Exciting announcement! NESCA is accepting clients for home- and/or community-based Real-life Skills and Executive Function Coaching with Leah Bridge, MSOT, OTR. Leah is available for in-person occupational therapy (OT) and coaching services in the Newton, MA and Central MA areas. NESCA’s team of coaches offer Real-life Skills, Executive Function, Functional OT and Parent/Caregiver Coaching remotely for those outside of the Newton area. To learn more or book coaching services, complete our Intake Form.

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Image of two people studying together or Body doubling

The Power of Body Doubling

By | NESCA Notes 2024 | No Comments

Image of two people studying together or Body doublingBy Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

Have you heard of body doubling before? Body doubling is when two (or more) people lend each other their presence while doing individual work. You can think of it as a “buddy system” for productivity. Having another person with us while we work can increase our motivation to start a task, boost our focus, and even have a calming effect. In fact, the sheer act of scheduling a body doubling session with someone helps hold us accountable to our to-do list.

Body doubling is a powerful accountability strategy that I use with my clients as well as with friends and family. If you think about it, it’s likely that you have used this strategy, too. Have you ever silently studied in a group, with a friend, or in a public space such as a library or cafe? That was body doubling! What about calling up a friend and scheduling a time to go to the gym together? Body doubling! Do you ever chat with a friend while you cook, fold laundry, or grocery shop? Once again, body doubling! (It doesn’t always have to be silent.)

Body doubling is a foundational strategy that I explore with many clients – first explaining the concept and benefits of it, and then providing them with opportunities to practice it.  We may start by body doubling during our video calls, testing out if it’s more effective to keep cameras on or off, mics muted or not, screens shared or not. We’ll experiment with duration to see what’s enough time to get work done, but not too much time to get distracted. Our goal is to find the sweet spot where body doubling is supportive, but not distracting. We also implement structures to make body doubling time as productive as possible. This may look like using a prep checklist to make sure my client has all the materials they need to work; establishing a work plan that includes a goal and the first steps to take; or determining checkpoints when they want me to interrupt with prompts or reminders.

This structured practice is particularly effective because we have fostered a safe and collaborative coaching relationship that is centered on getting work done. With this guided practice, my clients can dip their toes into the world of body doubling and prepare to utilize this strategy on their own – with a natural resource (a person or group of people who is available in their everyday life).

As my clients build independence, we discuss creative ways for them to incorporate this strategy into their everyday lives. We’ll go through the list of people in their lives and think through who would make good body-doubling partners, and who would make socializing too big a temptation to resist. We might remove the temptation to talk altogether and body double with a pet dog or rabbit. I’ve even worked with clients to create “asynchronous” body doubling where they listen to audio messages from friends while they get house chores done.

As body doubling has become more popular, people have found ways to incorporate technology and social media. The YouTube channel @MerveStudyCorner has videos of various lengths showing a person studying in different locations. The Dubbii App by @adhd_love_provides body doubling videos specifically for individuals with ADHD. The FLOWN app offers “coworking” drop-in or power sessions. And some people are hosting TikTok Live while doing chores or working on homework so you can tune in and join. Very clever!

Body doubling is an adaptable and powerful strategy that can help anyone boost productivity, focus, and accountability. Whether you’re experimenting with silent study sessions, enlisting a friend to tackle errands, or exploring innovative tech tools, there’s no shortage of ways to make this strategy work for you. So, why not give it a try? If you need help getting started, reach out to NESCA to work with one of our expert real-life skills and executive function coaches by completing our Intake Form at: www.nesca-newton.com/intake.

Want to do more reading on body doubling? Check out these articles:

Additional Information

Body doubling can also be done outside the context of productivity, often referred to as “parallel play.” Sitting next to a trusted human and allowing yourself to get lost in a preferred task or hobby can be a truly enjoyable experience, deepening your relationship without even talking!  For individuals who find talking tiring or for those who have an easily-drained social battery, this is an accessible way to engage and RESIST isolation.

 

About the Author

Jasmine Badamo, MA, is an educational counselor and executive function coach who works full-time at NESCA supporting students ranging from elementary school through young adulthood. In addition to direct client work, Ms. Badamo provides consultation and support to parents and families in order to help change dynamics within the household and/or support the special education processes for students struggling with executive dysfunction. She also provides expert consultation to educators, special educators and related professionals.

