Psychological evaluations, also called psychological assessments, are an area of expertise and particular interest for me. I conduct various types of evaluations, but my underlying goal is always to identify an individual’s areas of strengths and weaknesses in order to provide recommendations for therapy, psychiatric medication, work and/ or school, interpersonal relationships, and daily living. I do provide psychological diagnoses, which can be helpful to guide treatment and implement appropriate accommodations. However, the emphasis is on understanding underlying cognitive, emotional, and interpersonal processes, and how these combine and manifest in daily life.

I begin each assessment by asking clients what they want to learn or better understand about themselves. I take an extensive personal history and, if the client is comfortable with my doing so, I also interview others who may have helpful input or an additional perspective (e.g., family members, coworkers, teachers, therapists). The process of the assessment itself depends upon client goals and the purpose of the evaluation.

• Psychoeducational assessments assess cognitive strengths and weaknesses, as well as current academic skills. These evaluations are conducted in order to document giftedness, identify learning disorders or attention problems, and provide recommendations for accommodations under a Section 504 or Individualized Education Plan. I also provide insight and guidance on learning styles and strategies.
• Neuropsychological assessments assess cognitive strengths and weaknesses, attention, impulse regulation and inhibition, language abilities, auditory and visual processing, problem solving, reasoning, and memory. These evaluations are often conducted when Attention-Deficit/ Hyperactivity Disorder or dementia is suspected, though they also provide a window to the processes that may be leading to academic, work, and/ or interpersonal problems.
• Developmental assessments are generally conducted on younger children (for instance, between the ages of 2 and 5), for whom Autism Spectrum Disorder or language, social, or emotional delays are suspected. I use gold-standard observational and interactive evaluation methods, which are engaging and even fun for young children. In-depth parent and observer interviews are also an essential aspect of these assessments.
• Social/ Emotional assessments are generally conducted to clarify diagnoses and make targeted recommendations for therapy. These evaluations include structured interviews, questionnaires, and projective measures, such the Rorschach. Results provide insight into personal strengths and challenges, the nature and expression of past and present psychological symptoms, the potential impact of trauma or negative life experiences, subconscious drives, and characterological ways of coping. This type of assessment is often conducted in combination with neuropsychological testing, though it may be done on its own if warranted.
• Gender affirming assessments are conducted for individuals seeking gender affirming services, such as hormone therapy or surgical interventions. These evaluations can provide documentation of gender dysphoria and an individual’s capacity to provide informed consent for treatment, as is often required by physicians. Recommendations can also be provided for obtaining support in the processes of psychological, social, and/ or medical transition.
• Admissions testing is conducted for placement in private or independent schools. These evaluations are often shorter, consisting primarily of cognitive testing.
• Disability Evaluations are conducted for individuals seeking disability services or who require a leave-of-absence from work. These assessments are tailored to individual need, as requirements vary widely.