Process for treatment with Kids
The process of obtaining psychological services for a child typically begins with a call by a parent or guardian seeking services on behalf of the child. During that call, I ask the parent(s) questions, answer questions, and review office policies and procedures. I often take time during the call to ensure I understand the referral questions, know the context in which the child is struggling, and determine if my expertise fits the needs of the patient. If we both think it makes sense to proceed, I send an invite for parents to register in my HIPPA compliant web based platform. Once registered in the system, I will give parent(s) access to contracts and forms to complete. Once contracts have been reviewed and completed, I invite parent(s) and the patient to complete norm-referenced, standardized questionnaires. After contracts and forms are completed, we can schedule an introductory session.
In the introductory session, I orient the parent(s) and patient to the actual or virtual office. I provide psychological education. I give an overview of the sorts of interventions I might deliver. I may spend some time alone with the parents to understand their concerns, or with the child to better understand the child’s perspective. I tend to offer my initial impressions. The intake can be time consuming, clinical, and somewhat taxing on all. However, the process, in my experience, greatly increases the odds of a successful round of treatment.
Treatment typically begins with two-hour parent sessions every other week over a two-month period. I draw from my Surf’sUPMethod to structure parent training and consultation. I typically provide coordination with other providers. The initial and ongoing work typically leads to a solid working diagnosis (as applicable), an understanding of a child’s behavior across contexts (e.g., home, school), and awareness of dynamics surrounding important relationships in the child's life (e.g., with teachers, peers, parents).
When individual child psychotherapy is indicated, age-appropriate activities are used to deliver care (e.g., art, music, games, and conversation). Throughout treatment, I attend to the child's emotions, encourage tolerance for various emotions, and also encourage various activities that foster positive connections to the environment. Below you will learn more about the way in which I conceptualize the process.
Below you will find out about the process of obtaining care. Click here regarding privacy and consent.
In the introductory session, I orient the parent(s) and patient to the actual or virtual office. I provide psychological education. I give an overview of the sorts of interventions I might deliver. I may spend some time alone with the parents to understand their concerns, or with the child to better understand the child’s perspective. I tend to offer my initial impressions. The intake can be time consuming, clinical, and somewhat taxing on all. However, the process, in my experience, greatly increases the odds of a successful round of treatment.
Treatment typically begins with two-hour parent sessions every other week over a two-month period. I draw from my Surf’sUPMethod to structure parent training and consultation. I typically provide coordination with other providers. The initial and ongoing work typically leads to a solid working diagnosis (as applicable), an understanding of a child’s behavior across contexts (e.g., home, school), and awareness of dynamics surrounding important relationships in the child's life (e.g., with teachers, peers, parents).
When individual child psychotherapy is indicated, age-appropriate activities are used to deliver care (e.g., art, music, games, and conversation). Throughout treatment, I attend to the child's emotions, encourage tolerance for various emotions, and also encourage various activities that foster positive connections to the environment. Below you will learn more about the way in which I conceptualize the process.
Below you will find out about the process of obtaining care. Click here regarding privacy and consent.
Seeking Clarity about the Problem
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Childhood problems may include struggles at school, tantrums at home, sleep difficulties, stomach upset, aggression, fear, and more. These sorts of issues are quite common in childhood. When the problems reach a threshold, because of their intensity or regularity, and especially if those problems are causing distress within the child or in others - it is important to first understand the source of the problem(s).
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