A place where children and young people can feel comfortable, understood and supported
About the practice, how an assessment or course of therapy unfolds from first enquiry to written report, and the work I do beyond the consulting room.
Understanding the whole person, not just the test results
I am Theresa, an educational psychologist with many years of experience working with children, teenagers, young adults and students. My practice combines psychological support and assessment in a warm, creative and relaxed environment, where clients can feel at ease and be themselves.
I believe that every person is different. An assessment should therefore be more than a set of tests, and therapy should be more than simply talking about problems. Through carefully selected assessments, creative activities and therapeutic approaches, I aim to understand the whole person — their strengths, challenges, emotions, abilities and individual way of learning and coping.
Whether your child needs a psychoeducational assessment, school readiness assessment, subject or career guidance, support with educational accommodations, or therapeutic intervention, my goal is to provide a space where they feel safe, respected and understood.
With experience, professional expertise and a child-centred approach, I help children and young people understand themselves, overcome barriers and move forward with greater confidence.
- Afrikaans & English
- 18 Fisant Avenue, Monument Park, Pretoria
Assessment and therapy: the steps
1. Enquiry
WhatsApp or phone call. A short initial conversation to understand your concerns and determine whether an assessment or therapeutic support may be appropriate.
2. Consultation
A parent consultation. We discuss your child’s history, development, school experience, previous reports and what you are currently seeing at home or at school.
3. Assessment or therapy
Assessment. If an assessment is needed, your child will attend a full-morning assessment session. Most children experience the assessment as a series of puzzles, activities and conversations. It is important to me that each child feels comfortable and at ease, which is why assessments take place in a relaxed, informal and supportive atmosphere.
Therapy. If therapy is identified as the appropriate support, weekly therapy sessions will be scheduled.
4. Feedback
Understanding the findings. Assessment findings are discussed with the parents in clear, practical language, with the focus on your child’s strengths, areas of difficulty and the way forward.
A written report with clear recommendations for home, school and any appropriate referrals, where applicable.
5. Confidentiality in Therapy
Confidentiality is an important part of creating a safe and trusting therapeutic relationship. What is shared in therapy is treated with respect and kept private within the professional and ethical boundaries of psychological practice.
For children and teenagers, parents remain an important part of the process, while therapy also provides the young person with a private space to speak openly and develop trust. Parents will be kept informed about their child’s general progress and support needs, while respecting the young person’s privacy.
Where more specific information needs to be shared, this will, where developmentally appropriate, first be discussed with the child or young person.
Confidentiality has limits where there is a significant concern about safety or where disclosure is required by law or professional ethical obligations.
6. Career guidance & subject choice
In-person consultation. Career guidance is more than tests. I take time to get to know the learner or student through conversation, personal stories, assessments and exploring patterns in their interests, strengths and experiences.
Together, we identify subject and career options that best fit who they are and where they want to go.
A passion for learning and sharing knowledge
My work extends beyond individual assessments and therapy. I have a strong interest in child development, learning, behaviour and educational psychology, and enjoy sharing knowledge with parents, teachers, students and other professionals.
I regularly:
| Ongoing professional work |
|---|
| Present workshops and training sessions for teachers, focusing on child development, learning, behaviour and practical strategies for supporting children in the classroom. |
| Contribute professional opinions and insights to articles and discussions on children’s development, behaviour, learning and emotional wellbeing. |
| Research topics related to children, education, learning and career development, with a particular interest in understanding how children and young people develop and how we can better support them. |
| Present lectures and talks by invitation to university students, education and psychology students, teachers and other professional groups. |
| Develop educational resources and programmes to help parents, teachers and young people better understand learning, development and future pathways. |
I believe that professional practice should never stand still. I enjoy learning, researching and staying curious, and I value opportunities to share what I learn with others.
Whether working with a child, supporting a parent, presenting to teachers or speaking to students, my aim is the same: to translate psychological knowledge into practical, meaningful support that can make a difference in a child’s life.
Not sure where to start?
Start with a short WhatsApp or phone call. A brief initial conversation is enough to understand your concerns and determine whether an assessment or therapeutic support may be appropriate.