Ms. Badamo is a New York State Certified ENL and Special Education teacher. She has more than 10 years of teaching experience across three countries and has worked with students and clients ranging in age from 7 to adulthood. She earned her bachelor’s degree in Biological Sciences from Cornell University and her master’s degree in TESOL from CUNY Hunter College. She has also participated in graduate coursework focusing on academic strategies and executive function supports for students with LD, ADHD, and autism as part of the Learning Differences and Neurodiversity (LDN) certification at Landmark College’s Institute for Research and Training. In addition to being a native English speaker, Ms. Badamo is also conversationally fluent in verbal and written Spanish.

Having worked in three different New York City public schools, Ms. Badamo has seen firsthand the importance of executive function skills in facilitating student confidence and success. Her coaching and consultation work focuses on creating individualized supports based on the specific needs and strengths of each client and supporting the development of metacognition (thinking about one’s own thought processes and patterns), executive function skills, and independence. She will guide clients to generate their own goals, identify the barriers to their goals, brainstorm potential strategies, advocate for support when needed, and reflect on the effectiveness of their applied strategies.

Ms. Badamo is a highly relational coach. Building an authentic connection with each client is a top priority and allows her to provide the best support possible. Additionally, as a teacher and coach, Ms. Badamo believes in fostering strong collaborations with anyone who supports her clients including service providers, classroom teachers, parents, administrators, and community providers.

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Couple with disabilities

Why Sexual Education is Crucial

By | NESCA Notes 2024

Couple with disabilitiesBy: Sarah LaFerriere, M.Ed.
Transition Specialist & Special Educator, NESCA

Empowering Students with Disabilities Through Comprehensive Sexual Education

Sexual education is more than a curriculum; it’s a vital tool for personal empowerment, safety, and self-advocacy. For students with disabilities, access to meaningful sexual education can address unique challenges while fostering independence, confidence, and dignity. Here’s why this education is critical and how it can change lives.

Sexual education is not about encouraging students to have sex. It is about equipping them with the knowledge to make informed choices, understand healthy relationships, respect boundaries, and advocate for themselves. While some parents and educators worry that discussing these topics might “give students ideas about sex,” the reality is that comprehensive sexual education empowers students with the tools they need to stay safe and navigate their lives with confidence.

Addressing Sexual Health Disparities

Research has shown that students with developmental disabilities face disproportionate risks in sexual health outcomes. These include higher rates of unplanned pregnancies, sexually transmitted infections (STIs), and sexual abuse. For instance, young women with cognitive impairments are significantly more likely to experience early pregnancy and STIs compared to their peers without disabilities​.

These disparities stem in part from barriers to education and healthcare access, as well as stigmatization and misconceptions about the sexuality of individuals with disabilities. By integrating tailored sexual education into their learning experience, we can close these gaps and provide tools for informed decision-making.

Reducing Vulnerability to Abuse

One of the concerning issues is the heightened vulnerability of individuals with disabilities to sexual abuse. Studies indicate that people with developmental disabilities are up to four times more likely to experience sexual assault than their peers​​. A lack of understanding about healthy boundaries, consent, and their rights can leave these individuals at greater risk.

Comprehensive sexual education teaches students to recognize inappropriate behavior, understand consent, and advocate for their rights. Lessons on distinguishing between public and private spaces, understanding healthy relationships, and asserting boundaries equip students to protect themselves and seek help when needed.

Fostering Healthy Relationships and Self-Advocacy

Everyone has the right to form relationships based on respect, trust, and mutual understanding. For students with disabilities, sexual education can provide a framework to navigate these connections safely. It’s not just about teaching anatomy and reproduction, it’s about addressing intimacy, connection, and communication​.

Self-advocates emphasize the importance of this knowledge, stating they want to learn how to make informed choices, build lasting relationships, and advocate for their desires and boundaries. Teaching sexual self-advocacy encourages independence and fosters a sense of agency.

Combating Stigma and Promoting Inclusion

Historically, people with disabilities have been desexualized or unfairly stereotyped. These harmful narratives contribute to exclusion and limit access to essential education. Providing comprehensive sexual education helps dismantle these misconceptions and affirms that individuals with disabilities are entitled to the same rights, relationships, and respect as anyone else.

Building a Safer, More Inclusive Future

Sexual education for students with disabilities isn’t just about reducing risks—it’s about empowerment. It’s about teaching young people to take ownership of their choices, advocate for themselves, and lead fulfilling lives. When we provide these students with the knowledge and necessary tools, we’re investing in their safety, dignity, and future.

