A psycho-educational assessment aims to provide information to parents and educators about a student's cognitive, academic, social-emotional, behavioural, and/or adaptive functioning strengths and weaknesses. Psycho-Educational Assessment Resources Understanding a Psycho-Educational Assessment Beacon Psychology Handout for parents on how to prepare their child for the assessment Understanding a psycho-educational assessment report: Information on the specific areas assessed through an evaluation Free Webinars & Podcasts Dr. Liz Angoff helps parents and children understand learning disabilities, ADHD and much more Solving the puzzle : Creating a p l an for success through psychological and educational assessment What is Dyslexia, and what can we do about it? Explaining Dyslexia Making Sense of Sensory Issues: How to manage heightened senses at home and in the classroom Transitioning from high school to college Helpful Websites Understood : Offers resources and advice for parents of children with learning and attention issues. Explaining Brains : Explaining a diagnosis to families and kids in accessbile ways. Associations Learning Disabilities Association of BC : This association provides information and resources to ensure the full participation of children, youth, and adults with learning disabilities (LD) in today's society. National Association of School Psychologists : This nationally recognized organization provides resources to families and educators on diverse topics related to psycho-educational assessment. Gifted Children's Association of BC : This association aims to extend support in navigating the unique developmental journey of gifted learners through advocacy, education and collaboration. Ministry of Education BC Ministry of Education of BC Checklist for school designations: This resource provides specific information about the criteria for schools to designate students as needing additional support.

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)

Dr. Juliana is the clinic director and a Registered Psychologist passionate about mental health who works as a clinician, researcher, supervisor, trainer, consultant, and public speaker. Her clinical approach is grounded in research and based on CBT and ACT. Dr. Juliana Negreiros Psychologist & Clinic Director ( pronouns: she/her/hers) Dr. Juliana is the clinic director and a psychologist passionate about mental health. She wears different hats, working as a clinician, researcher , supervisor , trainer , consultant , and public speaker . Her clinical approach is characterized by compassion, understanding, and collaboration grounded in research and based on individual and family Cognitive-Behavioural Therapy (CBT) and Acceptance and Commitment Therapy (ACT). Dr. Juliana creates a safe and non-judgmental space where clients can openly express themselves and work toward meaningful change. She has extensive research and clinical experience conducting psycho-educational assessments , working with schools, and developing Individual Education Plans and school-based interventions. For many years, Dr. Juliana conducted different studies at the B.C. Children's Hospital, which involved assessing neurocognitive and academic functioning in pediatric OCD. Early in her career, she served as a school psychologist in a public school district, gaining firsthand insight into educational systems. Today, she continues to support educators and school professionals through consultation and supervision in both public and private settings. Dr. Juliana also worked for many years at Child and Youth Mental Health and collaborated with various public and private organizations. Her commitment to helping young people extends beyond her clinic walls. In collaboration with Anxiety Canada , she was a lead developer of online resources and province-wide classroom lessons tailored to equip students to manage anxiety called EASE ( Everyday Anxiety Strategies for Educators) and MAPE (MAP for Educators) . In addition, Dr. Juliana is an energetic and engaging speaker who has contributed to podcasts and speaking engagements nationally and internationally. She also has many academic publications and, notably, co-authored a book aimed at helping teenagers navigate uncertainty, published by New Harbinger. EDUCATION Dr. Juliana holds a Master's and Ph.D. in School Psychology from the University of British Columbia. Her dissertation on neurocognition in pediatric OCD was recognized with multiple awards, including a Certificate of Excellence from the Canadian Psychological Association . For almost a decade, Dr. Juliana was part of the B.C. Children's Hospital Provincial OCD Program (POP) . She completed a 3-year Postdoctoral Fellowship at POP, engaging in extensive research focused on neurocognitive and academic functioning in OCD as well as treatment outcomes. During her fellowship, Dr. Juliana also provided valuable school-based support to families, enhancing our understanding of how students with OCD function at school and identifying strategies to aid their school functioning. For further details on her research contributions, please refer to the Research section. CERTIFICATION Dr. Juliana is registered with the College of Health and Care Professionals of BC (CHCPBC) (#1014574) and has undergone specialized training in CBT for OCD and related disorders at the Behavior Therapy Training Institute (BTTI), sponsored by the International OCD Foundation. Her expertise is further enriched by her training in ACT and Indigenous Cultural Safety in Mental Health. She is a member of the following psychological associations: International OCD Foundation (IOCDF) Association for Contextual and Behavioral Science (ACBS) British Columbia Psychological Association (BCPA) INTERESTS AND ACTIVITIES Dr. Juliana truly enjoys nature, hiking, canoeing, biking, dancing, and travelling. Above all, she values spending quality time with her family. LANGUAGES Dr. Juliana speaks English and Portuguese fluently. SERVICES Dr. Juliana provides in-person and online sessions from Monday to Thursday (9 a.m. - 5 p.m.).

