Emily Berger
Datos Biográficos
| ID | 3930781 |
|---|---|
| NOMBRE | Emily Berger |
| NOMBRES | Emily |
| APELLIDO | Berger |
| FIRMA | BERGER E |
| AFILIACIONES | Monash University |
| ORCID | 0000-0001-5550-807X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 56 |
| TOTAL DE CITAS | 39 |
| TOTAL COMO AUTOR | 56 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Compassion Satisfaction, Burnout, and Secondary Traumatic Stress Among Australian Early Childhood Professionals
Amid ongoing workforce challenges in early childhood education, little is known about factors contributing to educator wellbeing, particularly in the context of supporting trauma-impacted children. This exploratory study aims to identify factors associated with compassion satisfaction and compassion fatigue, as defined by burnout and secondary traumatic stress, among Australian early childhood educators. One hundred and thirty-five educators comp…
School refusal among young people in out-of-home care (Oohc)
Background School refusal has increased markedly in recent years yet remains under-examined among young people in out-of-home care (OOHC) who experience heightened educational vulnerability. This gap limits understanding of how school refusal affects this population and how best to respond. Aim To map and synthesise academic literature relevant to school refusal among young people in OOHC. Specifically, the review aimed to clarify how school refu…
Australian Practitioners' Beliefs, Confidence, and Training Needs for Delivering Behaviour Support to Children and Young People in Out‐of‐Home Care
Children in out‐of‐home care (OOHC) frequently present with complex behavioural needs. In New South Wales (NSW), behaviour support plans (BSPs) are mandated when restrictive practices, including psychotropic medication, are used. Little research has examined whether the statutory workforce is adequately prepared to meet behaviour support expectations. This study reports findings from a mixed‐methods survey of 95 practitioners delivering behaviour…
Clinicians’ Perceptions on Trauma-Informed Care in Australian Adult Forensic Clinical Rehabilitation Services
The link between trauma and criminal offending is well-established. Historically, there has been limited consideration of trauma-informed practice in offense-specific settings, as trauma symptoms have only recently been linked with dynamic risk factors and offense-paralleling behaviors. However, limited research has examined trauma-informed care in offense-specific treatment programs. This semi-structured qualitative study investigated clinicians…
Trauma-Informed Practice in Regional, Rural and Remote Australian Primary Schools
Childhood trauma is prevalent in regional, rural, and remote Australian locations and can lead to a range of negative consequences for children. Trauma-informed practice is increasingly being implemented in schools to support the needs of students exposed to trauma; however, limited research has investigated trauma-informed practice in non-metropolitan schools. This study aimed to explore primary school teachers’ understanding and experience of t…
Cross-Disciplinary Collaboration to Promote Trauma-Informed Practices in Early Childhood and Primary Education
Educational contexts play a critical role in identifying and responding to children impacted by trauma. However, with the multifaceted challenges experienced by teachers, this responsibility should not reside solely with them. This systematic scoping review examines the integration of cross-disciplinary collaboration in existing trauma-informed initiatives in early childhood and primary school settings. A systematic search of five online database…
A Scoping Review on Interventions in Educational Contexts to Support Students Exposed to War
Global conflicts and wars can have catastrophic impacts on children’s social-emotional and learning outcomes, which require evidence-based interventions to help mitigate these traumatic and educational effects. This scoping review aimed to identify approaches designed to support students and/or teachers and parents/caregivers in educational contexts when students have been exposed to war or global conflict. Following the PRISMA approach for condu…
Restorative Justice Processes and Intimate Partner Violence
This systematic review sought to synthesize stakeholder perspectives relating to benefits, risks, and recommendations for using restorative justice (RJ) practices in cases of intimate partner violence (IPV). The review identified 16 articles containing the perspectives of IPV victims and relevant stakeholders, including RJ facilitators, judges, victim advocates, and IPV experts on the perceived benefits, risks, and recommendations for use of RJ p…
Young People’s Perspectives on Parents Helping Young People Exposed to Trauma
What can teachers do to help young people exposed to traumatic events? Young peoples’ perspectives
Young people view teachers as a critical pathway to support. • Trauma-informed practices within schools are strongly endorsed by young people. • Curriculum adaptability reduces stress for trauma-exposed students in schools. • Teachers need access to professional development in trauma-informed practices. Trauma in childhood is highly prevalent and can significantly impact students’ social, emotional, behavioural, and learning outcomes. With a grow…
