Psychological Assessment


Please be aware that at the present time I am not taking assessment referrals.


I provide several types of assessment services for children and adolescents residing in the greater Halifax area. At present, I focus on conducting three types of assessments:


  1. Psychoeducational assessment
  2. ADHD assessment
  3. Attachment / psychosocial assessment

Psychoeducational Assessment


This provides a comprehensive assessment of learning difficulties. In addition to assessing cognition (ability) and academic skills (achievement), this assessment package includes testing of verbal and non-verbal memory, and screening of behavioral and psychosocial problems that can often interfere with a persons ability to learn.


ADHD Assessment



I provide a comprehensive ADHD assessment unlike most offered in the greater Halifax area. This includes assessment of learning, memory, and screening of psychosocial problems.


The method of evaluating ADHD symptoms is comprehensive in that it does not rely solely on 'behavioral checklists' and subjective reports by parent and teacher. Children additionally complete objective 'hands-on' tests used to assess aspects of attention/concentration and Executive Functioning (EF), which involves sustained attention, divided attention, working memory, planning, organization, and the ability to monitor behavior. This is an important distinction because children with ADHD often have very different underlying deficits.


This type of assessment can make recommendations based on the child's unique profile of EF strengths and weaknesses, not just based on a diagnosis and general knowledge of ADHD. This more comprehensive form of assessment may also be useful for pediatricians and child psychologists who treat those children eventually needing medication; research suggests that certain presentations of ADHD respond preferentially to certain types of medication.


Attachment / Psychosocial Assessment


I also provide assessment services as they relate to attachment concerns. 'Attachment' describes the nature of the relationship between child and primary caregiver(s). Healthy or 'secure' attachments are characteristic of children whose physical and emotional needs are adequately met by their primary caregivers; they develop a general sense of safety, security, and feel loved. Through these early interactions, they learn that the world is a relatively safe and predictable place and that they can rely on people who care about them for support and reassurance during times of stress. Secure attachments also provide a context for children to learn how to regulate their own emotions.


In contrast, those children whose emotional needs are not adequately met by a primary caregiver tend to develop an insecure attachment. This situation is more likely to occur under certain circumstances: after the death of a parent, unpredictable or inadequate parenting, frequent/late adoptive or foster home placements, or due to experiencing abuse or neglect. Children with insecure attachments tend to experience the world as unsafe, unpredictable, and frightening. In an attempt to overcome some of these feelings, they develop various ways of coping, but they tend to struggle in their ability to trust parental figures and may develop longstanding interpersonal problems.


I offer assessment services to evaluate the attachment relationship between primary caregiver and child. This is usually done in an effort to identify relational problems that might stem from attachment difficulties. Recommendations will be provided and suggestions can be made if there is a decision to engage in a course of attachment-related therapy.


Assessment FAQ