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 2014.

Emily is an Adjunct Research Fellow with the School of Rural Health and works 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. Emily has worked in various positions at Monash University for over 12 years. 

She is a registered and endorsed Educational and Developmental Psychologist with the Psychology Board of Australia, and is a member of the Australian Psychological Society (MAPS) and College of Educational and Developmental Psychologists (MCEDP). She is also a board-approved supervisor with the Psychology Board of Australia.

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 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.

Emily Berger is a lecturer in Educational Psychology within the Faculty of Education, Monash University. Her teaching commitments are across the Masters of Educational and Developmental Psychology and the Graduate Diploma in Professional Psychology and include:

• EDF5569 - Advanced Practice in Educational and Developmental Psychology - Chief Examiner, Unit Coordinator and Lecturer
• EDF5563 - Cognitive Assessment - Lecturer
• EDF4602 - Psychological Assessment - Chief Examiner, Unit Coordinator and Lecturer
• EDF4600 - Interventions across the Lifespan - Chief Examiner

Emily also undertakes research supervision of Masters of Educational and Developmental Psychology, Graduate Diploma in Professional Psychology and PhD students. 

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.

Emily Berger is a registered and endorsed Educational and Developmental Psychologist and board-approved supervisor with the Psychology Board of Australia, 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, hospital 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

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.