Initial consultations and assessments, with accurate formulation and diagnosis of the presenting concerns, are essential beginnings for appropriate educational interventions and therapeutic success.
Child/Adolescent Psychoeducational assessments Ages 4 – 17 (e.g., Learning Disability, ADHD, ASD, giftedness) aim to gather information regarding a child’s learning profile, with strengths and needs, and to support his/her educational programming and usually require three sessions of about 2.5 hours of individual testing. For majority of the cases, the psychologist will meet with the family and then proceed to individual testing of the child for the first session. Based on the psychologist’s plan, the psychometrist will assist in administering a battery of tests in the 2nd and 3rd session. In some situations, due to the nature of concerns being considered, the psychologist may recommend the testing to be conducted by the psychologist for the entire process. Completion of standardized questionnaires and integration of all available collateral information (e.g., school records, other relevant assessments) will be part of the assessment process. Socioemotional and behavioural functioning will be screened and examined to the extent that is relevant to learning. A comprehensive report, along with diagnos(es) if applicable and recommendations, will be provided at the feedback meeting.
Adult Psychoeducational assessments Ages 18+ aim to provide a comprehensive understanding of an individual’s cognitive and academic skills profile through a combination of clinical interviews, standardized testing, and standardized questionnaires, along with a review of relevant historical information that may be available. The results will help understand strengths and weaknesses in the individual’s information processing style, and identify the presence of conditions such as Learning Disability, ADHD that may impact an individual’s functioning within an academic setting and workplace. A screener of mood and anxiety difficulties is usually part of the evaluation. A comprehensive report, along with diagnos(es) if applicable and recommendations, will be provided at the feedback meeting.
Psychodiagnostic assessments aim to investigate and differentiate mood, anxiety, social, and/or behavioural difficulties within the context of a number of moderating factors such as childhood/personal/family history, personal and relational experiences, circumstance, and personality organizations. The typical process involves clinical interviews involving the individual and family members (if available and appropriate), along with completion of standardized questionnaires and/or other structured standardized test(s). For preschool and latency age children, a play assessment is often part of the process. The goal is to gain clarity not only through a diagnostic lens, but also through self-understanding, to mobilize change within the individual and to inform treatment planning and support in everyday life and education/workplace. A formal psychological report is provided, with varying level of brevity and comprehensiveness, according to the specific needs and requirements at the feedback session.
Depending on the presenting needs, we may recommend a customized assessment to effectively answer questions and support the individual’s ultimate goals.