Counselling & Therapy
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Our Psychologists support children, teens and young adults who are experiencing concerns related to their overall wellbeing. Some of the reasons a child or teen may attend counselling include:
We offer in person and telehealth (online) counselling. Coastal Kids Psychology therapists are trained in a range of evidence based therapeutic interventions. Counselling is delivered based on our philosophy of connection, curiosity and creativity. Some of the types of interventions we use include: Relaxation Techniques, Play Therapy, Skills Development and Psycho-Education, Interpersonal Therapy, Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy and Narrative Therapy approaches. Play therapy is suitable for children 3 to 12 years old. It is based on the belief that every child has the ability to express their inmost feelings thoughts and challenges and that play is the language of children. Our therapists are trained in a range of play therapy approaches including, Child Centered Play Therapy and Synergetic Play Therapy. Play therapy provides children with support to regulate their nervous system, facilitates communication and fosters a positive sense of self. |
Assessments
Autism Assessment - We offer Autism assessments to Children, Teens and Adults. We recognise Autism as a naturally occurring difference in brain style and adopt a Neurodiversity affirming approach. We used multimodal assessment techniques (this means we use more than 1 type of assessment tool!) to arrive at a DSM-5 diagnosis where indicated.
The assessment process focuses on engaging each individual and their support networks in Autism Conversations. Parents, carers and teachers are encouraged to tell stories about their child and describe their child's qualities. Children/teens/adults are encouraged to explore their areas of interest and share their unique way of relating to the world.
We seek to understand what makes each individual uniquely themselves and discover their profile of individual strengths and differences. As Autism and ADHD frequently occur together and we typically screen for ADHD symptoms during our assessment process.
ADHD Assessment - We offer ADHD assessments to Children, Teens and Adults. We recognise ADHD as a naturally occurring difference in brain style and adopt a Neurodiversity affirming approach. The assessment times and tools used vary based upon the individuals age and presentation. Tools we often use include the Young Diva 5 (age 5-17 years), DIVA 5, Conners questionnaires and Behavior Rating Inventory of Executive Functioning (BRIEF). When you enquire about ADHD assessment we will recommend the most appropriate assessment for you circumstance. Autism and ADHD frequently occur together and we are always happy to talk with you about how this might be relevant to your circumstance.
Cognitive Assessment - cognitive assessment are also called intelligence or IQ testing. This type of assessment provides information about an individuals memory, thinking and reasoning skills. Cognitive assessment can help to identify learning strengths and weaknesses. It is also used to identify giftedness or developmental delay and for diagnosing intellectual disabilities. The particular test used will be selected based upon the age of the person being tested.
Educational / Academic Achievement Testing - the Wechsler Individual Achievement Test (WIAT-III) is used to assess academic functioning in areas including spelling, reading, writing and mathematics. In combination with Cognitive Assessment the WIAT-III is used to identify specific learning disorders (SLDs). There are three main types of SLDs.
Adaptive Behaviour Assessment - the Vineland-III and ABAS-III are used to assess the functional skills needed for daily living. These assessments provide information about an individuals communication, self-care skills, motor skills, socialisation skills, community use, and coping skills. The Vineland or ABAS are completed by parents/caregivers or teachers.
Behavioural Assessments - are used to determine if a young person exhibits challenging behaviours that are outside of the age expected range. A GP, Paediatrican, parent or school may request a behavioural assessment. Behavioural concerns might include, aggression, difficulty with attention, hyperactivity, impulsivity, disruptions to peer relationships and learning. Behavioural assessments include a detailed interview with parents to gather a developmental history, completion of diagnostic questionnaires, teacher interviews and/or school observations and a session with the child.
The assessment tools commonly used include Conners Behavioural Rating Scale (CBRS), Behavioural Assessment Scale for Children (BASC-3), Behavior Rating Inventory of Executive Functioning (BRIEF) and Vineland-III.
The assessment process focuses on engaging each individual and their support networks in Autism Conversations. Parents, carers and teachers are encouraged to tell stories about their child and describe their child's qualities. Children/teens/adults are encouraged to explore their areas of interest and share their unique way of relating to the world.
We seek to understand what makes each individual uniquely themselves and discover their profile of individual strengths and differences. As Autism and ADHD frequently occur together and we typically screen for ADHD symptoms during our assessment process.
