COLLEGE OF MEDICINE AND HEALTH
Medicine, Nursing and Allied Health Professions

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Dr Rachel Hayes

Dr Rachel Hayes

Senior Research Fellow

 2978

 +44 (0) 1392 722978

 College House 2.09

 

College House, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

Rachel is a Senior Research Fellow with over 8 years’ experience managing large trials of complex interventions to support the mental health of both children and adults. She has a background in developmental psychology and is interested in ways to support schools promote the mental health of children and young people.

Rachel has spent over 20 years working in psychological research, initially exploring cognitive developmental psychology and more recently mental health. She works in the Child Mental Health Group at the College of Health and Medicine running a number of research trials and projects.

In the past she was the trial manager of the STARS study, a cluster RCT of the Incredible Years Teacher Classroom Management (TCM) programme and the PREVENT trial which explored the relationshiop between mindfulness-based cognitive therapy (MBCT) and maintenance antidepressant medication (m-ADM) in preventing depression relapse / recurrence for patients with a history of recurrent depression?'

STARS: http://medicine.exeter.ac.uk/stars/

HIFAMS: http://medicine.exeter.ac.uk/hifams/

Prof Tamsin Ford: http://medicine.exeter.ac.uk/about/profiles/index.php?web_id=Tamsin_Ford

 

 

 

Qualifications

BSc Psychology

MSc Psychological Research Methods

PhD

Career

  • Experienced Clinical Trials Manager of both non-IMPs and CTIMPs with over 20 years research experience

  • Managed large successful trials of complex health interventions, main outcomes published in high quality scientific journals, over-recruited with excellent retention

  • Research interest in the promotion of good mental health in young people and families, with a particular focus on prevention and school based intervention

  • Skilled disseminating complex trial information to a variety of audiences, including presenting at conferences of international repute

  • A Ph.D. in developmental psychology investigating young infant’s perception of speech sounds

  • Experienced in administering the Structured Clinical Interview for DSM-IV (SCID) for DSM-IV Axis I diagnoses and the GRID Hamilton Rating Scale for Depression (GRID-HAMD), both clinical diagnostic interviews

  • Staff management experience of over 10 years

  • Excellent data management and analysis skills

  • Experienced in all aspects of research – design, funding, implementation, analysis and dissemination

Research

Research interests

Developmental Psychology

Clinical Psychology

School Based Research

Primary Care Research

Research projects

Rachel has completed a PhD with Alan Slater in 2002 investigating young infants’ perception of small speech sounds (rhyme and alliteration). She has worked with a number of different people in the Mood Disorders Centre (University of Exeter) including Heather O'Mahen and Kim Wright investigating group BA's efficacy for the treatment of depression, Tom Lynch looking at emotional sensitivity, and developing an on-line CBT programme for post-natal depression. Rachel managed the large CTIMP RCT PREVENT with Willem Kuyken. She is now working in the Medical School with Tamsin Ford managing the STARS RCT which is investigating whether training teachers in Incredible Years Teacher Classroom Management (TCM) strategies has benefits for the child and the teacher, specifically improving child behaviour and academic attainment and improving teachers’ sense of professional efficacy and mental health.

