Dr Susan Colmar

PhD(Macquarie), DipEdPsych(Auck), MA(Hons)(Auck), BA(Auck)
Program Director, School Counselling/School Psychology MTeach
Senior Lecturer

A35 - Education Building
The University of Sydney

Telephone +61 2 93516265
Fax +61 2 93512606

Website Contact details
Curriculum vitae Curriculum vitae

Biographical details

Susan is a practising, qualified educational psychologist who has more than 35 years' experience working with children, parents and teachers.

She is the director of training in school counselling/school psychology within the faculty, where she lectures in psychological and educational assessment, language and literacy, professional practice and ethics, behaviour management and counselling children and adolescents.

Susan is a member of the Australian Psychological Society (APS) and a registered psychologist, with endorsement in educational and developmental psychology, as well as a member of the APS College of Educational and Developmental Psychologists.

She has particular interests in young children and early intervention work with children with special needs. Susan researches in the areas of language and literacy, with a focus on parent based interventions in the former and psychological correlates of academic achievement, particularly literacy, in the latter.

Susan is a regular invited speaker and contributor to academic literature about the subjects of language assessments and interventions, assessment issues, early reading and reading interventions, academic buoyancy and behaviour problems.

Research interests

Learning sciences; psychology of education

  • Learning, cognition and motivation

Research on teaching and learning

  • English and literacy

Keywords: language and literacy assessments and interventions

Current research students

Project title Degree Research student
Adaptability in youth: components, predictors, and consequences. PhD Mohamad Hadi GHASEMI-NEJAD
The long-term effects of computerised cognitive training on executive function, academic achievement and fluid intelligence. MPhil David HEGARTY
Retaining the first generation of professionally accredited teachers: a mixed methods study of second-stage teachers' career perceptions and goals. PhD Natalie JOHNSTON-ANDERSON
Competencies required for NSW government school psychologists in the 21st century. (working title) PhD W. David MCKIE

Current projects

  • The relationships between academic buoyancy, self-concept and achievement in reading and mathematics, in a primary aged sample Faculty Research grant for $3000; this is an ongoing project Initial dataset collected, 191 children, 4 outcome factors, with age, gender etc as predictors. Work is continuing through 2011-2012 and will include adaptability, and a wider age range. Writing for publication in progress
  • Low working memory skills present a high risk factor for educational underachievement in the primary school years and may underlie many learning difficulties. Children with working memory failures tend to make poor academic progress and present with attention and behavior problems because they can be overloaded with instructions and classroom demands. The goal of this research is to increase teacher expertise in teaching strategies to improve working memory in their students and to increase learning outcomes. In addition, we aim to ensure the independent use of strategies by all students. A series of instructional supports have been developed, referred to as Memory Mates (Davis, Sheldon, & Colmar, 2013). The research program will extend this pilot work and determine if teaching students attention and working memory strategies, within everyday lessons, will improve literacy, spelling, mathematics, self-concept and self-reflection, academic buoyancy and academic engagement.

Associations

  • Editor Applied Practices section of the Australian Journal of Guidance and Counselling

  • Tertiary Representative on the Australian Guidance and Counselling Association NSW Chapter

Awards and honours

  • Faculty of Education and Social Work Teaching Excellence Award 2007

  • Faculty of Education and Social Work Teaching Excellence Award 2012

  • Faculty Research Grant 2013-2014

In the media

Channel Ten News, Channel 10, Ron Wilson (February, 2010)

Sydney Morning Herald, Anna Patty, p. 3 (February, 2010) Shush Folks, We're Trying to Read.