Towards a more universal understanding of school belonging experiences and strategies
Defining School Belonging
School belonging is a construct receiving increasing attention in educational spaces, yet its definition remains contested in the school belonging literature. This study addresses a key gap by exploring how adolescent students from different international settings conceptualise school belonging. A sample of 611 secondary school students from four countries (India, Iran, Australia and Greece), with an average age of 15.6 years, participated in the…
Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice
Growing recognition of the high prevalence of childhood adversity and maltreatment in the general population has led to efforts to support students through trauma‐informed practice (TIP). This study investigated the use of coaching in effectively implementing trauma‐informed programs in schools. A psychologist and a program “champion” (learning engagement coordinator) provided individual teachers coaching on student socio‐emotional and behavioral…
Improving sense of school belonging in Indian schools
Students’ sense of school belonging is associated with healthier psychological functioning and improved academic outcomes. Currently, most research on school belonging has been conducted in the United States, United Kingdom, Australia, and New Zealand, resulting in school belonging practices and interventions largely biased towards Western school systems and cultures. This study sought to identify Indian students' perceptions of teacher‐level and…
Adolescent School Belonging and Substance Use in Young Adulthood
A scoping review of the program components, practice components, and outcomes of behaviour support programs delivered to children and young people in out-of-home care
Children and young people (CYP) in out-of-home care (OOHC) are at risk of experiencing behavioural challenges that can impact their well-being and development. Despite the critical need for effective behaviour support in these settings, research has predominantly focused on educational and disability contexts, leaving a gap in understanding how behaviour support is provided to CYP in OOHC. We address this gap by conducting a scoping review to ide…
Experiences and support needs of teachers implementing trauma-informed practice for students with intellectual disability
The impact of trauma-informed practices on academic outcomes of First Nations children
This pilot observational study examined the effectiveness of trauma-informed and culturally responsive behavior support practices on the academic outcomes of predominantly First Nations children in an Australian primary school. The research supports integrating culturally relevant ways of knowing, being and doing into prevalent pedagogical and behavior support practices. The cohort study found that the co-designed, multi-tier Trauma-informed Beha…
Constructions of quality
There is increasing pressure on Early Childhood Education and Care (ECEC) settings to align their practices and values to that of schools, with the notion that a quality education in ECEC consists of providing care whilst also ensuring strong learning outcomes. This paper employs the constructs of structural and process quality to theorise the perceived disparities between ECEC institutions and schools and between ECEC services during the COVID-1…
School-based well-being programs for children living in regional and rural Australia
Children living in regional and rural areas report poorer mental health than metropolitan children, however, there are few, if any, evidence-based school well-being programs tailored for this group. This study aimed to elicit the views of stakeholders about what should be included in well-being programs for these young people and how they should be delivered. Nine online focus groups were conducted with 29 participants including children, teacher…
Relationship building strategies within trauma informed frameworks in educational settings
Connection with others and a sense of belonging is essential for student school engagement and success. Relationship building practices are therefore central within trauma-informed frameworks that aim to support students with a history of interpersonal trauma. The purpose of this systematic review was to evaluate the research literature regarding relationship building strategies that have been implemented within educational systems as part of the…
International Trauma-Informed Practice Principles for Schools (ITIPPS)
Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice progra…
Educational experiences and needs of students in out-of-home care
Numerous studies show that children and young people in out-of-home care (OOHC) face significant disadvantage in completing high school and accessing post-secondary education. The current research involved a two-round Delphi survey which aimed to identify educational challenges and school reforms to improve the educational experiences of children and young people in OOHC. A total of 45 participants from three OOHC stakeholder groups (carers of ch…
Navigating school belonging in Qatari schools
A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefu…
Students' Perspectives on Fostering a Sense of School Belonging in Greece
BACKGROUND: Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID-19 pandemic. METHOD: An online survey used open-ended questions to explore the views of 226 Greek secondary schoo…
