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Child Services

Therapy & Counselling


We provide therapy for children and adolescents to help them better manage various psychological difficulties they are struggling with. Some of the areas we can help with include:

  • Anxiety
  • Depression
  • Eating disorders
  • Oppositional behaviours
  • Self-esteem
  • Stress

Social skills groups are also currently being offered. 

Psychological Assessment


We provide a range of assessments to improve understanding of a child's behaviours. This includes assessments for:

  • Attention-Deficit Hyperactivity Disorder
  • Autism Spectrum Disorder
  • Giftedness assessment
  • IQ assessment
  • Learning Disabilities
  • Socio-emotional difficulties

Parenting Workshops


Parenting workshops are available for companies, schools and community events. We customize our training to meet the needs of our audience and ensure its relevance and benefits for our audience. 

A one-hour workshop for parents on nurturing values (such as kindness, graciousness and empathy) is available for interested preschools. This is sponsored by Singapore Kindness Movement and Public Hygiene Council.

Contact us to discuss your needs.  

Therapy & Counselling


Therapy for children & adolescents

When your child presents with difficulties coping, therapy can help to identify the cause of the problem and enable targeted solutions to address the issue. The therapy approach will vary based on the needs of the child. Often, a collaborative approach is adopted whereby we we work with the child, as well as his/her parents and/or school. Other professionals may also be involved.

Initial consultation: Therapy begins with an initial consultation with our psychologist to obtain relevant background information about the child and his/her related systems (e.g. family, school), as well as information about his/her presenting problems. This typically begins with a session with the parents, preferably with both parents, so that we can obtain a comprehensive account of the situation. Time will also be spent with the child to obtain information from his/her perspective, or observe his/her behaviours. Where appropriate, contact with the school will also be established to obtain the school's perspective of the child's difficulties. With all this information, an appropriate treatment plan can then be developed to provide appropriate intervention for the child. 

Therapy: Intervention for a child may include intervention with the child only, intervention with the parents only, or therapy with both child and parents. There is also the possibility of group sessions with other children/parents  as this will allow children/parents to share with other similar individuals and learn from the group experience.

Some of the difficulties that we provide child counselling for include:

  • Attention-Deficit Hyperactivity Disorder (ADHD)
  • Addiction (alcohol, drug, gambling, internet)
  • Anger management
  • Anxiety (generalised anxiety, panic disorder, phobia, social anxiety)
  • Assertiveness
  • Autism
  • Bullying
  • Conduct problems
  • Depression
  • Eating disorders
  • Low self-esteem issues
  • Oppositional behaviours
  • Perfectionism
  • Procrastination
  • Self-harm behaviours
  • Sleep problems
  • Social skills and social thinking
  • Worry and rumination

Social Skills Groups:  Social skills are essential for children to interact with their peers and make friends. Some children however struggle to acquire social skills and require more support to learn social skills. Social skills group thus provide a good opportunity for social skills to be taught explicitly in small groups, and for children to practise these skills with their peers under direct guidance and support. Teaching will be done through stories, role-plays and activities. This includes teaching the children to be social detectives, and helping them understand how their behaviours affect others. 


  • Group of 2-3 children (aged 4-12) matched by age and social emotional needs.
  • 10-session long programme, each session being 1 hour long. 
  • Feedback provided to parents at the end of each session.
  • Pre-assessment required before enrolment into group

Psychological Assessment

We conduct assessments to better understand the strengths and weaknesses of children/adolescents, and to identify any emotional, behavioural and learning difficulties. Assessments typically include:

  1.  Initial consultation with parents to obtain background information, and determine the relevant assessments to be conducted. 
  2. Relevant assessments which may include the use of standardised psychometric instruments, behavioural observations, and/or interviews with relevant individuals (e.g. school teachers). 
  3. Report and feedback session whereby the assessment outcomes and recommendations are explained. This is provided after 10 days after all relevant assessments are completed. 

Some of the assessments conducted by our child psychologist include:

Attention-Deficity Hyperactivity Disorder (ADHD) - ADHD is a neuro-cognitive disorder that contributes to difficulties with inattention, hyperactivity, and/or impulsivity.  To make a diagnosis of ADHD, it is important to gather information about the individual's behaviours in more than one setting. As such, information will typically be obtained from parents and teachers. The assessment may thus include:

  • Assessment of intelligence, which includes working memory and processing speed (e.g. WISC-V)
  • Computerized test of attention (Conners Continuous Performance Test Third Edition)
  • ADHD-specific questionnaires (Conners 3)

Autism Spectrum Disorder (ASD) – ASD is characterised by difficulties in social interaction, communication, repetitive behaviours and sensory sensitivities. An assessment will provide a better understanding of the individual, and enable the relevant treatment and intervention to be given. Our assessment may include: 

  • structured interview with parents (Autism Diagnostic Interview, ADI-R)
  • observation of the individual in clinic (Autism Diagnostic Observation Schedule, ADOS-2) 
  • questionnaire to assess social impairments (Social Responsiveness Scale, SRS-2)
  • assessment of the individual's functional skills (Adaptive Behaviour Assessment System, ABAS-3)
  • School observation or teacher interview, with parents' permission
  • Assessment of intelligence and academic abilities may also be carried out to better understand the child's learning (e.g. WISC-V, WIAT-III)

To achieve a comprehensive and thorough assessment, two assessors complete the above assessments for ASD. The different perspectives from the two assessors enable us to make the most suited recommendations. We may also recommend additional assessments by other professionals (e.g. speech and language therapist, occupational therapist).

Cognitive Assessment (IQ)  – Cognitive assessment provide information about an individual's intellectual functioning in different domains, and give useful information about one's strengths and weaknesses. Assessment tools we use include:

  • Wechsler Intelligence Scale for Children (WISC-V)
  • Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV)
  • Wechsler Nonverbal Scale of Ability (WNV)

Academic Abilities / Specific Learning Disorder – These assessments are conducted when a child struggles with learning in school. This allows better understanding of the specific learning difficulties and areas of weaknesses  (e.g. reading, spelling), so that targeted intervention can be provided. Assessment tools we use include:

  • Wechsler Individual Achievement Test (WIAT-III)
  • Comprehensive Test of Phonological Processing (CTOPP-2)

Social-Emotional Assessment - When an individual displays emotional or behavioural difficulties, it is useful to conduct an assessment to better understand the presenting problems. Some of our available assessment tools include: 

  • Behavior Assessment System for Children (BASC-3)
  • Children's Depression Inventory (CDI 2)
  • Children's Measure of Obsessive-Compulsive Symptoms (CMOCS)
  • Eating Disorder Inventory (EDI 3)
  • Revised Children's Manifest Anxiety Scale (RCMAS 2)