Assessment & Testing

Collaborative Psychological Assessment

My approach incorporates tenets from Drs. Stephen Finn and Constance Fischer’s Collaborative Therapeutic Assessment Model. I think about testing as an intervention to help clients and families understand why they are struggling. Together, we create a narrative about strengths and needs in an empathetic and supportive manner. All testing findings are contextualized to incorporate important aspects of a person’s identity and developmental history. At the conclusion of the assessment, we have a detailed roadmap for next steps and recommendations. This is offered in a report to adults and parents. Young children receive an individualized, illustrated story and adolescents receive a personalized feedback letter.

The Assessment Process

Typically, I conduct an initial meeting to gather assessment goals and relevant history. We then meet for 4 to 6 sessions to conduct the testing. During that time, I am also gathering information from relevant partners, such as teachers, therapists, and tutors.

Following the completion of the testing process, we meet to review the findings. In this meeting, clients and families are involved in making meaning of the data and discussing interventions. Children and adolescents also receive feedback in a way that feels supportive, non-judgmental, and caring. Young children receive an individualized, illustrated story with developmentally appropriate themes from the testing. Adolescents receive a letter that answers their questions and provides them with hope and understanding. Once the assessment is complete, I frequently consult with schools and therapists, attend IEP meetings, and reassess clients as needed. I am available to answer follow up questions, whether it is immediately after an assessment or in the future.

Psychological assessments can be helpful in many ways. Some areas of focus can include:

• Learning strengths and challenges

• Thinking strengths and processing styles

• Executive functioning and attention skills

• Neurodiverse processing of social information

• Emotional experiences and behavioral struggles