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We provide comprehensive evaluations by assessing the following areas depending on your or your child's needs: Cognitive, Academic, Social, emotional, and behavioural, Adaptive functioning, Executive function, ADHD symptoms (children and youth only), and Anxiety/OCD. What does each type of assessment involve? COGNITIVE ASSESSMENT • Verbal comprehension : Ability to communicate vocabulary knowledge and reason with words • Fluid reasoning : Ability to use problem-solving skills to identify and complete patterns and determine relationships among visual and numerical information • Visual-spatial processing : Ability to think with shapes and patterns • Visual-motor integration : Ability to coordinate visual information with finger-hand movement • Short-term memory: Ability to remember and use information seen or heard within a short time frame • Long-term memory : Ability to store, consolidate, and retrieve information over periods measured in minutes, hours, days, and years • Processing speed : Speed and accuracy of visual identification and decision-making. ACADEMIC ACHIEVEMENT • Oral language : Listening comprehension and oral expression • Reading : Early reading, basic reading, oral reading fluency, and reading comprehension • Writing : Alphabet fluency, spelling, sentence composition, and essay composition • Math : Math calculation, math reasoning, and math fluency SOCIAL, EMOTIONAL AND BEHAVIORAL FUNCTIONING (screening measure) • Internalizing behaviours: Anxiety, somatization, feelings of sadness • Externalizing behaviours: Hyperactivity, aggression, and conduct problem • Atypical behaviours: Having unusual thoughts and perceptions • Attention & study skills : Inattention and study and learning challenges • Adaptive behaviou r: Adapting to changing situations and recovering from difficult situations • Other : Social skills, leadership skills, activities of daily living, functional communication, social withdrawal Please note : If a diagnostic assessment is required, a semi-structured clinical interview will be administered to the parents and child (if appropriate) EXECUTIVE FUNCTIONING • Initiation • Flexibility • Inhibitory control • Emotion regulation • Attention • Self-monitoring • Planning • Organization • Working memory ATTENTION & HYPERACTIVITY/IMPULSIVITY • Inattention • Hyperactivity • Learning problems • Executive functioning • Defiance/aggression • Peer relations ADAPTIVE FUNCTIONING • Communication : How well the student listens and understands, expresses themself through speech and reads and writes • Daily living skills : Practical, everyday tasks of living • Socialization : Functioning in social situations UNDERSTANDI NG A PSYCHO-EDUCATIONAL ASSESSMENT GOA LS : To provide information to parents & educators about a student's strengths and weaknesses in: • Cognitive • Academic • Social, emotional & behavioural functioning • Executive functioning and attention • Adaptive functioning RESULTS CAN BE HELPFUL IN THE FOLLOWING : (1) Determining whether the student meets the criteria for a specific school designation or DSM-5-TR diagnosis (e.g., specific learning disorder, intellectual disability, gifted) and qualifies for special education services. (2) Identifying other reasons that may cause poor performance in school, such as difficulty with attention or memory, or social and emotional concerns (3) Developing strategies based on the student's individual needs to be implemented at school and home. POSSIBLE OUTCOMES : DSM-5-TR diagnoses , such as (but are not limited to): • Specific Learning Disorder • Intellectual Disability • ADHD • Anxiety Disorders • OCD BC Ministry of Education designations , such as (but not limited to): • Category Q (learning disability) • Category P (gifted) • Category R/H (Students Requiring Moderate/Intensive Behaviour Intervention or Students with Moderate/Serious Mental Illness)

Marissa is a Ph.D. student in the School and Applied Child Psychology program (SACP) at UBC. She has extensive experience conducting complex psychological assessments and interventions. She currently is doing an advanced practicum at Beacon Psychology. Marissa Hall ( pronouns: she/her/hers) Marissa is in her fourth year as a Ph.D. candidate in the School and Applied Child Psychology program at UBC. She has gained a wealth of experience providing psychological assessments and support for children, youth, and their families. Marissa helps with social-emotional and behavioural challenges, as well as neurodevelopmental differences. She is a PEERS® Certified Provider and offers evidence-based social skills training for teens and their families. Marissa has worked in a variety of settings, including schools, private practice, and community spaces, and regularly collaborates with parents, teachers, and other mental health professionals to support children’s well-being. Marissa is passionate about helping her clients make real and meaningful changes in their lives. She believes that a safe, welcoming, and inclusive environment is essential for children and families to feel comfortable, recognize their strengths, and work toward their goals. Marissa’s doctoral research explores how challenges with self-regulation can affect young children's social-emotional development and success at school. ACTIVITIES & INTERESTS Marissa enjoys being active. Since moving here from Ontario, most of her free time has been spent in the backcountry hiking, skiing, and camping. She’ll occasionally enjoy a sunset run around the seawall. LANGUAGES Marissa speaks English fluently. SERVICES Marissa offers online sessions and can also meet with clients in person in community spaces in Vancouver neighbourhoods such as Kitsilano, Main Street, and nearby areas. CONTACT marissa@beaconpsychology.ca