As a special education teacher and advocate trained in sexual education for students with disabilities, I’ve witnessed firsthand the transformative impact of these lessons. Let’s continue to advocate for inclusive, comprehensive sexual education for all students and schools, ensuring that no student is left behind.

NESCA’s Sarah LaFerriere is trained in providing sexual education coaching to groups and schools. For more information, please visit our page about our Sexual Health Education Services complete our Intake Form.

Sexual Health Education Webinar Registration Page

If you are eager to learn more about Sexual Health Education, please register for our upcoming webinar on this topic at: https://nesca-newton.zoom.us/webinar/register/WN_XQN-heyzR8iS2_Kp8ZQLNQ

About the AuthorHeadshot of Sarah LaFerriere, M.Ed.

Sarah LaFerriere, M.Ed., is a transition specialist and special educator who has nearly a decade of experience working with transition aged students in public schools, college, and home-based settings. She provides transition assessment, consultation, and coaching services to a wide range of clients, and specializes in supporting students with autism, intellectual disabilities, developmental disabilities, mental health conditions, and medical conditions.

To book a consultation with Sarah LaFerriere or one of our many other expert transition specialists, neuropsychologists, or other clinicians, complete NESCA’s online intake form.

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Headshot and quote of Leah Bridge to Introduce her as a Coach

Occupational Therapist Leah Bridge, MSOT, OTR, Joins NESCA’s Coaching Team Full-time

By | NESCA Notes 2024

Headshot and quote of Leah Bridge to Introduce her as a CoachBy: Jane Hauser
Director of Marketing & Outreach, NESCA

NESCA welcomed Occupational Therapist Leah Bridge, MSOT, OTR, as a per diem Real-life Skills and Executive Function Coach this past fall. We are thrilled to announce that she has joined our coaching team full-time, allowing her to offer more in-person coaching services to clients in Eastern and Central Massachusetts. Learn more about Leah and what she brings to her clients from our recent interview. 

How did you become interested in occupational therapy?
As a younger student, I was diagnosed with a learning disability and was exposed to other students with various challenges in my classes and while receiving services. Through that experience, mostly in high school, I became interested in helping other friends and students engage with their work. That kickstarted my desire to work in an area where I was able to support the specialized needs population engage more in their everyday lives.

When I started my undergraduate degree, I actually didn’t know about occupational therapy at all. After ruling out other career paths and with the help of my advisor, I realized that OT was exactly the path I wanted to go down. It encompassed so much of what I love to do.

Once I started my occupational therapy graduate program, I learned about the mental health side of OT, which I hadn’t really known about before. That was very interesting to me, so I did a clinical placement at a behavioral health hospital, which set me on the path to becoming a mental health occupational therapist. From there, I ended up working at Cambridge Health Alliance for the past two years in the inpatient pediatrics, adolescents, and neurodevelopmental unit. Since these are acute settings, the patients mainly come in after a mental health crisis, and my job was to help stabilize them and work with them on self-regulation and coping skills.

Why are you moving to NESCA as a Real-Life Skills and Executive Function Coach?
While I really enjoyed working in an acute setting,  I didn’t feel like I was able to make as much of an impact as I wanted to because the patients are there for a short period of time. I wanted to work with clients from start to finish, showing them the necessary skills for life.

I came on board at NESCA as a per diem coach and moved to full-time this winter, because I quickly learned just how amazing it is to help people build skills in a natural setting, whether it’s in the community or at home. I love working with people from scratch, and seeing them progress, become more resilient, and build skills.

What approaches do you take in working with our coaching clients when they are so unique from one another?
I want my  clients to feel like I’m easygoing and approachable. I use a very warm, empathetic approach and a lot of humor to make connections with them. I also like to see where individuals are at and follow their lead – never pushing someone too quickly and meeting their comfort level throughout the process. Once we have a foundational relationship, I can see where to challenge them.

What skills do you work on in the home, in the community, or anywhere else with your students?
It can be a whole range of things. So far, I’ve worked on behavioral activation, meal prepping, note taking, folding laundry, taking out the trash, placing things into the dishwasher – generally helping people to take more of an independent approach to their daily tasks.