Triple J News, Sydney (February, 2010)

ABC 702, Russell Woolf (Perth), Richard Glover (Sydney) (February, 2010)

ABC 666, Canberra (February, 2010)

ABC 612, Brisbane (February, 2010)

ABC Riverina, Paul Turton (February, 2010)

ABC Northern Tasmania, Elaine Harris (February, 2010)

ABC North West WA, Barry Nicholls (February, 2010)

ABC Western Queensland, Georgia Stynes (February, 2010)

Lifematters Radio National ABC, podcast (September, 2007)

Lifematters Radio National ABC, interview National ABC (June, 2007)

Readers Digest (October, 2006) Expand your child’s word power

Sydney Central Courier (July, 2006)

The Melbourne Age (July, 2006)

Sydney Morning Herald (July, 2006) Look who’s talking when parents are seen, not heard.

Herald Sun, Melbourne (July, 2006)

Canberra Times (July, 2006)

Perth Sunday Times (July, 2006)

John Laws 2UE (July, 2006)

ABC Adelaide (July, 2006)

ABC Perth 6PR Lliam Bartlett (July, 2006)

ABC 1233 Newcastle Jen Fleming (July, 2006)

ABC Mid North Coast Michael Corkill (July, 2006)

Macquarie University News (1995). The Good Way to Break Bad News: How to Tell Parents that their Child has a Disability.

ABC 2CN Canberra (1995). Good News and Bad News.

ABC 2BL Sydney (1995). Your Child Has a Disability: Perspectives on Learning that your Child has a Disability.

Channel Seven Television National (1993). The 11 AM Show Language Interventions with Down Syndrome Children.

Selected grants

2011

  • Researchs Program Grant by Faculty of Education and Social Work; Colmar S; Faculty of Education and Social Work, University of Sydney /Research Grant.

2005

  • Language Interventions for Children with Language Delays in a Book-reading Context; Colmar S; University of Sydney/Early Career Researcher.

Selected publications

Download citations: PDF RTF Endnote

Books

  • Cerni, T., Curtis, G., Colmar, S. (2010). Cognitive-experiential self theory and transformational leadership : information-processing, educational leadership, conflict-handling styles. Saarbrucken: VDM Verlag.

Book Chapters

  • Martin, A., Green, J., Colmar, S., Liem, A., Marsh, H. (2011). Quantitative Modelling Of Correlational And Multilevel Data In Educational Research: A Construct Validity Approach To Exploring And Testing Theory. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 209-224). New York: Springer.