Anxiety - Learn about the Fight-Flight-Freeze response Video for young kids Video for teens Video for adults

Our team is actively present in the research community. Here are some of our publications. Publications Batista de Carvalho, L., Negreiros, J. , & Batistuzzo, M. (2025). Transtorno Obsessivo Compulsivo: critérios diagnósticos, alterações cognitivas e comportamentais, avaliação neuropsicológica, caso clínico e parâmetros de intervenção . Book published by Grupo Gen. p. 209-221. Negreiros, J. , & Martinez, K. (2022). Getting comfortable with uncertainty for teens: 10 tips to overcome anxiety, fear, and worry . Book published by New Harbinger. Negreiros, J ., Best, J. R., Vallani, T., Belschner, Szymanski, J., & Stewart, S. E. (2022). Obsessive-Compulsive Disorder (OCD) in the school: Parental experiences regarding impacts and disclosure , Journal of Child and Family Studies. Vallani, T.,Best, J. R., Selles, R.R., Negreiros, J., ...& Stewart, S. E. (2022). School and parent perspectives on symptomatology in pediatric obsessive-compulsive disorder (OCD) , Journal of Obsessive-Compulsive and Related Disorders. Jaspers-Fayer, F ... Negreiros, J .(2022). An fMRI study of cognitive planning before and after provoked distress in pediatric obsessive-compulsive disorder , Journal of the American Academy of Child and Adolescent Psychiatry. Selles, R.R., Naqqash, Z., Best, J.R., Franco-Yamin, D., Qiu, S.T., Ferreira, J.S., Deng, X., Hannesdottir, D.K., Oberth, C., Belschner, L., Negreiros, J ., Farrell, L.J., & Stewart, S.E. (2021). Effects of treatment setting on outcomes of flexibly-dosed intensive cognitive behavioral therapy for pediatric OCD: A randomized controlled pilot trial . Frontiers in Psychiatry: Child and Adolescent Psychiatry. Batistuzzo, M., Negreiros, J. , & Fontenelle, L. (2022). Neuropsicologia do Transtorno Obsessivo-Compulsivo. Neuropsicologia dos Transtornos Psiquiatricos , Capitulo 7, Ampla Editora Comercio e Treinamento. Negreiros, J., Best, J. R., Franco Yamin, D., Belschner, Lin, S., F, & Stewart, S. E. (2020). Test-based versus parent ratings of executive function in pediatric Obsessive-Compulsive Disorder . Journal of Obsessive-Compulsive and Related Disorders . Negreiros, J., Belschner, L., Joffres, Y., Lin, S., Franco Yamin, D., Selles, R. R., Jaspers-Fayer, F., Miller, L. D., Honer, W. G., Woodward, T. S., & Stewart, S. E. (2019). Neurocognitive risk markers in pediatric Obsessive-Compulsive Disorder . Journal of Clinical Child & Adolescent Psychology. Negreiros, J. , Selles, R. R., Lin, S., Belschner, L., & Stewart, S. E. (2019).Cognitive behavioral therapy booster treatment in pediatric obsessive-compulsive disorder: A utilization assessment pilot study, Annals of Clinical Psychiatry, 31, 179-191 . Negreiros, J. , Belschner, L., Selles, R. R., Lin, S., & Stewart, S. E.(2018). Academic skills in pediatric obsessive-compulsive disorder: A preliminary study , Annals of Clinical Psychiatry,30, 185-195 . Selles, R. R., Belschner, L., Negreiros, J. , Schubert, D., Lin, S., … Stewart, S. E.(2018). Family-based cognitive behavioral therapy for pediatric obsessive-compulsive disorder: Global outcomes and predictors of improvement , Psychiatry Research, 260 ,116-122. Jaspers-Fayer, F., Negreiros, J. , Lin Yao, S., Belschner, L., & Stewart, S. E.(2017). A functional MRI case study of planning in monozygotic twins discordant for obsessive-compulsive disorder. Journal of Clinical Psychiatry,78 . Stewart, S. E., Negreiros, J ., Belschner, L., & Lin, S. (2016). Neurocognition in pediatric obsessive-compulsive disorder (OCD): Clinical impacts and future considerations. American Academy of Child and Adolescent Psychiatry, 55 (10), S291. Negreiros, J. , & Miller, L. D.(2014). The role of parenting in childhood anxiety: Etiological factors and treatment implications. Clinical Psychology: Science and Practice, 21(1), 3-17. Negreiros, J ., & Miller, L. D.(2014). Integrating school-based family counselling into school psychology practice. British Journal of Education, Society & Behavioural Science, 4(7) ,883-896 . Ford, L., Kozey, M., & Negreiros, J. (2012). Cognitive assessment in early childhood: Theoretical and practice perspectives. D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues , Third edition (pp.585-622). New York: Guildford Press. Negreiros, J. (2011). Children’s perspectives of safety in their neighbourhood. The Community Psychologist newsletter, 44 ,41-43. Ford, L., Swart, S., Negreiros, J. , Lacroix, S., & McGrew, K. F.(2010). Use of the Woodcock-Johnson III NU Tests of Cognitive Abilities and Tests of Achievement with Canadian populations (Woodcock-Johnson III Assessment Service Bulletin No. 12). Rolling Meadows, IL: Riverside Publishing. Negreiros, J., & Ford, L.(2009). Teacher training with the Early Development Instrument. In J. Schroader (Ed.), Creating communities for young children. A toolkit for change ( pp.25-32). Vancouver, BC: Human Early Learning Partnership.