Are you a passionate and dedicated Registered Psychologist or Registered Clinical Counsellor (RCC) eager to make a meaningful impact on young lives? Beacon Psychology Clinic is seeking an experienced mental health professional to join our dynamic team! Join Our Team Are you a compassionate and dedicated Registered Psychologist looking to make a meaningful impact in private practice? Beacon Psychology Clinic is seeking an experienced mental health professional to join our supportive and collaborative team. About Us Beacon Psychology Clinic is a well-established practice specializing in evidence-based treatment and comprehensive psycho-educational and mental health assessments. We work with children, youth, and young adults facing challenges such as: • anxiety (all types, including Selective Mutism) • obsessive-compulsive disorder (OCD) • body-focused repetitive behaviours (BFRB) • behavioural challenges (e.g., ADHD, non-compliance, aggression) • learning/school difficulties (e.g., executive function, learning disabilities, giftedness) • relationship challenges • parenting, and more Position Available Part-Time: Minimum 12 hours per week (in-person and online services) or Full-Time: 20+ hours per week. Qualifications Registered Psychologist: Expertise in working with children, teens, and young adults is preferred. Professionals who primarily work with adults are also encouraged to apply. Diverse Experience: Proficiency in both therapy and psycho-educational assessments is required. Experience with ASD assessments is considered an asset. Why Join Beacon Psychology Clinic? Supportive Environment: Work alongside a team of experienced and compassionate professionals who value collaboration and mutual growth. Flexible Scheduling: Enjoy the freedom to design a part-time or full-time schedule that fits your lifestyle and career goals. Opportunities for Professional Growth: Participate in bi-monthly consultation meetings, engage in continuing education, and thrive in a collegial setting that fosters learning and development. Competitive Remuneration: Be fairly compensated for your expertise and dedication. How to Apply If you are interested in joining our team, please email the following to contact@beaconpsychology.ca : Curriculum Vitae: Highlight your professional experience and qualifications. Brief Introduction: In the body of your email, please share a few sentences about your interest in this role and relevant experience. We look forward to hearing from you and exploring how you can contribute to the Beacon Psychology Clinic team.

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.

Helpful media resources provided by Dr. Juliana Negreiros. 
 Media Drs. Juliana & Martinez have published a self-help book for teens that can also help families and educators better understand and support their teenagers: Getting comfortable with uncertainty for teens: 10 tips to overcome anxiety, fear, and worry (New Harbinger Publishing). Dr. Juliana’s work on OCD featured in Brazilian textbooks Drs. Juliana and Da Silva were guest speakers at the Whistler Institute where they discussed anxiety in children and adolescents, including how it differs from everyday stress and when it may signal a more significant concern. They share practical, evidence-informed strategies to support young people in managing anxious experiences, and highlight the role of schools, families, and clinicians in fostering resilience and well-being among youth in British Columbia. Dr. Juliana was a guest on the BCASP podcast , where she shared strategies and insights on school accommodations for students with anxiety and OCD. Drs. Juliana and Martinez were part of the Ask Dr. Cam 's podcast, where they discussed strategies for parents to help their teenagers cope with anxiety and uncertainty. Dr. Juliana was interviewed on YouTube Channel about the differences between OCD and ADHD Dr. Juliana featured in Pique Newsmagazine discussing support for anxious students in BC Schools Dr. Juliana was the lead developer of two free anxiety prevention curriculums for K-7 schools in British Columbia and Saskatchewan: (1) EASE (Everyday Anxiety Strategies for Educators) and (2) MAPE (MAP for Educators) . Dr. Juliana contributed to Humber News Toronto talking about "How to support parents and children's mental health during the pandemic " Drs. Juliana and Martinez participated in the Anxious Child Podcast and shared strategies for youth to manage anxiety and uncertainty. Dr. Juliana shares insights on anxiety in children and youth in the Squamish Chief Dr. Juliana created a handout for schools, parents, and clinicians on how to identify and support students with OCD in schools (Anxiety Canada website) Drs. Juliana and Martinez also wrote a blog for New Harbinger on creating a team to support teens facing uncertainty.