Journals

  • Colmar, S. (2014). A parent-based book-reading intervention for disadvantaged children with language difficulties. Child Language Teaching and Therapy, 30(1), 79-90. [More Information]
  • Davis, N., Sheldon, L., Colmar, S. (2014). Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory. Australian Journal of Guidance and Counselling, 24(1), 111-120. [More Information]
  • Cerni, T., Curtis, G., Colmar, S. (2014). The cognitive information-processing systems of leaders and their relation to student learning outcomes. Journal of School Leadership, 24(2), 287-310.
  • Martin, A., Ghasemi-Nejad, M., Colmar, S., Liem, A. (2013). Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728-746. [More Information]
  • Colmar, S. (2013). Applied Practices - Perspectives From the Field. Australian Journal of Guidance and Counselling, 23(2), 271-272. [More Information]
  • Gilroy, J., Donelly, M., Colmar, S., Parmenter, T. (2013). Conceptual Framework for Policy and Research Development With Indigenous People with a Disability. Australian Aboriginal Studies, 2013 (2), 42-58.
  • Arciuli, J., Villar, G., Colmar, S., Evans, D., Einfeld, S., Parmenter, T. (2013). Home-based reading between mothers and their children with autism spectrum disorders. Australian Journal of Learning Difficulties, 18(1), 17-33. [More Information]
  • Toshack, T., Colmar, S. (2012). A cyberbullying intervention with primary-aged students. Australian Journal of Guidance and Counselling, 22(2), 268-278. [More Information]
  • Martinez, C., Martin, A., Liem, A., Colmar, S. (2012). A longitudinal analysis of physical and psychological wellbeing amongst late adolescents: Exploring the transition from school to postschool life. Australian Educational and Developmental Psychologist, 29(1), 17-43. [More Information]
  • Green, J., Liem, A., Martin, A., Colmar, S., Marsh, H., McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35, 1111-1122. [More Information]
  • Martin, A., Ghasemi-Nejad, M., Colmar, S., Liem, A. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling, 22(1), 58-81. [More Information]
  • Cerni, T., Curtis, G., Colmar, S. (2012). Cognitive-experiential self theory and conflict-handling styles: Rational and constructive experiential systems are related to the integrating and compromising conflict-handling styles. International Journal of Conflict Management, 23(4), 362-381. [More Information]
  • Liem, A., Martin, A., Porter, A., Colmar, S. (2012). Sociocultural antecedents of academic motivation and achievement: role of values and achievement motives in achievement goals and academic performance. Asian Journal of Social Psychology, 15(1), 1-13. [More Information]
  • Parker, P., Martin, A., Colmar, S., Liem, A. (2012). Teachers' workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513. [More Information]
  • Colmar, S. (2011). A book reading intervention with mothers of children with language difficulties. Australasian Journal of Early Childhood, 36(2), 104-112.
  • Cerni, T., Curtis, G., Colmar, S. (2010). Executive coaching can enhance transformational leadership. International Coaching Psychology Review, 5(1), 83-87.
  • Cerni, T., Curtis, G., Colmar, S. (2010). Increasing transformational leadership by developing leaders' information-processing systems. Journal of Leadership Studies, 4(3), 51-65. [More Information]
  • Martin, A., Colmar, S., Davey, L., Marsh, H. (2010). Longitudinal modeling of academic buoyancy and motivation: Do the '5Cs' hold up over time? British Journal of Educational Psychology, 80(3), 473-496. [More Information]
  • Brown, G., Colmar, S. (2009). Historical and current perspectives on the necessary and sufficient components for effective classroom instruction. Special Education Perspectives, 18(1), 47-60.
  • Cerni, T., Curtis, G., Colmar, S. (2008). Information Processing and Leadership Styles: Constructive Thinking and Transformational Leadership. Journal of Leadership Studies, 2(1), 60-73. [More Information]
  • Wilson, J., Colmar, S. (2008). Re-evaluating the significance of phonemic awareness and phonics in literacy teaching: The shared role of school counsellors and teachers. Australian Journal of Guidance and Counselling, 18(2), 89-105.
  • Colmar, S. (2008). Who parents and "counsels"? Directions in Education, 17(2), 15th Feb-15th Feb.
  • Colmar, S., Maxwell, A., Miller, L. (2006). Assessing intellectual disability in children: Are IQ measures sufficient, or even necessary? Australian Journal of Guidance and Counselling, 16(2), 177-188.
  • Colmar, S. (2006). Books and Language Learning. Directions in Education, 15(17), Septmber 8th.
  • Colmar, S. (2006). Talking less equals talking more. On Line Opinion, Online 14/9/06.

Conferences

  • Cerni, T., Curtis, G., Colmar, S. (2013). Information-processing and Leadership: An Introductory Review and the Cognitive Leadership Model (CLM). The International Conference on Management, Leadership and Governance (ICMLG 2013), Reading, UK: Academic Conferences and Publishing International Limited.
  • Ghasemi-Nejad, M., Martin, A., Colmar, S., Liem, A. (2012). Adaptability: Exploring its personality antecedents and well-being outcomes (presentation). European Association for Research on Learning and Instruction 2012, Regensburg, Germany.
  • Maher, E., Colmar, S. (2011). Promoting social responsiveness within a developmental relationship-based approach with primary caregivers and young children with autism. Asia Pacific Autism Conference (APAC) 2011.
  • Parker, P., Martin, A., Colmar, S., Debus, R. (2007). The Forgotten Helpers: A Psychosocial Model of Clergy Burnout. UWS Psychology and Spirituality Society Annual Conference (2007), University of Western Sydney: University of Western Sydney.
  • Cerni, T., Curtis, G., Colmar, S. (2006). If you want to be a good leader, how you think is important. Joint Conference of the Australian Psychological Society (APS) and the New Zealand Psychological Society (NZPsS), Melbourne: The Australian Psychological Society Ltd.
  • Rider, N., Colmar, S. (2006). Reading Achievement and Reading Self-Concept in Year 3 Children. AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE).

