L I C E N S E D  P S Y C H O L O G I S T

212-873-8897 | shrinkrapp@gmail.com


L I C E N S E D  P S Y C H O L O G I S T

My Approach​

A personalized approach

I am not a "testing machine". I offer individual, personalized attention to each client. I work on one case at a time so that each person's evaluation is handled with the utmost care, consideration, and focus. I am available for discussions or to answer questions during the day or in the evening.

Fast turn-around

One of the most important things you should look for when you are seeking an evaluation is how long it will take between the time of the testing and receiving the final report. Some evaluation sights take as long as 6 months before issuing their final report. That amount of time is too long for any parent to wait. I get a thorough report to my client within a month of the evaluation. This allows my client to begin planning their therapeutic course quickly.

A remediation perspective

I am not only a psychologist, I am a learning specialist. I have tutored children for more than 10 years in both private practice and institutions. Therefore, my recommendations about how to remediate a child who is having a difficult time academically are wrought with experience. Many times, psychologists make recommendations, but they have never actually taught someone to read, write, or get organized. I have a keen understanding of what needs to be done, because I do it. Having that knowledge and experience makes a real difference when planning remediation.

Warm and welcoming environment

When evaluating a young child or adolescent, it is important to establish a positive rapport and make the child feel comfortable. Some evaluation sights are fairly strict and they may not spend sufficient time just getting to know the child. They may not allow food or drinks during testing. I have a relaxed but structured demeanor and try to make my time with a child a fun experience. I find this approach works well even with a shy child, an angry adolescent, or an embarrassed adult.

The right number of tests

My evaluations are thorough and appropriate. It is important to give enough tests to really understand someone's functioning, however I do not just "test to test". Some evaluators may over-test just to "fatten up" a report. Always remember quality is more important than quantity. For example, if there are no social- emotional issues, then limited projectives can be done. If there is a question of an attention deficit disorder, or a disorder on the Autism Spectrum there are specific tests that need to be added to the battery. Having a psychologist who is intimately familiar with the full inventory of available tests and who knows how and when to use them is important. I gear my practice to make the most efficient use of everyone's time. I focus on the identified issues and provide a thorough report.

It takes one to know one

Finally, what probably makes me most qualified is that I am dyslexic. I spent many years as a child feeling humiliated in the classroom and feeling inadequate as a student. I had to work very hard to learn to compensate for my weaknesses. Because of my background I have a personal understanding about what your child is going through. This understanding can't be taught in a classroom. When I get the sense that children are uncomfortable or embarrassed, I explain to them that I was just like them and it helps me connect with the child in a way that many others can't.

Why be evaluated?

The purpose of an evaluation is to develop an understanding of a child's cognitive strengths and weaknesses. Some children are better with visual image oriented material, while others are better expressing their knowledge verbally. Some may have difficulty with either short-term memory or working memory. Others may process information slowly and require extra time to complete a task. An evaluation determines a child's strengths and weaknesses and assists with his educational planning process. The recommendations from an evaluation are designed to help the child reach his highest academic learning potential.