I completed my Master’s (2001) and PhD (2006) degrees through the Department of Educational Psychology at the University of Alberta. My graduate work focused on Special Education and the assessment of children, adolescents, and adults. I am a Registered Psychologist in good standing with the College of Alberta Psychologists (#3200) and belong to the Psychologists Association of Alberta. I have taught courses at the undergraduate and graduate level (Grant MacEwan and University of Alberta) and presented to teachers and other staff to support children in the school system.
I have had the privilege of working in both private and school settings for over 18 years, providing assessment, consultation, and intervention to children, adolescents, and adults. I have worked with families and school staff to support children with cognitive challenges, giftedness, learning disabilities, attentional difficulties, emotional struggles, and behavioural challenges. I have training in Solution-Focused Brief Therapy, Acceptance and Commitment Therapy, Cognitive Behavioural Therapy, and Dialectical Behaviour Therapy skills, to support children and adolescents struggling with anxiety.
Right now, I am focused on assessments and supporting individuals and families through this complex process. Personalized assessments can include gathering information through formal standardized measures, clinical interviews, record reviews, and collaboration with the student, family, and other service providers. This process helps to provide a comprehensive understanding of the client and their unique needs. The intent of psychological and psycho-educational assessment is to provide valid information with respect to intellectual and cognitive skills, educational achievement levels, social skills, and emotional function. I approach assessment from a therapeutic lens, meaning the intent is to help a client and their caregivers better understand their needs and build on strengths while understanding vulnerabilities that may need support.
Assessment is more than testing; it is a collaborative and reciprocal process between the assessor, the client, their families, and those who work within larger systems, such as teachers. Interpretation is made with the understanding that each individual is developing and changing and that they are embedded within complex systems, including their family, school, communities, and culture. I am a strong advocate for clients from a strength-based approach so that they may reach their fullest potential.
I endeavour to write clear reports that synthesize the information collected for differential diagnosis and to provide evidence-based and individually tailored recommendations that are described in specific and practical terms. These recommendations may guide program decision-making, facilitate access to resources, and can serve to support a client in meeting their goals, help them build resilience and psychological flexibility, and succeed to the best of their abilities.
“You are braver than you believe, stronger than you seem, and smarter than you think, and more loved than you will know”
-Wise words from Christopher Robin to Winnie the Pooh (A.A. Milne)
Helping resolve challenging life experiences and give space for healing.