Above all else, I am an ethical clinician who prioritizes the well-being of children and families. All other values essential to providing quality care naturally stem from this cardinal value. For specific documents that guide this value within my practice, feel free to refer to the Minnesota Psychology Practice Act (link), and the American Psychological Association code of ethics (link).
I approach my clinical work as a scientist-practitioner. This is manifest within my practice in two important ways. First, my clinical decision-making is informed by current scientific literature. I take care in staying abreast to the rapidly growing body of research relevant to child and adolescent neuropsychology. Second, I apply a hypothesis-testing approach to assessment to guide the process of isolating patient strengths and weakness and refining a clear diagnostic picture. This approach ensures that all possible explanations for a referral complaint are fully considered, and maximizes the validity of resulting clinical impressions.
My evaluations consider all factors that bear upon neurobehavioral functioning, spanning from individual processes such as genetic expression and maturation, to environmental factors, such as family systems, peer groups, and schools. Practically, this frames the questions asked during intake interviews, as well as the background information collected from parents and associated care providers. Such a comprehensive lens lends due sensitivity to the broad spectrum of neurobehavioral predictors, providing a natural check on confirmation bias and raising awareness to subtle clinical phenomenon that could otherwise be overlooked. Ultimately, this fosters the drafting of evidence-based recommendations that are tailored to meet the unique needs of an individual child.
I approach neuropsychological assessment as a therapeutic process in and of itself. It is not enough to simply help children better understand themselves, and parents better understand their children. Within my work, I strive to be sensitive to how assessment feedback is received by children and parents, and take steps to promote the healthy assimilation of this information into the broader understanding of the child's identity.