In the community, it could be anything from going into a store and feeling comfortable interacting with different employees in that store. I may take an individual into a store and practice some of the different types of jobs we are working on, like organizing a shelf in Target that was a bit disheveled and putting items back in their places. It’s a more interactive way to work on the organizational skills we may be building. We may also just walk around a crowded grocery store or mall where we can determine different self-regulation techniques that work in these overstimulating and overwhelming moments. It helps individuals be confident that, in the future, they may be able to go to these places alone and feel completely comfortable there.

What is the profile of some of the students that you’ve worked with?
I like working with people of all ages, and I love the differences among all of the patients, students, and clients I’ve seen. I’ve worked with a whole wide variety. At Cambridge Health, I worked with kids who are struggling from depression, anxiety, or a mood disorder, like bipolar, borderline personality disorder or psychosis. In the neurodevelopmental unit, I worked with a lot of different kids with autism, have an intellectual disability, or a traumatic brain injury. While there, I worked with kids who are both very resistant to working together as well as those who are incredibly self-motivated and really want to do the work.

At NESCA, I’ve also seen a whole variety of clients who are really fun to work with. We do things like work towards building skills they can use when they go off to college, helping them to be more independent and live on campus more confidently. I’ve also worked with students who are taking some time off from college or graduate school to rebuild their confidence and mental health before going back into the school setting. We’re working on a lot of daily tasks to help them feel more regulated and less overwhelmed, and on strategies to help in those difficult moments and remember that they can do this.

How do you gain buy-in from the individuals you work with?
Meeting them where they’re at is so important. I go in with an open attitude and determine where they are at in each session, adjusting my plan from there. I never force anything, but rather go at their pace. I find I’m more successful when we just take time to get to know each other, build trust and understanding, and then the buy-in comes.

Most people are more willing to participate when they know why they are engaging in an activity or some type of coaching. When they learn that I am trying to teach them skills to help them advocate for themselves, they feel more empowered – not just that their parents are making them do this. It’s been very helpful to show them that they have a say in the process and a voice that helps them get to that place of independence.

How does NESCA’s collaborative approach help you in your coaching practice?
It offers amazing value. As an example, I may be thinking of an approach to use in a session, and then I hear from or consult with someone from another discipline within the practice about how they may approach it. It opens your eyes to a whole other way of looking at something. I’m also someone who is very eager to learn and improve my own skills, so I love getting input from other people and delving into the resources they suggest. I always want what’s best for my clients and my patients, so I am always happy to collaborate with everyone to be able to get that for them.

How and where will you be offering your coaching services?
I will be mostly in-person with my clients, which could be at their home, in the community, on a college campus, among other locations, generally within a 20- to 30-minute drive from Newton, MA. I will also be able to offer remote services.

What’s your approach to designing a program or curriculum for someone?
I start off with doing some assessments to determine the areas that are within the domains of OT, such as activities of daily living, leisure activities, work/school activities, and also looking at what skills the individual can already do on their own, and ranking their performance level within each of those along the way. Some clients are able to complete these assessments independently, and some require input from their parents or caregivers. From there, we choose what areas we want to start with and set goals, mainly based on what the greatest areas of need are. We typically work in increments of eight-week sessions. Near the end of the eight weeks, we reevaluate and see if we want to do more.

What are some of the goals your students are working on?
A person may have the goal to go to a grocery store and pick out items from a shopping list. We may not start with going to the grocery store right away. Instead, we may sit down and look at a map of the grocery store and get a feel for what each aisle looks like and what we can find in each one. We may do this kind of work for the first four sessions and then spend the next four sessions going to different places where we can look at how different stores are set up, and how we can find items when the aisles look different from store to store. If we can’t find the items, we work on how to approach someone and ask where we can find them.

What is your take on using different technology tools or apps?
I’m someone who loves learning all about new approaches, including technology, to see what may work. I’m open to exploring new technology and introducing it to students if I think it is something that will support them in reaching their goals. There are some great ones available for anxiety, which may help them engage in our sessions together. There are others for banking, scheduling, and calendaring. If a student prefers using Google Sheets or Excel to help organize their day, I am definitely willing to work with them using those as long as they are a support.

Is there anything else that you would like people to know about you?
I love working with individuals who are going through mental health challenges, whether short-term or chronic. But it’s not the only area I am interested in. I’m someone who feels I can offer a lot and am willing to do the work to really learn and feel as though I can provide the best care to those with whom I work. So, for me, there’s really nothing that I feel I want to avoid. I’m a very open person in that sense that I really just want to help as many people as I can.

