What we Offer

We provide psychological assessment and therapy for children, youth, adults, couples, and families who are experiencing the following kinds of concerns:

  • Behaviour problems in children and youth
  • Parenting challenges
  • Depression
  • Anxiety & worry
  • Relationship problems
  • Learning & attention problems
  • Autism spectrum disorders (including IBI supervision)
  • Stress management
  • Lifestyle changes

Psychotherapy (Counseling)


Consultation & Supervision

  • Physicians
  • Parents
  • Psychotherapists
  • Schools
  • ABA Supervision



For children aged 9-12, and their parent(s)

“Managing Your Anxiety and Worry”

In this group your child will learn how to cope with anxiety, including:
• Understanding and identifying the cycle of anxiety and worry
• Using relaxation techniques to reduce anxiety and fear
• Using “detective thinking” to increase feelings of safety and confidence
• Facing fears in order to achieve personal goals
• Communicating assertively

Each week, concurrent parent sessions will help you learn how to support your child in dealing with their anxiety and worry.
Dates: 8 weekly sessions on Saturday mornings:
April 22, 29, May 6, 13, 20, 27, June 3 and 10, 2017
Time: 10:30 am until 12 noon
Location: 44 Main Street South, Brampton, L6W 2C4
Fee: $480 for 8 sessions (Includes Cool Kids Anxiety Program workbooks)
Please Note: A brief assessment interview will be conducted over the phone prior to the group starting in order to ensure that your child will benefit from the program.

Enrolment will be limited to 5 families.
Please call to ask questions or to register! 905-463-2069

Couples Therapy


  • Professional Development Workshops
  • Community Outreach Workshops


Our fees are set in accordance with the Ontario Psychological Association fee schedule and range from $210 to $190 per hour. Depending on the circumstances a reduced fee may be possible. We accept VISA, Mastercard, or personal cheque.

Psychological services are covered by most extended health plans. Please check with your provider. You will be provided with a receipt that can be submitted to an insurer for reimbursement. Services are not covered by OHIP. Please contact our office for more details.


There are many reasons for which people seek psychotherapy. Just as each person is unique, so are the issues that may bring someone to treatment. Typically, people seek therapy due to a sense of dissatisfaction with life or emotional pain.  This can be an immediate distress related to a clear crisis such as a loss or separation, or perhaps an ongoing difficulty in some area of life such as relationships, work, and school. Some people might seek psychotherapy because they are suffering from strong, debilitating sadness, fear or worry. At other times, people may have no clear external problems, but an inner sense of dissatisfaction, emptiness, or that something is missing.

Hundreds of well-designed research studies have demonstrated that most people benefit from psychotherapy. More specifically, 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.

Psychotherapy is a special kind of relationship, where you will talk with your therapist to resolve your difficulties and create new possibilities. Your therapists’ role is to help you make changes in your life. Your therapist brings knowledge and expertise about how to help people make changes and overcome psychological difficulties; however, it is important to know that you are at the center of therapy and will work as a teammate with your therapist.

Treatment length is personal and tailored to the 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.

Psychological Assessment

A psychological assessment will help you better understand yourself or your child and lay the groundwork for a plan to achieve the changes you wish to make. A good plan must be based on a complete understanding of the relevant issues. In some cases an assessment will result in a diagnosis to better understand a possible learning, attention, mental health or developmental problem. If you wish, the results of an assessment can be shared with your doctor or your child’s school. At Eastwood Psychologists we often consult with family doctors, teachers, and insurance companies on behalf of our clients.

Parents often ask for a psychological assessment to better understand why their child is struggling. Parents also want help in deciding on the next step in treatment or educational intervention. Parents may wonder if their child has a developmental, learning, attention, or psychiatric disorder. They understand that the correct diagnosis, combined with in depth information about a child’s particular strengths and needs, leads to a better treatment plan. Last, parents hope that the assessment results will help schools respond better to their child’s needs.

