Multicultural, multilingual and multidisciplinary I understand first hand, that being different means that we can be prejudged, that being different requires that we adapt and be resilient. But at the same time, I know that being different can also lead to success and growth: via persistence but also by employing out of the ordinary skills, flexibility and re-using past experiences.
For over twenty years I have worked on health and educational research projects, programs and initiatives, providing clinical, educational and psychometric support for children, adolescents health and educational professionals, respectively.
PhD Candidate (University of Paris Cité, FRANCE)
Masters in Educational Statistics, Measurements and Evaluation
(Rutgers University, USA)
Registered Psychologist (N° ADELI 789318789)
Member of The European Council for High Ability
Specific clinical training in Psychology
Giftedness: APPEA and CNAHP – CHU Rennes
Adolescence: Psychiatry outpatient services, Lenox Hill Hospital (NYC)
ADHD: New York State Psychiatric Institute - Columbia University (NYC)
Oncology: Mount Sinai Hospital &
Memorial Sloan Kettering Cancer Center, (NYC)
The Journey of Learning
Many school age children have problems with their development and learning at some point in their lives.
Children may be:
Lagging behind with language, play, independence or emotions
Experiencing learning challenges, related for example to dyslexia or Dyscalculia
Showing signs of accelerated learning capacities
Having trouble making or keeping friends over time
Struggling to keep up with homework and/or in the classroom
Suffering and needing support for already diagnosed conditions (autism, ADHD)
Regularly getting into trouble and as a result battle anxiety, stress, and low moods
Most children progress with the help of their families, their friends and/or their schools. When schools or families find it difficult to support the child, the help of a professional maybe solicited.
As a Psychologist...
My role is to evaluate, detect, recommend interventions, support and coordinate efforts to enhance and optimize learning. It is holistic in nature, diverse and comprehensive since I work individually with school age children as well as families, educational staff, and other health care professionals.
IN ORDER TO ASSURE INDIVIDUALISED CARE THE FOLLOWING SERVICES ARE OFFERED :
Testing intellectual, social, affective development
Managing the various inputs of health care and educational professionals to better communicate with families, to support parents and to ensure children’s current and future participation in class, school and communal life.
Proposing strategies to enhance and optimize learning at an individualized level (child level) and even to a more global level (at a class/school level).
Helping educational and health professionals develop skills to support children with specific needs and enhance all learning by providing advice on target setting for children’s learning plans.
Providing psychological counseling for children, their families, teachers and other health care professionals on how to deal with specific learning difficulties
Investigating issues in learning from methodological and psychological perspectives: from developing psychometric testing, observations and questionnaires using behavioral psychology, developmental psychology and cognitive psychology
The Process of the Evaluation
An evaluation looks at a child or an individual from several points of view, associating the psychological aspects and their interactions with their environment, to better understand the unique profile of each child.
The process of an evaluation often begins with an initial family interview. The initial meeting, ideally including both parents and their child, aims to collect information regarding the child’s development, overall functioning, current symptoms and parents’ concerns and needs. The presence of the child at this interview is highly desired as it will allow me to observe the family dynamics and the child’s interaction with an adult. It is a vital part of the evaluation process and an opportunity for all family members to communicate using their own words and expressing their own point of view.
Any supporting documents (from school, from other healthcare providers) are welcomed, as this information will help in the creation of a comprehensive and more complete understanding of the difficulty experienced.
A synthesis of the information collected during this meeting will be provided and discussed with the family at a second, follow up meeting. Results, interpretations and recommendations will be discussed. If there is a need for further clarification by way of psychological measures, it will be suggested at this point.
Each case is unique and each family will have its own special set of recommendations and services suggested, depending on their needs and information already gathered.
The journey of learning to learn, can be long and with many obstacles. It is thru trials and errors, thru recognising and appreciating efforts and strengths, that we can attain the end objective to align how a child learns with a successful integration in a class, in a school, in a society.
