Grow your mental wealth.

A psychological evaluation is for anyone who wishes to obtain a comprehensive understanding of their strengths and limitations.

 

It is typically conducted by a psychologist to gather information about how you think, feel, behave, and react. The focus of a psychological evaluation will vary depending on your purpose or issue.

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Read more here for some frequently asked questions that will help explain the process of psychological testing, as well as enable better preparation for those who are due to undertake a psychological evaluation.​

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A psychological evaluation involves a combination of clinical interviews and standardised testing. In some cases, records (for eg. academic) are examined, and feedback are obtained from relevant parties for a comprehensive understanding of the issue. 

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During clinical interviews, your presenting issues and concerns are clarified, and relevant history are gathered. It is also a good opportunity to answer questions about the testing, and the process of the psychological evaluation. 

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Standardised testing is a formal process using validated and reliable assessments tools that look at an individual's psychological or cognitive functioning. It might include paper and pencil tests like questionnaires and surveys, or the completion of varied activities that evaluate certain skills such as language, memory or problem-solving.

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Step 1. 

Psychological evaluations are typically scheduled in 2 – 3 hour blocks, depending on the type of tests used, the age of the person being tested, and the scope of the presenting issue. Most standardised testing can be completed within 1 to 2 face-to face sessions.

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Step 2.

The tests are scored, analysed, and integrated with the other sources of information. Most of the time, a written report is provided, which includes a summary of the history and test findings, and recommendations related to the presenting issue. 

 

Step 3.

A "feedback"  session is scheduled to discuss the formulation, and address any questions about the test findings and recommendations.

Intelligence Tests

• Wechsler Intelligence Scale for Children, Fifth Edition​ (WISC-V)

• Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV)

• Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-II)

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Achievement and Aptitude Tests

• Wechsler Individual Achievement Test, Third Edition (WIAT-III)

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Behavioral Assessments​

• Conners Rating Scales, Third Edition (Conners 3) Parent,Teacher

• Conners Continuous Performance Task, Third Edition (CPT-3)

• Vineland Adaptive Behaviour Scales

 

Learning difficulties​​

• ​Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) 

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Personality and Attitude Assessments​

• ​Minnesota Multiphasic Personality Inventory, Second Edition (MMPI-2)

• Minnesota Multiphasic Personality Inventory, Second Edition (MMPI-2) Adolescent Profile

• Beck’s Depression Inventory, Second Edition (BDI-II)

• Beck's Anxiety Inventory (BAI)

• Penn State Worry Questionnaire

• Depression, Anxiety, and Stress Scale (DASS 21)​​

We offer psychological testing that are designed to address issues including, but not limited to, the following:

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Issues of Differential Diagnosis 

1. To establish and clarify diagnoses related to concerns such as learning difficulties (e.g., in reading, written expression, or mathematics), executive functioning and behavioral difficulties (e.g., in sustained attention and/or hyperactivity/impulsivity), and other psychological challenges (e.g., anger problems, anxiety, depression, bipolar disorder, personality disorders).

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Issues of Educational Planning

1. To assist with educational planning, school placement, and school readiness.

2. To help to develop personalised plans for learning support and remediation, and report the need for access accommodations.

3. To assess intellectual ability (e.g., giftedness and intellectual delay), and establish a baseline in order to gauge what is reasonable to expect of a given student.

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Issues of Treatment Planning​​

1. To identify neuropsychological difficulties (e.g., slow processing speed, limitations in working memory, attentional deficits, executive problems, and weaknesses with learning and memory) related to illnesses such as dementia or injuries such as concussion.

2. To understand social-emotional functioning, personality differences, and the psychological underpinnings that can lead to substance abuse, behavioral problems, and misconduct.

3. To guide treatment decisions, to document changes in functioning over time, and to gauge treatment response.