Psychologists work closely with educators and other developmental therapists to understand the learning needs of school-aged children, adolescents, and young adults during comprehensive psycho-educational evaluations.
We help kids, adolescents and young adults with difficulties, including but not limited to:
Anxiety or depression can manifest in children in a variety of ways including: feeling nervous, having an increased heart rate; breathing rapidly (hyperventilation); sadness, a feeling of hopelessness, and mood changes (i.e., irritability or anger); social withdrawal; changes in appetite; changes in sleep; vocal outbursts or crying; difficulty concentrating; fatigue and low energy, physical complaints (such as stomachaches, headaches); or feelings of worthlessness or guilt.
ADHD is marked by a pattern of inattention, hyperactivity, and impulsivity. Children and adolescents with ADHD, however, experience these symptoms repeatedly and in a way that is severe enough to have an impact at home, at school, or in social situations. Problems with executive functioning are common in children with ADHD and include difficulties with planning, organization, strategizing, paying attention to and remembering details, and managing time and space.
Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. Although autism can be diagnosed at any age, it is said to be a “developmental disorder” because symptoms generally appear in the first two years of life. Children and adolescents with Autism Spectrum Disorder (ASD) often present with: social communication difficulties, poor social interactions, and restricted interests and/or repetitive behaviors.
Learning disorders are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention.
During evaluations, we assess the following domains: attention, language, memory, visual processing, reasoning ability, speed, academic achievement (e.g., reading, writing, math), visual-motor functioning (e.g., handwriting), phonological processing abilities, organization skills, and social/emotional functioning.
Psychologists and counselors provide ongoing therapy services to preschoolers through young adults to address concerns related to mood, behavior, and social skills. In children and adolescents, playing, drawing, building, and pretending, as well as talking, are important ways of sharing feelings and resolving problems.
Psychologists and counselors provide ongoing therapy services to preschoolers through young adults to address concerns related to mood, behavior, and social skills. In children and adolescents, playing, drawing, building, and pretending, as well as talking, are important ways of sharing feelings and resolving problems.
Parent training, is a family of treatment programs that aims to change parenting behaviors, teaching parents positive reinforcement methods for improving pre-school and school-age children’s behavior problems (such as aggression, hyperactivity, temper tantrums, and difficulty following directions). Treatment focuses on parents learning to provide positive reinforcement, such as praise and rewards, for children’s appropriate behaviors while setting proper limits, using methods such as removing attention for inappropriate behaviors.
Social skills are the tools that enable people to communicate, learn, ask for help, get needs met in appropriate ways, get along with others, make friends, develop healthy relationships, and protect themselves. Children or adolescents who have difficulty forming age-appropriate friendships, demonstrate avoidance of social situations, or impulsive or aggressive behaviors that interfere with successful social functioning may benefit from participation.
Mindfulness means maintaining a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment. When we practice mindfulness, our thoughts tune into what we’re sensing in the present moment rather than rehashing the past or imagining the future. Emotional self-regulation or regulation of emotion is the ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reactions as well as the ability to delay spontaneous reactions as needed.
All of our team hold Master’s or doctoral degrees and are licensed in the state of NC. They have worked in hospitals, schools, and community centers.
MA Appalachian State University
Pineville
PhD University of North Carolina at Charlotte
MA University of North Carolina at Charlotte
BA Elon University
Pineville
MA Columbia University
BA University of Connecticut
Pineville
PhD University of Georgia
MHS University of Florida
BA University of North Carolina at Chapel Hill
Midtown
MD Saint Louis School of Medicine
BA UCLA
Midtown and Pineville
PhD University of Alabama at Birmingham
BA University of North Carolina at Chapel Hill
Midtown
MA Western Carolina University
BA University of North Carolina at Asheville
Midtown
MA Wake Forest University
BA Queens University of Charlotte
Pineville
PsyD Mercer University
MS Mercer University
BS Mercer University
Midtown
PhD Vanderbilt University
BA Wake Forest University
Pineville
MHDL UNC Charlotte
Post-Master’s Certification in School Counseling UNC Charlotte
BA Bryan College
Pineville
