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***Therapy and Assessment services are supervised by a licensed member of the College of Psychologists of Ontario and clients will be issued a receipt to submit to their insurance company upon payment.

THERAPY (In Person and Distance-Audio/Visual Available)

We provide individual therapy to Adults and Adolescents. Therapy sessions are designed to address a range of clinical and day to day problems by helping the client to develop greater self-awareness, promote productive thinking patterns and implement coping strategies. 


We work with individuals experiencing worry, anxiety, obsessions and compulsions, panic attacks, sadness, depression, life transition/adjustment problems, relationship difficulties, interpersonal difficulties, behaviour concerns, anger management issues, low self-esteem and general self-doubt. Additionally, adults who are struggling with parenting responsibilities or who are finding it difficult to meet family and work obligations are provided with strategies to address these concerns.


Our therapy orientation is based on an eclectic combination of approaches including cognitive and behavioral therapy, solution-focused therapy, activation therapy and mindfulness therapeutic techniques.  When indicated, our interventions can involve collaborating and consulting with medical, school, and community professionals.



During the first session, you will be asked to fill out a brief personal information form as well as asked to sign privacy and payment policy forms; stating that you understand your privacy rights and our fees as well as give us consent for your treatment. Your therapist may also ask you to complete a behaviour checklist in order to establish a baseline measure of your current behavioural functioning.

The first session (intake) is designed to gather information about your social and emotional history as it relates to your current situation. The therapist will ask you to tell them what issues you would like to work on and together, you will develop an agreed upon treatment plan. There is no 'set' number of sessions for any one particular issue as factors like readiness to change and ability to implement and follow through with strategies acquired during therapy vary from person to person. However, based on your psychological profile, your therapist will provide you with an approximate number of sessions (and their frequency) for treatment. 


There is no wrong way to do therapy. You can count on our therapists to be supportive and non-judgemental; whatever the issue. We have heard it all.



Psycho-educational assessments are designed to clarify an individual's learning style, learning aptitudes in English or French Immersion, behavioural style, attention capacities or possible learning disabilities. The assessment process can identify gifted level abilities and the need for enrichment programming. We can provide documentation for Individual Educational Plans, or for those making the transition from secondary school to college or university. For adults we can help to illuminate and ameliorate previously undiagnosed learning and attention difficulties that can negatively impact self-esteem and daily functioning. 


The first step for assessment is an initial interview to identify concerns and to collect important background information (including developmental, medical, and educational/work history).

The individual is then seen for 5  to 7 hours of testing. During testing sessions, the following aspects of functioning may be evaluated:

Verbal and non-verbal cognitive functioning and reasoning (i.e. verbal comprehension, perceptual reasoning, fluid reasoning, working memory and processing speed)

Information processing skills (i.e. memory capacity, phonological processing, visual-motor integration and social perception) 

Academic achievement in reading, mathematics, written language, and oral language

Behavioral style (i.e. attention and self-regulation skills)

Psychosocial functioning (i.e. anxiety, depression and adaptive skills)

Following completion of the initial interview and testing sessions; all data is scored, analyzed, and integrated.

A Feedback meeting is then arranged to share the assessment results, to answer questions about the results and to provide information about possible intervention and 'next steps'.

The feedback interview is followed by the presentation of a confidential and comprehensive written report which summarizes all results and provides specific recommendations. This final report is designed to be shared by the client (if they choose) with other professionals like medical doctors, school administrators and occupational/speech and language therapists. 

In most cases, a psycho-educational assessment involves a total of 13.5  to 17 hours of billed time, as follows:

Intake Interview and Questionnaire Forms (2 hours)

Approximately 5  to 7 hours of assessment sessions, over two to four sessions 

Feedback interview (1.5 hours)

Report writing (5 hours)

Please note that a 48 hour notice of cancellation is required to avoid a cancellation penalty.

Payment is required at the time of each session and receipt for the provision of psychological services to present to your insurance company will be given when payment is received. 


