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Complex Psycho-Educational Assessment

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What is Complex Psychoeducational Assessment?

A Complex Psychoeducational Assessment is designed for students with multiple, overlapping, or unclear challenges that are affecting their learning, school performance, and daily functioning. In many cases, families have already tried supports, interventions, or previous assessments but still have unanswered questions about why their child continues to struggle. When learning difficulties, attention concerns, emotional factors, developmental differences, trauma, or other challenges interact, it can be difficult to identify what is driving the problem. A Complex Psychoeducational Assessment provides a deeper and more comprehensive evaluation to help families better understand the full picture and identify the most effective path forward.
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Is a Complex Psychoeducational Assessment Right for Your Child?

This assessment may be appropriate if your child:

  • Is struggling with multiple challenges that are difficult to understand or separate
  • Has a complicated developmental, medical, educational, or family history
  • Continues to struggle despite previous interventions or supports
  • Has received a previous assessment but important questions remain unanswered
  • Experiences difficulties across multiple areas of school and daily life
  • Has been suspended, asked to leave school, or is not currently attending school
  • May have several factors affecting functioning, such as learning difficulties, ADHD, anxiety, trauma, or other concerns occurring together

A Complex Psychoeducational Assessment is designed to look beyond a single concern and understand how multiple factors may be interacting to affect learning, behaviour, emotional well-being, and everyday functioning.

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What Makes a Complex Assessment Different?

Unlike a Standard Psychoeducational Assessment, which focuses on one primary concern, a Complex Psychoeducational Assessment explores situations where several factors may be contributing to a student’s difficulties.

For example, a child may be experiencing:

  • ADHD and a learning disability
  • Anxiety and academic challenges
  • Trauma-related difficulties that affect learning and behaviour
  • Developmental differences alongside school-based concerns
  • Emotional, behavioural, and cognitive factors that overlap.

The goal is not simply to identify individual challenges, but to understand how those challenges work together and influence your child’s overall functioning.

Looking for a straightforward evaluation focused on a single concern? Learn more about our Standard Psychoeducational Assessment.

What Does the Assessment Evaluate?

Every assessment is individualized, but a Complex Psychoeducational Assessment typically includes a comprehensive review of:

Cognitive Functioning

Reasoning, problem-solving, memory, processing speed, attention, and executive functioning skills.

Academic Achievement

Reading, writing, spelling, mathematics, and other academic skills relative to age and grade expectations.

Social, Emotional, and Behavioural Functioning

Assessment of emotional well-being, behavioural concerns, coping skills, mental health factors, and school adjustment.

Additional Areas of Assessment

Depending on the referral concerns, additional testing may be completed to further investigate:

  • Specific Learning Disorders
  • Adaptive functioning and independence skills
  • The impact of trauma on functioning
  • Personality and emotional factors
  • Complex diagnostic presentations involving multiple conditions

This broader assessment approach helps ensure that important factors are not overlooked.

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What to Expect

Because complex cases often involve multiple questions and areas of concern, the assessment process is typically more extensive than a standard evaluation.

Initial Parent Interview

We begin by gathering detailed information about your child’s developmental, medical, educational, and family history. An individualized assessment plan is then developed based on your concerns and goals.

Assessment Sessions

Most Complex Psychoeducational Assessments involve approximately 3 to 6 individual testing sessions, depending on the scope of the referral concerns.

Questionnaires and Information Gathering

Standardized questionnaires may be completed by parents, teachers, caregivers, and, when appropriate, the student.

Clinical Interviews

Additional interviews may be conducted with the student, parents, caregivers, teachers, school personnel, or other professionals involved in the child’s care.

Interpretation and Report Writing

All information is carefully reviewed and integrated into a comprehensive report that explains findings, diagnoses (when applicable), and recommendations.

Feedback Meeting

A feedback session is scheduled to review results, answer questions, and discuss recommendations in detail.

Follow-Up Support

Approximately six weeks after the feedback meeting, we offer a follow-up consultation to help families implement recommendations, address ongoing concerns, and develop a treatment plan that supports the child’s bio-psycho-social needs.

How Assessment Results Can Help

A Complex Psychoeducational Assessment can help:

  • Clarify why previous supports have not been effective
  • Identify underlying factors contributing to ongoing difficulties
  • Differentiate between overlapping concerns and diagnoses
  • Guide school-based accommodations and interventions
  • Support treatment planning and mental health services
  • Improve collaboration between families, schools, and professionals
  • Provide a clearer understanding of your child’s strengths and needs

For many families, the assessment brings clarity to situations that have felt confusing or overwhelming for years.

Frequently Asked Question

What makes a psychoeducational assessment "complex"?
A Complex Psychoeducational Assessment is designed for students with multiple, overlapping, or unclear challenges that may be affecting learning, behaviour, emotional well-being, or daily functioning.
A Standard Psychoeducational Assessment focuses on one primary concern, while a Complex Psychoeducational Assessment explores how multiple factors may be interacting and contributing to difficulties.

