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A Note to Parents, Teachers and Health Professionals.

This period of confinement, however difficult it may be, provides parents and teachers with an opportunity to identify the strengths and weaknesses of children's learning.

As parents, we can now see clearer how our children learn and how they apply their knowledge, because learning is accomplished at home, in an individualised manner. Teachers can also get a better image of their students' learning as it is all being accomplished individually, apart from their peers and within the strict context of the family's environment.    

This is a unique moment for education.  A moment to observe, take notes and consider children's strengths and weaknesses so that a better alignment of learning strategies be constructed for better adaptation within the post-pandemic period.



Support for Parents and Children of All Ages

There is no such thing as a perfect parent—perhaps even more true during a crisis. Do the best you can and accept that mistakes will be made.

Below are some suggestions on how to focus on things your children can control, while being mindful of (but not ignoring) those they cannot.

Keep in mind that many children may be developmentally farther ahead or, in some situations, lagging behind their age mates. This chart was compiled based on typical child's behaviour and/or reactions.


AGES 3-5


*Begins to be own person

*Likes to pretend and play grown up

*Curious about the world

*Begins to explore while staying close to parent


*Afraid of being left alone

*May have a setback eating, sleeping or toilet training

*May revert to clinging or baby talk

*May become aggressive or give in easily to appease others and decrease conflict


*Structure the day as it provides predictability

*Provide appropriate notice of new and changing routines

*Spend time having fun (invent a future vacation, indoor treasure hunt, act out a scene from a book)

AGES 6-8


*Begins to do things for self

*Starts to understand feelings

*Begins to develop friendships

*Can handle some responsibility

*Begins independent exploration

*Asks more questions


*Often cries or withdraws

*Wants to please and tries to be a good helper

*May act out for lack of words to express complex emotions


*Help your child to identify and name feelings

*Provide appropriate notice on new routines, clarify rules and appreciate your child’s efforts

*Reassure their ability to do things

*Have family time (movies, games indoor/outdoor)

AGES 9-12


*Able to learn new ideas

*Begins to have logical thoughts

*Begins to understand fairness and see other perspectives

*Begins to understand differences between right and wrong


*Feel Powerless / Anger about the situation

*Complain about headaches/stomach ache

*Have trouble with school work 

*Worry about other’s health and safety

*Have sleeping/eating disturbances

*Research about this pandemic


*Provide consistant, predictable schedule and rules

*Help them talk about their feelings and place their feelings within a perspective

*Organize video chats with friends and family

*Encourage reading in general and reading about resilient individuals who have overcome challenges and difficult times

AGES 13-18


*Begins to want independence

*Spends great amount of time with friends 

*Looks to family for support

*Begins to focus on future


*Have trouble with school work 

*Withdraw and become depressed

*Become angry or hurt and pursue potentially dangerous behaviours

*Grieve over loss of school time; social events fear of missing out on things

*Worry about others’ health and safety

*Have sleep and eating disturbances

*Fret over inability to help


*Help teen talk about feelings and listen to complaints

*Respect their feelings and be honest about yours

*Encourage video chats with friends and loved ones

*Create together schedules and expectations

*Encourage initiatives (problem solving at family, community level)


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For over fifteen 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.  More recently, in France, I chose to devote my activities to working with those whom struggle to express their abilities at their fullest, those who struggle to fill in the gap between their potential and their performance

Currently associated with the university of Paris- Paris Descartes, I am working on an international evaluation of the creative potential.  Creativity, is a predominant 21st century skill.  It involves one’s capacity to produce /generate new and original ideas that have both a direction and value. Creativity is important for learning and education because it promotes problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success.  


Multicultural, multilingual and multidisciplinary I understand the difficulties that come with being different, out of the ordinary.  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, innovation and creativity.   



Doctoral student (University of Paris-Cité)

Doctoral studies in Educational Psychology (Rutgers University, USA) 

Masters- Educational Statistics,  Measurements and Evaluation (Rutgers University, USA)

Registered Psychologist in France (N° D’ORDRE 789318789)  

Certified Clinical Data Manager

External Collaborator – Psychology Institute – University of Paris - PARIS Descartes 

Member of The European Council for High Ability 

Specialty training in Psychology 

Giftedness: APPEA and CNAHP – CHU Rennes

Clinical: Psychiatry outpatient services, Lenox Hill Hospital, New York : New York State Psychiatric Institute - Columbia University, New York (ADHD)

Oncology: Mount Sinai Hospital, New York : Memorial Sloan Kettering Cancer Center, New York (Pediatrics) 

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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. 


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Testing intellectual, social, affective development

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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.

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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).

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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.

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Providing psychological counseling for children, their families, teachers and other health care professionals on how to deal with specific learning difficulties

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Investigating issues in learning from methodological and psychological perspectives: from developing psychometric testing, observations and questionnaires using behavioral psychology, developmental psychology and cognitive psychology



Considers the child as a whole, associating the psychological aspects and their interactions with their environment, to better understand the unique profile of each child.

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The process of evaluation begins with an initial family interview, where possible, teacher feedback and/or other healthcare providers feedback. 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 trial 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.

Special Needs


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:

  • Speech difficulties

  • 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:

  • Bad handwriting

  • 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.


Special Needs



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 


  • Scales of intellectual efficiency (IQ) - 350 €

  • Creative potential - 250 €

  • Complementary assessments  - 200 € - 500 €


  • Individual consultation - 63 € (45 minutes). In case of session prolongation: 21€ for each additional 15 minute period. 

  • Multi-individual consultation (ex.Family) - 84 € (45 minutes).  In case of session prolongation: 28€ for each additional 15 minute period.

School visits

  • Observations & consultation with teaching staff - 60 € + Travel expenses

Missed sessions that have not been canceled 48 hours before will be due.
Means of payment :
Bank Checks, Cash

Payments are due upon reception of invoice.  A Late fee of 10% will be added to unpaid invoices (up to 30 days post invoice date).   



13 rue Pottier

78150 Le Chesnay, France

1er étage

+33 (0) 6 42 26 48 72

Thank you!