Systematic review of the educational experiences of children in care
From struggling to flourishing and thriving
Embedding trauma‐informed practice within the education sector
This commentary discusses the lack of evidence regarding trauma‐informed practice in schools and the challenges caused by inconsistent definitions, lack of program integration and lack of school policies related to trauma‐informed practice. These approaches are argued as being essential for greater uptake and sustained delivery of trauma‐informed practice in schools
Response and training needs of school staff towards student self-injury
Early childhood educators’ psychological distress and wellbeing during the Covid-19 pandemic
A qualitative analysis of the experiences, training, and support needs of school mental health workers regarding student trauma
ObjectiveSchool mental health workers are ideally placed to respond to student trauma based on their mental health expertise and the impact of childhood trauma on learning, classroom behaviour, and school relationships. The current study aimed to explore the experiences, and support and training needs of school mental health workers regarding student trauma.MethodThirteen school mental health workers, including school counsellors and wellbeing st…
Exploring self-care practices in foster carers
This study aimed to explore how foster carers conceptualize and engage in self-care using interviews with 8 participants. Results suggest that self-care practices are an important component of maintaining the physical and mental health of foster carers, preventing burn-out and enhancing therapeutic parenting practices. Several barriers to self-care are identified, including systemic barriers as well a foster carers' own feelings of guilt for prio…
Adolescents' Perspectives of Youth Non-Suicidal Self-Injury Prevention
Non-suicidal self-injury (NSSI) is of increasing concern, yet many adolescents who self-injure are reluctant to seek professional help. Instead, they turn to friends for support, although it is unclear what these friends can offer. This study aimed to identify adolescents' views of how peers and online friends can help young people who self-injure, and examine differences according to age, gender, and exposure to NSSI. Students ( n = 2,637; aged …
Aboriginal Practitioners’ Perspectives on Culturally Informed Practice for Trauma Healing in Australia
Colonisation continues to impact Aboriginal children and families through perpetual cycles of transgenerational trauma. To achieve culturally safe and effective healing, practitioners working with Aboriginal people must be culturally competent, yet existing research suggests culturally informed practice (CIP) is often poorly understood and implemented by many practitioners. Centring Indigenous perspectives, the present study explored how Aborigin…
Students in out‐of‐home care
Children living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the program…
Teachers’ experiences and recommendations to support refugee students exposed to trauma
School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence
Response and training needs of school staff towards student self-injury
Adolescents' Perspectives of Youth Non-Suicidal Self-Injury Prevention
Non-suicidal self-injury (NSSI) is of increasing concern, yet many adolescents who self-injure are reluctant to seek professional help. Instead, they turn to friends for support, although it is unclear what these friends can offer. This study aimed to identify adolescents' views of how peers and online friends can help young people who self-injure, and examine differences according to age, gender, and exposure to NSSI. Students ( n = 2,637; aged …
Disaster Impacts on Students and Staff from a Specialist, Trauma-Informed Australian School
Multi-tiered Approaches to Trauma-Informed Care in Schools
Children’s Perspectives on the Impact of the Hazelwood Mine Fire and Subsequent Smoke Event
The Covid-19 pandemic in Australia
This paper evaluated the unique challenges of Australians in relation to the global novel coronavirus (COVID-19) pandemic. The 2019-2020 bushfires and COVID-19 outbreak have increased rates of anxiety and distress in Australia. On the contrary, unprecedented spending by the Australian Government on health care, employment, and housing has potentially lowered anxiety and stress for some Australians. Research is required to monitor the potential lo…
Embedding trauma‐informed practice within the education sector
This commentary discusses the lack of evidence regarding trauma‐informed practice in schools and the challenges caused by inconsistent definitions, lack of program integration and lack of school policies related to trauma‐informed practice. These approaches are argued as being essential for greater uptake and sustained delivery of trauma‐informed practice in schools
Systematic review of the educational experiences of children in care
A qualitative analysis of the experiences, training, and support needs of school mental health workers regarding student trauma
ObjectiveSchool mental health workers are ideally placed to respond to student trauma based on their mental health expertise and the impact of childhood trauma on learning, classroom behaviour, and school relationships. The current study aimed to explore the experiences, and support and training needs of school mental health workers regarding student trauma.MethodThirteen school mental health workers, including school counsellors and wellbeing st…
