Andrea Reupert

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Professor and Head of School

MONASH UNIVERSITY

Australia

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About

Professor Andrea Reupert is the Head of School at Monash University, Australia. Her research focuses on mental health, educational psychology, and family dynamics, as evidenced by her recent publications on topics such as the sense of belonging among teachers, interventions for families facing mental health challenges, and the experiences of Holocaust survivors. She is committed to advancing mental health research through innovative approaches and community engagement.

Recent Grants

Grant: Close

Parenting as a focus of recovery from mental illness: a review of evidence to inform the revised NSW Children of Parents with a mental illness (COPMI) Framework

Open Date: 2015-01-01

Close Date: 2015-12-01

Grant: Close

Family focused practice within a recovery framework.

Open Date: 2014-01-01

Close Date: 2015-01-01

Grant: Close

Systematic reviews: developing an evidence base for supportive counselling.

Open Date: 2013-01-01

Close Date: 2013-12-01

Grant: Close

Researching and evaluating resources for families with parental mental health issues

Open Date: 2013-01-01

Close Date: 2014-12-01

Grant: Close

Evaluating school based mental health promotion programs: developing an evidence base.

Open Date: 2013-01-01

Close Date: 2013-11-01

Articles (27)

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2025

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2022

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2022

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2022

Collaborators (22)

Kelly-Ann Allen

MONASH UNIVERSITY

AUSTRALIA

Andrea Reupert

Research Interests

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About

Recent Grants

Articles (27)

What facilitates a sense of belonging amongst Australian teachers?

‘I’m just one soldier of many in the battle against stigma’: Young people’s experiences developing an anti-stigma resource

‘Now it goes to my blood’: Australian early career preschool teachers’ experiences of learning theories of child development at university

A Delphi Study Exploring Psychotherapeutic Priorities for Third and Fourth Generation Holocaust Survivors

A Family Camp for Families Where a Parent Experiences Mental Health Challenges: A Qualitative Evaluation

The concept of precision medicine in public mental health: creating a person-centred path

Advancing mental health: research, training and innovation

“A crossroads generation.” Great‐grandchildren of Holocaust survivors' perspectives on the impact of the genocide on family functioning

StigmaBeat: Collaborating With Rural Young People to Co-Design Films Aimed at Reducing Mental Health Stigma

Engaging Parents in Technology-Assisted Interventions for Childhood Adversity: Systematic Review

Evidence that matters: evidence to inform the mental health field

Mental health promotion, prevention and early intervention in the workplace

Students' Perspectives on Fostering a Sense of School Belonging in Greece: Moving Beyond COVID‐19

Developing Pre-Implementation Strategies for a Co-Designed, Technology-Assisted Parenting Intervention Using the Consolidated Framework for Implementation Research (CFIR) and Expert Recommendations for Implementing Change (ERIC) Approach

Student-Identified Practices for Improving Belonging in Australian Secondary Schools: Moving Beyond COVID-19

The Experiences of Australian School Mental Health Professionals during COVID-19 Lockdowns

Parenting and family experiences of Chinese fathers with mental illness

First-year primary teachers’ classroom management strategies: Perceptions of use, confidence, and effectiveness

An Exploration of the Experiences of Substitute Teachers: A Systematic Review

“It Just Permeated everything.” Third Generation Holocaust Survivor Perspectives Regarding the Genocide’s Impact on Family Functioning

‘Boots’ theory: why mental health initiatives need to address economic inequalities

Experiences of family members when a parent is hospitalized for their mental illness: a qualitative systematic review

Supporting Service Recipients to Navigate Complex Service Systems: An Interdisciplinary Scoping Review

Getting the FACS: A Protocol for Developing a Survey Instrument to Measure Carer and Family Engagement with Mental Health Services

‘We’re just touching the surface’: Australian university lecturers’ experiences of teaching theories of child development in early childhood teacher education programs

An online intervention for 18–25‐year‐old youth whose parents have a mental illness and/or substance use disorder: A pilot randomized controlled trial

Education and an Ethics of Care when working with Refugee Families during COVID-19

Collaborators (22)

Kelly-Ann Allen

Jade Sheen

Fiona Gail Longmuir

Marie Hammer

Gerald Charles Wurf

Kitty Vivekananda

Michele Simons

Darryl Maybery

Lefteris Patlamazoglou

Jane Wilkinson

Anthony Jorm

Kate Blake-Holmes

Anne Keary

Marie Yap

Susan Lagdon

Joanne Nicholson

Stuart Woodcock

Anna Sullivan

Emily Berger

Rochelle Helena Hine

Michael Phillips

Scott Yates

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