Campbell Integrative Psychological Services specializes in comprehensive psychological evaluations and psychotherapy for children, adolescents, and adults. We provide a wide range of psychological evaluations, to include Diagnostic Clarification, ADHD, Learning Disorders, Social-Emotional Evaluations, and Career Interests Assessments. We also offer academic planning and consultation with schools regarding students’ educational planning.
We work collaboratively with schools and other agencies such as primary medical centers, private providers, community agencies, and families to ensure that all psychological assessments are culturally sensitive and tailored to the needs of each person.
Psychotherapy services are offered to individuals of diverse backgrounds and presenting issues. We strive to be empathic and supportive while also gently guiding and challenging you towards deeper self-understanding, emotional expression, and personal growth.
Comprehensive Psychological Assessments
Psychological assessments with neuropsychological measures
Learning Disorder Assessments
Career Interests Assessments
Psychological evaluations for children, adolescents, and adults are designed to identify strengths and weaknesses in cognitive, academic, sensory, motor-integration, executive function, and emotional functioning. Psychological evaluations with a neuropsychological component, aid in the identification of inefficiencies in brain functioning and its impact on learning, memory, mood, and other areas of functioning.
When is comprehensive psychological testing used?
Frequently, a physician or other professional will refer an individual for a comprehensive psychological evaluation after a period of time when body functions have begun to change, after a person has gone through a medical or physical trauma of some sort, or because of a difficult to diagnose learning, emotional, or behavioral problem.
What is involved in the evaluation?
A comprehensive psychological evaluation with neuropsychology includes motor, sensory, intellectual, attention/concentration, learning, memory, and personality/emotional testing. Evaluations are conducted through the use of interviews, test batteries, and treatment/rehabilitation planning. Spouses, families, or significant others are frequently involved both in the evaluation and the treatment process.
Aptitude/Intellect: What is the highest level of cognitive or intellectual achievement of which a person is capable? This might also be referred to as the person’s innate brain capacity. These skills might represent the level of cognitive functioning which the person could achieve in the ideal environment, or in the setting which best brings out the skills with which the person was born. This portion of the testing battery measures those skills which are likely to change with time or with a modification in environment.
Academic Skills: What is the person’s actual level of daily performance in practical problem solving and communication skills such as reading speed, reading accuracy, reading comprehension, writing ability, and mathematical computations? Are there signs of Learning Disability?
Learning and Memory Ability (Information Processing): How much new information, to which the person has not been previously exposed, can the person absorb and express? This aspect of a person’s cognitive functioning is assessed through the visual/spatial as well as through the verbal/auditory modes. This portion of the test battery assesses a person’s mode of learning. What is the person’s learning style? The test battery can uncover whether a person’s learning and memory problems are the result of underlying disorders such as Learning Disorder.
Attention/Concentration: How accurately can a person attend for long periods of time to information being presented through the visual or the auditory modes? Is the person distractible by external or internal stimuli? Testing related to attention/concentration also uncovers whether a person’s difficulty in this area might be related to a medical condition such as Attention Deficit Hyperactive Disorder.
Executive Skills: What is the person’s level of skill in more complex cognitive functioning such as abstraction, generalization, feedback from the environment, mental flexibility, multitasking, planning ahead, simple and complex problem solving, and persisting with a task until it is finished?
Personality/Emotional Functioning: What is the person’s level of coping skills, self-esteem, social skills, mood and affect, and capacity for behavior control? Are there any underlying personality and emotional difficulties which require treatment?
Career Potential: For what do the person’s vocational interest and skills best suit them? Given the person’s level of cognitive ability and past experiences. what are the general and specific vocational fields in which they would be most likely to succeed and gain satisfaction?
Sensory, Motor, and Sensory-Motor Skills: Difficulties coordinating vision, hearing, tactile, as well as the general body senses with one’s motor activities might require specific examination. Such an evaluation could help detect Sensory Integration Disorder in children or fine and gross motor difficulties at any age.
Rule out Organic Dysfunction: In cases where a person may have had an illness or injury which affects brain functioning.
Psychotherapy is one of several types of treatment for individuals of all ages who are trying to find adaptive ways of coping with the stress and pain in their lives. It is also an intervention that aims to help a person identify and change troubling emotions, thoughts, and behaviors. Below you will find a simplified overview to help you in deciding which therapy is right for your particular situation.
The initial intake meeting is a space for you to discuss your experiences, concerns, treatment history, and potential areas of clinical focus. Additionally, you will have the opportunity to understand your therapist's approach to treatment and care coordination. Upon completion of this first meeting, should you agree with your therapist's approach and there is a mutual collaborative understanding of your goals for treatment, you and your therapist will schedule future recurring sessions in one of the below formats.
Individual psychotherapy (sometimes called counseling, talk therapy, or treatment) is a process through which clients work one-on-one with a therapist in a safe, caring, and confidential environment. This form of treatment is appropriate for older children (9+), adolescents.Therapy can help people overcome obstacles to their well-being. It can increase positive feelings, such as compassion and self-esteem. People in therapy can learn skills for handling difficult situations, making healthy decisions, and reaching goals. Many find they enjoy the therapeutic journey of becoming more self-aware.
