FAQ

No. We protect our client’s confidentiality strictly, as stipulated by ethical guidelines for psychologists. We will only share your child’s information with the school if you give us explicit written permission to do so.

After you have booked the assessment, we will send you a letter to your child explaining what to expect. This is phrased in child-friendly language, e.g. we will do some activities together to discover how you learn, what your strengths are and how we can help you learn/feel better. If your child is prone to anxiety, you may want to avoid using terms like ‘testing’ or ‘assessment’. Our psychologist will also do our best to set your child at ease through rapport building activities!

Diagnosis helps to inform evidence-based treatment, increase our understanding of the child and enables access to services and access arrangements for exams. We have met many inclusive teachers who use that knowledge in a positive way to understand and support the child. Knowing their condition also enables the child to gain access to relevant information and the community that share the same diagnosis. Lastly, diagnosis also provides professionals with a shared language which facilitates communication and collaboration.

No. We believe the decision of whether or when to tell your child about their diagnosis should be made by parents. As professionals, our job is to advise you on the considerations so you can make an informed decision on whether, when and how to share the diagnosis in an empowering way.

We do conduct diagnostic assessments that can support your child’s application for extra time or mother tongue exemption. Our experience in this area means that we can advise you about the chances of successful application based on your child’s profile of needs. However, we are not able to guarantee to the outcome of your application, which is the decision of the relevant exam board, e.g. SEAB, IB.

As our children and teens spend a significant part of their time in school, understanding their functioning and behaviour in school is often an important aspect of a comprehensive assessment. Thus, we ask parents to provide us with the teacher’s contact, so that we may obtain some feedback from the teacher. If you have concerns about involving your child’s teacher, please raise this with the psychologist so we can discuss alternative options.

Our wait time varies, but most assessments are scheduled within a month after the initial parent consultation. Assessments can usually be completed within 2-3 appointments.  We schedule a parent feedback meeting 3 weeks after assessment is completed, where the psychologist will go through all the results and recommendations for your child. You will receive a comprehensive written report within 1 week after this parent feedback meeting.

For overseas clients who are able to visit Singapore for the assessment, we are happy to conduct the initial consultation via Zoom prior to your trip. We have served international clients from Indonesia, Malaysia, China, Thailand, Brunei, Bangladesh, Japan and Nepal. If you are planning to travel to Singapore for assessment, please check with us early on availability during your travel dates to avoid disappointment.

At present, we have psychologists who speak English, Chinese and Malay. We have experience conducting assessments using the child's mother tongue. This is particularly important when assessing social functioning, where the use of their child's dominant language ensures that we obtain an accurate picture of the child's social competencies.