Recent activities including workshops, webinars, training, and more, delivered by the Beacon Psychology clinicians. Workshops & Training In addition to providing therapy, consultation, and psycho-educational evaluations, Dr. Juliana and her team are actively involved in delivering training and workshops: Workshop, "When Worry Becomes More: Understanding Anxiety in Today’s Youth ," presented in Whistler (March 2026) Guest Lecture Speaker, "Highlights from Inference-based Cognitive Behavioural Therapy ", presented to OCD team at the Programa Transtorno do Espectro Obsessivo Compulsivo (PROTOC) in São Paulo, Brazil (November 2025) Workshop, "Helping My Child Cope with Everyday Anxiety ," presented to parents at Sea to Sky School District, Squamish, Whistler & Pemberton (October 2025) Workshop for Educational and Mental Health Professionals: "OCD in Schools " presented at the BC Association of School Psychologists (BCASP), Vancouver (November 2024). OCD Public Lecture and Discussion: "OCD in Youth" at the BC Children's Hospital Chan Center (February 2024). Workshop, "Anxiety: From psycho-educational assessment to intervention ," presented to school psychologists at the BC Association of School Psychologists (BCASP), Vancouver (November 2023) Workshop, "Family accommodation and helping my child transition to the summer break ," presented to parents at Pleasantside Elementary, Port Moody (June 2023) Workshop, "OCD in Schools ," presented to educators at the Vancouver School Board (April 2023) Keynote Speaker, "Anxiety in Schools ," presented to educators from the Gulf Islands school district (February 2023) Workshop, "Practical and evidence-based strategies to help my child cope with anxiety ," presented to parents and educators Pleasantside Elementary, Port Moody (November 2022) Development and Training of MAPE program, "MAP for Educators [MAPE] Anxiety Canada ," presented to Saskatchewan educators via Zoom (March 2022) Workshop, "Beyond traditional CBT strategies to help anxious students thrive ," presented to the Gulf Islands Schools educators via Zoom (February 2022) Guest Lecture Speaker, "Anxiety 101 ", presented to graduate students taking the UBC EPSE 507 Psychopathology course, via Zoom (February 2022) Keynote Speaker, "Helping educators best support anxious students ," presented at the Education Assitant Professional Development Day, Southeast Kootenay, SD#5, via Zoom (January 2022) Guest Speaker, "Understanding a psycho-educational assessment report ," presented at the CAP research seminar to medicine residents at the BC Children's Hospital via Zoom (January 2022) Video presentation, "What to do when I am anxious? " video for students across BC recorded for the Provincial Outreach Program for Fetal Alcohol Spectrum Disorder (POPFASD) website (November 2021) Consultation, "Anxiety strategies with Dr. Juliana ," provided to the Vancouver School Board via Zoom (March, April & May 2021) Webinar, "Helping my child cope with everyday anxiety ," presented to schools at the Coquitlam School District via Zoom (May 2021) Workshop, "Understanding anxiety in schools - Part 1 " presented to Catholic Independent Schools Vancouver Archdiocese (CISVA) via Zoom (March & April 2021) Workshop, "When anxiety goes to school " presented to the Gulf Islands Schools via Zoom (March 2021) Workshop, "When anxiety goes to school " presented at the Vancouver School Board via Zoom (February 2021) Workshop, "How to best support anxious children, " presented at YMCA Child Care Resource & Referral via Zoom (January 2021) Keynote Speaker, "Delving deeper into anxiety and FASD ," presented to the POPFASD District Partner Meeting via Zoom (November 2020) Training, "Knowledge, prevention, and intervention for anxious students: EASE Fall training ," presented to the new EASE trainers, Zoom, BC (September 2020). Review of resources for publication in Open School BC, "EASE - Everyday Anxiety Strategies for Educators " (February & March 2020). Training, "Working with students with FASD and anxiety ," presented to the POPFASD District Partner Meeting, Richmond, BC (November 2019) Training, "Knowledge, prevention, and intervention for anxious students: EASE Fall training ," presented to the new EASE trainers, Vancouver, BC (September 2019) Workshop, "Anxiety in schools: Knowledge and strategies ," presented at Credo Christian High School, Langley, BC (August 2019) Symposium, "Overcoming barriers to effective exposures ," presented at the International OCD Foundation Conference in Austin, TX (July 2019) Workshop, "Life outside OCD, maximizing your enjoyable moments ," presented to youth with OCD at the International OCD Foundation Conference in Austin, TX (July 2019) Training, "Pediatric Obsessive-Compulsive Disorder cognitive-behaviour therapy workshop " presented to the Ministry of Child and Family Development staff in Victoria, BC (May 2019) Poster, "Neurocognitive trait and state markers in pediatric Obsessive-Compulsive Disorder, " presented at the Anxiety and Depression Association of America conference in Chicago, IL (March 2019) Workshop, "Anxiety in the early years ," presented at the Early Childhood Development Round Table, Burnaby, BC (January 2019) Workshop, "Supporting preschoolers with anxiety, " presented at the YMCA Childcare Resource and Referral, Coquitlam, BC (November 2018) Workshop, "Hands-on strategies to support anxious students ," presented at Burnaby South Secondary, Burnaby, BC (November 2018) Half-day workshop, "How to best support anxious students, " presented at the Maple Ridge School District (November 2018) Panellist at the "OCD Awareness Week " event at the BC Children's Hospital, Vancouver, BC (October 2018) Poster, "Neurocognitive heritable trait and state markers in pediatric Obsessive-Compulsive Disorder ," presented at the Brain Behaviour Development Research Day at the BC Children's Hospital Research Institute, Vancouver, BC (October 2018) Development of EASE and 2-day training, "EASE Fall training MCFD-AnxietyCanada, " Vancouver, BC (September 2018) 2-day workshop, "Awareness and strategies for anxiety in schools ," presented at Frank Spragins High School in Fort McMurray, AB (August 2018) Poster, "Group booster sessions following Cognitive Behavioral Therapy for pediatric Obsessive-Compulsive Disorder: Development, utilization, and satisfaction ," presented at the International OCD Foundation conference (July 2018) Poster, "Academic skills in pediatric obsessive-compulsive disorder: A preliminary study ," presented at the University of British Columbia Psychiatry Research Day, Vancouver, BC (June 2018) 1-day workshop, "Anxiety: Getting students in the school, " presented at the Surrey School District, Surrey, BC (April 2018) Workshop, "Anxiety management in the classroom ," presented at the Burnaby School District, Burnaby, BC (February 2018)

