The initial parent consultation is €135. This includes the 60-minute consultation, review of the information provided, development of an initial formulation and brief written clinical recommendations setting out the proposed next steps.

The initial parent consultation provides an opportunity to discuss your concerns, how the difficulties are affecting your child and what you are hoping to understand or change. Before the appointment, you may be asked to provide relevant reports or other information and to complete an initial questionnaire. Following the consultation, I review the information available to develop an initial formulation and identify whether further assessment or another form of support may be appropriate.

Where assessment is recommended, I will develop an individualised assessment plan based on the questions that need to be explored. Depending on these questions, this may include a more detailed developmental and clinical history, alongside the assessment methods needed to investigate particular areas of functioning. I will explain what I am recommending and why, and provide a fixed fee for the complete assessment before you decide whether to proceed.

The fixed fee covers the complete assessment process, including any developmental or clinical interviews required, assessment sessions, scoring and interpretation of results, integration of information from different sources, preparation of the written psychological report and the parent feedback consultation. Where appropriate, this also includes a separate summary of relevant findings and recommendations for your child’s school, and feedback or liaison with school staff where this would be helpful and you have provided consent.

If, during the assessment, the findings indicate that additional assessment is needed to answer the questions originally agreed, this will be included within the fixed fee at no additional cost.

Fees for Psychological Intervention are discussed before beginning an intervention, together with the proposed structure and number of sessions.

No. Families often come with a particular question, such as whether their child may have ADHD, autism or a learning difficulty, but this is not always the case. Sometimes it is simply clear that a child is struggling and the reasons are uncertain.

The initial parent consultation provides an opportunity to discuss your concerns, how the difficulties are affecting your child and what you are hoping to understand or change. Following the consultation, I bring together the information available to develop an initial formulation and consider what may be helpful next.

Where further assessment is recommended, I will develop an individualised assessment plan around the questions that need to be explored and explain what I am recommending and why.

Assessment is individualised, so the measures used will depend on your child’s age, needs and the questions being explored.

I use current, standardised and evidence-based psychological assessment tools covering areas including cognitive abilities, learning and academic skills, attention and executive functioning, language, neuropsychological functioning, emotional and behavioural functioning, ADHD and autism.

These may include measures from the WISC, WIAT, NEPSY, CELF and D-KEFS families of assessments, alongside recognised diagnostic and clinical measures such as the ADOS-2 and ADI-R and standardised questionnaires completed by children, parents or teachers.

Measures are selected according to the individual assessment, and assessment tools and procedures are reviewed as new editions, evidence and professional guidance become available.

No. A diagnosis is established where this is clinically appropriate and supported by the assessment findings.

Whether or not an assessment results in a diagnosis, the aim is to develop a clearer understanding of your child’s strengths and difficulties, identify factors that may be affecting learning or wellbeing, and provide useful recommendations about what may help.

Yes. For most assessments, parents are welcome to remain in the room if this helps their child feel comfortable.

The assessment space has been specifically arranged so that a parent can remain nearby without being directly within the child’s line of sight. This allows children to know that their parent is there while helping them to engage independently with the psychologist and maintaining appropriate conditions for standardised assessment.

There may be occasions when a particular assessment or an individual child’s needs mean that a different arrangement is preferable. If so, this will be discussed with you beforehand.

It is usually helpful to explain that they will be meeting with a psychologist to find out more about how they think, learn and experience things, and to understand what they find easy and what they may find more difficult.

There is no need to tell a child that they are going to be “tested” or that they need to perform well. The aim is for them to approach the assessment as naturally as possible.

How this is explained will depend on your child’s age and the reason for the assessment, and I can help you decide what to say before the first appointment.

For Psychological Intervention

If your child is receiving Psychological Intervention or therapy, I will not routinely contact their school or share information about their sessions with school. Psychological work with children and young people is confidential, and attending the practice for intervention does not mean that your child’s school will be informed.

In some circumstances, collaboration with school may be helpful as part of the intervention — for example, where the work directly relates to learning or support within the school environment. If I believe school involvement would be helpful, I will discuss this with you first. I will only contact the school or share information with your consent.

For Assessment & Diagnosis

School involvement can be an important part of psychological assessment because information from school can help to understand a child’s learning, development and everyday functioning across different settings. I will only contact your child’s school as part of an assessment after discussing this with you and obtaining your consent.