The impact of a mine fire and smoke event on academic outcomes for primary and secondary school students
This study explored how exposure to a mine fire and smoke event influenced students' academic outcomes.The academic results for 303 students (aged 7.8-16.2 years) were accessed and students completed the Children's Revised Impact of Events Scale to measure their level of distress resulting from the mine fire.The longitudinal analysis found that secondary students, who attended schools in the town most exposed to particulate matter from the mine f…
Teachers’ experiences and recommendations to support refugee students exposed to trauma
School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence
Psychological outcomes for young adults after disastrous events
Multi-Tiered Culturally Responsive Behavior Support
There is growing awareness of the impact of intergenerational trauma and community disadvantage on the educational achievement of Aboriginal and Torres Strait Islander (First Nations) children in Australia. Scholars have identified the need for culturally responsive and trauma-informed approaches to complement existing disciplinary and behavior support practices utilized in schools. This pilot research project explored the experiences of primary …
A systematic review of the long-term benefits of school mental health and wellbeing interventions for students in Australia
The psychological impacts of a smoke event on young adults compared to other aged adults in Victoria, Australia
Exploring self-care practices in foster carers
This study aimed to explore how foster carers conceptualize and engage in self-care using interviews with 8 participants. Results suggest that self-care practices are an important component of maintaining the physical and mental health of foster carers, preventing burn-out and enhancing therapeutic parenting practices. Several barriers to self-care are identified, including systemic barriers as well a foster carers' own feelings of guilt for prio…
Students in out‐of‐home care
Children living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the program…
Early childhood educators’ psychological distress and wellbeing during the Covid-19 pandemic
From struggling to flourishing and thriving
Psychologists’ perceptions of assessing and treating trauma-exposed clients
Objective Psychologists are primary care professionals responsible for providing treatment to people exposed to trauma. However, there has been limited research exploring psychologists’ perceptions of their practice and trauma-informed care when treating people exposed to trauma. The current study aimed to investigate: 1) psychologists’ perceptions of assessing and treating trauma-exposed clients; and 2) psychologists’ perceptions of trauma-infor…
Developing a Support Program for Adult Children of Parents with Mental Illness
Parental mental illness can have long-lasting impacts on a child's life. Although programs exist in supporting the needs of young children, there remains a paucity in programs that address the needs of adult children. A two-round Delphi study with adult children, academics and clinicians who have experience with parental mental illness was employed. A total of 45 and 24 participants participated in rounds one and two respectively. Open-ended ques…
Examining the role of lived experience consultants in an Australian research study on the educational experiences of children and young people in out-of-home care
Children and young people’s access to and engagement in education is a key determinant of future positive outcomes. Children and young people in out-of-home care disproportionally experience educational disruptions and disengagements affecting their ability to participate in schooling, further and higher education. There is increasing international interest in the participation of young people with lived experience of out-of-home (OOHC) in resear…
A Systematic Review of Children’s Perspectives of Fathers who Perpetrate Intimate Partner Violence
Exposure to intimate partner violence (IPV) between parents or caregivers can result in lifelong mental, physical, and relational challenges for children. Although the impacts of IPV on children are well documented, the aim of this systematic review was to be the first to synthesize the literature on children’s perspectives of fathers who have perpetrated IPV. Five electronic databases were searched using a string of search terms relating to the …
The Experiences of Australian School Mental Health Professionals during Covid-19 Lockdowns
Young people have emerged as one of the most impacted groups from the COVID-19 pandemic and related restrictions to daily activities, with disruptions to schooling, social interactions, and connections. Simultaneously, students' access to school mental health professionals were restricted or modified. The aim of this paper was to identify how school mental health professionals supported and addressed the mental health needs of young people during…
Psychology (42 obras) · Medicine (36 obras) · Medical education (22 obras) · Qualitative research (19 obras) · Child Abuse and Trauma (18 obras) · Pedagogy (18 obras) · Mental health (14 obras) · Sociology (14 obras) · Thematic analysis (14 obras) · Psychiatry (13 obras)