth Youth Research Centre, Faculty of Education, University of Melbourne …, 1998 | 40* | 1998 |
| Imagining futures: Identity narratives and the role of work, education, community and family H Stokes Melbourne Univ. Publishing, 2012 | 35 | 2012 |
| Civic Engagement and Young People in the City of Melbourne R Holdsworth, H Stokes, M Blanchard, N Mohamed Melbourne: Australian Youth Research Centre 12, 2007 | 34 | 2007 |
| Schools, Vocational Education and Training and Partnerships: Capacity-Building in Rural and Regional Communities. H Stokes, K Stacey, M Lake National Centre for Vocational Education Research (NCVER), 2006 | 33 | 2006 |
| Young People Living in Rural Australia in the 1990s. Research Report 16. J Wyn, H Stokes, J Stafford Youth Research Center, University of Melbourne 3010, Australia, 1998 | 33 | 1998 |
| I'm the Principal, principal learning action, influence and identity S Dinham, K Elliott, L Rennie, H Stokes | 32 | 2018 |
Johanna WynUniversity of Melbourne在 unimelb.edu.au 的电子邮件经过验证