 

About Leah Bridge, MSOT, OTR

Leah Bridge, MSOT, OTR, is a licensed occupational therapist with a passion for helping individuals develop the skills needed toHeadshot of Leah Bridge meaningfully engage in their daily lives. With a Master’s degree in Occupational Therapy from Regis College and a Bachelor’s degree in Kinesiology from the University of Massachusetts Amherst, Leah brings a well-rounded educational background to her practice. She is currently licensed to practice in Massachusetts.

Throughout her career, Leah has specialized in mental health-based occupational therapy across various settings, including inpatient units, partial hospitalization programs, and schools. She has worked closely with individuals aged 4 to 26, addressing critical areas such as activities of daily living (ADLs), self-regulation techniques, executive functioning, and routine development. Her experience spans a wide range of diagnoses, including autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), traumatic brain injury (TBI), and mental health conditions such as depression, generalized anxiety disorder (GAD), and bipolar disorder.

Leah’s therapeutic approach is client-centered and holistic, adapting her interventions to suit the unique needs of each individual and their environment. Whether facilitating community engagement with adolescents in schools, providing vocational consults and life skills groups at partial programs, or teaching coping and self-regulation techniques in inpatient settings, Leah is committed to tailoring her strategies to each client’s specific goals.

Leah’s work is deeply collaborative, and she frequently partners with families and with other professionals such as social workers, psychiatrists, nurses, and psychologists to ensure comprehensive care. Her ability to foster strong therapeutic relationships, combined with her humor and validation techniques, helps clients feel comfortable and supported throughout their therapy journey.

To schedule an appointment with one of NESCA’s coaches, please complete our online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, NY (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Therapy session image

Finding the Right Therapist for Individuals with ASD

By | NESCA Notes 2024

Therapy session imageBy: Carly Loureiro, MSW, LICSW
Therapist, Executive Function Coach, Parent Coach

Finding the right therapist for individuals diagnosed with Autism Spectrum Disorder (ASD) can be challenging to come by. Finding an appropriate fit has more to do with the therapist’s background, style, and experience than it does with their license type (LICSW, PhD, LMHC, or LPC). As a therapist who specializes in ASD with a background in special education, I have developed a list of general guidelines when searching for an appropriate mental health provider.

  • Their ASD specialty should be visible on their website or profile: Websites or profiles on databases like Psychology Today and Zencare should highlight whether or not a clinician specializes in working with individuals with ASD. Not all, but some of these providers may have the letters CAS (Certified Autism Specialist) next to their name as well. A CAS is a professional who has obtained a certification that demonstrates specialized knowledge and training in working with individuals with ASD. Though this certification isn’t necessary, now you’ll know what it represents if you see it.
  • Schedule a free consultation if offered: If you see an ASD specialty or focus, schedule that introduction call or consultation! Ask the provider about their experience and approach with the population, and see if what is explained resonates with your needs.
  • They emphasize the importance of rapport building: Individuals diagnosed with ASD may struggle to communicate things like their preferences, needs, feelings, emotions, opinions, interests, and humor. An ideal therapist for this population will take the time to learn these unique attributes through a variety of different approaches and integrate them into treatment. This won’t be achieved in the intake or even within a specific number of sessions, but when the client is ready and able to share and open up.
  • They offer a strengths-based approach rooted in self-determination and self-empowerment: Often working with specialists all their lives, folks with ASD are more likely to have low self-esteem due to the amount of professionals who have been working to help them. Therapy should feel completely different from any other service. It should be a safe space where the individual feels in control, practicing self-advocacy as they learn new skills and strategies.
  • There is a family/caregiver component: If the client lives with a caregiver, partner, or other family members, it will be important for the provider to offer family work, if deemed necessary. Oftentimes, communication challenges exist in families and households where one or more members are diagnosed with ASD. By identifying and working through these challenges with a trained professional, life at home can get a whole lot easier.
  • They display flexibility and patience: Timelines and therapeutic frameworks should be approached gently and with curiosity, with an understanding that no two people with ASD are alike. Given this, a provider with a “one size fits all” approach or therapy framework will not be successful with this population. When you book an introduction call, make sure to explore this with the provider to check for flexibility regarding what a treatment plan may look like.