ADHD Assessment - We offer ADHD assessments to Children, Teens and Adults. We recognise ADHD as a naturally occurring difference in brain style and adopt a Neurodiversity affirming approach. The assessment times and tools used vary based upon the individuals age and presentation. Tools we often use include the Young Diva 5 (age 5-17 years), DIVA 5, Conners questionnaires and Behavior Rating Inventory of Executive Functioning (BRIEF). When you enquire about ADHD assessment we will recommend the most appropriate assessment for you circumstance. Autism and ADHD frequently occur together and we are always happy to talk with you about how this might be relevant to your circumstance.
Cognitive Assessment - cognitive assessment are also called intelligence or IQ testing. This type of assessment provides information about an individuals memory, thinking and reasoning skills. Cognitive assessment can help to identify learning strengths and weaknesses. It is also used to identify giftedness or developmental delay and for diagnosing intellectual disabilities. The particular test used will be selected based upon the age of the person being tested.
- WPPSI-IV (Wechsler Preschool and Primary Scale of Intelligence) is an intelligence test for children age 2 years 6 months to 7 year 7 months.
- WISC-V (Wechsler Intelligence Scale for Children) is an intelligence test used with children 6 years to 16 years 11 months.
- WAIS-IV (Wechsler Adult Intelligence Scale) is used to measure intelligence for those aged 16 years and over.
Educational / Academic Achievement Testing - the Wechsler Individual Achievement Test (WIAT-III) is used to assess academic functioning in areas including spelling, reading, writing and mathematics. In combination with Cognitive Assessment the WIAT-III is used to identify specific learning disorders (SLDs). There are three main types of SLDs.
- Dyslexia - a specific learning disorder in reading.
- Dysgraphia - a specific learning disorder in the area of writing.
- Dyscalculia - a specific learning disorder in the area of mathematics.
Adaptive Behaviour Assessment - the Vineland-III and ABAS-III are used to assess the functional skills needed for daily living. These assessments provide information about an individuals communication, self-care skills, motor skills, socialisation skills, community use, and coping skills. The Vineland or ABAS are completed by parents/caregivers or teachers.
Behavioural Assessments - are used to determine if a young person exhibits challenging behaviours that are outside of the age expected range. A GP, Paediatrican, parent or school may request a behavioural assessment. Behavioural concerns might include, aggression, difficulty with attention, hyperactivity, impulsivity, disruptions to peer relationships and learning. Behavioural assessments include a detailed interview with parents to gather a developmental history, completion of diagnostic questionnaires, teacher interviews and/or school observations and a session with the child.
The assessment tools commonly used include Conners Behavioural Rating Scale (CBRS), Behavioural Assessment Scale for Children (BASC-3), Behavior Rating Inventory of Executive Functioning (BRIEF) and Vineland-III.
NDIS
We love to work in partnership with children and young people with a range of disabilities including intellectual disability, physical disability and neurodevelopmental differences such as Autism. We assist NDIS participants to achieve their goals through therapy supports that promote, understanding and acceptance of neurodivergent identity, skill development, emotion coping skills, encouraging social connection skills and opportunities, and the opportunity to participate in therapeutic play which enhances problem solving, stress reduction and emotional regulation skills. The session length and frequency will be negotiated as part of your service agreement. We primarily work with NDIS participants aged 4 through to 18 years.
Collaborative Proactive Solutions
Collaborative and Proactive Solutions (CPS) is an evidenced based treatment method for families of behaviourally challenged kids and teens. It is an effective alternative to traditional Parent Training programs. CPS was developed by Dr Ross Green (The Explosive Child, Lost At School) and is used widely in the USA and Canada. The Lives in the Balance website has extensive information about the model along with many free resources.
CPS is based on the idea that challenging behaviour occurs when the expectations placed on the child go beyond the childs ability to respond in an adaptive way. Challenging behaviour is viewed a resulting from a lack of skills to handle certain demands. It is based on the philosophy of 'kids do well if they can' not 'kids do well if they want to'. In CPS children are directly engaged in solving the problems that affect them. This model enhances relationships, improves communications and decreases the likelihood of conflict. It focuses on building skills related to the more positive parts of human nature, such as taking another persons perspective, honesty, empathy and resolving disagreements in collaborative ways.
CPS is based on the idea that challenging behaviour occurs when the expectations placed on the child go beyond the childs ability to respond in an adaptive way. Challenging behaviour is viewed a resulting from a lack of skills to handle certain demands. It is based on the philosophy of 'kids do well if they can' not 'kids do well if they want to'. In CPS children are directly engaged in solving the problems that affect them. This model enhances relationships, improves communications and decreases the likelihood of conflict. It focuses on building skills related to the more positive parts of human nature, such as taking another persons perspective, honesty, empathy and resolving disagreements in collaborative ways.
Coastal Kids Psychology 2024
ABN 65670349658
ABN 65670349658