Heath, N., McLean-Heywood, D., Rousseau, C., Petrakos, H., Finn C. & Karagiannakis, A. * (2006). Turf and tension: psychiatric and inclusive communities servicing students referred for emotional and behavioural difficulties. International Journal of Inclusive Education 10, 335-346.
Howe, N., Petrakos, H., Rinaldi, C. & LeFebvre, R. L. (2005). “This is a bad dog you know,... ”: Constructing shared meanings during sibling pretend play. Child Development. 76, 783-794.
Heath, N. L., Petrakos, H., Finn, C. A., Karagiannakis,* A., McLean-Heywood, D. & Rousseau, C. (2004). Inclusion on the final frontier: A model for including children with emotional and behaviour disorders (E/BD) in Canada. International Journal of Inclusive Education, 8, 1-19.
Finn, C. A., Heath, N. L., Petrakos, H. & McLean-Heywood, D. (2003). A comparison of school service models for children with emotional and behavioral disorders. Canadian Journal of School Psychology, 17, 61-68.
Howe, N., Rinaldi, C., Jennings, M. & Petrakos, H. (2002). “No! The lambs can stay out because they got cozies”: Constructive and destructive sibling conflict, pretend play and social understanding. Child Development, 73, 1460-1473.
Petrakos, H. (1998). [Review of the book Culture and the Child: A Guide for Professionals in Child Care and Development]. Canadian Journal of Research in Early Childhood Education. 7(2), 189-90.
Benenson, J., Morash, D.* & Petrakos, H. (1998). Gender differences in emotional closeness between preschool children and their mothers. Sex Roles, 38, 975-985.
Howe, N., Petrakos, H. & Rinaldi, C. (1998). “All the sheep are dead. He murdered them”: Sibling pretense, negotiation, internal state language and relationship quality. Child Development, 69, 182- 191.
Chambers, B., Howe, N. & Petrakos, H. (1997). The role of curriculum preparation in facilitating children's dramatic play and content knowledge. Canadian Journal of Research in Early Childhood Education, 6, 251-261.
Petrakos, H. & Howe, N. (1996). The influence of the physical design of the dramatic play center on children’s play. Early Childhood Research Quarterly, 11, 63-77.
Howe, N., Petrakos, H., Chambers, B. & Moller, L. (1995). Teacher ratings and observations of children's play in dramatic play centers. International Play Journal, 3, 113-120.
Howe, N., Chambers, B., Moller, L. & Petrakos, H. (1993). The ecology of dramatic play centers and children's social and cognitive play. Early Childhood Research Quarterly, 8, 235-251.
Book Contributions
Petrakos, H., *Bergmame, L. & *Charbonneau, S. (2013). Positive school transition practices and children’s transition to school. In Pour une école communautaire: des pratiques essentielles de collaboration en milieu scolaire / Toward a community school : essential practices for school-family-community collaboration, ed. N. Trépanier, Montreal: Editions Nouvelles.