A learning disability is a problem that affects how a person receives and processes information. Learning disabilities have nothing to do with how smart a person is. Rather, a person with a learning disability may just see, hear, or understand things differently. That can make everyday tasks, such as studying for a test or staying focused in class, much more difficult
Dyspraxia affects a person's motor skills. Motor skills help us with movement and coordination. A young child with dyspraxia may bump into things or have trouble holding a spoon or tying his shoelaces. Later, he may struggle with things like writing and typing. Other problems associated with dyspraxia include:
Sensitivity to light, touch, taste, or smell
Difficulty with eye movements
Affects how a person processes language, and it can make reading and writing difficult. It can also cause problems with grammar and reading comprehension. Children may also have trouble expressing themselves verbally and putting together thoughts during conversation.
Affects a person's writing abilities. People with dysgraphia may have a variety of problems, including:
Trouble with spelling
Difficulty putting thoughts down on paper
Affects a person's ability to do math. Math disorders can take many forms and have different symptoms from person to person.
In young children, dyscalculia may affect learning to count and recognize numbers.
As a child gets older, he or she may have trouble solving basic math problems or memorizing things like multiplication tables.
Auditory Processing Disorder
This is a problem with the way the brain processes the sounds a person takes in. It is not caused by hearing impairment. People with this disorder may have trouble:
Learning to read
Distinguishing sounds from background noise
Following spoken directions
Telling the difference between similar-sounding words
Remembering things they've heard
Visual Processing Disorder
Affects a person’s ability to interpret visual information. They may have a hard time with reading or telling the difference between two objects that look similar.
People with a visual processing disorder often have trouble with hand-eye coordination.
ADHD, AUTISM SPECTRUM, GIFTEDNESS
ADHD and AUTISM
It's important to note that attention deficit hyperactivity disorder (ADHD) and autism spectrum disorders are not the same as learning disabilities.
Attention deficit hyperactivity disorder (ADHD) and autism can look a lot like each other. Children with either condition can have problems focusing. They can be impulsive or have a hard time communicating. They may have trouble with schoolwork and with relationships.
Although they share many of the same symptoms, the two are distinct conditions. Autism spectrum disorders are a series of related developmental disorders that can affect language skills, behavior, social interactions, and the ability to learn. ADHD impacts the way the brain grows and develops. And you can have both.
Children with gifts and talents have the capability, an identified potential to perform, at higher levels compared to others of the same age, experience, and environment in one or more domains. At later stages, giftedness can be measured in terms of achievements. To be fully expressed, giftedness must be delibertly cultivated.
Some gifted and talented children can experience school and psychological problems in relation to their high intellectual potential. Among school reported difficulties are: behavioral disorders in the school environment, learning disorders including "dys" and even actual school failuredefined in terms of class repetition.
When gifted and talented children experience difficulties (school related or psychological) their excellent cognitive skills can be preserved and used as resources. For example, excellent attentional capacities, identified by cognitive tests, can be used for developing educational and therapeutical strategies to help them face their difficulties. Similarly, exceptional ability in some academic areas can also be accompanied by significant learning difficulties in other areas.
It is important not to minimise potential school and psychological problems encountered by certain gifted and talented children. It is not because they have outstanding skills that they are spared from experiencing problems.
Pricing and Payment Policy
Psychologists are regulated in France by the regional health agencies (ARS), which are responsible for the regional management of the national health system. A national register lists all qualified psychologists and provide each, with an ADELI number, certifying that the psychologist can legally practice his profession.
In most cases, psychological counseling is not reimbursed by social security. However, some complementary health insurance companies fully or partially reimburse psychology sessions.
A cost estimation will be provided for all agreed upon Recommendations
Scale of intellectual efficiency (IQ) WISC V - 385 €
Creative potential - 285 €
Scale of intellectual efficiency (IQ) (non verbal) - WNV 285 €
Individual consultation - 65 € (45 minutes).
Multi-individual consultation (ex.Parents; Family) - 85 € (45 minutes).
Evaluation reports consultation - 90 € (60 minutes).
Observations & consultation with teaching staff - 70 € + Travel expenses
Means of payment :
Credit Card, Checks & Cash
A Late fee of 10% will be added to unpaid invoices (up to 30 days post invoice date).
Missed sessions that have not been canceled 48 hours before will be due.