Our team conducts a comprehensive psycho-educational assessment to better understand a student's cognitive, academic, social-emotional, behavioural, and/or adaptive functioning strengths and weaknesses. Psycho-educational Assessment WHAT IS A PSYCHO-EDUCATIONAL ASSESSMENT? A psycho-educational assessment is a comprehensive evaluation that helps parents and educators understand a student's strengths and weaknesses in areas associated with thinking, learning, emotions, behaviour, and daily skills. At our clinic, we also offer a mental health assessment at no extra cost if needed. The results can be useful in several ways, such as: Diagnosis and Support : It can show if a student qualifies for special education services or has a specific condition, like a learning disorder, ADHD, an anxiety disorder, OCD, or giftedness. Understanding Challenges: It can identify other reasons why a student might struggle in school, such as having challenges with attention, memory, or emotional and social difficulties. Creating Strategies: It helps develop personalized strategies to support the student's learning and well-being both at school and at home. HOW DOES THE PROCESS WORK? Click here for more i nformation. The following is a breakdown of the steps involved in the process: Initial services (e.g., scheduling, sending forms, review of documents) - non-refundable fee due at booking Initial parent meeting Testing (session preparation, cognitive and academic testing, clinical interview, rating scales) Interpretation, scoring, and report writing Feedback meeting Additional services (form completion after the assessment is concluded, written correspondence, school meetings, travel time, participation in legal procedures) are charged at our hourly rate is approximately $290 (depending on the clinician conducting the assessment). We provide comprehensive evaluations by assessing the following areas depending on your or your child's needs ( Click here for the detailed description) Cognitive functioning Academic functioning Social, emotional, and behavioural functioning Adaptive functioning Executive functioning ADHD symptoms (children and youth only) Anxiety/OCD symptoms If you have extended health insurance, a portion of the assessment may be covered under it. For post-secondary students with a specific learning disorder who require updated testing, grants are available through the BC government. Please note that we only accept e-transfers or cheques when paying for the 1st and 2nd evaluation installments. DO YOU STILL HAVE QUESTIONS? If you would like to know more information about the process and fees involved in having your child receive a comprehensive assessment, please contact our team at contact@beaconpsychology.ca . For more details on psycho-educational assessment, please see RESOURCES .

Julia is a senior Ph.D. student in Clinical Psychology at Simon Fraser University, working as an advanced practicum student at Beacon Psychology. Julia Lukacs ( pronouns: she/her/hers) Julia completed a Masters of Science in the Clinical & Developmental Psychopathology program at the Vrije Universiteit Amsterdam in the Netherlands. After living three years in France, she moved to beautiful British Columbia, where she is currently pursuing her Ph.D. in Clinical Psychology at Simon Fraser University (SFU). Her research focuses on the benefits of outdoor play for elementary school-aged children with diagnoses of anxiety and ADHD. At SFU, she is also a member of the Autism and Developmental Disabilities Lab. Julia is committed to helping her clients and their families better understand themselves and empowering them to navigate their world through evidence-based tools and techniques. Julia has previous experience conducting psycho-educational assessments with youth and young adults as well as working with individuals from diverse backgrounds with depression, anxiety, and ADHD, as well as those who have experienced trauma. She also worked with children with anxiety-related disorders, such as selective mutism, in a group therapy setting, using cognitive behavioural therapy (CBT) techniques. ACTIVITIES & INTERESTS In her free time, Julia is a fan of anything that gets her out and moving, especially if it involves trees. She loves a good walk in the woods, skiing and running. Her favourite method of locomotion is a bicycle. When it's too rainy to go out, Julia won't hesitate to bake up a storm (she makes a mean carrot cake!) and curl up with a good book or movie. LANGUAGES Julia is fluent in English, Hungarian, and French. SERVICES Julia provides in-person and online sessions on Wednesdays and Fridays.

Our team provides a range of workshops for schools, community-based partners, and parents on the following topics: Anxiety, OCD, Individual Education Plans for children and adolescents with mental health concerns, Psycho-educational assessment and more. Workshops Dr. Juliana and her team provide a range of workshops and training for schools, community-based partners, and parents on various following topics such as: Anxiety OCD Individual Education Plans for children and adolescents with mental health concerns Psycho-educational assessment Other (please check with our clinic) Dr. Juliana is a highly requested speaker in many school districts across BC, given her vast knowledge and experience about mental health in schools. She is currently also giving talks to parents about anxiety and more and has a strong presence in the media and scientific community. For more information, click here . Highly Rated Workshop for Professionals Dr. Juliana was rated as the favourite presenter at the British Columbia Association of School Psychologists (BCASP) conference , along with the renowned Dr. Liz Angoff! For more information, click here . Recent Workshop Whistler 2026 Sea to Sky 2025

