Dr Susan Colmar

BA, MA(Hons), DipEdPsych, PhD
Honorary Associate Professor
Phone
+61 2 9351 6265
Fax
+61 2 93512606
Building/Room
A35 / 805
The University of Sydney

Susan Colmar is a practising, qualified educational psychologist who has more than 40 years' experience working with children, parents and teachers.

She was the director of training in school counselling/school psychology within Sydney School of Education and Social Work, where she lectured 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.


Inaugural Impact and Engagement Award ,The University of Sydney
Teaching Excellence Award 2007 and 2012, Faculty of Education and Social Work, The University of Sydney

  • Editor Applied Practices section, Journal of Psychologists and Counsellors in Schools
  • Fellow of the College of Educational and Developmental Psychologists, Australian Psychological Society and general member of the APS
  • Registered Psychologist and Endorsed Educational and Developmental Psychologist

Journal articles
  • Colmar, S., Double, K., Davis, N., Sheldon, L., Cheng, M., & Briddon, S. (2020) Memory Mates: An evaluation of a classroom-based, student-focused working memory intervention. Journal of Psychologists and Counsellors in Schools, 1–13 doi:10.1017/jgc.2020.9 
  • Colmar, S., Liem, G.A.D, Connor, J., & Martin A. J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: A study of mathematics and reading among primary school students. Educational Psychology. doi: 10.1080/01443410.2019.1617409
  • Colmar, S. (2017). Unique student-focussed program to enhance learning. Psychologists in Schools Newsletter,(4), 2.
  • Colmar, S., & Double, K. (2017). Working Memory interventions with children: Classrooms or computers? Journal of Psychologists and Counsellors in Schools, 1-14. doi:10.1017/jgc.2017.11
  • Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., ... & Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7 (1). doi: 10.1038/s41598-017-05826-8
  • Colmar, S.  (2016b). Editorial: Applied Practices, Journal of Psychologists and Counsellors in Schools, 26 (2), 191-192 
  • Colmar, S., Davis, N, & Sheldon, L. (2016). A pilot classroom-based study of attention and working memory strategies for primary aged students. Applied Practices in the Journal of Psychologists and Counsellors in Schools, 26, 1-12. |doi 10.1017/jgc.2016.10  
  • Colmar, S.  (2016a). Editorial: Applied Practices, Journal of Psychologists and Counsellors in Schools, 26 (1) i-ii. doi 10.1017/jgc.2016.9
  • Gilroy, J., Donelly, M., Colmar, S., & Parmenter, T. (2016) Twelve factors that can influence the participation of Aboriginal people in disability services: Empowering Aboriginal people with disabilities in an NDIS world. Australian Indigenous Health Bulletin, 16, (1) http://healthbulletin.org.au/articles/twelve-factors-that-can-influence-the-participation-of-aboriginal-people-in-disability-services
  • Colmar, S., Davis, N., & Sheldon, L. (2016). Website: www.memorymates.education 
  • Sheldon, L., Davis, N., & Colmar, S. (2015). Memory Mates: A classroom-based intervention to improve attention and working memory in primary-aged students. Sydney, Australia: Authors ISBN 978-1-74210-374-7 (paperback); ISBN 978-1-74210-375-4 (ebook) 
  • Martin, A., Ghasemi-Nejad, M., Colmar, S., Liem, G., & Collie, R. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences, 38, 36-43. http://dx.doi.org/10.1016/j.lindif.2015.02.004
  • Colmar, S.  (2015). Editorial: Applied Practices, Journal of Psychologists and Counsellors in Schools, 25 (1), 75-76 doi 10.1017/jgc.2015.9  
  • Cerni, T., Curtis, G. J., & Colmar, S. (2014). Cognitive-Experiential Leadership Model: How leaders’ information-processing systems can influence leadership styles, influencing tactics, conflict management and organizational outcomes. Journal of Leadership Studies, 8. DOI:10.1002/jls.21335 
  • Campbell, M., & Colmar, S. (2014). Current status and future trends in School Counselling in Australia. Journal of Asia PacificCounseling, 4, 181-197. DOI: 10.18401/2014.4.2.9 
  • Colmar, S. (2014). Editorial: Applied practices- Perspectives from the field. Australian Journal of Guidance and Counselling, 24(1), 109-110. doi 10.1017/jgc.2014.4  
  • Davis, N., Sheldon, L., & Colmar, S. (2014). Memory Mates: A classroom-based intervention to improve attention and working memory. Applied Practices in The Australian Journal of Guidance and Counselling, 24, 111-120 doi: 10.1017/jgc.2013.23
  • Colmar, S. (2014). A parent-based book-reading intervention for disadvantaged children with language difficulties. Child Language Teaching and Therapy, 30, 79-90. doi: 10.1177/0265659013507296
  • Cerni, T., Curtis, G. J., & Colmar, S. (2014). The cognitive information-processing of leaders and their relation to student learning outcomes. Journal of School Leadership, 24, 287-310. 
  • Martin A.J., Nejad H., Colmar, S., & Liem, G.A.D. (2014) 'From measurement to modeling: A case study of the development and implementation of the Adaptability Scale', in B. Flett (ed.), Sage Research Methods Cases. London, England: Sage http://dx.doi.org/10.4135/978144627305013520918
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