We offer a range of psychological services aimed at children aged 6-14, including individual psychotherapy, family therapy, and developmental assessments. The need for psychotherapy will be based on an initial assessment, usually including both a parent and child. This will explore the child’s current problems, history, level of development, ability to cooperate with treatment, and what interventions are most likely to treat the presenting concerns. Depending on the presenting issue, treatments may be developed in consultation with the general practitioner and/ or the child’s school.
The therapeutic relationship that develops between the psychologist and child is particularly important, as the child must feel comfortable, safe, and understood. Developing a safe environment is crucial in order to allow the child to express their thoughts and feelings.
Individual psychotherapy can focus on issues such as sleep, social skills training for social and friendship difficulties, depression, fear, anxiety, and selective mutism, grief/loss, trauma, bullying, anger and emotion regulation skills, challenging behaviour and parenting concerns. We are able to provide early intervention therapy and school based consultations.
Psychotherapy can help children in a number of ways, such as receiving emotional support, help resolving conflicts with people, understanding feelings and problems, and developing new solutions for old problems. The goals for therapy may be either general (e.g., reduce anxiety, improve self-esteem) or more specific (e.g., reduce specific behaviours, improve relationships with friends). The number of sessions required will vary based on the type of presenting problem, treatment model, and the client themselves.
While some issues may be treated in an individual fashion, frequently it is beneficial for the family as a whole to take part in the therapeutic process. Opening the lines of communication can help reduce the frustration often felt between family members.
We have extensive experience in working within the educational system and we are ideally placed to assist school children of all ages.
Triple P Positive Parenting Program
Since joining us in August 2018 Ruby Clarke has been the only Triple P Accredited Provider in the ACT. She is currently offering the Standard Triple P program variant in one on one sessions with parents at Northside Psychology. Triple P is an evidence based parenting program developed in Australia. It is based on behavioural principles and understanding of child development. The program is designed to assist parents of children aged 2 – 12 years who would like to develop skills and strategies to manage misbehaviour, establish rules and routines within the home, and raise happy children. The program typically runs for 10 sessions of one hour duration, tailored to the needs of the family.
For more information on the program, visit www.triplep-parenting.net.au; or to book into the program with Ruby please contact our reception.
At times we are able to provide group treatment programs for children including Cool Little Kids and Cool Kids, and the Triple P Positive Parenting Program. Unfortunately at present we are not providing group therapy. Please contact reception for further information about group therapy.
We offer comprehensive range of IQ, cognitive, learning and developmental assessment tests that include:
• Learning difficulties / Educational Assessment / Cognitive and Achievement Assessments
• Adaptive behaviour / Functional skills
• School readiness
• Giftedness and early entry programs (to pre-school and primary school)
• Developmental delay
• Intellectual disabilities
• Behavioural Assessment (including screening for ADHD, Conduct Disorder, Oppositional Defiant Disorder)
• Psychological Assessments for School Funding Purposes (for the Program for Students with a Disability)
The assessment may assist your child for additional funding in the school environment. The assessment report can also inform an Individual Learning Plan for your child.
A full psycho-educational assessment is appropriate whenever there are concerns about a child’s learning ability or educational performance. Psycho-educational assessment involves the use of reliable measures that evaluate a child’s IQ (academic potential, giftedness) and academic skills (such as reading, spelling, mathematics, written language, and oral language skills).
• Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV): IQ test for ages 2 years 6 months to 7 years
• Wechsler Intelligence Scale for Children – (WISC-IV): IQ test for children aged 6 to 16 years
• Wechsler Individual Achievement Test – (WIAT-II): Educational test for literacy, mathematics, and written and oral language skills for individuals aged 4 through to 50 years 11 months.
Attention Deficit Hyperactivity Disorders (ADHD)
An assessments for ADHD is appropriate when there are concerns about a child’s concentration, attention and behaviour. The process involves an initial parent interview, administration of appropriate tests (ie diagnostic questionnaires, psychometric tests with particular focus on working memory, processing speed), with consent an interview with teacher/s and other health professionals, evaluation of results, provision of detailed written report and a consultation with the parents to discuss assessment outcomes, identified needs and any recommended interventions.
• Conners Third Edition™ (Conners 3): Conners 3 uses parent, teacher and self-report ratings to help diagnose attention deficit / hyperactivity disorder (ADHD), and evaluate problem behaviour in children and adolescents (6-18 years).
School Readiness Assessments assists parents and school by providing a thorough understanding of their child’s important foundational academic concepts that are critical to enter the formal education system.
• Bracken School Readiness Assessment: BSRA-3 for children aged 3 – 6:11 years.
Developmental Assessments in children are necessary when there are concerns about a child’s ability to meet expected developmental milestones and perform everyday tasks.
• Adaptive Behaviour Assessment System III (ABAS-III) is used to assess functional skills necessary for daily living of individuals between birth to 89 years of age.
Pervasive Developmental Disorders (PDD)
Unfortunately we are unable to conduct full Pervasive Developmental Disorder assessments at this time.
Pervasive Developmental Disorders are characterised by severe deficits and pervasive impairment in multiple areas of development. These include impairment in reciprocal social interaction, impairment in communication, and the presence of stereotyped behaviour, interests and activities. The specific disorders include, Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder, and Pervasive Developmental Disorder Not Otherwise Specified.