Therapy for Children and Adolescents
Step 1.
Understanding the problem
Appreciating the uniqueness of every individual, it is essential to develop a deep understanding of the child, including how they perceive the world, which difficulties their encounter on a daily basis, what influences their positive and negative emotions, and where do they seek comfort and support. In turn, this information sheds light as to WHY the child may be experiencing certain difficulties. This describes the assessment phase, which may continue for several sessions in order to gain a precise and in-depth picture of the child’s functioning within various contexts, and may include different sources of information such as parent and teacher/kindergarten staff interviews, observations of the child, formal diagnostic assessment tools and projective/ play-based tests.
Step 2.
Addressing the problem
Once these pieces of puzzle are in place, we can think about specific ways to address the problem and support the child in a variety of settings. This is the treatment phase, which may be brief or ongoing, depending on the individual circumstances and commonly involves both the child and the parents. The goal of this phase is to use the obtained knowledge about the child’s functioning in a variety of areas in order to overcome challenges, develop new skills and resources, support the current weaknesses experienced, and, most importantly, to help the child reach their uttermost potential, considering their unique individuality.
When to see a Child Psychologist?
Developmental delays
Learning difficulties/ giftedness
Social difficulties
Behavioural issues
Elevated activity levels / poor attention
Low mood
Anxiety
Intrusive thoughts
Low self esteem
Past trauma
Grief and / or difficulty adjusting to certain life events (e.g. parental divorce)
When to see a Child Psychologist?
Developmental delays
Learning difficulties/ giftedness
Social difficulties
Behavioural issues
Elevated activity levels / poor attention
Low mood
Anxiety
Intrusive thoughts
Low self esteem
Past trauma
Grief and / or difficulty adjusting to certain life events (e.g. parental divorce)
Assessments for Children, Adolescents and Adults
Autism Spectrum Disorder (ASD)
A thorough assessment for Autism Spectrum Disorder (ASD) involves the collection of information from various sources, including a clinical interview, standardised scales, and recognised assessment tools like the ADOS-II.
These assessments aim to evaluate the individual’s functioning across various aspects of their life, both in the past and present. The goal is to determine whether their presentation aligns with the diagnostic criteria for autism as outlined in the DSM-5. This comprehensive approach helps in accurately identifying and diagnosing individuals with ASD by considering a broad range of information and criteria.
The results of the assessment form the foundation for creating personalised recommendations on how to provide optimal support for the individual. It is important to highlight that a multidisciplinary approach to ASD assessment, involving the insights of a Speech Pathologist, Occupational Therapist and a Paediatrician, is strongly advised for children and adolescents. This collaborative method ensures a more comprehensive evaluation of the child’s needs.
Attention Deficit Hyperactivity Disorder (ADHD)
The assessment for Attention Deficit Hyperactivity Disorder (ADHD) entails the gathering of information from multiple sources, including a clinical interview and standardised scales.
For a more comprehensive version of the ADHD assessment, cognitive testing is integrated into the evaluation process, utilising tools such as WPPSI-IV, WISC-V, or WAIS-IV. Additionally, specific neuropsychological tools are employed to assess areas like sustained attention and inhibitory control in more detail. This expanded approach enables a deeper understanding of the individual’s cognitive functioning and helps to provide a more nuanced evaluation of their ADHD-related challenges and needs.
Developmental Delay and Learning Difficulties
The assessment of developmental delay takes into account multiple facets of a child's functioning and encompasses a thorough examination of their developmental history, clinical observations, and formal assessments.
To evaluate the child’s cognitive abilities in various domains, daily living skills, and adaptive behaviour, standardised tools are employed. The results of this assessment lead to recommendations on how best to support the child’s development.
For individuals of school age or older who encounter difficulties with particular academic skills, a learning assessment may be necessary to diagnose specific learning disorders, such as dyslexia. This type of assessment typically includes cognitive testing based on WPPSI-IV, WISC-V, or WAIS-IV assessment tools, as well as educational assessment, typically based on WIAT-III. In some cases, batteries assessing specific academic abilities may also be employed to provide a comprehensive evaluation of the individual’s educational needs with subsequent recommendations on supporting their learning and development.
Giftedness and School Readiness
Evaluations for giftedness and school readiness typically involve cognitive testing, such as the WISC-V or WPPSI-IV, alongside an examination of the child's socio-emotional development and adaptive behaviour based on parent interview, clinical observations and standardised rating scales.
The objective is to acquire a well-rounded and detailed understanding of the child’s present capabilities when compared to their peers of the same age. Following the assessment, recommendations are offered to guide the child’s development and enhance their performance in both home and school settings. This comprehensive approach aims to optimise the child’s educational experience and overall development.
Cognitive and Neuropsychological Assessment
An assessment of cognitive skills (i.e., IQ testing) may be warranted in various situations including a history of developmental delay, current learning difficulties, behavioural issues, suspected giftedness, or the presence of an uneven profile of strengths and weaknesses, which is often observed in individuals with neurodiversity.
This assessment is a valuable tool for gaining insight into the person’s cognitive abilities and tailoring support to meet their specific needs. The standardised tests employed in this process are WPPSI-IV for younger children, WISC-V for school-aged children or adolescents and WAIS-IV for adults.
Neuropsychological assessments are currently available only for individuals under 17 years of age and are used to provide deeper insights into the skills that impact a child’s learning, behaviour, and daily functioning. These assessments include the evaluation of attention, memory, cognitive flexibility, planning, and problem-solving abilities. They prove especially beneficial when a child has a history of brain injury or faces challenges related to memory, attention or learning. Subsequent to these assessments, a formal report is prepared, containing individually tailored recommendations for supporting the child’s functioning both at home and in their learning environment.
Supervision
Anastasiya is an AHPRA Board-approved Supervisor in Clinical Psychology with a focus on child and adolescent mental health and clinical assessments. Please contact Anastasiya to discuss your supervision needs.