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- info@chrysalisassociates.org
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We offer a specialist Trauma and Attachment Assessment, which we recommend as a starting point for families who have not accessed our service before in order to provide a thorough assessment of a child’s strengths and needs and to recommend a plan for the type of therapy required and the areas that therapeutic work will need to focus on.
At the end of each assessment, a family is offered an Assessment feedback meeting – which can be attended by any professionals they deem relevant.
Specialist Trauma and Attachment Assessment Package Coordinated by Dr Jacqueline Lynch – Consultant Clinical Psychologist and Registered Manager
Attendance for assessment day at our therapy base in Sheffield to complete the following measures with a psychologist from our team.
Specialist Trauma and Attachment Assessment Package Coordinated by Dr Jacqueline Lynch, Consultant Clinical Psychologist
Attendance for assessment day at our therapy base in York to complete the following measures with a psychologist from our team.
Specialist Trauma and Attachment Assessment Package Coordinated by Dr Jacqueline Lynch – Consultant Clinical Psychologist and Registered Manager
Attendance for an assessment day at our therapy base in Sheffield to complete the following measures with a psychologist from our team.
Specialist Trauma and Attachment Assessment Package Coordinated by Dr Jacqueline Lynch – Consultant Clinical Psychologist and Registered Manager
Attendance for assessment day at our therapy base in Sheffield to complete the following measures with a psychologist from our team.
Comprehensive Trauma and Attachment Assessment
This in-depth, multi-disciplinary assessment comprises two assessment sessions, one with the parents alone, and one with the parents and child together. The following measures are utilised to assess the child’s current behaviour, emotional wellbeing, and attachment with their current caregivers, as well as their caregivers’ levels of stress.
Executive function describes a set of cognitive abilities that control and regulate other abilities and behaviours. We use the BRIEF to assess the child’s executive functioning in the home and school environment. The BRIEF is useful in evaluating children with a wide spectrum of developmental and acquired neurological conditions. The BRIEF measures a child’s ability to regulate their own behaviour, emotions and cognitions. Forms are completed by the child’s parent(s) and teacher.
The Sensory Profile can be used to evaluate children’s sensory processing patterns at home, school, and in the community. It features a series of questionnaires to evaluate a child’s unique sensory processing patterns from a position of strengths, providing deeper insight to help customise the next steps of therapeutic intervention. The forms are completed by caregivers and teachers, who are in the strongest position to observe the child’s response to sensory interactions that occur throughout the day.
The MIM is a structured observation technique designed to assess the quality and nature of child-carer interaction to identify how the child reacts to the carer’s attempts to:
The WISC-IV is an intellectual ability assessment for children aged 6 years to 16 years and 11 months. It comprises of four indices; Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI) and Processing Speed (PSI). These indices are then collated to determine the child’s Full Scale IQ (FSIQ).
The CMS is an assessment for 9-19 years old to assess their short term, delayed and delayed recognition memory, on a number of subscales that range from visual, verbal memory, attention and concentration, the ability to learn and delayed recall.
The CBCL is a questionnaire completed by the child’s carer and teacher, and which evaluates the behaviour and social competency of children and identifies difficulties in the following areas:
The Behaviour Rating Inventory of Executive Function (BRIEF) is a questionnaire completed by parents and teachers of school-aged children. It is designed to provide a better understanding of a child’s self-control and problem-solving skills by measuring eight aspects of executive functioning.
The executive functions are mental processes that direct a child’s thought, action, and emotion, particularly during active problem solving. Specific skills include (a) selecting appropriate goals for a particular task, (b) planning and organizing an approach to problem solving, (c) initiating a plan, (d) inhibiting (blocking out) distractions, (e) holding a goal and plan in mind, (f) flexibly trying a new approach when necessary, and (g) checking to see that the goal is achieved.
This assessment is used in screening to determine whether sensory processing is a factor in a child’s overall performance. This measure contains 34 highly discriminating items. There are six scores available. The first four scores represent the sensory patterns of Seeking, Avoiding, Sensitivity and Registration. There are also summary scores for sensory items collectively and a behaviour summary score. This assessment adds to the overall assessment by indicating whether and how sensory processing characteristics contribute to the whole understanding of a child and helps to identify any additional strategies that a child may need to regulate and engage in activities more effectively.
The TSCYC is a standardized parent/carer report test of trauma symptoms in children aged 3 to 12 years. It measures symptoms of Anxiety, Depression, Anger/Aggression, and Dissociation as well as the Post-Traumatic Stress Domains of Intrusion, Avoidance, Arousal and knowledge of age inappropriate sexual acts.
The MIM is a structured observation technique designed to assess the quality and nature of child-carer interaction to identify how the child reacts to the carers attempts to:
The WASI-II provides a brief, reliable measure of a child’s cognitive ability. It includes Vocabulary, Similarities, Matrix Reasoning and Block Design subtests, which allow comparisons between the child’s Verbal Comprehension and Perceptual Reasoning abilities, as well as a comparison with other children of the same age in the population. This can provide guidance as to appropriate educational provision, and can help parents and education staff to have accurate expectations of the child’s performance in educational settings, as well as guidance on how the child learns most easily.* NB for assessment conducted remotely only the Vocabulary, Similarities and Matrix Reasoning subtests will be included (the Block Design measure is not possible due to the equipment required.
Executive function describes a set of cognitive abilities that control and regulate other abilities and behaviours. We use the BRIEF to assess the child’s executive functioning in the home and school environment. The BRIEF is useful in evaluating children with a wide spectrum of developmental and acquired neurological conditions. The BRIEF measures a child’s ability to regulate their own behaviour, emotions and cognitions. Forms are completed by the child’s parent(s) and teacher.
The TSCYC is a standardized, parent/carer report measure of trauma symptoms and evaluates acute and chronic post-traumatic symptoms and other psychological consequences of traumatic events in children.
The CBCL evaluates the behaviour and social competency of children and identifies difficulties in the following areas: Affective Problems, Attention Deficit/Hyperactivity Problems, Anxiety Problems, Oppositional Defiant Problems, Somatic Problems, Conduct Problems. Forms are completed by the child’s parent and teacher, and by the child if appropriate.
The Sensory Profile can be used to evaluate children’s sensory processing patterns at home, school, and in the community. It features a series of questionnaires to evaluate a child’s unique sensory processing patterns from a position of strengths, providing deeper insight to help customise the next steps of therapeutic intervention. The forms are completed by caregivers and teachers, who are in the strongest position to observe the child’s response to sensory interactions that occur throughout the day.