Psychological Assessment for Children and Adolescents

What areas can be explored?

• Emotional functioning — anxiety, fears, sadness, irritability and the ability to recognise and regulate emotions.
• Attention and concentration — sustaining attention on a task, impulsivity, activity level and organisation.
• Learning and school motivation — interest in learning, working pace, specific difficulties and confidence in one's own abilities.
• Behaviour — oppositional behaviour, conflict, anger or withdrawal, and keeping to boundaries.
• School adjustment and relationships — integration in the class group, relationships with teachers and peers, and transitions such as starting school or changing schools.
• Developmental context — developmental milestones, medical history and significant events in the family's life.

When is a child psychological assessment useful?

• When difficulties have continued for several weeks and affect school, sleep, relationships or the child's mood.
• When parents or teachers notice significant changes in behaviour or in school performance.
• Before educational decisions, such as starting school or choosing a suitable form of support.
• To establish whether psychological counselling, educational support or an assessment by another specialist is needed.

How does the assessment work?

The process begins with a meeting with the parents, in which we clarify the reason for the psychological evaluation for children, the developmental history and the current situation. This is followed by one or more meetings with the child or adolescent, using age-appropriate instruments and structured activities, and with younger children also play and drawing. With the family's agreement, information may also be requested from the school environment.

Feedback and practical recommendations

The results are discussed with the parents in a feedback session, in clear language, with an emphasis on the child's strengths and on the difficulties that require support. Recommendations are practical and applicable at home and at school and, where appropriate, include psychological counselling, educational support or referral to another specialist. Adolescents receive feedback adapted to their age, within ethical limits.