Research grants

  • 2018 Education Endowment Foundation
    EEF - Review of Evidence on Behaviour

Links


Publications

Key publications | Publications by category | Publications by year

Publications by category


Journal articles

Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (In Press). Psychological distress amongst primary school teachers: a comparison with clinical and population samples. Public Health Full text.
Allen KL, Hansford L, Hayes R, Allwood M, Byford S, Longdon B, Price A, Ford T (In Press). Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils. British Journal of Educational Psychology Abstract.  Full text.
Hayes RA, Titheradge D, Allen K, Allwood M, Byford S, Edwards V, Hansford L, Longdon B, Norman S, Norwich B, et al (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial. Journal of Educational Psychology Abstract.  Full text.
Ford T, Hayes RA, Edwards V, Logan GS, Norwich B, Allen KL, Hansford L, Longdon BM, Norman S, Price A, et al (2019). Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. Public Health Research, 7 Full text.
Ford T, Hayes RA, Byford S, Edwards V, Fletcher M, Logan G, Norwich B, Pritchard W, Allen K, Allwood M, et al (2018). The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial. Psychological Medicine Abstract.  Full text.
Allwood M, Allen K, Price A, Hayes R, Edwards V, Ball S, Ukoumunne OC, Ford T (2018). The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool. Emotional and Behavioural Difficulties, 23(4), 361-371. Abstract.  Full text.
Price A, Allen K, Ukoumunne OC, Hayes R, Ford T (2017). Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey. Child Care Health Dev, 43(6), 891-898. Abstract.  Author URL.  Full text.
Bremner JG, Slater AM, Hayes RA, Mason UC, Murphy C, Spring J, Draper L, Gaskell D, Johnson SP (2017). Young infants' visual fixation patterns in addition and subtraction tasks support an object tracking account. J Exp Child Psychol, 162, 199-208. Abstract.  Author URL.  Full text.
Allen K, Marlow R, Edwards V, Parker C, Rodgers L, Ukoumunne O, Chan Seem E, Hayes R, Price A, Ford T, et al (2017). ‘How I feel About My School’: the construction and validation of a measure of wellbeing at school for primary school children. Clinical Child Psychology and Psychiatry, 55 Full text.
Warren FC, Kuyken W, Taylor RS, Whalley B, Crane C, Bondolfi G, Hayes R, Huijbers M, Ma H, Schwelzer S, et al (2016). Efficacy and moderators of mindfulness-based cognitive therapy in prevention of depressive relapse: an individual patient data meta-analysis from randomized trials. JAMA Psychiatry Full text.
Nye E, Gardner F, Hansford L, Edwards V, Hayes R, Ford T (2015). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators. Emotional and Behavioural Difficulties, 1-18. Abstract.  Full text.
Kuyken W, Hayes R, Barrett B, Byng R, Dalgleish T, Kessler D, Lewis G, Watkins E, Brejcha C, Cardy J, et al (2015). Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial. Lancet, 386(9988), 63-73. Abstract.  Author URL.
Kuyken W, Hayes R, Barrett B, Byng R, Dalgleish T, Kessler D, Lewis G, Watkins E, Morant N, Taylor RS, et al (2015). The effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse/recurrence: results of a randomised controlled trial (the PREVENT study). Health Technol Assess, 19(73), 1-124. Abstract.  Author URL.
Kuyken W, Byford S, Byng R, Dalgleish T, Lewis G, Taylor R, Watkins ER, Hayes R, Lanham P, Kessler D, et al (2014). Update to the study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment depressive relapse/recurrence: the PREVENT trial. Trials, 15 Abstract.  Author URL.  Full text.
Slater AM, Bremner JG, Johnson SP, Hayes RA (2011). The Role of Perceptual Processes in Infant Addition/Subtraction Experiments.  Abstract.
Kuyken W, Byford S, Byng R, Dalgleish T, Lewis G, Taylor R, Watkins ER, Hayes R, Lanham P, Kessler D, et al (2010). Study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment in the prevention of depressive relapse/recurrence: the PREVENT trial. Trials, 11 Abstract.  Author URL.  Full text.
Slater AM, Bremner JG, Johnson SP, Hayes RA (2010). The role of perceptual and cognitive processes in addition-subtraction studies with 5-month-old infants. Infant Behav Dev, 33(4), 685-688. Abstract.  Author URL.
Richards DA, Hughes-Morley A, Hayes RA, Araya R, Barkham M, Bland JM, Bower P, Cape J, Chew-Graham CA, Gask L, et al (2009). Collaborative Depression Trial (CADET): multi-centre randomised controlled trial of collaborative care for depression--study protocol. BMC Health Serv Res, 9 Abstract.  Author URL.  Full text.
Hayes RA, Slater, A.M. Longmore, C.A. (2009). Rhyming abilities in 9-month-olds: the role of the vowel and coda explored. Cognitive Development, 24, 106-112.
Hayes RA, Slater, A. (2008). Three-month-olds’ detection of alliteration in syllables. Infant Behavior and Development, 31, 153-156.
Slater AM, Brown EM, Hayes RA, Quinn PC (2001). Developmental change in form categorization in early infancy. British Journal of Developmental Psychology, 19(2), 207-218.
Brookes H, Slater, A. Quinn, P.C. Lewkowicz, D.J. (2001). Three-month-old infants learn arbitrary auditory-visual pairings between faces and voices. special issue on Face Perception and Recognition. Infant and Child Development, 10, 75-82.
Brookes H, Slater A, Quinn PC, Lewkowicz DJ, Hayes R, Brown E (2001). Three-month-old infants learn arbitrary auditory-visual pairings between voices and faces. INFANT AND CHILD DEVELOPMENT, 10(1-2), 75-82. Author URL.
Hayes RA, Slater A, Brown E (2000). Infants' ability to categorise on the basis of rhyme. COGNITIVE DEVELOPMENT, 15(4), 405-419. Author URL.
Hayes RA, Slater, A. Brown, E. (2000). Infants’ ability to categorise on the basis of rhyme. Cognitive Development, 15, 405-419.
Slater A, Bremner, J.G. Johnson, S.P. Sherwood, P. (2000). Newborn infants’ preference for attractive faces: the role of internal and external facial features. Infancy, 1, 265-274.
Quinn, P. Hayes, R. Brown, E. (2000). The role of facial orientation in newborn infants’ preference for attractive faces. Developmental Science, 3, 181-185.
Slater A, Quinn PC, Brown E, Hayes R (1999). Intermodal perception at birth: intersensory redundancy guides newborn infants' learning of arbitrary auditory-visual pairings. DEVELOPMENTAL SCIENCE, 2(3), 333-338. Author URL.