After the assessment is completed, additional consultations and letters will be billed at an hourly rate.


Assessment for ADHD is included in the full psycho-educational assessment. For children, we generally recommend the full psycho-educational assessment process in order to rule out the various extraneous factors (i.e. learning disorders and anxiety difficulties) that interplay with their ability to regulate attention.


Attention Deficit Hyperactivity Disorder, also called ADHD, is characterized by developmentally inappropriate levels of inattention, impulsivity and hyperactivity. There are three types of ADHD that are recognized in the most current version (DSM-5) of the Diagnostic and Statistical Manual that Psychologists use to diagnose ADHD:


ADHD predominantly inattentive presentation


  • Fails to give close attention to details or makes careless mistakes

  • Has difficulty sustaining attention

  • Does not appear to listen

  • Struggles to follow through with instructions

  • Has difficulty with organization

  • Avoids or dislikes tasks requiring sustained mental effort 

  • Loses things

  • Is easily distracted

  • Is forgetful in daily activities 


ADHD predominantly hyperactive-impulsive presentation


  • Fidgets with hands or feet or squirms in chair 

  • Has difficulty remaining seated 

  • Runs about or climbs excessively in children; extreme restlessness in adults

  • Difficulty engaging in activities quietly 

  • Acts as if driven by a motor; adults will often feel inside as if they are driven by a motor

  • Talks excessively 

  • Blurts out answers before questions have been completed 

  • Difficulty waiting or taking turns 

  • Interrupts or intrudes upon others 


ADHD combined presentation


  • The individual meets the criteria for both inattention and hyperactive-impulsive ADHD presentations.


*These symptoms can change over time, so children may fit different presentations as they get older.


At Westboro Psychology, we provide comprehensive ADHD assessments in order to accurately determine an individual's level of functioning so that appropriate supports and services can be put into place. Assessments include a detailed history and a clinical evaluation of the individual's academic, social, and emotional functioning and developmental level.

Whether administered on its own or as part of a full psycho-educational assessment, the ADHD assessment involves interviews, comprehensive questionnaires, observations of the client and administration of assessment tools in areas of cognitive functioning that can be impacted by executive functioning style differences.

In most cases, the ADHD assessment involves an approximate total of 10 hours of billed time, as follows:

Intake interview and questionnaires (2 hours)

The clinician will collect information from multiple sources (i.e. ADHD symptom checklists, standardized behaviour rating scales, a Personality Inventory, a detailed history of past and current functioning, and information obtained from family members or significant others who know the person well). This information is also essential to the assessment because it can help to rule out other factors that may cause or interact with the behaviours in question.


Approximately (2 to 4 hours) of one to one testing and clinical observation

Depending on the age of the individual and the presenting concerns, testing can include a neuropsychological measure like the Test of Variables of Attention (continuous performance test) as well as standardized measures like the Wechsler series of tests to examine aspects of information processing, memory, and executive functioning proficiencies. During testing, the individual being tested will also be observed carefully for symptoms of ADHD that are sometimes observed during testing of individuals with ADHD (i.e. difficulty attending to detail and/or instruction, an impulsive answer style, high levels of physical activity and distractibility).

Feedback session (1 hour)

Clients will receive the confidential results of the assessment, an explanation regarding how the results were determined and the opportunity to discuss questions about the results as well as next steps for treatment

For adults, it is sometimes helpful to bring a family member or trusted individual with you to help you recall important details about the information provided.

For children, generally only parents/guardians attend the feedback session (a half-hour session can be set up for the child to have their own feedback session following the parent/guardian feedback if requested or deemed important)

Report writing (3.0 hours)

Approximately two weeks after the Feedback session, clients are presented with a confidential report detailing all of the information and results obtained during assessment. The final report will also include a practical recommendation section designed to assist the client, the client's parents, and other relevant service providers and institutions (i.e. teachers, schools, occupational therapists and medical doctors) help the individual assessed thrive in their academic, social and home environments.


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