Start your path to well-being by completing our Therapy Intake Forms. These forms allow us to gather information to ensure our services will meet your mental health needs. Therapy Intake Form Welcome to Our Clinic! As part of our intake process, we ask you to help us understand the reasons you are seeking our services. Please complete the following fields: Contact Information I’m seeking services for How did you hear about us? Do you have extended health benefits coverage? Do you have coverage from FNHA, Autism Funding, or other? What type of therapy service are you looking for? Do you have a preference for a clinician? Why are you seeking therapy services? Please check the box for any symptoms that apply and provide a brief description if needed. Internalizing Behaviours: Anxiety Symptoms: May include concerns such as worries about small details, striving for perfection, fears related to social situations, specific phobias, and physical symptoms like stomachaches. OCD Symptoms: Could involve unwanted recurring thoughts, repetitive behaviours, or avoiding certain places or situations. Body-focused Repetitive Behaviours (BFRB): Might involve hair pulling, skin picking, nail biting, or other similar repetitive behaviours. Low Mood: Possible symptoms include feeling irritable, lacking energy, appearing sad, isolating from others, and feeling hopeless. Trauma Related: Potential experiences of physical or sexual abuse, witnessing violence, or being involved in a serious accident. Externalizing Behaviours: ADHD Symptoms: Might present challenges in focusing, impulsive actions, or overly active behaviour. Impulsive or Non-compliant Behaviour: Could include acting without thinking and resisting following directions. Defiant Behaviour: Might be characterized by refusing to listen to authority figures and frequently breaking rules. Rule-breaking Behaviour: Could include truancy and involvement in fights. Risky Behaviours: Might include self-harm, discussions of suicide, or threatening violence. Developmental Concerns: Autism Spectrum Symptoms: Possible difficulties with social skills, a preference for routine, and sensory sensitivities. Developmental Delays: May involve not meeting age-appropriate developmental milestones. Other Specific Concerns: Social Challenges: Issues could involve making or keeping friends and facing bullying. Family Relationship Difficulties: Might include struggles in relationships with family members such as parents or siblings. Parenting Challenges: Could involve difficulties in setting consistent rules, frequent arguments, and power struggles. School/Work Troubles: Challenges may include falling behind academically, issues with teachers or peers, and conflicts at work. Substance Abuse: Might involve the use of tobacco, alcohol, or drugs. Body Image or Eating Issues: Concerns might include being overly concerned about weight or constantly dieting. Sleeping Problems: Possible troubles include difficulty falling or staying asleep and night-time worries. Gender Identity Concerns: May involve questions or uncertainties about one’s gender identity. Have your child (or you if the client) ever: * Required Endorsed suicidal thoughts? Engaged in self-harming behaviour? Been taken to the ER or been hospitalized due to mental health concerns? None of the above Is there any other information that you would like to share that may help us better support the client? Please indicate below: Submit Thanks for submitting! Thank you for completing this form. We will review your information and contact you as soon as possible. Please note that due to the high demand for services, there may be a delay in our response. Service availability depends on clinician availability and client needs. Should you have any questions in the meantime, please don’t hesitate to contact us at contact@beaconpsychology.ca . Warm regards, Beacon Psychology Team Want to know how we protect your data? Click here to learn more.