Chapters

Slater AM, Bremner JG, Johnson SP, Hayes RA (2010). The role of perceptual processes in infant addition/subtraction experiments. In Oakes LM, Cashon CH, Casasola M, Rakison DH (Eds.) Early perceptual and cognitive development, Oxford, UK.: Oxford University Press, 85-110.  Abstract.

Publications by year


In Press

Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (In Press). Psychological distress amongst primary school teachers: a comparison with clinical and population samples. Public Health Full text.
Allen KL, Hansford L, Hayes R, Allwood M, Byford S, Longdon B, Price A, Ford T (In Press). Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils. British Journal of Educational Psychology Abstract.  Full text.

2019

Hayes RA, Titheradge D, Allen K, Allwood M, Byford S, Edwards V, Hansford L, Longdon B, Norman S, Norwich B, et al (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial. Journal of Educational Psychology Abstract.  Full text.
Ford T, Hayes RA, Edwards V, Logan GS, Norwich B, Allen KL, Hansford L, Longdon BM, Norman S, Price A, et al (2019). Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. Public Health Research, 7 Full text.

2018

Ford T, Hayes RA, Byford S, Edwards V, Fletcher M, Logan G, Norwich B, Pritchard W, Allen K, Allwood M, et al (2018). The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial. Psychological Medicine Abstract.  Full text.
Allwood M, Allen K, Price A, Hayes R, Edwards V, Ball S, Ukoumunne OC, Ford T (2018). The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool. Emotional and Behavioural Difficulties, 23(4), 361-371. Abstract.  Full text.

2017

Price A, Allen K, Ukoumunne OC, Hayes R, Ford T (2017). Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey. Child Care Health Dev, 43(6), 891-898. Abstract.  Author URL.  Full text.
Bremner JG, Slater AM, Hayes RA, Mason UC, Murphy C, Spring J, Draper L, Gaskell D, Johnson SP (2017). Young infants' visual fixation patterns in addition and subtraction tasks support an object tracking account. J Exp Child Psychol, 162, 199-208. Abstract.  Author URL.  Full text.
Allen K, Marlow R, Edwards V, Parker C, Rodgers L, Ukoumunne O, Chan Seem E, Hayes R, Price A, Ford T, et al (2017). ‘How I feel About My School’: the construction and validation of a measure of wellbeing at school for primary school children. Clinical Child Psychology and Psychiatry, 55 Full text.

2016

Warren FC, Kuyken W, Taylor RS, Whalley B, Crane C, Bondolfi G, Hayes R, Huijbers M, Ma H, Schwelzer S, et al (2016). Efficacy and moderators of mindfulness-based cognitive therapy in prevention of depressive relapse: an individual patient data meta-analysis from randomized trials. JAMA Psychiatry Full text.

