Psychological Testing in New York City and Westport

I love the process and outcome of psychological testing! It is a remarkable method for collecting useful information quickly. My interest in conducting, teaching, and researching psychological testing began in graduate school. After taking the initial testing courses, I was selected to be the teaching assistant for the next psychological testing sequence. I also participated in a psychometric internship at the College Board, where among other things, I worked on projects related to the SAT and to school climate. Later in my career, I co-founded and co-directed a Connecticut state approved special education school for bright, internalizing middle and high school students, so I have an understanding of the complexities of special education. Currently, I provide psychological testing for behavioral health issues in adults and children including the assessment of psychological symptoms such as anxiety, depression, bipolar and mood disorders, ADHD, autism, and personality disorders. Specifically, I provide:

  • Comprehensive psychological, neuropsychological, and/or educational assessment of adults, adolescents, and children

  • Objective information to clarify diagnoses and/or rule-out competing ones

  • A sophisticated understanding of current symptoms and functioning

  • An assessment of strengths and weaknesses, including risk factors and underlying pathology

  • Parent/school/physician consultation as needed

  • Full or brief testing, tailored to each individual’s needs

  • A Focus on Personality: While I assess all of the major psychological functions (e.g., learning, memory, attention), I have special expertise in personality assessment.  This means that I am able to integrate the test data in a meaningful, personally-relevant way that can be useful for diagnostic clarification and treatment planning. 

  • A Focus on Development: I take a developmental view, and work to understand current symptoms and functioning in light of the individual’s unique life story.  This allows me to see the big picture, considering the past while planning for the future.

  • Clinical Utility of Reports: I am a therapist; so I write reports that other therapists understand and appreciate.

  • Timeliness: Reports are generated quickly; in most cases within two weeks of the final assessment.

  • Advocacy:  I work hard for the people that I assess.  This often involves providing a strong, expert presence at school- or work-related meetings.

  • Realistic Recommendations: I provide recommendations, based upon the test data, which can actually be implemented by parents, teachers, other providers, and patients.