Raj completed his Ph.D. in Clinical Psychology at Simon Fraser University (SFU). His research experience focuses on attachment relationships, and he believes understanding those relationships are vital for healthy development into adulthood. Dr. Rajan Hayre, Psychologist Pronouns: he/his/him Dr. Raj is a psychologist who completed his Ph.D. in Clinical Psychology at Simon Fraser University (SFU). His research experience focuses on attachment relationships, and he believes understanding those relationships is vital for healthy development into adulthood. Dr. Raj is committed to providing a safe, non-judgmental, and inclusive space for his clients. He has experience in working with a range of concerns, including anxiety (e.g., GAD, panic), OCD, depression, trauma and PTSD, relationship difficulties, emotion regulation challenges, and identity-related issues. He is particularly skilled in the treatment of OCD, supporting individuals experiencing suicidality, and working with clients navigating the impacts of early attachment disruptions, complex trauma, and experiences of marginalization. Adolescence is a challenging period in life. Dr. Raj hopes to support preteens and teens to find comfort in the chaos and give them a safe space to speak freely while developing the skills to combat difficulties that arise. In addition, Dr. Raj hopes to use this knowledge and share tools to help young people and their parents manage their lives. Drawing on his own background and understanding of sports, Dr. Raj also works with young athletes experiencing performance-related fears, pressure, or identity concerns, helping them build confidence, manage anxiety, and find balance both on and off the field. INTERESTS & ACTIVITIES Dr. Raj likes to be active. He loves to go to the gym, play, and watch sports (e.g., tennis, soccer, hockey, football). He also likes video games (e.g., Hollow Knight) and is open to learning and exploring new games, so definitely introduce new ones to him, but keep in mind, he is a console guy, so you’ll have to convince him why computer games are better…because they’re not :P! LANGUAGES Dr. Raj speaks English and Punjabi fluently. SERVICES Dr. Raj offers in-person sessions on Mondays and online sessions at more flexible times throughout the week. CHCPBC #1017382 CONTACT rajan@beaconpsychology.ca

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 .

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 I'm seeking services for: Myself My child Client's first name Parent's first name if client is a minor (under 18) Client's age Gender Phone number Email City of residence How did you hear about us? Service provider (e.g., pediatrician, general practitioner, psychologist, counsellor) BC Psychological Association Google or another search engine Family/Friend Other (please specify) Do you have extended health benefits coverage? Yes No Unsure Do you have coverage from any specific funding? Yes, from Autism Funding Other (please specify) No What type of therapy service are you looking for? In person Virtual Either virtual or in person Do you have a preference for a specific clinician? Dr. Juliana Negreiros (Psychologist).) Dr. Kevin Noble (Psychologist)) Dr. Raj Hayre (Psychologist) Natalie Noble (PhD Candidate) No preference. I will see whoever is accepting new clients so I can book an appointment sooner Reasons for seeking therapy services What problems have been concerning you? Please provide a brief description if applicable. Symptoms of anxiety (e.g., excessive worries about little things, perfectionism, social anxiety, phobias, physical complaints) Symptoms of obsessive-compulsive disorder [OCD] (e.g., intrusive thoughts/images/urgers, mental or physical compulsions, avoidant behaviour) Symptoms of body-focused repetitive behaviours [BFRB] (e.g.,hair pulling, skin picking, nail biting) Symptoms of ADHD (e.g., regulating attention, impulsive/hyperactive behaviour) Difficulty with peer interactions (e.g., friendships, bullying) Difficulty with family relationships (e.g., parent-child, sibling) Parenting challenges (e.g., setting consistent boundaries for their child, frequent conflicts, power struggles) Trouble at school/college/work (e.g., falling behind in schoolwork, getting into trouble with teachers, having conflicts with coworkers) Mood is low (e.g., irritable, low energy, sad, isolates self, feels hopeless) Impulsive or non-compliant behaviour (e.g., acting without thinking, refusing to follow rules or instructions, not obeying authority figures) Often breaking the rules or getting in trouble (e.g., skipping school or getting into fights) Risky or dangerous behaviours (e.g. self-harm, talking about suicide, threatening others with violence) Trauma (e.g., physical or sexual abuse, witnessing violence, or being involved in a serious accident) May be abusing substances (e.g., tobacco, alcohol, drugs) Body image or eating challenges (e.g., being overly concerned about weight or appearance, constantly dieting) Symptoms related to autism (e.g., difficulty with social communication, rigid behaviour, need for predictability, sensory sensitivities) Gender identity questions (e.g., having uncertainties or concerns about one's gender identity) Have there been any recent stressors that could be contributing to the client's difficulties? Please indicate below: Have your child (or you if the client) ever: 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.