You and/or your child will attend 3-6 appointments, but the number of appointments will vary depending on the circumstances. Your psychologist will interview you and ask you to complete some questionnaires about yourself or your child/teen. With your permission, a teacher (or someone outside the family who knows you or your child well) may also be asked to complete some questionnaires. In the case of child assessment your psychologist may need to observe your child in a natural setting (e.g., at school or daycare). Furthermore, you or your child will be formally assessed in the office using psychological tests. Test scores will be compared to those from a large group of other people of the same age (the standardization sample). Comparing to the standardization sample allows your psychologist to judge how your results or your child’s results compare to others of the same age.

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 your difficulties or your child’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 for support at school and at home. You will also receive a written report summarizing all of the information.

Progress Monitoring

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.

As psychologists, we are ‘scientist-practitioners’, which means that our work is based on a foundation of careful scientific research.   What we know about psychiatric (e.g. depression, anxiety) and neurodevelopmental (e.g. autism, ADHD) disorders has been the result of decades of scientific observation and study.  Research on psychiatric and neurodevelopmental disorders continues to evolve at an incredible pace, with new advances in technology opening up even more possibilities for research.
We believe that effective psychological assessment and treatment must be guided by this ever-evolving research base.  Psychologists are uniquely trained to think critically about new research findings, and we are equipped to answer your questions about psychiatric and neurodevelopmental disorders.  In planning treatments, psychologists use techniques and approaches that have been scientifically tested.  Psychological research has taught us about how people progress in therapy and our work is also influenced by studies into these processes of change.

Effective psychological assessment and treatment does not simply involve the application of specific techniques.  A close collaboration between you and your therapist or assessor is essential.  We work together with you to make sure that your needs are being met.  Together, we will set goals (whether for assessment and treatment), and periodically check-in on the progress that we are making together.  When clients and therapists agree upon, and can describe, the goals and tasks of therapy, clients experience better outcomes.

At Eastwood Psychologists, we use a tool called OQ ® Outcome Questionnaires to help us monitor treatment and to ensure we are providing the best services we can.

The OQ ® Outcome Questionnaire is completed by an individual or a parent to indicate current sense of well-being.  It records how often symptoms were experienced during the past week.

The questionnaire is completed before the very first appointment and prior to subsequent sessions.  Online administration allows clients to complete the questionnaire at home, on-the-go, or in our office using a tablet.  It is also possible to complete the questionnaire using paper and pen.  It takes less than 10 minutes to complete the questionnaire.

When clients complete the OQ ® Outcome Questionnaire, it allows us to easily monitor their progress in therapy, including an increase, a decrease, or a lack of change in symptoms.  This helps us to know if treatment is on-track, if it needs to change, or if it is ready to come to an end.  It also allows us to quickly become aware of any critical symptoms that may suggest higher risk or that need immediate attention.  Your responses are kept confidential and are only viewed by clinical staff at Eastwood Psychologists who are responsible for your care.

While your therapist might not discuss your results on the OQ ® Outcome Questionnaire at every therapy session, please know that your therapist is nonetheless using this information to inform their work with you.  Your regular completion of the OQ ® Outcome Questionnaire will help ensure that you (or your child) experience the best possible outcome in psychotherapy.  Please feel free to ask at any time about your results, and your therapist will draw your attention to any important changes that are indicated by your results.

Psychoeducational Coaching

Psychoeducational coaching involves direct teaching of academic, organizational and/or social skills. Your coach will design an individualized intervention plan to address identified skill gaps. The goal is to help ‘fill in the gaps’ so that the client can experience more success at home, in school or in social relationships. 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 for themselves.

Children, youth or adults with:

  • ADHD
  • ASD
  • Developmental delays
  • Diagnosed learning disabilities
  • Limited motivation or engagement
  • School refusal or school anxiety
  • Undiagnosed academic problems

Each client’s strengths and needs are assessed using multiple sources of information, including:

  • Psychological assessment reports (if available)
  • School report cards
  • Interviewing the client and/or his/her parents about current concerns, as well as the history of those concerns.
  • Interviewing the client’s teacher (if applicable) over the phone

Using all the available information, specific goals are set for the psycho-educational intervention. Once psycho-educational intervention is underway, the client’s progress is continually monitored, and goals can be revised as needed.

