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Psychology Assessment

Psychology Assessment calgary

Psychology Assessment

At RMPS, we offer a wide variety of psychological assessments such as psychoeducational, attention and emotional, behavioural and developmental assessments. Regardless of the type of assessment, the goal is always to better understand the individual, and then use that information to develop a plan for improved functioning. Assessments are a formal way of measuring how well a person is functioning compared to others their age. It can zero-in on how a person’s brain works and how this may be affecting their overall functioning.

Assessments are often requested to assist with concerns related to school, but assessments can also be used to shed light on behavioural, emotional or relational problems that are impacting the person in the home environment or in other settings such as clubs, sports etc. To ensure accuracy in diagnosis, lots of information is gathered during the assessment and may include (depending on the assessment plan and purpose of the assessment): standardized test results, clinical observations, questionnaires completed by various people from various contexts in the individual’s life, and interviews with people who know the person well.

Common Referral Issues

  • Learning Difficulties/Learning Disability identification (e.g., reading, mathematics, written language, processing challenges, etc).
  • GATE (gifted and talented) or other programs requiring assessment for application (e.g., Westmount Charter School, Foothills Academy, Calgary Academy)
  • Attention Challenges (ADHD)
  • Autism or social challenges
  • Academic achievement problems
  • Behavioural Challenges
  • Adjustment Difficulties (anger, anxiety, depression)
  • Difficulties with independence
  • Transition to post-secondary education and needing accommodations
  • Transition to adulthood and needing supports (e.g., functional and capacity assessment to apply for AISH or PDD)

Psychoeducational Assessment

A psycho-educational assessment focuses on understanding the whole child and investigating areas of strength and challenge that are affecting your child’s learning.Understanding your child’s cognitive profile helps you and teachers to better understand how a child learns. When a child is struggling or is demonstrating behaviour problems, it is important to “dig down” to understand the underlying reasons for the challenges. A child may receive a poor grade on a test for a variety of reasons: not understanding the material, difficulties with writing the answers, difficulties with understanding the question, challenges with paying attention to what the question is asking, or losing track of what the question was while attempting to create an answer. A psycho-educational assessment will help to determine the underlying reasons for a child’s struggles and provide specific recommendations for parents and teachers.

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psychological educational assessment calgary

Components Of Assessments

In developing an assessment plan, we consider which components are appropriate. Your assessment may include any or all of the following three components:

Cognitive Abilities

How a person reasons, their memory, problem-solving, thinking with words or visual information, their vocabulary and processing efficiency.

Academic Skills

Reading, writing, math, and oral language skills. These measures are part of identifying learning challenges or exceptionalities.

Social/ Emotional/ Behavioural Functioning

How emotional issues such as anxiety, depression, or other issues such as attention regulation or difficulties with social interaction or independence can impact school, work, or daily life.

Gifted Assessment

When a student is designated as a student who is “gifted and talented” by Alberta Learning, they qualify for individualized program plan (IPP) and are said to have a “code” (Code 80). Alberta Learning uses codes to identify students who require individualized program plans in order to meet their needs. In order to identify students who are intellectually gifted and talented, standardized testing can be completed by a psychologist. This includes intelligence tests and some programs also require individualized academic achievement tests.

At RMPS, we are fully aware of the Alberta Learning requirements for students who may be applying for Code 80 (Gifted and Talented) and we also ensure that our assessments will meet requirements for applications to programs such as GATE and Westmount Charter School.

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Developmental Assessment

Sometimes parents, teachers, medical doctors or others may suspect that a child is not developing at the same rate as his or her peers. Or, for adults, it may be suspected that the person is struggling with social interactions or relationships, having difficulties with managing adult responsibilities such as job or finances to the same extent as other adults. A developmental assessment is designed to help understand how a person is progressing with respect to cognitive, social/emotional, and behavioural functioning.

Developmental Assessments can identify:
*Autism or social interaction challenges
*Intellectual challenges
*Difficulties with managing adult responsibilities (ability to financially support oneself, decision-making capacity, or independent living).

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Frequently Asked Question

What happens during a psychological assessment?

The assessment process varies depending on the type of assessment and your child’s needs. It typically includes standardized testing to measure cognitive abilities, academic skills, social-emotional functioning, or developmental progress. We gather information from multiple sources, including questionnaires from parents and teachers, clinical observations, and interviews. Results are communicated during a feedback meeting with a detailed written report.
Assessments can be appropriate at any time from preschool through high school and beyond, depending on your child’s needs. Rather than age, what matters is whether the assessment information would be helpful and beneficial to your child’s functioning. If you’re unsure, you can book a consultation with one of our psychologists to discuss your specific concerns.
Typically, it is recommended that assessments be updated every 3-5 years, or sooner for younger children. Updates are recommended as individuals progress through different phases of life, since strengths and weaknesses may change. Updated assessments help determine relevant next steps in treatment planning.
Results are communicated verbally during a feedback meeting with you and provided in a confidential written report. You’re encouraged to share this information with relevant professionals, including medical doctors, schools, tutors, and other specialists who support your child.

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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.

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.