This session is essential to gather relevant information about the young person background and personal history, early developmental, symptoms and signs, specific behaviours noticed and reasons for the assessment.
As possible this session should be held with young person and one or both parents.
Specific screening questionnaires will be provided to gather clinic evidence to complement the assessment depending of the age:
VANDERBILT - Considered for children
SNAP-IV-26 - Considered for adolescents
Complement questionnaire about difficulties and challenging behaviour noticed
Questionnaire to gather relevant information from school
Adult ADHD Self-Report Scale (ASRS-v1.1) - Considered for Adults
Childhood Behaviour Scale-self-report - Considered for Adults
Cost of this session:
£200.00 (without report) or £250.00 (with report)
Time for administration:
30 minutes (child/young person’s form is filled jointly with me, to help clarify any doubt about the questions).
Parent’s form is provided to be filled on an independent room (this is to avoid influencing answers).
We will agree with parents the best way to contact the Teacher and to provide her the Teacher’s form and to collect it after being filled.
DIVA 2.0 - Diagnostic interview for ADHD in adults
Time for administration:
Between 2 and 3 hours. The individual will complete this with a Clinical Psychologist.
Feedback session:
A 30 minutes session will be arranged to discuss outcome of the assessment and clarify the interpretation of the report, advice parents about what could be next steps to take and the need to liaise with other professionals as appropriate.
Report:
It can take up to one week to score, interpret and write the report, which once completed, will be sent to parents via email for their reading and will be jointly reviewed on the feedback session.
Cost of the CONNERS
Cost of the DIVA: £800.00
A number of sessions and a review will be agreed with the client (this might vary according to each client needs and difficulties).
A Follow-up session can be suggested after the initial therapeutic plan, as necessary.
Specific guidelines, templates and exercises might be provided during sessions to help consolidate learning and improvements of skills.
We can also liaise with school or other professionals involved to best support child with a plan as appropriate.
An example of therapeutical plan can include:
- exploring triggers for anxiety or challenging behaviour at home and at school/work
- learning coping strategies and distress techniques for emotional regulation (anxiety, anger, frustration, low mood, agitation/restless)
- learning to distinguish appropriate and expected behaviour and inappropriate behaviour
- learning how to cope with boundaries and rules in different environments
- learning how to improve the capacity of focusing/concentrating on tasks by exploring the appropriate attention span and adjust tasks to that need
- explore reminders, stress toys or other strategies that children can use to cope with emotions, requests or environmental issues
- identify qualities and strengths that can be used to reinforce positive behaviour and minimise challenging behaviour
- improve self-confidence
- improve of organisational skills