To intervene with kindness,
guide towards balance
In children aged 0 to 13, adjustment difficulties can take many forms. Whether or not they are associated with a diagnosis, they influence the child's daily life, their family, and those around them. As a psychoeducator, I intervene to support adjustment, strengthen the child's abilities, and provide parents with tools and resources.
Autism Spectrum Disorder (ASD)
Autism spectrum disorder (ASD) affects how a child communicates, interacts, and perceives their environment. It can manifest as difficulties in forming relationships, repetitive behaviors, or intense reactions to change. I work to support the development of functional communication, independence, routines, and behavior regulation. My interventions also aim to support the child and their family in understanding and accepting the diagnosis, while strengthening self-esteem and parental competence.
Attention deficit hyperactivity disorder (ADHD)
ADHD can have a significant impact on behavior, concentration, impulsivity, and self-esteem. It can manifest as sharp reactions, bursts of energy, or difficulty following instructions. My work involves helping the child better understand how they function, developing concrete strategies for better self-regulation, and supporting parents in providing daily guidance and establishing clear boundaries.
Anxiety in children
Anxiety in children can manifest as avoidance, crying, tantrums, or excessive dependence on their parents. It affects daily life, learning, and self-confidence. My intervention aims to help children recognize their emotions, challenge anxious thoughts, and develop concrete strategies to cope with their fears. I also support parents to better understand anxiety and provide their child with kindness and consistency.
Support for diagnostic assessment
The rising prevalence of autism spectrum disorders (ASD) highlights the need for effective and accurate screening and diagnostic methods. Since a diagnosis is necessary to access certain services and better guide interventions, some psychoeducators, in accordance with their professional standards (OPPQ, 2010), are called upon to contribute to the screening and diagnostic process. The goal of this type of process is to determine the presence or absence of symptoms associated with the diagnostic criteria for ASD.
Having been trained in the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Scale (ADOS-2), I collaborate with the Autism Consultation, Intervention and Training Clinic ( CCIFA ) in the ASD diagnostic assessment component (children and adolescents).
For more information about the CCIFA, click on the logo below.
Dear parents, your commitment is central to the process. For interventions to be beneficial and lasting, your active participation is essential. Together, we will form a team around your child.