Brain-based techniques

I have a particular interest in trauma-informed and nervous-system–based approaches. Where appropriate, I will offer brain-based techniques that have proven to be beneficial when talk therapy falls short. Examples are hypnotherapy or working with eye position to support the nervous system and subconscious in developing more adaptive responses. These approaches are always introduced collaboratively and at a pace that feels safe and manageable.

Psycho-Educational Assessments

A psycho-educational assessment is a comprehensive evaluation designed to understand an individual’s cognitive, emotional, and academic functioning. These assessments are used to identify areas of strength, as well as areas where further development or support may be beneficial. Based on the interpretation of the results, appropriate recommendations, interventions, and referrals are provided.

When should I consider these assessments:
– Noticeable executive functioning challenges, such as time management, organisation, focus, hyperactivity, daydreaming, emotional regulation, and impulse control.
– Not finishing tests/exams in time
– Problems with reading, writing and spelling
– Social difficulties
– Sensory sensitivities
– Persistent academic or emotional difficulty in school
Common outcomes for these assessments.

Identifying barriers to learning like slow processing speed or working memory deficits.
– Diagnosing Specific Learning Disorders (e.g., dyslexia) and Attention-Deficit/Hyperactivity Disorder (ADHD) or Intellectual Disability
– Application for examination accommodations and concessions (extra time, scribe, separate venue, reading etc.)
– Screening assessments for Autism Spectrum Disorder (ASD).

Accommodation Assessments

This refers to an assessment administered to determine whether individuals with barriers to learning will benefit from accommodations in an academic setting. The objective is to ensure that they are given a fair opportunity during exams or assessments.