Magazine / Newspaper Articles

  • Colmar, S. (2013). Attention and working memory. APACS (Australian Psychologists and Counsellors in Schools Association) NSW E-Newsletter, Term 4, 3.
  • Colmar, S. (2008). Who parents, who teaches and who counsels? Australian Guidance and Counselling Association Nationa Newsletter, 1, 22.

Report

  • Colmar, S. (2010). Children's language skills: A research report.
  • Colmar, S. (2010). Language intervention research demonstrates significant improvements in children with language difficulties.

2014

  • Colmar, S. (2014). A parent-based book-reading intervention for disadvantaged children with language difficulties. Child Language Teaching and Therapy, 30(1), 79-90. [More Information]
  • Davis, N., Sheldon, L., Colmar, S. (2014). Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory. Australian Journal of Guidance and Counselling, 24(1), 111-120. [More Information]
  • Cerni, T., Curtis, G., Colmar, S. (2014). The cognitive information-processing systems of leaders and their relation to student learning outcomes. Journal of School Leadership, 24(2), 287-310.

2013

  • Martin, A., Ghasemi-Nejad, M., Colmar, S., Liem, A. (2013). Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728-746. [More Information]
  • Colmar, S. (2013). Applied Practices - Perspectives From the Field. Australian Journal of Guidance and Counselling, 23(2), 271-272. [More Information]
  • Colmar, S. (2013). Attention and working memory. APACS (Australian Psychologists and Counsellors in Schools Association) NSW E-Newsletter, Term 4, 3.
  • Gilroy, J., Donelly, M., Colmar, S., Parmenter, T. (2013). Conceptual Framework for Policy and Research Development With Indigenous People with a Disability. Australian Aboriginal Studies, 2013 (2), 42-58.
  • Arciuli, J., Villar, G., Colmar, S., Evans, D., Einfeld, S., Parmenter, T. (2013). Home-based reading between mothers and their children with autism spectrum disorders. Australian Journal of Learning Difficulties, 18(1), 17-33. [More Information]
  • Cerni, T., Curtis, G., Colmar, S. (2013). Information-processing and Leadership: An Introductory Review and the Cognitive Leadership Model (CLM). The International Conference on Management, Leadership and Governance (ICMLG 2013), Reading, UK: Academic Conferences and Publishing International Limited.

2012

  • Toshack, T., Colmar, S. (2012). A cyberbullying intervention with primary-aged students. Australian Journal of Guidance and Counselling, 22(2), 268-278. [More Information]
  • Martinez, C., Martin, A., Liem, A., Colmar, S. (2012). A longitudinal analysis of physical and psychological wellbeing amongst late adolescents: Exploring the transition from school to postschool life. Australian Educational and Developmental Psychologist, 29(1), 17-43. [More Information]
  • Green, J., Liem, A., Martin, A., Colmar, S., Marsh, H., McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35, 1111-1122. [More Information]
  • Martin, A., Ghasemi-Nejad, M., Colmar, S., Liem, A. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling, 22(1), 58-81. [More Information]
  • Ghasemi-Nejad, M., Martin, A., Colmar, S., Liem, A. (2012). Adaptability: Exploring its personality antecedents and well-being outcomes (presentation). European Association for Research on Learning and Instruction 2012, Regensburg, Germany.
  • Cerni, T., Curtis, G., Colmar, S. (2012). Cognitive-experiential self theory and conflict-handling styles: Rational and constructive experiential systems are related to the integrating and compromising conflict-handling styles. International Journal of Conflict Management, 23(4), 362-381. [More Information]
  • Liem, A., Martin, A., Porter, A., Colmar, S. (2012). Sociocultural antecedents of academic motivation and achievement: role of values and achievement motives in achievement goals and academic performance. Asian Journal of Social Psychology, 15(1), 1-13. [More Information]
  • Parker, P., Martin, A., Colmar, S., Liem, A. (2012). Teachers' workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513. [More Information]