Where agreed, this may include gathering information from teachers, using questionnaires, reviewing relevant school information or observing your child at school where this would be clinically helpful. The type and extent of school involvement will depend on the questions being explored and will be discussed with you beforehand.

Following assessment, a separate school summary of relevant findings and recommendations is provided where appropriate. This allows the information most useful for supporting your child at school to be shared without requiring the full psychological report to be provided to the school. Where helpful, this may also include discussing the findings and recommendations with school staff, with your consent.

Information will not be requested from or shared with your child’s school without your knowledge and consent.

A comprehensive Assessment & Diagnosis process includes a detailed written psychological report.

The report brings together the relevant background information and assessment findings and describes your child’s individual profile of strengths and difficulties. Where appropriate, it will include a diagnosis, together with practical recommendations based on the findings.

For Psychological Intervention, a shorter written intervention plan is provided outlining the focus and agreed goals of the work.

The amount of assessment required varies depending on the child and the questions being explored. Some questions can be addressed through a relatively focused assessment, while more complex neurodevelopmental or learning profiles may require several assessment appointments and information from a number of sources.

The proposed assessment and likely number of appointments will be discussed with you following the initial consultation.

No. Your child does not need to complete a full psychological or diagnostic assessment before beginning Psychological Intervention.

For example, a child who is experiencing difficulties following bullying at school may benefit from psychological intervention without needing a comprehensive assessment. The first sessions would focus on understanding what has happened, how it is affecting the child and what they need support with. A brief questionnaire or measure may also be used to establish a starting point and help monitor change over time.

From this, we will agree clear goals and develop a brief written intervention plan setting out the focus and planned approach. Intervention can then take place over a planned block of sessions, with progress reviewed throughout and at the end.

Parents are often actively involved in psychological therapy and intervention with children, although the nature of that involvement depends on the child’s age, needs and the type of intervention.

Some interventions are specifically designed to involve parents alongside their child. In other cases, parents may join parts of sessions or have separate parent appointments. Parent-focused intervention can also be provided in its own right.

Parent involvement helps to ensure that strategies and skills developed through psychological work can be understood and supported in everyday life.

Psychological intervention is generally planned around clearly identified goals rather than beginning as an indefinite series of appointments.

Where appropriate, intervention is organised as a planned block of sessions. Progress is reviewed during the work and again at the end of the planned intervention to consider what has changed and whether any further support is needed.

Yes. A child’s language background is an important part of planning and interpreting psychological assessment.

Factors such as the languages a child speaks, when and where they acquired them, their language of schooling and their relative experience in each language are considered when planning an assessment and interpreting the findings. Standardised test results are not interpreted in isolation from a child’s linguistic and educational background.

The practice works primarily in English. Where a particular assessment cannot be carried out or interpreted appropriately in English, this will be discussed with you and another approach or referral may be recommended.

Hiller Psychology does not solicit or publish reviews or testimonials from clients.

Psychological services involve a confidential professional relationship, and this is particularly important when working with children and young people. A public review may inadvertently disclose that a child or family has received psychological care, as well as information about the nature of that care.

For this reason, families are not asked to provide public reviews or testimonials. This approach is intended to protect client privacy and, in particular, the confidentiality of children and young people.

Hiller Psychology is a private practice providing services by a registered Clinical Psychologist, legally authorised to practise in Belgium. Fees are paid directly by families.

Depending on your insurance, you may be able to claim partial or full reimbursement for psychological services. Some Belgian mutualities offer supplementary reimbursement for psychological consultations, subject to their own eligibility requirements. International and private health insurance policies may also provide cover.

As coverage and eligibility vary between insurers and policies, families are advised to check directly with their insurance provider before beginning services. The practice can provide appropriate documentation to support reimbursement claims.

Yes. Psychological Intervention appointments are available on Saturday mornings, which can be helpful for families who prefer to avoid appointments during the school week.

Assessment and parent consultation appointments are generally arranged during the week.

Yes. Most appointments take place at the practice in Lasne. However, home consultations may be available where a parent or family is unable to travel to the practice, for example because of mobility or accessibility needs, or where meeting with a child or family in their home environment would be clinically helpful.

Some forms of psychological assessment need to take place at the practice to ensure appropriate and standardised assessment conditions. Home consultations are arranged individually and may involve an additional fee depending on travel time and location.