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Our approach integrates the latest psychological science, comprising concepts from Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy (ACT), Functional Analytic Psychotherapy (FAP), Positive Psychology and Neuroscience to collaboratively tailor a unique treatment plan to fulfil each client's needs and goals in therapy. 

 We are particularly interested in working with adolescents and women’s health  (anxiety, depression, self-esteem, adjustment disorder and perinatal depression) and we are also passioned about working with culturally and linguistically diverse clients (sense of identity loss, workplace issues, discrimination, bullying and lack of belonging issues.) In addition, we both speak fluent English and Portuguese.

EMDR is based on the idea that unresolved traumatic experiences can cause imbalances in the brain's information processing system, leading to distressing symptoms and difficulties in daily life. By targeting these memories and facilitating their reprocessing, EMDR aims to alleviate emotional distress, reduce the impact of traumatic memories, and promote psychological healing.

EMDR is widely used to treat post-traumatic stress disorder (PTSD) but can also be helpful in addressing other conditions such as anxiety, depression, phobias, and grief. It is a structured and evidence-based therapy approach that is typically conducted by trained therapists who follow specific protocols and guidelines.

Overall, EMDR offers a unique and effective way to process and heal from traumatic experiences, allowing individuals to move towards greater emotional well-being and improved quality of life.

*Both Lilian and Germana are completing their EMDR training by November 2023.

Cognitive and neuropsychological assessments provide valuable insights into your child's unique strengths and areas of challenge, aiding in the development of effective treatment plans. These assessments encompass a range of tests designed to evaluate various aspects of your child's cognitive abilities, including:

• Intellectual functioning, which assesses their overall cognitive capabilities, including potential giftedness.
• Attention, examining their ability to sustain focus and manage distractions.
• Memory, measuring their capacity to encode, retain, and retrieve information.
• Language skills, including verbal comprehension and expression.
• Visuo-perceptual ability, assessing their visual and spatial processing skills.
• Executive function, which evaluates higher-level cognitive processes such as planning, problem-solving, and self-regulation.

By conducting these assessments, professionals gain a comprehensive understanding of your child's cognitive profile, enabling them to tailor interventions and support strategies that address specific areas of need. Ultimately, these assessments empower parents and professionals to collaborate in optimizing your child's development and well-being.

ADHD (Attention-Deficit/Hyperactivity Disorder) assessments are conducted to evaluate and diagnose individuals suspected of having ADHD. These assessments involve a comprehensive evaluation of the individual's biopsychosocial history, symptoms, behaviors, and functioning across multiple domains to determine if they meet the criteria for ADHD diagnosis.

The ADHD assessment typically includes the following components:

1. Clinical Interview: The clinician conducts an interview with the individual and their parents or caregivers to gather information about the individual's developmental history, symptoms, and daily functioning. This helps in understanding the context and severity of ADHD-related difficulties.
2. Rating Scales and Questionnaires: Standardized rating scales and questionnaires, completed by the individual, parents, teachers, and other relevant parties, provide additional information about the individual's behaviors, attention, impulsivity, and hyperactivity across different settings.
3. Behavior and Symptom Observation: Direct observation of the individual's behavior in various settings, such as home or school, can provide valuable insights into their attention, impulsivity, and hyperactivity levels. This observation may involve structured assessments or naturalistic observations.
4. Cognitive Assessments: Cognitive tests may be administered to assess the individual's cognitive abilities, including attention, memory, executive functions, and processing speed. These assessments help identify cognitive strengths and weaknesses that may contribute to ADHD symptoms.

The assessment process is conducted by qualified professionals, such as psychologists, psychiatrists, or specialized ADHD clinics. It follows established diagnostic criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), which includes specific symptom criteria and impairment guidelines for ADHD diagnosis.

The ADHD assessment aims to provide a comprehensive understanding of the individual's symptoms, impairments, and associated factors. The information gathered from the assessment guides treatment planning and helps develop personalized interventions to address ADHD-related challenges. It is important to note that an accurate and thorough assessment is crucial for appropriate diagnosis and the formulation of effective treatment strategies for individuals with ADHD.