2011

  • Colmar, S. (2011). A book reading intervention with mothers of children with language difficulties. Australasian Journal of Early Childhood, 36(2), 104-112.
  • Maher, E., Colmar, S. (2011). Promoting social responsiveness within a developmental relationship-based approach with primary caregivers and young children with autism. Asia Pacific Autism Conference (APAC) 2011.
  • Martin, A., Green, J., Colmar, S., Liem, A., Marsh, H. (2011). Quantitative Modelling Of Correlational And Multilevel Data In Educational Research: A Construct Validity Approach To Exploring And Testing Theory. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 209-224). New York: Springer.

2010

  • Colmar, S. (2010). Children's language skills: A research report.
  • Cerni, T., Curtis, G., Colmar, S. (2010). Cognitive-experiential self theory and transformational leadership : information-processing, educational leadership, conflict-handling styles. Saarbrucken: VDM Verlag.
  • Cerni, T., Curtis, G., Colmar, S. (2010). Executive coaching can enhance transformational leadership. International Coaching Psychology Review, 5(1), 83-87.
  • Cerni, T., Curtis, G., Colmar, S. (2010). Increasing transformational leadership by developing leaders' information-processing systems. Journal of Leadership Studies, 4(3), 51-65. [More Information]
  • Colmar, S. (2010). Language intervention research demonstrates significant improvements in children with language difficulties.
  • Martin, A., Colmar, S., Davey, L., Marsh, H. (2010). Longitudinal modeling of academic buoyancy and motivation: Do the '5Cs' hold up over time? British Journal of Educational Psychology, 80(3), 473-496. [More Information]

2009

  • Brown, G., Colmar, S. (2009). Historical and current perspectives on the necessary and sufficient components for effective classroom instruction. Special Education Perspectives, 18(1), 47-60.

2008

  • Cerni, T., Curtis, G., Colmar, S. (2008). Information Processing and Leadership Styles: Constructive Thinking and Transformational Leadership. Journal of Leadership Studies, 2(1), 60-73. [More Information]
  • Wilson, J., Colmar, S. (2008). Re-evaluating the significance of phonemic awareness and phonics in literacy teaching: The shared role of school counsellors and teachers. Australian Journal of Guidance and Counselling, 18(2), 89-105.
  • Colmar, S. (2008). Who parents and "counsels"? Directions in Education, 17(2), 15th Feb-15th Feb.
  • Colmar, S. (2008). Who parents, who teaches and who counsels? Australian Guidance and Counselling Association Nationa Newsletter, 1, 22.

2007

  • Parker, P., Martin, A., Colmar, S., Debus, R. (2007). The Forgotten Helpers: A Psychosocial Model of Clergy Burnout. UWS Psychology and Spirituality Society Annual Conference (2007), University of Western Sydney: University of Western Sydney.

2006

  • Colmar, S., Maxwell, A., Miller, L. (2006). Assessing intellectual disability in children: Are IQ measures sufficient, or even necessary? Australian Journal of Guidance and Counselling, 16(2), 177-188.
  • Colmar, S. (2006). Books and Language Learning. Directions in Education, 15(17), Septmber 8th.
  • Cerni, T., Curtis, G., Colmar, S. (2006). If you want to be a good leader, how you think is important. Joint Conference of the Australian Psychological Society (APS) and the New Zealand Psychological Society (NZPsS), Melbourne: The Australian Psychological Society Ltd.
  • Rider, N., Colmar, S. (2006). Reading Achievement and Reading Self-Concept in Year 3 Children. AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE).
  • Colmar, S. (2006). Talking less equals talking more. On Line Opinion, Online 14/9/06.

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