Gain a deeper understanding of yourself with Affinity Clinical Psychology.

ADHD is the most common neurodevelopmental difference and is characterised by inattention, impulsivity, and in some cases hyperactivity. ADHD can have lifelong impacts on individuals and families. Timely diagnosis and quality treatment can improve individual outcomes substantially.

ADHD is diagnosed using criteria outlined in the ‘Diagnostic and Statistical Manual of Mental Disorders (5th ed., text rev; DSM-5 TR) by the American Psychiatric Association.

To be diagnosed with ADHD the symptoms of inattention and/or hyperactivity and impulsivity:

• need to be excessive for the developmental age of the individual
• need to be present before the age of 12
• must have persisted for longer than 6 months
• must contribute to impairment across multiple settings (home, school, childcare, work).

Our clinicians are trained to administer, score, report and diagnose using standardised assessment tools and the collection of background developmental and medical information. These assessments are useful in assessing for giftedness, intellectual disabilities, specific learning disorders and ADHD.

Autism is a neurodevelopmental difference impacting approximately 1 in every 150 Australians.

While diagnosis in adolescents, teenagers, and adults is growing more common, it is still underdiagnosed, particularly in girls and women. It is typically identified through differences in communication, social interaction, and behaviour.

Early detection can significantly improve the quality of life for individuals and assessment is completed using a neuroaffirming approach. Our affirming and comprehensive written report outlines the results of the assessment and provides recommendations regarding supports and resources.

An intellectual disability is characterised by impairments in general cognitive abilities that impact adaptive functioning.

Intellectual disability is a lifelong condition that affects a person’s intellectual skills and their behaviour in different situations. It can include difficulties in communication, memory, understanding, problem solving, self-care as well as social, emotional and physical abilities.

Giftedness Assessments can be used to assess for giftedness or gifted program admissions. Some parents notice gifted attributes in their child and want to have these explored further (attributes such as excellent problem solving, abstract reasoning, curiosity, vivid imagination and sensitivity). Boredom in the classroom and underachievement are also concerns parents often feel warrant assessment. It is helpful to identify giftedness as soon as possible so that a child’s environment can be adapted successfully to best fit their ability.

Specific Learning Disorders are neurodevelopmental differences that begin during childhood but may not be recognised until adulthood. Learning disorders affect one of three areas: reading, writing and/or mathematics.

A Specific Learning Disorder in reading (Dyslexia) refers to difficulty with reading and connecting letters on a page with the sounds they make. As a result, reading becomes a slow, effortful and not a fluent process.

Specific Learning Disorder in writing (Dysgraphia) is used to describe difficulties with putting thoughts on to paper. Problems with writing can include difficulties with spelling, grammar, punctuation, and handwriting.

Specific Learning Disorder in mathematics (Dyscalculia) describes difficulties learning number related concepts or using the symbols and functions to perform mathematical calculations. Problems with mathematics can include difficulties with number sense, memorizing mathematical facts, mathematical calculations, mathematical reasoning and mathematical problem solving.

• Step 1 Pre-Assessment: Clients complete comprehensive intake documents and questionnaires which help our clinicians customise assessments. School reports or other reports from allied health professionals may also be requested. Our clinician may need to clarify or gain more information about the individual and this may be done via a phone call, Zoom or in person before the assessment session.
• Step 2: Individually tailored, evidence-based psychometric assessment(s) are administered. These may be conducted over one or two sessions and usually take between 1 and 2 hours each. Only the individual being assessed is present for the assessment.
• Step 3: The individual report is created by collating the results of the psychometric assessment(s), reviewing developmental and medical history, behavioural observations as well as the information from self-report and observer questionnaires. The report will include a diagnosis (if appropriate) as well as practical recommendations for home and school/work. The report can be used for treatment planning as well as evidence of a diagnosis where appropriate.
• Step 4: A feedback question and answer session is conducted which provides the individual and/or parents with the opportunity to view the report and provide further details, as well as seek further clarification on any issues covered in the report. This session will be conducted via Zoom.
• Step 5: The completed report and recommendations are provided.

The length of a psychometric assessment session can vary depending on the type and number of assessments being administered. Assessment sessions typically last between one and two hours each. During the session(s) you can expect to complete a variety of tasks including answering questions and solving puzzles. Our professionals will guide you through the process and ensure that you feel comfortable and supported throughout the experience. There is no need to be nervous or prepare for the session but try to be well rested and bring along water and/or a snack if appropriate.