Depending on each client’s assessed needs, any of the following skills could be taught:

  • Phonological awareness and phonics
  • Reading fluency
  • Reading comprehension
  • Problem-solving strategies
  • Mathematic fluency
  • Spelling
  • Written expression skills
  • Social skills
  • Emotional and behavioural regulation skills

Psycho-educational interventions seek to improve HOW clients learn, by teaching:

  • Organization skills
  • Time management
  • Strategies for self-regulation
  • Planning and completion of projects
  • Organizing and expressing ideas
  • Compensatory strategies
  • Assistive technology
  • Tablet/iPad apps for learning and organization
  • COGMED working memory training

We also help clients discover the ‘WHY’ of learning:

  • Develop motivation and active engagement
  • Increase self-awareness
  • Figuring out how one learns best
  • Self-advocacy
  • Gaining inspiration through success stories – heroes with learning differences

Need more information, or do you want to book an appointment? Please contact us.

COGMED Working Memory Training

Working memory is the ability to actively hold information in mind to facilitate thinking or problem solving.  Working memory requires mental effort and the ability to sustain attention.  We all use working memory on a daily basis; for example, when:

  • Figuring out how much money to tip a waiter or waitress.
  • Keeping track of a mental ‘to-do’ list.
  • Remembering what’s on the shopping list.
  • Following the thread of a conversation.
  • Listening to new information.
  • Reading.

Individuals may have stronger or weaker working memory for many reasons. Working memory deficits can be associated with:

  • Learning Disabilities (LDs).
  • Attention-Deficit/Hyperactivity Disorder (ADHD).
  • Traumatic brain injuries.
  • Heavy demands (for example, a demanding work environment).  While a person’s working memory capacity might be normal, environmental demands may exceed their available working memory capacity.
  • Age-related reductions in working memory naturally occur as we get older.

Even when a person’s comprehension or learning abilities are strong, day-to-day functioning can be severely impacted by working memory weaknesses.  Individuals with working memory deficits usually notice that they struggle to:

  • stay focused on tasks that require mental effort
  • keep track of information that needs to be remembered
  • resist distractions
  • learn through rote repetition
  • complete mental calculations
  • remember what they have read

Cogmed is a computerized training program designed to improve a person’s working memory capacity so that they can focus and concentrate better.

Users complete the training at home, on a computer or tablet, according to a pre-determined schedule.  The training schedule is intensive but flexible; users can choose the length of training sessions (25-50 minutes), the frequency of training sessions (3-5 times per week) and the total duration of training (5-10 weeks), to total about 20 hours of training.  A game design is used to make the training more interesting, and regular professional support (i.e. phone coaching) is provided throughout the program to help make sure the user follows through with training and gets the most out of it.

