Stella Laletas has been employed by Monash University for over 6 years and currently holds an ongoing position in the Faculty of Education. She is a Senior Lecturer in developmental psychology, counselling and inclusive education. As an academic, her research interests lie in exploring and understanding the experiences and mental health needs of our most vulnerable citizens, including children and adolescents, as well as our ageing population. Alongside her academic profile, she is a practicing psychologist with specialist knowledge in lifespan and developmental psychology. Prior to her employment at Monash University, she held leadership and executive positions within school systems and various community sectors. Her professional profile also includes experience in School Leadership in the area of Student Wellbeing with the Department of Education and Training in Victoria. 

Stella completed her PhD in Educational & Developmental Psychology at Monash University and is the Mollie Holman Award recipient for the best doctoral thesis in the Faculty, 2017. In 2018, Stella was nominated for the Australian Association for Research in Education (AARE) Ray Debus Award for Doctorial Research in Education. 

Currently, Stella holds positions on academic committees responsible for governing processes within the Faculty of Education and across the whole of Monash University. These include:

• Monash University Human Ethics Committee (2018 to present): the role of the committee members is to ensure the ethical standards and legal and moral obligations involving human subjects in research;
• Member of Academic Progress Committee Panel (2018 to present): the academic progress committee adjudicates hearings and determines whether students can continue with your studies at Monash.
• Steering Committee Chair, Prato International Research Collaborative for Change in Parent & Child Mental Health (2018 to present): the committee organises conferences/working parties and facilitates opportunities for international research collaborations.

External governance ppositions: 

• Sub-Committee member of the Fronditha Care- Education, Training & Advocacy Committee (E-TAC) since February 2020. Her contribution to the committee involved consultation and feedback on governance, education, training and advocacy in the aged care sector.
• In November, 2020. Stella secured a Director role in the Fronditha Aged Care (not for profit) organisation. This role is voluntary.

Research approaches:

Phenomenology, Qualitative, Mixed Methods

 Research areas include:

• Lived experience, particularly ‘at risk’ children and adolescents impacted by childhood adversity;
• Inclusive Teacher Education and Social Diversity;
• Educational Psychology and Counselling related to lifespan development;
• Ethics in Research and Psychological practice in school settings;
• Cultural variations and implication for counselling practice;
• Phenomenological inquiry in Educational Psychology
• Intersections between Cognitive Neuroscience, Educational Psychology and Phenomenology

EDF5000 Lifespan development & counseling, Semester 1,2 & Term 3

Chief Examiner, Unit Coordinator & Lecturer

Handbook link: https://handbook.monash.edu/2021/units/EDF5000

This unit is designed to examine major lifespan theories alongside the developmental issues and challenges that could be encountered by counselling professionals. 

EDF5530  counselling skills for individuals, couples and groups Semester 1, Term 3

Chief Examiner, Unit Coordinator & Lecturer

This unit introduces students to the theoretical and applied aspects of counselling to individuals, couples and groups, and the evidence base which informs them.

Handbook 

EDF5782 - School leadership in inclusive education - S1 2022

Cheif Examiner, Unit Coordinator & Letcurer

This unit offers professional learning to leaders and aspiring leaders in educational inclusion. It addresses education leadership as a way to enhance student learning for all students, and make informed choices about how to respond to circumstances in ways that embrace gender, race and diversity in their school context.

See Handbook 

Projects that focus on

• exploring the needs of vulnerable children in education settings, in particular children living in families impacted by parental mental illness; children impacted by high conflict families related to child custody disputes; childhood/transgenerational trauma; disability and social disadvantage.
• helping teachers identify and support the needs of vulnerable children in terms of their wellbeing and engagement in learning 

Stella is an endorsed and practicing Educational and Developmental Psychologist.

Psychological services include:

1. Assessments: Family Law & Child Custody Evaluations and Child & Adolescent Psychoeducational Assessments
2. Interventions: Individual and family counselling 
3. Expert witness and consultancy: assessment and intervention for children in a Family Law context

Family Law and Mental Health Consultant: Assessing the best interests of a child in the judicial system

Teacher Education and Training: Professional development of teachers and school personnel in supporting vulnerable children and young people who experience vulnerabilities due to social disadvantage and/or family risk factors.