 An ASD (Autism Spectrum Disorder) assessment is a comprehensive evaluation conducted to assess and diagnose individuals suspected of having ASD.  The assessment is conducted to evaluate an individual's functioning, specifically focusing on potential deficits in their social communication skills and social interaction abilities, as well as the presence of repetitive patterns ofbehaviourr and restricted interests. This assessment aims to gain a comprehensive understanding of the individual's strengths and weaknesses in these areas, to determine if they meet the criteria for an ASD diagnosis.

The ASD psychological assessment typically involves the following components:

1. Developmental History Interview: The clinician interviews the individual and their parents or caregivers to gather information about the individual's developmental milestones, early childhood behaviours, and any concerns related to social communication and interaction.
2. Standardized Assessment Tools: Various standardized assessment tools are used to evaluate the individual's social and communication skills, as well as their restricted and repetitive behaviours. These may include rating scales, questionnaires, and checklists completed by parents, teachers, and other caregivers who interact with the individual regularly. 
3. Behavioural Observation: Direct observation of the individual's behaviours and interactions is conducted in different settings, such as home, school, or clinical environments. This allows the clinician to assess the individual's social communication skills, play behaviours, and any repetitive or restricted patterns of behaviour.
4. Cognitive and Language Assessments: Cognitive tests and language assessments may be administered to evaluate the individual's intellectual abilities, language skills, and cognitive functioning. These assessments help identify any strengths or weaknesses that may be relevant to the diagnosis and intervention planning.
5. Adaptive Functioning Assessment: An evaluation of the individual's adaptive functioning is conducted to assess their everyday life skills, such as self-care, socialization, and independent living skills. This assessment provides insights into the individual's overall level of functioning and their ability to adapt to daily life demands.

The ASD Assessment is conducted by a team of professionals, including psychologists, psychiatrists, speech-language pathologists, and occupational therapists. The assessment follows established diagnostic criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), which includes specific criteria for ASD diagnosis.

The information gathered from the assessment helps in forming a comprehensive understanding of the individual's social communication skills, behavioural patterns, and developmental strengths and challenges. This understanding guides the formulation of an accurate diagnosis and informs the development of appropriate interventions and supports for individuals with ASD.

 Assessing a specific learning disorder involves a comprehensive evaluation to identify and understand the individual's specific difficulties in academic areas. Here is an overview of the assessment process:

1. Referral and Information Gathering: The assessment typically begins with a referral, often made by parents, teachers, or other professionals who have noticed persistent difficulties in the individual's academic performance. Gathering information from these sources provides valuable insights into the individual's challenges and helps guide the assessment process.
2. Cognitive and Academic Assessments: Cognitive assessments are conducted to evaluate the individual's intellectual abilities and identify any significant discrepancies between their cognitive potential and academic achievement. Academic assessments focus on specific areas of concern, such as reading, writing, mathematics, or other relevant academic skills. These assessments involve standardized tests and tasks that measure the individual's proficiency and compare their performance to age-appropriate norms.
3. Observation and Interview: Direct observation of the individual in academic settings, such as the classroom, can provide valuable information about their behavior, attention, and engagement in learning tasks. Interviews with the individual, parents, and teachers help gather additional information about the individual's learning experiences, strategies, and any environmental factors that may impact their performance.
4. Specific Learning Disorder Criteria: The assessment process involves comparing the individual's academic performance to specific diagnostic criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) or other relevant guidelines. These criteria consider the presence of persistent difficulties in one or more academic domains, significant impact on academic functioning, and ruling out other possible causes.
5. Consideration of Contextual Factors: It is important to consider contextual factors that may influence the individual's academic performance. These can include cultural and linguistic factors, socio-economic background, and any co-existing conditions or environmental challenges that may contribute to learning difficulties.
6. Collaboration and Feedback: Throughout the assessment process, collaboration with parents, teachers, and other professionals involved is crucial. Sharing assessment results, providing feedback, and discussing appropriate interventions and accommodations promote a collaborative approach in supporting the individual's learning needs.

The assessment process for specific learning disorders is carried out by qualified professionals, such as psychologists, educational diagnosticians, or specialized assessment teams. The results of the assessment inform the development of tailored interventions, accommodations, and support strategies to help individuals with specific learning disorders succeed academically and reach their full potential.