Emily Berger

Dr

Accepting PhD Students

20132019
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Personal profile

Biography

Emily Berger is an Educational and Developmental Psychologist and Lecturer in Educational Psychology within the Faculty of Education at Monash University. Emily completed a Masters in Educational and Developmental Psychology and PhD at Monash University in 2015.

Emily has worked in various positions at Monash University for over 10 years. More recently, she worked as Research Fellow on a longitudinal project investigating the impact of a disaster on the wellbeing and academic outcomes of children, as well as investigating the psychological impacts on adults.  

She is a registered Educational and Developmental Psychologist with the Australian Health Practitioner Regulation Authority, and is a member of the Australian Psychological Society (MAPS) and College of Educational and Developmental Psychologists (MCEDP).

Emily takes on research supervision of honours, masters and PhD students within the areas of child and adult trauma, self-injury and suicidal behaviour, disadvantaged children and families, children in out-of-home care, domestic violence, therapeutic evaluation, teacher training and supervision, academic functioning, and trauma-informed practices. 

Research interests

Research interests for Emily include child mental health and academic outcomes, self-injury and suicidal behaviour, child trauma and posttraumatic stress, disadvantaged children and children in out-of-home care, domestic violence and childhood outcomes, teacher training and supervision, and trauma-informed practices.

Monash teaching commitment

Emily Berger is a lecturer in Educational Psychology within the Faculty of Education, Monash University. Some of her teaching commitments include EDF4600, EDF4602, EDF4604, EDF4533, EDF5723, EDF5741 and EDF5742. 

Supervision interests

Emily supervises a range of honours, masters and PhD projects. Her past supervision has included exploring the psychological impacts of a disaster event on children, young people and older adults, investigation of creative therapeutic approaches for trauma responding, and evaluation of trauma-informed approaches and training in schools.

Clinical activities

Emily Berger is a registered Educational and Developmental Psychologist with the Australian Health Practitioner Regulation Authority, and is a member of the Australian Psychological Society (MAPS) and College of Educational and Developmental Psychologists (MCEDP). She has worked as a psychologist in school and private practice settings delivering mental health diagnosis and treatment to children and families. 

She has experience in the assessment, diagnosis and treatment of Intellectual Disability, Autism Spectrum Disorder, Attention Deficit/Hyperactivity Disorder, Specific Learning Disorder, anxiety disorders, Posttraumatic Stress Disorder, depression and other mood disorders, school refusal and adjustment related issues, eating disorders, self-injury and suicidal behaviour, and other behavioural, social and emotional concerns in children.

Consulting

Emily offers training and supervision to teachers and mental health professionals regarding childhood trauma intervention and management in schools, school policy development regarding high-risk behaviours and trauma among students, self-injury and suicidal behaviour responding and intervention in schools, and assessment, diagnosis and treatment of a range of psychological, academic, social and behavioural concerns of children. 

Emily also offers consultancy regarding research methods and evaluation of school-based interventions concerning childhood trauma, self-injury and suicidal behaviour, disadvantaged and vulnerable children, disengaged children and children in out-of-home care, academic performance and post-school outcomes, and parent and teacher training and supervision.

Education/Academic qualification

Psychology, Postgraduate Diploma in Psychology

1 Mar 200831 Oct 2008

Psychology, Master of Educational and Developmental Psychology/PhD

1 Jan 20111 Feb 2015

Psychology and Criminology, Bachelor of Arts, MONASH UNIVERSITY

1 Mar 200531 Oct 2007

Keywords

  • child mental health
  • self-injury
  • resilience
  • posttraumatic stress
  • teacher training
  • child trauma
  • trauma-informed schools
  • domestic violence
  • suicide

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Projects 2017 2019

Research Output 2013 2018

Disaster impacts on students and staff from a specialist, trauma-informed Australian school

Berger, E., Carroll, M., Maybery, D. & Harrison, D., Dec 2018, In : Journal of Child and Adolescent Trauma. 11, 4, p. 521-530 10 p.

Research output: Contribution to journalArticleResearchpeer-review

Adolescents’ Perspectives of Youth Non-Suicidal Self-Injury Prevention

Berger, E., Hasking, P. & Martin, G., 1 Jan 2017, In : Youth and Society. 49, 1, p. 3-22 20 p.

Research output: Contribution to journalArticleResearchpeer-review

Developing a policy to address nonsuicidal self-injury in schools

Berger, E. P., Hasking, P. A. & Reupert, A. E., 2015, In : Journal of School Health. 85, 9, p. 629 - 647 19 p.

Research output: Contribution to journalArticleResearchpeer-review

Pre-service and in-service teachers' knowledge, attitudes and confidence towards self-injury among pupils

Berger, E. P., Reupert, A. E. & Hasking, P. A., 2015, In : Journal of Education for Teaching. 41, 1, p. 37 - 51 15 p.

Research output: Contribution to journalArticleResearchpeer-review

Response and training needs of school staff towards student self injury

Berger, E. P., Hasking, P. A. & Reupert, A. E., 2014, In : Teaching and Teacher Education. 44, p. 25 - 34 10 p.

Research output: Contribution to journalArticleResearchpeer-review