So… you are looking for a psychological assessment. There are a number of different types of assessments and all of them vary slightly in purpose, complexity, timeline and cost. They do, however, all share a common process and, most importantly, there is always a question that needs to be answered (that is the purpose of the assessment).
General Assessment vs Formal Assessment
General Assessment: Many diagnoses do not require a formal assessment; if you are looking for an assessment to provide information to monitor your progress in therapy a general assessment is an appropriate choice. A general assessment relies on observations, screeners and interviews. Any diagnosis is used for the purpose of treatment. If this is what you are looking for, you can access this with your therapist. If you are looking for a therapist, you can read the bios of our therapists
Formal assessment uses standardized, norm referenced measures, in addition to the measures used for general assessment and is used for adjudicative purposes (need for accommodations, ability to return to work). Some common diagnoses assessed using formal assessment include ASD, ADHD, learning disorders, personality disorders, psychosis, and cognitive issues.
The Formal Assessment Process
Step One: Once your request has been received, one of our assessors will contact you to clarify the type of assessment you are requesting, determine the applicability (what question do you want answered) and discuss the process of that specific type of assessment.
Step Two: Initial appointment. In the first appointment, a clinical interview generally takes place to gather important information, this may include background information, developmental history, problematic behaviours and any other information you may be able to provide to assist in the assessment process. If the assessment is for a child, the guardians of that child will take part in the interview process in addition to the child’s participation.
Step Three: The assessor will either conduct standardized measures (ex: intelligence, ability), or they will provide the client with questionnaires to gather further information to assist in the assessment process.
Step Four: Some assessments may require information from other sources (parents, teachers, co-workers, etc). This information may be gathered through questionnaires or through interviews.
Step Five: If there are any records to review (report cards, performance evaluations, medical reports) These will be reviewed prior to formulating any recommendations and before completing the report.
Step Six: Once all of the information has been gathered, the assessor will consider the information and formulate any possible diagnosis or recommendations to be included in the report. Remember, the information gathered is to answer the question proposed when the assessment was initiated.
Step Seven: The assessor will complete the report.
Step Eight: Once the report is complete, a debriefing appointment will be scheduled. The debriefing appointment is essential as it ensures that there is a clear understanding of the contents, findings and recommendations of the report. It also provides an opportunity to ensure that the information contained in the report is accurate. This is also an opportunity to answer any questions you may have about the report.
Step Nine: You , or the person/agency that requested the assessment, will receive a copy of the report.
Types of Assessments:
Psychoeducational assessments
These assessments provide information on cognitive abilities and can determine if there are learning disorders present. They are call make behavioural diagnoses.
For children and adolescents (ages 4 and up): These are often suggested by a child’s school when they are struggling academically or behaviorally. These assessments can be completed at the school; however, the wait can be long. Some families choose to pursue the assessment through a private practice to have the results in a more timely manner. Assessments for children are most often conducted to determine if accommodations need to be made for school or to assist in behavioural concerns either at school or at home, or to be able to access the services of another specialist.
For Adults: the results of an assessment may be used to provide accommodations at a post-secondary institution, accommodations at work, for one’s own self-knowledge or to access the services of another specialist.
ADHD Assessments
These assessments help determine whether some of the challenges that are present including struggles with attention and focus, time management, difficulty with transitions, etc may be due to ADHD.
Assessing children will involve a psychoeducational assessment with the addition of some measures that assess executive function abilities. This assessment will also involve gathering information from teachers, day care providers and parents as the behaviours need to be present in more than one setting.
Assessing adults does not automatically require a cognitive or an ability assessment. It involves a structured clinical interview and the use of both standardized assessment tools and questionnaires. Where possible, collateral information will be gathered from other sources to support the findings of the report.
Mental Health Assessments (For Adults)
Mental health assessments are used to explain the causes of emotional, social or behavioural patterns that are problematic. Some of the diagnoses that may be assessed are personality disorders, mood disorders, eating disorders, psychosis, schizophrenia, to name a few. These assessments involve interviews, standardized assessments, questionnaires and checklists. These assessments provide valuable information to develop an effective treatment plan.