2015

Nye E, Gardner F, Hansford L, Edwards V, Hayes R, Ford T (2015). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators. Emotional and Behavioural Difficulties, 1-18. Abstract.  Full text.
Kuyken W, Hayes R, Barrett B, Byng R, Dalgleish T, Kessler D, Lewis G, Watkins E, Brejcha C, Cardy J, et al (2015). Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial. Lancet, 386(9988), 63-73. Abstract.  Author URL.
Kuyken W, Hayes R, Barrett B, Byng R, Dalgleish T, Kessler D, Lewis G, Watkins E, Morant N, Taylor RS, et al (2015). The effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse/recurrence: results of a randomised controlled trial (the PREVENT study). Health Technol Assess, 19(73), 1-124. Abstract.  Author URL.

2014

Kuyken W, Byford S, Byng R, Dalgleish T, Lewis G, Taylor R, Watkins ER, Hayes R, Lanham P, Kessler D, et al (2014). Update to the study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment depressive relapse/recurrence: the PREVENT trial. Trials, 15 Abstract.  Author URL.  Full text.

2011

Slater AM, Bremner JG, Johnson SP, Hayes RA (2011). The Role of Perceptual Processes in Infant Addition/Subtraction Experiments.  Abstract.

2010

Kuyken W, Byford S, Byng R, Dalgleish T, Lewis G, Taylor R, Watkins ER, Hayes R, Lanham P, Kessler D, et al (2010). Study protocol for a randomized controlled trial comparing mindfulness-based cognitive therapy with maintenance anti-depressant treatment in the prevention of depressive relapse/recurrence: the PREVENT trial. Trials, 11 Abstract.  Author URL.  Full text.
Slater AM, Bremner JG, Johnson SP, Hayes RA (2010). The role of perceptual and cognitive processes in addition-subtraction studies with 5-month-old infants. Infant Behav Dev, 33(4), 685-688. Abstract.  Author URL.
Slater AM, Bremner JG, Johnson SP, Hayes RA (2010). The role of perceptual processes in infant addition/subtraction experiments. In Oakes LM, Cashon CH, Casasola M, Rakison DH (Eds.) Early perceptual and cognitive development, Oxford, UK.: Oxford University Press, 85-110.  Abstract.

2009

Richards DA, Hughes-Morley A, Hayes RA, Araya R, Barkham M, Bland JM, Bower P, Cape J, Chew-Graham CA, Gask L, et al (2009). Collaborative Depression Trial (CADET): multi-centre randomised controlled trial of collaborative care for depression--study protocol. BMC Health Serv Res, 9 Abstract.  Author URL.  Full text.
Hayes RA, Slater, A.M. Longmore, C.A. (2009). Rhyming abilities in 9-month-olds: the role of the vowel and coda explored. Cognitive Development, 24, 106-112.

2008

Hayes RA, Slater, A. (2008). Three-month-olds’ detection of alliteration in syllables. Infant Behavior and Development, 31, 153-156.

2001

Slater AM, Brown EM, Hayes RA, Quinn PC (2001). Developmental change in form categorization in early infancy. British Journal of Developmental Psychology, 19(2), 207-218.
Brookes H, Slater, A. Quinn, P.C. Lewkowicz, D.J. (2001). Three-month-old infants learn arbitrary auditory-visual pairings between faces and voices. special issue on Face Perception and Recognition. Infant and Child Development, 10, 75-82.
Brookes H, Slater A, Quinn PC, Lewkowicz DJ, Hayes R, Brown E (2001). Three-month-old infants learn arbitrary auditory-visual pairings between voices and faces. INFANT AND CHILD DEVELOPMENT, 10(1-2), 75-82. Author URL.

2000

Hayes RA, Slater A, Brown E (2000). Infants' ability to categorise on the basis of rhyme. COGNITIVE DEVELOPMENT, 15(4), 405-419. Author URL.
Hayes RA, Slater, A. Brown, E. (2000). Infants’ ability to categorise on the basis of rhyme. Cognitive Development, 15, 405-419.
Slater A, Bremner, J.G. Johnson, S.P. Sherwood, P. (2000). Newborn infants’ preference for attractive faces: the role of internal and external facial features. Infancy, 1, 265-274.
Quinn, P. Hayes, R. Brown, E. (2000). The role of facial orientation in newborn infants’ preference for attractive faces. Developmental Science, 3, 181-185.

1999

Slater A, Quinn PC, Brown E, Hayes R (1999). Intermodal perception at birth: intersensory redundancy guides newborn infants' learning of arbitrary auditory-visual pairings. DEVELOPMENTAL SCIENCE, 2(3), 333-338. Author URL.

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