Many families seek a Complex Psychoeducational Assessment when a previous assessment provided some answers but important questions remain unresolved.

Yes. The assessment is specifically designed to examine how learning difficulties, attention concerns, emotional factors, developmental differences, and other challenges may interact.

Most Complex Psychoeducational Assessments involve approximately 3 to 6 testing sessions, along with interviews, questionnaires, and comprehensive report preparation.
Yes. Families receive detailed recommendations to support educational planning, intervention strategies, and overall functioning.

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If your child is experiencing multiple challenges or previous assessments have left important questions unanswered, a Complex Psychoeducational Assessment may provide the deeper understanding needed to move forward.

Contact Rocky Mountain Psychological Services today to book a consultation and learn whether this assessment is the right fit for your child and family.

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Cassandra White

Cassandra Hillman White is the Owner and Clinical Director of Rocky Mountain Psychological Services (RMPS). A Registered Psychologist with more than 30 years of experience, Cassandra works with children, adolescents, parents, and families facing a wide range of developmental, emotional, behavioural, learning, and mental health challenges. She is known for her thoughtful case conceptualization, collaborative approach, and commitment to helping families understand both the challenges they are facing and the path forward.

Cassandra’s career began working with children with special needs and their families throughout Central Alberta. From supporting parents in their homes to consulting with daycare and preschool programs, she developed a deep appreciation for the importance of relationships, developmental understanding, and practical strategies that families and educators can use in everyday life. These early experiences continue to shape her work today.

Throughout her career, Cassandra has pursued extensive training across multiple therapeutic approaches, allowing her to tailor treatment to each client’s unique needs. Her clinical background includes Cognitive Behavioural Therapy (CBT), Internal Family Systems (IFS), Synergetic Play Therapy, Jungian Sandplay, Neurofeedback, Adlerian Therapy, Adlerian Play Therapy, and the Play Therapy Dimensions Model. While she draws from a variety of evidence-informed approaches, Adlerian principles and play therapy frameworks have become particularly influential in her current work with children and families.

Cassandra believes that effective therapy begins with understanding the whole person. Rather than focusing solely on symptoms, she works collaboratively with clients and families to explore the factors contributing to current challenges, identify strengths, and develop meaningful goals. She values creating clear treatment plans that are reviewed and adjusted over time, ensuring clients remain active participants in their own growth and healing.

As Clinical Director, Cassandra leads a multidisciplinary team dedicated to supporting children, adolescents, and families across complex presentations, including anxiety, depression, ADHD, autism, learning difficulties, emotional regulation concerns, trauma, behavioural challenges, and family relationship difficulties. She also works closely with schools, physicians, allied health professionals, and community agencies to help families access coordinated and effective support.

In addition to her clinical work, Cassandra serves as President of the Council of the College of Alberta Psychologists and is a Canadian Certified Play Therapist. She brings her commitment to ethical practice, professional excellence, and lifelong learning into every aspect of her work.

Outside of the office, Cassandra enjoys spending time with her four adult children, exploring nature, travelling, and continuing to learn. Her curiosity about people and their stories remains at the heart of the work she has loved for more than three decades.

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MacKenzie Ebel

MacKenzie is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Arts in Psychology at Princeton University, where she also played 4 years for the women’s ice hockey team. She recently completed her Masters in Counselling Psychology through City University of Seattle.MacKenzie has worked with children, youth, and their families in a number of settings, through coaching, as a behavioural aid, and counselling through her internship placement. She is excited to continue learning about assessment administration, neurofeedback, and play therapy practices at RMPS! Currently, she is part of the assessment and neurotherapy team, as she completes her final capstone assignment and intends to join our counselling team as a Registered Provisional Psychologist.

Tammy Thomson

Tammy is a graduate of the Master of Arts in Counselling Psychology (MACP) program at Yorkville University and is trained at the master’s level in art therapy as a professional art psychotherapist and member of the Canadian Art Therapy Association. She brings more than 20 years of experience working with children, teens, and families in child development settings, children’s hospitals, and schools as an early childhood educator and elementary teacher.She completed a Bachelor of Applied Science specializing in Child Development Studies at the University of Guelph, Ontario and holds a Graduate Diploma of Teaching and Learning from the University of Canterbury in Christchurch, New Zealand. Tammy is a member of the Canadian Counsellor and Psychotherapy Association and College of Alberta Psychologists while pursuing her next goal of registration as a provisional psychologist. Tammy values a client-centered approach using play therapy and the expressive arts to support those who may find it difficult to articulate their thoughts and feelings with words. Children and families do not need any skill or prior art experience and the art studio is a safe place where children can gain a sense of independence, greater emotional regulation, and confidence through self-exploration. Expressive interventions in art therapy can treat behavioural issues, anxiety, depression, ADHD, autism, learning disabilities, physical and developmental disabilities, and attachment difficulties. As a parent of three young children herself, Tammy understands the complexities of family life using compassion to help parents feel more confident in their role of raising a successful family.

