COLLEGE OF MEDICINE AND HEALTH
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Dr Rachel Hayes

Dr Rachel Hayes

Senior Research Fellow

 2978

 +44 (0) 1392 722978

 South Cloisters 2.05

 

South Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

I am a Senior Research Fellow in the Children and Young People's Mental Health Research Collaboration (ChYMe) at Exeter. I am interested in finding ways to support the emotional and social development of children and young adults. My focus has been evaluating complex interventions with families, schools and health services.

I am a professional author with the organisation MindEd who provide free educational resources on children and young people's mental health for any adult who works with them, for example, parents, teachers, therapists. I regularly work with the Education Endowment Foundation (EEF) who are an independent charity dedicated to breaking the link between family income and educational achievement. I am also a research advisor for Place2Be and was delighted to be invited to be a judge on the Place2Be Wellbeing in Schools Awards 2019. 

 

 

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 group links

Research

Research interests

Developmental Psychology

Clinical Psychology

School Based Research

Primary Care Research

Research projects

I have over 20 years working in psychological research, initially exploring cognitive developmental psychology and more recently mental health. I work the the Children and Young People's Mental Health Research Collaboration (ChYMe) here at Exeter. 

I am leading the Exeter site's involvement in the Stand Together Trial (https://standtogethertrial.weebly.com/) which is a large randomised controlled trial (RCT) evaluating whether a school based anti-bullying programme called KiVa reduces levels of bullying in UK primary schools and if so, whether it results in improvements in children’s mental health, school liking and attendance, and teacher confidence in dealing with bullying. We are working with 120 primary schools in four areas; i) North Wales and Cheshire, ii) the West Midlands, iii) South East and iv) South West England. Half of the schools will be randomly selected to use the KiVa programme, the remaining 60 schools continue with teaching as usual and will not access the programme during that school year.

I am also leading the Supporting Teachers And childRen in Schools (STARS) 2 study which is a large cluster randomised controlled trial funded by the Education Endowment Foundation (EFF) examining the impact of the Incredible Years Teacher Classroom Management (IY-TCM) course on primary school children’s math attainment, classroom behaviour and mental health. The study involves 140 primary schools across Bristol, Cornwall, Dorset, Liverpool, Portsmouth, Reading and Southampton and is being conducted in collaboration with the National Foundation for Educational Research (NFER).

I completed my PhD with Alan Slater in 2002 investigating young infants’ perception of small speech sounds (rhyme and alliteration). I have 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. The largest RCTs to date that I have managed are the CTIMP PREVENT trial which explored the relationship 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 (CI: Prof Willem Kuyken) and the STARS trials, one and two, which are both cluster RCT exploring the impact of the Incredible Years Teacher Classroom Management (TCM) programme in primary schools in England with Prof Tamsin Ford. 

Stand Together: https://standtogethertrial.weebly.com/

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

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

 

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

Russell A, May F, Ford T, Janssens A, Newlove-Delgado T, Salim J, Ukoumunne O, Hayes R (In Press). Attainment, attendance and school difficulties in UK primary school children with probable ADHD. British Journal of Educational Psychology Full text.
Mathews F, Newlove-Delgado T, Finning K, Boyle C, Hayes R, Johnston P, Ford T (In Press). Teachers concerns about pupil's mental health in a cross-sectional survey of a population sample of British school children. Child and Adolescent Mental Health Full text.
McKinnon A, Kuyken W, Hayes R, Werner-Seidler A, Watson P, Dalgleish T, Schweizer S (2020). The psychometric properties of the cognitive emotion regulation questionnaire (CERQ) in a clinical sample of adults with recurrent depression. J Affect Disord, 276, 212-219. Abstract.  Author URL.
Toth K, Samad L, Golden S, Johnston P, Hayes R, Ford T (2020). What issues bring primary school children to counselling? a service evaluation of presenting issues across 291 schools working with Place2Be. Counselling and Psychotherapy Research Full text.
Allen KL, Hansford L, Hayes R, Allwood M, Byford S, Longdon B, Price A, Ford T (2019). 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.
Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (2018). Psychological distress amongst primary school teachers: a comparison with clinical and population samples. Public Health, 166, 53-56. 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

Russell A, May F, Ford T, Janssens A, Newlove-Delgado T, Salim J, Ukoumunne O, Hayes R (In Press). Attainment, attendance and school difficulties in UK primary school children with probable ADHD. British Journal of Educational Psychology Full text.
Mathews F, Newlove-Delgado T, Finning K, Boyle C, Hayes R, Johnston P, Ford T (In Press). Teachers concerns about pupil's mental health in a cross-sectional survey of a population sample of British school children. Child and Adolescent Mental Health Full text.

2020

McKinnon A, Kuyken W, Hayes R, Werner-Seidler A, Watson P, Dalgleish T, Schweizer S (2020). The psychometric properties of the cognitive emotion regulation questionnaire (CERQ) in a clinical sample of adults with recurrent depression. J Affect Disord, 276, 212-219. Abstract.  Author URL.
Toth K, Samad L, Golden S, Johnston P, Hayes R, Ford T (2020). What issues bring primary school children to counselling? a service evaluation of presenting issues across 291 schools working with Place2Be. Counselling and Psychotherapy Research Full text.

2019

Allen KL, Hansford L, Hayes R, Allwood M, Byford S, Longdon B, Price A, Ford T (2019). 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.

2018

Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (2018). Psychological distress amongst primary school teachers: a comparison with clinical and population samples. Public Health, 166, 53-56. 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.

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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External Engagement and Impact

I am a professional author with the organisation MindEd who provide free educational resources on children and young people's mental health for any adult who works with them, for example, parents, teachers, therapists. I regularly work with the Education Endowment Foundation (EEF) who are an independent charity dedicated to breaking the link between family income and educational achievement. I am also a research advisor for Place2Be and was delighted to be invited to be a judge on the Place2Be Wellbeing in Schools Awards 2019. 

Teaching

Supervision / Group

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