Individual psychotherapy sessions are provided for a wide range of presenting concerns. Anxiety, depression, stress, and obsessive compulsive disorder are some reasons why people seek services. While a psychodynamic conceptualization is applied, some presentations require more behaviourally based interventions (such as obsessive compulsive disorder). Thus, cognitive behavioural therapy is also used, for those diagnoses which have empirical evidence proving “best practice.”
Dr. Perel- Panar works collaboratively with Drs. Piper and Schmidt and is available for psychiatric consultation, with a combined referral from both the clinic psychologist and the patient’s family physician (GP). This consultation will involve a thorough interview with patients and their families, of approximately 3 hours in duration. This consultation can occur over several sessions, patient dependent. Current symptoms will be explored, in addition to gathering information about a patient’s development and functioning at home and at school. This information is synthesized with the family, in order to develop a treatment plan that will assist the patient and their support system. If medications are suggested, the patient will have to be followed closely by their family physician in order to ensure that adequate medical follow up occurs.
Family therapy is provided for similar presenting concerns, which may be affecting the entire family system. When a child or adolescent is being seen individually, family sessions may be incorporated into the overall treatment plan.
Children use play as a means of communicating their thoughts, feelings and experiences. The office provides a variety of play mediums available to children. While play therapy may appear as nothing more than a child “playing”, there is both theory and structure which guide the play. Play therapy is an effective treatment for a wide range of presenting concerns.
Several types of assessments are provided to children, adolescents and their families. Some children are referred because of behavioural reasons. Thus, an assessment of the child’s behaviour (i.e. behavioural assessment) is appropriate, including the observations and pertinent feedback from the child’s various systems (i.e. school, day care etc..). This type of assessment provides detailed recommendations specific to improving the child’s specific behaviour (s).
Psychoeducational assessments pertain to the child or adolescent’s learning style. These types of assessment are typically referred when a child is having difficulty in school. They include a social/emotional assessment component as part of the differential; as the interplay between academic functioning and emotional well being are often positively correlated. These assessments are often diagnostic in nature. Recommendations are typically specific to both the home and school environments
Psychodynamic supervision is offered to professionals and students.