ADHD & Executive Functioning Resources Websites & Articles Websites Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) Center for ADHD Awareness (CADDAC) Canadian ADHD Resource Alliance (CADDRA) Child Mind Institute BC Children's Hospital ADHD clinic Articles Explaining ADHD to kids How to explain ADHD video One more article on How to Talk to Your Kid About ADHD Favourite things about ADHD ADHD Comics What are the Myths and Facts Behind ADHD? 42 Years of ADHD Research in Females: Insights, Surprises, and What We've Learned Visuals & Videos for Explaining Neurodivergency to Kids

Information about our Office Hours & Fees according to each Beacon Psychology clinician. Fees Office hours and fees vary according to the clinician working with you. We provide both in-person and virtual appointments. Therapy Registered Psychologist: $260 per 50-minute session PhD-level Provider under the supervision of a Registered Psychologist: $227 per 50-minute session Psycho-educational Assessments Our comprehensive psycho-educational assessments cost approximately $4,930, depending on the clinician working with you. Consultation Parent and school consultations are typically 60 minutes in length, with fees based on the clinician's hourly rate. This includes the time spent meeting, compiling a list of resources after the meeting, and travel time if applicable (e.g., for school visits). Workshops For more information about workshop fees, please contact our team. Insurance Information As this is a private service, fees must be paid at the end of each session. You may be able to submit claims for psychological services to your extended health plan.