  

About the Author

Carly Loureiro is a Licensed Independent Clinical Social Worker practicing in Massachusetts and Rhode Island. Having worked both in private practice and schools, she has extensive experience supporting students, families and educational teams to make positive changes. Mrs. Loureiro provides executive function coaching and psychotherapy to clients ranging from middle school through adulthood, as well as to parents/caregivers. She also offers consultation to schools and families in order to support her clients across home and community environments.

To schedule an appointment with one of NESCA’s counselors, coaches, or other experts, please complete our online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; and staff in the greater Burlington, Vermont region and Brooklyn, New York, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

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Julie Weieneth headshot and quote

NESCA Welcomes Julie Weieneth, Ph.D., as Pediatric Neuropsychologist

By | NESCA Notes 2024

Julie Weieneth headshot and quoteBy: Jane Hauser
Director of Marketing & Outreach, NESCA

NESCA is excited to welcome Pediatric Neuropsychologist Julie Weieneth, Ph.D., to its Newton, Massachusetts location! Read more about Dr. Weieneth’s past experience, areas of specialization, and what brought her to NESCA as a pediatric neuropsychologist.

 

What drew you to neuropsychology?

Part of what interested me is that I’ve always done and have always enjoyed testing. I did my post-doc at the Developmental Medicine Center at Children’s Hospital Boston and did plenty of testing there. Then, with each subsequent role I was in – whether at a therapeutic school or in a group practice – I was conducting evaluations.

Neuropsychology is a really helpful way to integrate school-based evaluations. If we’re looking at diagnostic clarification, which is one of my areas of interest, that’s what a neuropsychological evaluation and subsequent report can do.

What settings have you worked in previously?

A lot of my background has been as a staff psychologist in therapeutic school settings, including the Manville School and New England Academy for many years, including during Covid.

I then moved on to a group neuropsychology practice so I could better balance my work and life schedules. My own kids were transitioning back to in-person school, and I wanted more flexibility in my schedule to support them as well as the students I evaluate.

What are your specialty areas?

My years in the therapeutic school setting gave me a good understanding of the various challenges students have as well as the complex educational needs that come with supporting them through those challenges.

Taking a step back, my dissertation was on the early development of ADHD, so that is an area that I am very familiar with and still really interested in. I also enjoy working with students with complex presentations, helping to provide diagnostic clarification as well as the kind of supports the individual and family will need to foster their education and development. In addition, I’d say I am also a bit of a generalist, able to work with most children and adolescents who are struggling.

What were you looking for in a new environment?

I am really excited about NESCA being a multidisciplinary practice. I’m looking forward to being part of a team made up of providers from different specialty areas. It will be great to refer children and students to people and providers in-house who I trust for executive function coaching, real-life skills coaching, transition planning, therapy, consultation, and more.

What do you find most rewarding as a neuropsychologist who works with children and adolescents?

I find it particularly rewarding when a student who has struggled with school refusal, meaning they are not actively attending school, is fully back in school and thriving. It’s a great feeling to be part of the team that helps figure out what is  happening for them, and helps direct them to the right resources so they can get back into school. I recently heard from a parent of a student I evaluated, who was really struggling and not engaging in any aspects of their schooling or life overall. They let me know that their child sought out and stuck to the interventions we recommended, and their child is back in school and doing well. That’s what our job is all about.

What do you think are the benefits of working in a group practice?

Sometimes the children we work with have a really hard time during the evaluation process, and we can’t finish all of the testing in the first session. I like having the ability to be flexible with them and bring them back in for another session if necessary. If we rush or force the testing, we will not get accurate results. Being in a group practice – rather than a hospital setting where the flexibility in schedules just isn’t there – allows me, as a neuropsychologist, to meet kids where they are at and get the best data and observations that I can.

Working as part of a group practice allows us to share insights, perspectives, connections, and experiences of the entire team. The cases that we all see are complicated, and sometimes, it’s really helpful to take all the information we have available and consult with those around us. To me, it’s a best practice to consult on cases with others. You gain the perspectives and experiences of others in the practice, and it also helps to develop solid recommendations with specific referrals from other experts in the practice to help a family move forward.

As neuropsychologists, we’ve all had different training and previous work experiences, and this is particularly important when cases are complicated. I’m open to hearing information and feedback from others, especially if I think it’s going to help the family move forward. When you work with a team of experts, it makes our reports so much more meaningful for the families we serve.

What are some of the strategies you employ when you are evaluating a child or adolescent who is struggling during the assessment?