  • Each training exercise provides a working memory ‘workout’, including repetitions to build working memory capacity.
  • A number of different exercises are presented in each training session; the variety helps to keep the user interested and engaged.
  • To help maintain motivation, users are given feedback about their performance, and earn rewards based on their training successes and commitment.
  • The difficulty level of the training adjusts itself in real time, based on the user’s performance.  The challenge increases when the user passes trials, and decreases when the user’s working memory capacity is exceeded.  These adjustments help make sure that the user is always pushing the limits of his or her working memory capacity, without becoming overwhelmed.
  • A professional coach is available to encourage and support users throughout the program, and to help ensure that newfound working memory capacities are being applied outside of training.
  • When users are children, the coach also supports the parent, teacher or tutor, whose job is to monitor the daily implementation of the program, to ensure that the user receives enough breaks, and is provided with the motivation to do the program daily.
  • Cogmed coaches help users set several real-life goals to help ensure that they experience relevant improvements in their day-to-day lives.  For example, children may set a goal of independently remembering to pack their lunch, agenda and homework into their schoolbag each morning.  Older students may seek to focus better on, and to retain more information from, their teacher’s lesson.
  • The psychologist and Cogmed Coach have completed training and are certified by Pearson to deliver the program properly.
  • Cogmed is not a cure for ADHD or Learning Disabilities
  • Cogmed is not an academic intervention.  Academic remediation, intervention or tutoring may also be needed to help the user learn ways to compensate for specific learning weaknesses, and/or to fill in gaps in learning.
  • Cogmed is not appropriate for all individuals; for example, children with significant emotional difficulties or compliance problems are less likely to benefit.  The psychologist will interview you to determine whether Cogmed is appropriate.
  • Cogmed is hard work, and requires a significant commitment of time and energy on the part of the user and his or her family.
  • Some users experience greater improvements than others.
  • An in-office initial interview with Dr. Eastwood to determine the appropriateness of Cogmed, to obtain relevant background information, and to help set the stage for the user’s active engagement in the program.  Unless previously evaluated, users’ pre-training working memory capacity will also be tested.
  • An in-office start-up interview with Beejay Javier, Cogmed coach, to provide the user and his or her parent (if applicable) with all the needed information to get the program off to a great start.
  • Software license for one user to complete the training program.
  • Ongoing, weekly phone support throughout the program with Beejay Javier, Cogmed coach.
  • Periodic assessment of working memory capacity throughout the training, to ensure that progress is being made.  Assessment is built-in to the training sessions, and your coach will explain the results and progress.
  • An in-office follow-up session with Dr. Eastwood to assess and discuss the progress that was made, both in the Cogmed training and with respect to day-to-day life goals.
  • A written report that summarizes the progress made, including the results from standardized questionnaires and working memory tests (administered before and after training).
  • Access to extension training (booster sessions).  Up to 100 short additional training sessions are available to users following completion of the training.

For more information, please see below for links to video demonstrations or answers to frequently asked questions at the cogmed website (www.cogmed.ca)

L’évaluation psychologique pour les enfants

L’évaluation psychologique à pour but d’aider à mieux comprendre votre enfant sur plusieurs plans, tels que:

  • l’intelligence ou le développement
  • les fonctions cognitives (e.g., la mémoire, le langage, la fonction visuelle-motrice, l’attention)
  • la réussite scolaire ou les compétences de préparation à l’école
  • le bien-être affectif
  • les compétences sociales
  • le comportement
  • la personnalité

Les parents peuvent demander une évaluation psychologique pour de nombreuses raisons. Dans bien des cas, les parents désirent mieux comprendre la source des difficultés de leur enfant. Les parents veulent également de l’aide afin de déterminer la prochaine étape d’un traitement ou d’une intervention pédagogique. Certains parents se demandent si leur enfant a un trouble psychologique, du développement, de l’apprentissage, ou de l’attention. Ils savent que le bon diagnostic, accompagné des données approfondies concernant les forces et les besoins particuliers de leur enfant, permettront de développer le meilleur plan de traitement possible. En fin de compte, les parents espèrent que les conclusions de l’évaluation aideront le personnel de l’école à mieux répondre aux besoins de leur enfant.

L’évaluation comprendra entre 3 et 6 rencontres, certaines d’entre elles avec vous et votre enfant, d’autres seulement avec votre enfant. Le nombre de rencontres varie selon l’âge et les difficultés de votre enfant. Le psychologue vous posera des questions et vous demandera de répondre à quelques questionnaires concernant votre enfant ou votre adolescent. Avec votre permission, un enseignant (ou une autre personne qui ne fait pas partie de votre famille mais qui connaît bien votre enfant) répondra également à des questionnaires. Au besoin, le psychologue observera aussi votre enfant dans son milieu naturel (e.g., à l’école ou à la garderie). De plus, votre enfant passera des tests psychologiques. Les résultats de votre enfant seront comparés à ceux d’un vaste groupe d’enfants du même âge (l’échantillon de standardisation). Cette comparaison à l’échantillon de standardisation permettra au psychologue de conclure si la performance aux tests de votre enfant est typique pour son âge.

