Hundreds of well-designed research studies have demonstrated that most people benefit from psychotherapy. Approximately 75% of those who participate in psychotherapy show improvement. Although response varies, many people can experience improvement quite quickly (10 to 20 sessions or less). Psychotherapy is effective for a wide range of problems such as anxiety, depression, relationship problems, lifestyle change and stress, among others. Research has shown that the improvements made in psychotherapy are generally long lasting.
At Eastwood Psychologists, it is important to us that you achieve the best outcomes possible. At our practice, psychological assessment and treatment is evidence-based, collaborative, and carefully monitored.
Treatment length is personal and tailored to your needs. However, most commonly you will meet with your therapist for 50 minutes once per week. During this 50-minute session you and your therapist will draw on your knowledge, skills, and experiences that will help you work toward your goals, even if it has been difficult for you to access these resources on your own in the past. Psychotherapy should help you uncover the importance of your own choices and actions, particularly in those periods of your life when you may see only limited or distressing options.
To work towards your goals, your therapist may ask you to experiment with new or different ways of thinking, acting, or feeling. Your imagination, your honesty with yourself, and your commitment to your development will be important assets. Your therapist may also ask you to try some exercises between sessions, keep personal notes about some of your experiences, or complete forms about your experiences and progress. What you do during psychotherapy may also change over time depending on your needs, and the nature of your difficulties.
A psychological assessment provides an in depth understanding of a person’s cognitive, social, and/or emotional difficulties, and helps lay the groundwork for a plan to improve those difficulties. In some cases, an assessment will result in a diagnosis of a learning, attention, mental health or developmental disorder. At your request, the results of an assessment can be shared with a doctor, school or insurance company.
Psychological assessments can be conducted at any age, although the nature of the questions asked, and the answers obtained, depends on the client’s age and the nature of their difficulties.
The referred client will attend 3-6 appointments; the number of appointments will vary depending on the client’s age and needs. Assessments of young children involve greater involvement from parents (e.g., interviews, completing questionnaires). In the case of child assessment, your psychologist will request to interview your child’s teacher, and may also need to observe your child in a natural setting (e.g., at school or daycare).
Following the formal assessment period (i.e., interviews, observations, questionnaires, & testing), your psychologist will study all the information, and will get a picture of the situation. This picture is called the clinical formulation, or the explanation of the client’s difficulties. Clinical formulations are based on psychological theory and research, they offer an opinion about the cause and nature of the difficulties and they lead to specific treatment recommendations. The psychologist will meet with you to go over the results and recommendations. You will also receive a written report summarizing all of the information.
Applied Behaviour Analysis (ABA) is a type of therapy that is based on the science of behaviour change. ABA can be used to teach people important new skills, and it can also be used to reduce behaviours that are harmful or disruptive to a person’s life. Either way, the point of ABA is to make meaningful and lasting changes in a person’s life.
ABA can be used to help people of all ages with a variety of concerns. At Eastwood Psychologists, we primarily use ABA to help people with Autism Spectrum Disorder (ASD) and Intellectual Disability (ID) learn important skills.
ABA therapy is delivered at our clinic (located next door inside St. Paul’s United Church), in the community, or in your home, by a qualified ABAtherapist. Kirsty Hopley, BCaBA is the Senior Therapist (ST) who individualizes each learner’s program, updates programs as needed, and supervises the ABA therapists. Every learner’s program and treatment goals are individualized to meet his/her needs, based on our ongoing assessments and careful consultation with parents. Dr. Adrienne Eastwood, Psychologist and BCBA, is clinically responsible for the progress of each client. She reviews programs and progress regularly, and consults with parents as needed.
Project ImPACT is a caregiver-mediated early years program for children with Autism. Project ImPACT will teach you how to help your child learn to communicate, play and interact.
We are excited to partner with the Ministry of Children, Community and Social Services (MCCSS) to offer Project ImPACT through the Ontario Autism Program.
Please see our dedicated program website for more information www.projectimpactbrampton.ca
Veuillez consulter notre site Web dédié au programme pour plus d’informations www.projectimpactbrampton.ca
BST is an evidence-based approach to teaching new skills. BST can be used to teach a wide variety of skills including social skills, adaptive (self-help) skills, communication skills, play skills, assertiveness, and safety skills.
The process of BST involves 4 steps:
BST is often helpful to support children and adults with neurodevelopmental disorders such as ASD, ADHD, and ODD. Therapists can use BST to teach individuals a variety of skills including social communication and self-help skills.
BST can also be used for parent training. Particularly when children are young, it is important for parents to learn how to teach important skills to their child to promote their development. A few examples of skills that can be taught to parents using BST include:
BST recognizes that parents are our partners in helping their children learn and grow. By giving parents the skills and tools that they need to promote their child’s development, we hope the child’s day-to-day routines become learning opportunities.
Offered by Bernadette “Beejay” Street, M.Psy., Psychotherapist, the goal of this group is to help adults build essential executive function skills such as planning, organization, and time management skills. The group is based on evidence-based cognitive-behavioural therapy treatment models used by Dr. Mary V. Solanto (2008) and Drs. Russell Ramsay and Anthony L. Rostain (2007).
Group therapy helps build accountability and allows participants to learn from each other in a supportive, nonjudgmental environment. Our groups are small (maximum sixadults) to allow meaningful sharing among participants.
This group may be right for you if:
Each session begins by reviewing the previous week’s take-home exercise, presenting and discussing new material, in-session exercise, and a discussion of the take-home exercise. Session topics are as follows:
Session 1: Orientation and Expectations
Sessions 2 – 6: Each session will address time and task management
Sessions 7 – 9: Implementation and maintenance of organizational systems
Sessions 10 – 11: Project planning and implementation
Session 12: Looking into the future
Psychoeducational coaching involves direct teaching of skills needed for the educational context. This includes learning skills, work habits, academic skills, time-management and organization skills, and key social skills needed in the education context.
Psychoeducational coaching is often used to support individuals whose success at school and/or work has been impacted by neurodevelopmental disorders including: Learning Disability, ADHD, or Asperger’s Disorder.
Your coach will design an individualized intervention plan to address identified skill gaps. Each client’s strengths and needs are assessed using multiple sources of information, including:
Using all the available information, specific goals are set. Once psycho-educational intervention is underway, the client’s progress is continually monitored, and goals can be revised as needed.
Our aim is to help our clients discover and learn about their strengths and challenges, work through their difficulties, and find resources and strategies that they can use to increase their success at school.