We provide empirically-based therapy for children, adolescents, young adults, and parents experiencing challenges with anxiety, OCD, BFRB, ADHD, learning, and behaviour. Therapy We provide empirically supported intervention for children, adolescents, young adults, and parents experiencing challenges in the following areas: Anxiety, including separation anxiety, selective mutism, phobias, social anxiety, generalized anxiety, panic disorder, perfectionism, school-related anxiety, sleep, and more OCD Hair-pulling, skin-picking, and other body-focused repetitive behaviours (BFRB) School and relationship difficulties (e.g., school attendance, IEPs, friendships, bullying) Parenting skills More One of our foremost priorities is to help young people improve their relationships with their thoughts and feelings to guide their actions toward living a healthy and fulfilling life. Our approach is engaging, straightforward, practical, and effective, and we intend to give our clients lifelong tools to use whenever needed. Based on Cognitive Behavioural Therapy (CBT) and Acceptance and Commitment Therapy (ACT) techniques, among other strategies, we use graded exposure to help youth manage anxiety and OCD along with exposure and response prevention (ERP). We also use Dialectical Behavioural Therapy (DBT) to help individuals manage intense emotions that can result in impulsive and problematic behaviours. We provide a parent-based treatment program for children and adolescents with anxiety, OCD, and related problems called SPACE (Supportive Parenting for Anxious Childhood Emotions) . SPACE focuses on changes parents can make to their own behaviour rather than making their children change. In addition, we assist schools in developing Individual Education Plans (IEPs) and interventions to best support students experiencing a range of school difficulties. Initial Inquiry: Fill out the online form or email contact@beaconpsychology.ca with your questions and a brief description of your concerns. Scheduling a Session/Waitlist: We'll respond to your email within two business days to determine if our services match your needs. Depending on availability, we'll schedule an initial session or add you to our clinic's waitlist, providing an approximate waiting time. Initial Assessment Session: The first session lasts 50 to 60 minutes and involves meeting with you (or both parents/guardians) and, if applicable, the child. We'll discuss developmental history, current concerns, strengths, and past strategies tried and may ask you or your child to complete questionnaires. Please note that the initial session does not guarantee long-term services. Next Steps: If our services are suitable, we'll discuss treatment goals and schedule future sessions. If we're not the best fit, we'll offer resource suggestions and names of professionals. Subsequent Sessions: Most sessions involve meeting with the client and, if necessary, one or both parents/guardians. Session structure varies based on needs, such as involving parents for part of the session or having consultations with only parents. Duration and Number of Sessions: Sessions are typically 50 minutes long and scheduled weekly or bi-weekly. The number of sessions depends on the type and severity of the problem. Setting: With your informed consent, sessions may take place at the office, online, in your home, school, or in the community. We may also offer tips to schools for supporting you/your child. Payment: Fees are paid at the end of each session via credit card, cash, cheque, or electronic transfer. You may be able to bill your extended health plan; check with your provider. Feel free to reach out if you have any questions or need further assistance!

ADHD and Executive Functioning Resources Videos & Podcasts Videos ADHD in women Self-care in ADHD Videos delivered by Dr. Russell Barkley, one of the leading experts in ADHD Entertaining video on the teen brain Teen ADHD Jack and Jill have ADHD The ADHD brain as a film director List of visuals and videos for explaining testing results and learning differences to kids: https://docs.google.com/spreadsheets/d/1rPpqxlufrQlv8Orq7aL8D5TyOD6EooVOGM52wJvVUXI/edit#gid=810368691 Podcasts for Parents What’s the Best Way to Help a Kid with ADHD? Embracing ADHD with Penn and Kim Holderness The Urgent Need to Diagnose ADHD in Girls – Dr. Stephen Hinshaw Why Is My Teen Bombing Tests? For more information about assessing executive function in children, please see: Assessment .

Contact us for any questions or inquiries regarding therapy, assessment, consultation, or workshop services.
 Contact Welcome to Beacon Psychology Clinic! We're conveniently located on the bottom floor of the St. John's Wellness Center in the heart of Port Moody. To join our waitlist or book a 10-minute phone consultation with one of our clinicians or clinical assistant, click here . If you have any questions or require further assistance, please email us at contact@beaconpsychology.ca. Alternatively, you may call us at (604) 200-3812. Our phone lines are open between 1 p.m. and 4 p.m. We look forward to connecting with you!

Anxiety - Enhance your learning about anxiety Learning about anxiety in schools Information for children Information for youth