The fundamental goal of group therapy is to initiate a sense of belonging or relatability through understanding, which is achieved by sharing common experiences. For this reason, group therapy is most effective when utilized to address a specific concern common to all members of the group,This form of treatment is appropriate for children, adolescents, and adults. Therapists can instill hope in group members by acknowledging when current and former members progress toward their goals. Groups usually consist of people at different stages of treatment.
Couples therapy is a form of psychotherapy that can help you and your partner improve your relationship. If you are having relationship difficulties, you can seek couples therapy to help rebuild your relationship. Couples therapy can address a wide range of relationship issues, including recurring conflicts, feelings of disconnection, an affair, issues related to sex, or difficulties due to external stressors. The sessions then become an opportunity to try different ways of expressing needs and feelings that lead to productive outcomes.
Family therapy is a type of treatment designed to help with issues that specifically affect families' mental health and functioning. It can help individual family members build stronger relationships, improve communication, and manage conflicts within the family system. By improving how family members interact and relate to one another, family therapy can foster change in close relationships. Some of the primary goals of family therapy are to create a better home environment, solve family issues, and understand the unique issues that a family might face.
Many people that struggle with symptoms of a mental health condition benefit from psychiatric medication. That includes helping you find the right medication and dose to manage your symptoms and regular follow-up appointments for monitoring. Prescription psychiatric medication usually works best when combined with psychotherapy. However, not everyone with a mental health condition needs medication. Some of the conditions the team treats include:
You can expect patient-centered care when you visit us for medication management. Before making any specific recommendations, your DNP clinician completes a thorough evaluation to assess your psychological and physical well-being. The purpose of the evaluation is to fully understand your health condition and symptoms to get you the right medication. Your provider talks to you about the type of medication you need and how it works. They start you out on a low dose and schedule a follow-up appointment within a week or two to monitor symptoms and side effects and make adjustments. If you tolerate the medication, they increase the dose until you reach the amount that provides the best relief from symptoms with the fewest side effects. Your provider schedules regular follow-ups to monitor your mental health, symptoms, and how well your medication is working, refilling your prescription as needed.
You continue on medication management with the practice for as long as you need to take psychiatric medication. Some people only need psychiatric medication for a few months, while others may need medication for several months or years.
The evaluation for adults usually consists of a single hour spent both gathering information about the problems and concerns that lead to the consultation, as well as all history gathering and treatment decision planning. Although the majority of adult consultations are completed within an hour, occasionally longer periods are necessary for further complex situations. We do not automatically prepare a written summary or evaluation report for diagnostic assessments; however, at the discretion of your provider, we can do so for any patient or family that requests one. There will be an additional fee based on the time it will take to prepare the letter or report.
The first consultation is 60 minutes parents only, At the first appointment, we will review the child’s medical history and any previous efforts at Therapy, Psychological Evaluations, School Assessments or previous medication treatments. Please send copies of any previous evaluations ahead of time if possible, or bring them to the first appointment. focused on obtaining a comprehensive picture of your concerns about your child, and the world in which the child lives. We will ask about the family structure, who is in the home and how the members of the family relate to one another. It is very important for your provider to understand the process of your child’s development from birth onwards, to review the developmental milestones, and the ways through the years, you have both succeeded and felt challenged by your child. We also obtain information about the family history. As many Psychiatric Disorders can run in families, knowing of any blood relatives who have emotional or neurological problems is very helpful.
The second appointment is usually 45 minutes in length with the child doing a clinical interview. Often, we deploy several different techniques with your child during the evaluation. Verbal questioning, picture drawing, playing of games for therapeutic purposes, as well as puppet play, or other artistic media may be used to provide sources of information about your child’s mental state. We look both for areas of strength as well as for problem areas in order to find ways to use your child’s best abilities in the service of their growth and development.
The third appointment, usually 45 minutes in length with parents only, your provider will meet with parents again to help you begin implementing a treatment plan and discuss diagnosis and treatment options. The third appointment can also be 60 minutes in length, at your request. In between appointments, your provider may ask for information from your child’s teachers either verbally or using various behavioral assessment questionnaires. Medical tests such as:
blood work, EKGs, EEGs, MRI scans, or other physical assessments indicated depending on the individual circumstances.
There is not an automatic series of testing that we do for every child, however Psychological or Neuropsychological testing sometimes is recommended for clarification of diagnoses: for assessment of treatment interventions and school Individualized Education Program (IEP).
For adolescents, the first appointment is 60 minutes and we obtained the same information as in the first consultation description above; however, we usually go about the evaluation in a different way. At the first appointment, both the teen and the parents come in together initially. We do not see parents of teens without their child present to prevent any perception on the teen’s part that the evaluation is biased towards either the parents’ or the child’s point of view. We usually begin with parents and the teen in the room to gather concerns and to obtain medical, family and past treatment history. Then, we will ask the parents to wait in the waiting room while I talk with the teen alone for the remainder of the hour.
The second consultation, usually 45 minutes in length, is spent initially with the teen completing the mental status evaluation, and then with the parents alone to talk about their concerns and treatment plan. We then bring the teen back in at the end to talk about implementing a treatment strategy.
If there is a need for medical testing indicated, we will give you a request slip for a medical laboratory, your primary care physician or other type of testing facility for the indicated test. We do not do any direct blood drawing, urine testing, or injectable medications.
Occasionally, your provider will recommend psychological testing before prescribing medication(s). For example, a psychological evaluation is typically required (or presentation of a prior report documenting said disorder) before stimulants are prescribed.
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