Overview

The Psychology and Culture Interest Group invites you to a 90 minute panel discussion on 29th October at 3.30pm AEDT. Currently, around 30% of students in Australian schools come from culturally and linguistically diverse (CALD) background and speak a language other than English. These students are from migrant and refugee backgrounds. Although, most CALD students do well, some experience complex academic and emotional challenges that may indicate additional learning and mental health needs beyond language acquisition.

For psychologists and educators, identifying these needs is not straightforward. Standardised assessments are typically developed within Western cultural frameworks and may not account for diverse linguistic backgrounds, cultural norms, or interrupted schooling experiences. As a result, practitioners face significant challenges, including language barriers, limited validity of assessment tools, inappropriate reliance on English proficiency, and potential cultural bias in interpreting behaviours and responses. These complexities increase the risk of both under- and over-identification of learning difficulties and other disorders among students from culturally and linguistically diverse (CALD) communities.

This webinar, aims to focus on CALD learners who may have additional learning needs, explores the nuanced intersection between English as an Additional Language (EAL) and learning support. Through a panel discussion, it will examine the key barriers in assessment and highlight practical, culturally responsive strategies to support more accurate identification and intervention.

Learning Outcomes

Upon completion of this event, participants should become familiar with the:

• Psychosocial and academic needs of the CALD students in schools.
• Barriers encountered by the psychologists and educators when assessing and assisting CALD students in school.
• Practical and culturally responsive strategies that can be used with CALD students in Schools.

Presenter(s)

About the presenter(s)

Ms. Greta Cooper is a Senior Guidance Officer and Psychologist with the Queensland Department of Education. Her professional interests include disability education, particularly Autism Spectrum Disorder (ASD), as well as the role of schools in promoting social and emotional learning, student wellbeing, and school connectedness. She is committed to implementing evidence-based, whole school approaches that foster positive educational, social, and emotional outcomes for all students. Over the past five years, Ms. Cooper has led the implementation of the Department of Education’s wellbeing strategy, providing leadership and support to school-based wellbeing professionals, including psychologists, in delivering targeted mental health interventions for students. More recently, her work has focused on strengthening the cultural capabilities of psychologists and advancing culturally responsive practices to better support First Nations students and students from culturally and linguistically diverse backgrounds. Ms. Cooper is passionate about creating inclusive, connected, and culturally responsive school communities where all young people are valued, supported, and able to reach their full potential.

Paula Grogan is a Clinical Psychologist at the River Nile School (RNS) in Melbourne. River Nile School is a non-fee-paying, independent senior secondary school for young women from refugee backgrounds aged 15-25, supporting students to engage in education and complete their VCE/VM in Victoria. Ms. Grogan is an early career psychologist, having worked for 20 years in advocacy roles in the community sector in Victoria. Since graduating she has worked in the Department of Education Victoria and in private practice with children and young people. More recently, her work at RNS has focused on providing trauma-informed and culturally responsive therapeutic support to young woman from refugee backgrounds. Through this work, she has recognised that Western models of mental health care are not always appropriate or applicable to the students she works with, and she is passionate about implementing more culturally responsive approaches to both therapy and assessment.

Simone Cassidy is a qualified teacher dedicated to improving educational outcomes for young people who have arrived in Australia as refugees. Simone currently works in the Department of Families, Fairness and Housing (DFFH Victoria), supporting health and education assessments for children and young people living in out-of-home care. Previously, Ms Cassidy was an Education and Training Advisor in the Refugee Minor Program (RMP, DFFH) where she supported the education of unaccompanied humanitarian minors. Through this work, Ms Cassidy gained deep insight into the systemic gaps that affect refugee-background learners— particularly those who have learning difficulties or disabilities. These experiences continue to inform her advocacy for more equitable policies and practices that recognise both the challenges and the strengths of refugee-background students. In 2024, Ms. Cassidy was awarded a Churchill Fellowship to explore UK practices in identifying and supporting English as an Additional Language (EAL) learners who have additional learning needs, building on her long-standing commitment to inclusive and responsive education systems.

Notes

Target Audience

This activity is aimed at psychologists working with minors.

Please note:

• This is a Member Groups event. All communication will be sent to the registrants’ registered email address. This includes event reminders with details (such as the Zoom link) and any pre-event or post-event resources, if provided by the facilitators.
• A post-event email will be sent within two weeks of the event’s completion to each registrant’s registered email address. This email will include the CPD certificate, event-recording, and any additional resources shared during the session.

Duration of Access

This event will be recorded. The recording will be emailed to all registered within 2 weeks post event and available for viewing up to 90 days.

CPD

It is up to attendees to assess and determine how learning from this event aligns with the requirements of their learning plan. The providers accordingly do not make any representation that the event counts towards attendees’ CPD learning requirements. If an attendee determines themselves that the learning they complete aligns to their learning plan, then they can decide to count those hours towards their CPD requirements for the registration cycle.

The information in this presentation has been prepared in good faith and for educational purposes only. Therefore, the information is general in nature and should not be relied upon in the treatment of any condition and you should seek your own independent professional and/or legal advice concerning any specific issue. The APS accepts no responsibility for any errors, omissions or decisions relating to the information. The content should not be reproduced without permission or unless permitted by law.

If you are experiencing registration difficulties please contact APS Events Support.