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Services

Child & Adolescent
Assessment

Child and adolescent assessment and testing refers to a range of structured psychological assessment procedures designed to clarify diagnostic hypotheses, address specific referral questions, and support clinical decision-making and treatment planning. Formulations and conclusions are derived through the systematic integration of multiple data sources rather than from any single method.

Assessments are tailored to the young person and the purpose of the evaluation. Depending on the referral question, the assessment process may include parent and guardian consultation, a comprehensive developmental history, clinical interviewing with the child or adolescent (where developmentally appropriate), behavioural observation, review of relevant medical and psychiatric history, school information (where appropriate), and the administration of standardised psychometric and cognitive measures.

It is important to note that psychometric testing alone — the administration of a single instrument in isolation — does not, by itself, establish a diagnosis. Psychometric results must be interpreted and integrated within a broader evaluation process, alongside clinical history, observation, and collateral information.

Scope of Assessment

I provide psychological assessment and psychometric testing for children and adolescents for clinical and educational purposes, including diagnostic clarification, formulation, and treatment planning. Assessments are referral-focused and designed to provide structured, clinically meaningful findings and recommendations in response to the referral question.

This service is suitable for children and adolescents who are:

  • Referred by a Child and Adolescent Psychiatrist for diagnostic clarification, treatment planning, and/or review of treatment progress
  • Referred by a medical practitioner or mental health professional for assessment of psychological, developmental, behavioural, or learning-related concerns
  • Referred by a school counsellor for assessment of learning difficulties, cognitive functioning, emotional/behavioural functioning, school adjustment, or factors affecting attendance and academic performance

Common referral areas include:

  • Attention, concentration, and executive functioning concerns (including suspected ADHD)
  • Social communication and developmental concerns (including suspected ASD)
  • Learning difficulties and academic underachievement (including suspected specific learning difficulties)
  • Emotional and behavioural difficulties impacting functioning at home and/or school
  • School refusal/avoidance, adjustment difficulties, and stress-related concerns affecting educational participation

Indicative Assessment Tools

I administer the following assessment tools (amongst others; this list is indicative). Measures are selected according to the referral question, age/developmental level, language considerations, and assessment purpose. Some measures are used only in highly specific specialist contexts.

Personality & Psychopathology

  • MPQ (Multidimensional Personality Questionnaire) — selectively, typically with older adolescents
  • MMPI–A–RF (Minnesota Multiphasic Personality Inventory – Adolescent – Restructured Form; English only)
  • DSMD (Devereux Scales of Mental Disorders)

Autism & Social Communication

  • ADOS-2 (Autism Diagnostic Observation Schedule – Second Edition)
  • ADI-R (Autism Diagnostic Interview – Revised)
  • CARS-2 (Childhood Autism Rating Scale – Second Edition)
  • SRS-2 (Social Responsiveness Scale – Second Edition)

Cognitive, Learning & Neuropsychological Functioning

  • WISC–V (Wechsler Intelligence Scale for Children – Fifth Edition; English and Greek)
  • Raven's Progressive Matrices
  • NEPSY–II (NEPSY – Second Edition: A Developmental Neuropsychological Assessment)
  • CVLT–II UK (California Verbal Learning Test – Second UK Edition)
  • TEA-Ch / TEA-Ch2 (Test of Everyday Attention for Children)
  • CAMPROMPT (Cambridge Prospective Memory Test) — typically with older adolescents

Literacy & Dyslexia

  • TOD (Tests of Dyslexia; UK and US English)

Executive Functioning & Attention

  • Brown EF/A Scales (Brown Executive Function/Attention Scales)
  • D–REF (Delis Rating of Executive Functions) — where age-appropriate

Adaptive Functioning & Daily Living

  • Vineland-3 (Vineland Adaptive Behavior Scales – Third Edition)
  • PEDI-CAT (Pediatric Evaluation of Disability Inventory – Computer Adaptive Test)

Sensory Processing

  • Sensory Profile 2
  • Infant/Toddler Sensory Profile

What to Expect

The process begins with an initial consultation with the parent(s) or guardian(s) to clarify the referral question, outline the assessment plan, and gather relevant developmental and contextual information. The number and structure of sessions vary depending on the referral purpose, the young person's age and developmental stage, and the availability of collateral information (e.g., school reports).

Following completion of the assessment, findings are integrated into a report tailored to the referral purpose. The report includes clinically relevant findings, interpretation of psychometric data where applicable, and recommendations where appropriate (e.g., treatment planning, school-based recommendations, further assessment, or referral to other professionals). Sessions are offered in Limassol or Paphos. Online sessions are available to residents of Cyprus only, where appropriate to the assessment protocol.