Integrative therapy and assessments

I, like many of my colleagues, tend to intergrate various approaches to therapy. Some therpeutic approaches have been empirically shown to be helpful in certain areas such as Exposure and Response Therapy for OCD or Cognitive Behavioural Therapy for anxiety-based disorders. I draw most readily from Mindfulness-Based Cognitive Therapy and Acceptance and Commitment Therapy however tailor my approach to the individual I am working with. I have found that these approaches provide a particularly good balance of theory and practicality. 

The therapeutic approaches I utilize are best suited to adults and adolescents over the age of 16.
Adult ADHD assessments are only suitable for Adults over the age of 18 whom have matriculated from school.
Psycho-educational assessments can be administered to students of any level from Grade 1 through to University level. 

My practice is not contracted into medical aids and therefore invoices are not submitted on your behalf unless you qualify for the PMB benefit. However Upon payment you will be issued with a receipt which can be used to claim back from medical aid (plan and policy permitting). Psycho-educational assessments will likely incur a co-payment.

Yes. If you have already had your PMB approved or if you meet the criteria for a PMB then I will apply on your behalf and submit all subsequent invoices directly to medical aid so that you will not need to pay anything. Please note that the PMB is not a guarantee and if you have not been approved previously then I will need to assess whether you meet the criteria. 

All my therapy fees are in line with medical aid rates and can be viewed here for a more specific breakdown. 
Psycho-Educational assessments will incur a co-payment. 

Assessments for ADHD can be accurate, but their reliability depends on various factors. These assessments involve gathering information from multiple sources and using tools like interviews, questionnaires, and observations. However, they are not foolproof and misdiagnoses can occur. The accuracy of the assessment depends on the clinician’s competence, the quality of the assessment tools, and the information provided. ADHD is diagnosed clinically, meaning there is no specific medical test for it. The assessment process considers symptoms, their persistence and impact, and rules out other potential causes. Seeking evaluation from specialists in ADHD or neurodevelopmental disorders to increase accuracy is key. Thorough assessments involve multiple sources, developmental history, and consideration of co-occurring conditions. This is why comprehensive assessments are always preferable to brief consultations where little information is collected.

In short, these assessments consist of a clinical interview, collection of developmental history, the completion of the Connors Adult ADHD Rating Scale self and observer questionaires, the Comprehensive Executive functioning inventory for Adults and the working memory subtests of the Wechsler Adult Intelligence Scale. For a more descriptive look at the process click here.

No. It is generally considered best practice to assess for adolescent ADHD as part of a full psycho-educational assessment. The reason for this, in short, is that there are many factors that can lead to similar symptom profiles and a psycho-educational assessment is the best tool we have to eliminate other potential differentials that may be contributing to the concerns. By doing a full psycho-educational assessment we minimize the risk of a false diagnosis.

A full psycho-educational assessment will differ from student to student as it is tailored to address the unique concerns raised by you and your child. However it will always include a detailed examination of your child’s cognitive functioning, academic abilities pertaining to reading, writing and mathematics as well as emotional functioning,  psycho-motor abilities and attention (particularly when ADHD symptoms are noted). Furthermore as an educational psychologist, I always look into a child’s executive functioning abilities as experience has shown me that this is often a contributing factor for many learning barriers. 

In terms of the actual assessment, this is conducted over one full day, beginning in the morning with one or both parents and your child. We will discuss the concerns together for about 30-60minutes after which your child and I continue on through the various tasks. Generally we finish somewhere between 2 and 3:30pm taking into account breaks for lunch. I then write up a report which takes between 1 and 2 weeks and set up an appointment for feedback.

All children develop and learn differently. Our one-size-fits-all approach to education often means that those not well suited to mainstream schooling get left behind. Sadly this can often be avoided if we are aware of the unique barriers a child faces. 

Some of these barriers are more obviously related to academic work such as reading, spelling, writing and Mathematics while other concerns may be harder to identify such as visual perception difficulties, speech and language barriers, social challenges, ADHD or inattentive-like symptoms. Whatever the reason may be, an educational psychologist is trained to assess students in order to identifying strengths and work with challenges. 

The advantage of a male psychologist, like any psychologist, lies in their individual skills, expertise, and personal qualities, rather than their gender. That being said, some individuals may feel more comfortable discussing certain topics or issues with a psychologist of a specific gender. In such cases, a male psychologist could be advantageous for certain clients who prefer or feel more at ease talking to someone of the same gender. This comfort and sense of rapport can enhance the therapeutic relationship, leading to more open and productive sessions.

Furthermore, male psychologists may bring their unique perspectives and life experiences to the therapeutic process, which can be beneficial in understanding and addressing the concerns of male clients. For example, they may have insight into the specific challenges or societal pressures that men or adolescent boys face, allowing them to provide tailored guidance and support. That being said, many also seek out someone who can add a very different perspective to our lives. Nonetheless the point is that at its core, therapy is about building a trustworthy relationship and for some it is easier to connect with a particular gender which means we need to have a variety of psychologists (male, female or gender neutral) that cater for people with varied backgrounds. 

Extra time is an exam concession otherwise known as an exam accommodation that is applied for through the child’s school and the WCED using the report from your educational assessment and various other bits of evidence the school puts together. As an educational psychologist I will look at all the information gathered during the assessment and consider various accommodations that may be beneficial given the learners unique learning barriers.  Extra-time can be very helpful but a thorough assessment will be able to determine whether it is the best option for the individual or if another accommodation/intervention would be better suited. Ultimately extra time can never be guaranteed prior to an assessment as all accommodations need to be based on the findings detailed in the report.