Suite à l’évaluation formelle (i.e., rencontres, observation, questionnaires, la passation de tests), le psychologue rassemblera les données pour en arriver à une image du problème particulier de votre enfant. Cette image est une formulation clinique: une explication des difficultés de votre enfant. La formulation clinique repose sur la théorie et la recherche en psychologie. Elle est l’opinion professionnel concernant la cause et la nature des difficultés de votre enfant, et elle mène à des recommendations particulières en lien avec le traitement proposé. Le psychologue vous présentera les résultats de son évaluation et discutera avec vous de leur lien avec les recommendations à mettre en place à l’école et à la maison. Vous recevrez également un rapport écrit dans lequel figurera un résumé de l’évaluation. Dans le cas ou vous le demandiez, le psychologue pourra également rencontrer d’autres professionels impliqués dans l’éducation et la garde de votre enfant.

Si votre enfant va à l’école de langue française ou d’immersion, il apprend en français. Puisqu’il apprend en français, sa performance aux tests de lecture, d’écriture, et de mathématiques sera probablement plus faible si les tests sont en anglais. Il est donc important d’évaluer ses aptitudes scolaires en français afin d’obtenir des résultats qui représentent adéquatement ses forces et difficultés particulières à l’école, ceci même si votre enfant est parfaitement bilingue et s’il parle anglais à la maison.

Quant à l’évaluation des fonctions cognitives, la décision de la faire en français ou en anglais est plus complexe. Le psychologue appuiera sa décision sur de nombreux facteurs, tels que la langue maternelle de votre enfant, sa langue de choix et la langue que vous parlez avec lui à la maison. Les tests de fonctions cognitives devront être administrés à la lettre afin de pouvoir comparer les résultats de votre enfant à ceux de l’échantillon de standardisation et de reconnaître si votre enfant éprouve ou non des difficultés cognitives. Cependant, il est également possible d’administrer certains items en français et en anglais, au besoin, afin de mieux comprendre le potentiel réel de votre enfant.

  • L’évaluation psychologique vous aidera à mieux comprendre pourquoi et de quelle façon votre enfant éprouve de la difficulté.
  • L’évaluation identifiera peut-être un trouble psychologique, du développement, de l’apprentissage, du comportement, ou affectif. Ceci est important parce qu’un diagnostic précis permet de développer un plan de traitement adéquat.
  • La passation de tests peut mettre en évidence des problèmes cognitifs et d’apprentissage qui n’avaient pas été détecté auparavant. Il arrive que des difficultés soient masquées lorsqu’un enfant compense pour celles-ci à l’aide d’aptitudes dans d’autres domaines.
  • Quand les parents prennent conscience des vraies difficultés de leur enfant, il leur est plus facile d’être patient tout en essayant de faire progresser leur enfant dans un domaine à développer.
  • L’évaluation vous offrira des suggestions détaillées concernant la manière dont vous pourrez aider votre enfant à la maison et à l’école. Les conclusions de l’évaluation indiquent non seulement les problèmes à améliorer, mais aussi le type de stratégies qui sera le plus utile à cette fin.
  • Des études ont démontré un lien entre la performance aux tests et les aptitudes de vie de tous les jours, telles que planifier une sortie au magasin et la préparation à l’apprentissage de la lecture. Les résultats de l’évaluation vous aideront à mieux comprendre les défis quotidiens auxquels fait face votre enfant et de quelle façon vous préparer pour ceux-ci.
  • Les résultats de l’évaluation psychologique peuvent être très utiles aux parents parce qu’ils expliquent comment et pourquoi votre enfant réfléchit, apprend, et se comporte de cette façon. Muni de ces connaissances, il vous sera plus facile de soutenir votre enfant de façon efficace, adéquate, et réussie à la maison.