Who We Treat
At Kinnear Child Psychology we work with young children who present with typical development or mild delays (e.g. speech, language, cognitive). Services focus on improvement of disruptive behavior (ages 2-7) and/or anxiety (10 years of age and below). Because some children may not yet meet criteria for a specific diagnosis due to age, or other factors, treatment focuses on changing behaviors and does not focus solely on diagnosis. We believe that early intervention and prevention are key to a child's long-term success.
Not following directions
Tantrums/outbursts, poor self regulation
Mild physical aggression
Verbal aggression/back talk
Sleep difficulties (e.g. not staying in own bed, bedtime routine challenges).
Anxiety (e.g. afraid to speak with others, fear to separate from caregiver(s))
Attention Deficit Hyperactivity Disorder (ADHD)
Kids diagnosed with ADHD often struggle with following directions, emotional regulation, social skills, attention, organization, distractibility, and/or impulsivity. Behaviors occur in multiple settings and can have a negative impact on learning and social relationships.
Kids with anxiety may be reluctant to try new things, fear making mistakes, feel uncomfortable in social situations, have difficulty participating in activities, have difficulty sleeping on their own, have difficulty separating from caregivers, feel constantly judged by others, etc. This anxiety make it very challenging for children to engage in ordinary age-appropriate tasks/activities as they are overcome with emotions that are difficult for them to handle. Common anxiety disorders include Generalized Anxiety Disorder, Separation Anxiety Disorder and Social Anxiety Disorder
Autism Spectrum Disorder (ASD)
Kids diagnosed with an Autism Spectrum Disorder may have difficulty with social/play skills, following directions, emotion regulation, and/or language. These children often require support across settings to be the most successful.
Selective Mutism (SM)
Selective Mutism is an anxiety disorder in which individuals are unable to speak in particular settings, or with particular individuals, despite being able to speak in other settings. Children with this disorder often find it extremely difficult to speak outside of the home, with school being one of the most challenging settings. Because these children often speak in the home, difficulties are generally not suspected until a child is enrolled in a learning program (e.g. daycare, school).