Raquel Freitas

Raquel is an Office Administrator at RMPS. Back in Brazil, her home country, she graduated as a Psychologist and worked as a clinician for the past 5 years. Although she loved working with children and adults, she discovered a new passion: manage the administrative tasks that keep the business running. 

As someone who is passionate about learning new things and developing new skills, with the career transition also came the decision to live abroad and explore a new culture. To serve empathetically and connect with people is Raquel’s main personal and professional goal.

Emma Donnelly

Emma is a Registered Psychologist with the College of Alberta Psychologists. She completed her Bachelor of Arts in Psychology in her hometown at Brandon University, after which she moved to Calgary to earn her Master’s of Science in School and Applied Child Psychology at the University of Calgary.Emma has a passion for working with children and families and has experience doing so in a number of settings, including schools, homes, early intervention programs, and within the community. She specializes in assessment, including psychoeduational, social-emotional-behavioural, and autism assessment. Emma uses a client centred approach to counselling, supported by cognitive behavioural therapy, as well as play-based and attachment-based techniques. She believes in meeting clients where they are at and prides herself in working together with her clients to achieve their goals, improve their functioning, and enjoy their daily life.

Amanda Stoner

Amanda is a Registered Psychologist with the College of Alberta Psychologists. Amanda earned her doctoral degree in Psychology at Brock University in Ontario in 2017, with a specialization in developmental psychology. Amanda provides formal assessment services at RMPS. 

Since 2009, Amanda has received formal training and work experience in private practice settings in conducting psycho-educational assessments for students ranging from preschool through university. Amanda is skilled at test administration, interpretation of data, and report writing for various referral questions including ADHD, Learning Disorders, Autism Spectrum Disorder, Anxiety, Giftedness, and Intellectual Disabilities. Amanda enjoys working with people of all ages from diverse backgrounds, and she tries to make the testing environment feel relaxed and comfortable while maintaining integrity in testing protocol.

Denise Riewe

Denise has completed a Bachelor of Health Sciences through the University of Lethbridge and a Master of Counselling with Athabasca University. She is a Registered Provisional Psychologist with the College of Alberta Psychologists and a member of the Psychological Association of Alberta.Denise has over 9 years of experience supporting children, youth and their families in both residential and community-based practices. Denise is experienced in working with high and at-risk youth, supporting children and their families with strength-based approaches. She practices from a client-center approach supported by Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, Theraplay, and other play and art-based modalities.

John Pynn

John is a Registered Provisional Psychologist with the College of Alberta Psychologists. He completed his Master of Arts in Counselling Psychology at Yorkville University. He brings more than 20 years of experience working with children, teens, and families in a variety of settings. He brings a relaxed and collaborative atmosphere to sessions.John uses an integrated counselling approach including client-centred, Cognitive Behavioural Therapy (CBT), and Solution-Focussed therapy (SFT) to find the best-fit for clients. He has experience with a variety of mental health concerns including anxiety, depression, anger, self-
esteem, relationships, parenting, ADHD, grief/loss, addictions, and trauma. This broad experience comes from working in schools, social service agencies, group-care, and clinical settings. He also draws from the practical experience of being a parent to two teenagers as well as a husband. Supporting and empowering clients with mental health concerns is something John genuinely enjoys. John also provides counselling for adults and holds a Gottman level 1 certification for couples therapy.

Zara Crasto

Zara is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Science in Psychology at the University of Calgary and her Graduate Diploma in Psychological Assessment at Concordia University of Edmonton. 

Zara has spent over five years working alongside children, adolescents, and their families in a variety of settings. These include public and private schools, in-home support, residential programs, early-intervention programs, and non-profit organizations. Currently, Zara is part of the assessment and neurotherapy team. As a lifelong learner, Zara plans to go back to graduate school and eventually become a psychologist one day.

Kellie Lanktree

Kellie is a Registered Psychologist with the College of Alberta Psychologists. She completed a Bachelor of Child and Youth Care with the University of Victoria and a Master of Education in Counselling Psychology through the University of Lethbridge.Kellie has over 10 years experience supporting children and youth with developmental disorders/delays and their families. Kellie has experience working in schools, clinical settings, and within homes to provide support and therapeutic interventions. Through her time at RMPS, Kellie has also gained experience in helping individuals affected by trauma, grief/loss, separations, emotional dysregulation, depression, and anxiety. Kellie practices through developmental, attachment-based and trauma-informed lenses, and draws from a variety of play-based approaches such as Synergetic Play Therapy, Child-centered play therapy, DIR/Floortime, art-based mediums, and mindfulness-based practices. Kellie also provides Neurofeedback therapy, and is working on receiving her certification through BCIA. Kellie believes in meeting children and their families where they are at and that there is no “one size fits all” for therapy.