Psychological Diagnostic Evaluation
Everyone learns differently. The purpose of an evaluation is to assess the psychological processes involved in learning. These processes include attention, language, memory, graphomotor or handwriting skills, spatial and sequential organization and higher order thinking. In addition, academic skills in reading, written language and math are also assessed. Information regarding social skills and relationships, emotions and behavior are also obtained.
My first priority in conducting an evaluation will be to address the concerns of the student and parent(s). The evaluation process will give students and parents’ specific recommendations about ways to help students perform more successfully in school. While a clinical diagnosis may be given when needed, the emphasis during the evaluation will be how to manage challenges.
My first priority in conducting an evaluation will be to address the concerns of the student and parent(s). The evaluation process will give students and parents’ specific recommendations about ways to help students perform more successfully in school. While a clinical diagnosis may be given when needed, the emphasis during the evaluation will be how to manage challenges.
Psychotherapy
In children and adolescents, playing, drawing, building, and pretending, as well as talking, are important ways of sharing feelings and resolving problems.
Psychotherapy helps in a variety of ways. They receive emotional support, resolve conflicts with people, understand feelings and problems, and try out new solutions to old problems. Goals for therapy may be specific (change in behavior, improved relations with friends or family), or more general (less anxiety, better self-esteem). The length of psychotherapy depends on the complexity and severity of problems.
Psychotherapy is often used in combination with other treatments (i.e., medication, behavior management, or work with the school). The relationship that develops between me and the patient is very important. The client must feel comfortable, safe and understood. This type of trusting environment makes it much easier for the client to express their thoughts and feelings and to use the therapy in a helpful way.
Psychotherapy helps in a variety of ways. They receive emotional support, resolve conflicts with people, understand feelings and problems, and try out new solutions to old problems. Goals for therapy may be specific (change in behavior, improved relations with friends or family), or more general (less anxiety, better self-esteem). The length of psychotherapy depends on the complexity and severity of problems.
Psychotherapy is often used in combination with other treatments (i.e., medication, behavior management, or work with the school). The relationship that develops between me and the patient is very important. The client must feel comfortable, safe and understood. This type of trusting environment makes it much easier for the client to express their thoughts and feelings and to use the therapy in a helpful way.
Eye Movement Desensitization and Reprocessing (EMDR)
“EMDR is an evidence-based, clinician led, psychotherapy for Posttraumatic Stress Disorder (PTSD). In addition, successful outcomes are well-documented in the literature for EMDR treatment of other psychiatric disorders, mental health problems, and somatic symptoms. The model on which EMDR is based, Adaptive Information Processing (AIP), posits that much of psychopathology is due to the maladaptive encoding of and/or incomplete processing of traumatic or disturbing adverse life experiences. This impairs the client’s ability to integrate these experiences in an adaptive manner. The eight-phase, three-pronged process of EMDR facilitates the resumption of normal information processing and integration. This treatment approach, which targets past experience, current triggers, and future potential challenges, results in the alleviation of presenting symptoms, a decrease or elimination of distress from the disturbing memory, improved view of the self, relief from bodily disturbance, and resolution of present and future anticipated triggers.”
Resource: www.emdria.org
Resource: www.emdria.org
Social Communication Skills
The purpose is to teach social skills and promote use of these skills at home and in school. The program was developed through the utilization of current research based information, as well as my experience working directly with children who exhibit social thinking and social communication deficits.
Because a child’s needs change developmentally over time, groups are matched for age as well as functional ability. The group addresses a range of skills, from easily learned skills (i.e., Listening, Asking for Help, Ignoring) to school-related skills (i.e., Following Directions, Trying When It’s Hard, Interrupting). These groups also encourage positive peer interaction (i.e., Sharing, Waiting Your Turn, Asking Someone to Play, etc.).
Because a child’s needs change developmentally over time, groups are matched for age as well as functional ability. The group addresses a range of skills, from easily learned skills (i.e., Listening, Asking for Help, Ignoring) to school-related skills (i.e., Following Directions, Trying When It’s Hard, Interrupting). These groups also encourage positive peer interaction (i.e., Sharing, Waiting Your Turn, Asking Someone to Play, etc.).
Executive Functioning Skills Training
Children with ADHD and autism spectrum disorder typically present with executive functioning issues. In order to understand a person, it is important to look at which executive skills are problematic and to what degree
In order to help a child improve their executive functioning skills, it is important to understand the specific components. Pediatric neuropsychologist Gerard Gioia and colleagues compiled a list of attributes of Executive Function:
In order to help a child improve their executive functioning skills, it is important to understand the specific components. Pediatric neuropsychologist Gerard Gioia and colleagues compiled a list of attributes of Executive Function:
- Inhibition—the ability to resist impulses and to stop one’s behavior at the appropriate time.
- Shift— the ability to make transitions, tolerate change, problem-solve flexibly, and switch or alternate one’s attention from one focus or topic to another.
- Emotional Control— reflects the influence of the executive functions on the expression and regulation of one’s emotions.
- Initiation— the ability to begin a task or activity without being prompted to do so.
- Working Memory— the capacity to hold information in mind in order to complete a task, encode and store information, or generate goals.
- Planning / Organization— Planning involves setting a goal and determining the best way to reach that goal, often through a series of steps. Organization involves the ability to bring order to information and to appreciate main ideas or key concepts when learning or communicating information, either orally or in writing.
- Organization of Materials— the ability to order and organize things in one’s environment, including the maintenance of orderly work, play, and storage spaces.
- Self-Monitoring— awareness of the effect that his or her behavior has on others.
Independent Life Skills Training
To facilitate a successful transition to independent adulthood, it is important to develop a variety of necessary life skills. Independent Life Skills Training includes a thorough assessment in which a plan is developed to address any area of identified need. These areas may include: planning short-term and long-term goals; money management, personal appearance, health and wellness, interpersonal skills, job-seeking and job-maintenance skills.
