A full psychological assessment measures all areas of the child's development and makes recommendations to other professionals, if necessary. This prevents wasting time and financial resources on unnecessary investigations and treatment, getting the correct assistance quickly and effectively.
Infant Developmental Assessment (Birth to 2 years)
Infant developmental progress is ascertained across multiple areas including
fine and gross motor coordination
Emotional attachment and bonding with primary caregivers is also determined as this is vital for smooth, appropriate developmental progress.
Recommendations are made to provide remedial intervention addressing ares of delay or deficit.
Toddler Developmental Assessment (2 - 4 years)
Assessment involves determining whether age appropriate progress is being achieved across multiple learning areas of development
Once these levels are identified, recommendations are made to address areas of delay and/or deficit.
School Readiness Assessment (5 and 6 years)
Children are legally required to commence Grade 1 the year in which they turn 7 years old.
Nursery school teachers will suggest a full assessment when they are concerned about the child's ability to cope within nursery school and/or Grade 1.
Often parents' believe that their child is ready to commence school at a younger age. Schools prefer that a full school-readiness assessment be conducted to determine whether the child is able to manage the demands of the formal school environment across all areas of development.
Psycho-educational Assessment (7 - 16 years)
Some reasons when a full Psycho-educational or scholastic assessment is required
poor academic progress
This assessment provides considerable information regarding the following areas
specific learning difficulties
Appropriate referral to other professionals may be necessary to assist the child or adolescent in maximizing their potential.
Eating Disorder Assessment
Identifies patterns of eating which are dysfunctional, presence of anorexia, bulimia and combinations of both. Binge eating and comfort eating patterns are identified. Appropriate psychotherapy suited to the management and understanding of the dynamics of eating disorders is provided.
Gwyn Choles obtained her undergraduate training through Unisa and then completed the Masters in Educational Psychology degree at the University of the Witwatersrand in 1998. Practical clinical experience was gained at the Tara H Moross hospital in the child, adolescent and eating disorders Units. She has been in Private Practice on the East Rand since 1998...