Oh, there are so many. Sometimes, I will use Collaborative Problem Solving techniques. I’ve also had sessions where I have waited children out, offered them rewards, provided lots of nurturing and praise – again just meeting them where they are at. I also involve the parent or caregiver in the sessions if the child needs that support.

I’ve learned through the years how to be comfortable in most situations or settings, and I’m not easily thrown by emotional intensity. I always try to end on a positive note, whether the evaluation was smooth or challenging. If they struggled and needed an extra session, I involve the child in the decision to come back the next day and praise them for everything they accomplished in the initial session. They worked hard and should be positively reinforced for that.

Parents and caregivers come to NESCA for answers. How do you help guide parents and caregivers through the evaluation process?

Just like with children and adolescents, I meet the parents and caregivers where they’re at. And everyone is so different in their own experience when they are exploring or seeking out a neuropsychological evaluation. It may be their first time, and they are afraid, or it could be the sixth neuropsychological evaluation their child has had, and they know the drill. No matter where they are at, you do your best to explain what the process is and inform them about what to expect. I let them know that the whole process is designed to understand an individual’s learning strengths and challenges. I let them know that when I develop the report,  I will write highly personalized recommendations that build on their child’s strengths and how they can help to understand and work through their challenges.

People often say that I have a “matter of fact” way about me. I approach things practically, and I like to share input, feedback, and guidance with parents, caregivers, and students in that way. While I am practical, I am also empathetic and understanding of everyone’s stories.

How important do you think observation of the individual being evaluated is? What can you tell from the observations?

I was trained to pay attention to the observations. What’s behind the numbers is super important. I would never write a report without a lot of behavioral observations and interpretations around what things mean, because that is so critical.

Behavioral observations can provide insight into what comes easy to the students. And even if they have an average score in a particular area, it’s critical to look at how they approached that task. This can be really meaningful in an evaluation and in providing recommendations.

When you are working with students who are complicated, their struggles emerge in many ways beyond what the typical data show. If you just looked at the numbers, you might not see any struggle. Because the tasks are administered in a 1:1 setting, you see how they approach a task, how they complete it, or whether they can complete it. It informs us about things like their working memory and processing speed, and how that may impact them in real-life or educational settings. Children with high variability in their scores can “fall through the cracks” in school. They may appear like they are doing just fine from their grades and other test scores, but they are often dealing with an internal struggle or an uneven profile. The risk in saying they are doing fine is that, as they progress through their education, the struggle often just gets worse.

What have you noticed in the students you’ve evaluated since Covid?

I see a lot more school refusal among students, meaning the students who are not able to attend school or those who may be in school but need to arrive late or leave early on a consistent basis.

In addition, there has been a lot of anxiety, depression, isolation, and those sorts of things. Everything seems to be far more complex than it had been before Covid. And that’s a lot, considering it was already getting more complex before, with social media other stressors.

I’ve also noticed that there’s a lot of anxiety among adults. The parents and caregivers seem to have a heightened sense of anxiety and uncertainty.

How did you work through Covid?

It certainly was challenging, but there were two important silver linings that emerged from that experience. I learned to meditate and get more interested in mindfulness throughout that time. It has been really helpful to me.

Professionally, Covid actually helped me grow and transition from the therapeutic school setting to a group neuropsychology practice. While I loved my roles within schools, I was looking to delve deeper into diagnostic assessment. Doing so also provided me with more flexibility to balance things between my professional and personal lives. So, there were at least two positives that came out of the experience.

 

About the AuthorJulie Weineth headshot

Dr. Weieneth is a licensed clinical psychologist who has worked with children and families with complex diagnostic and treatment needs for the last twenty years. Her areas of specialty include ADHD, autism spectrum disorders, anxiety, mood disorders, learning disabilities, executive functioning, and school-related challenges. That being said, Dr. Weieneth also understands that not all individuals fit cleanly into diagnostic groups or labels. Her goals for each evaluation are to help families feel comfortable with the process, use all the tools available to best understand each individual’s unique strengths and needs, and to write a clear and comprehensive report that will guide educational and treatment planning.

To book a consultation with Dr. Weieneth or one of our many other expert neuropsychologists or other clinicians, complete NESCA’s online intake form.

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Welcome 2025 banner with quote from Dr. Ann Helmus

NESCA Welcomes 2025!

By | NESCA Notes 2024

Welcome 2025 banner with quote from Dr. Ann HelmusBy Ann Helmus, Ph.D.
Founder and Director, NESCA

At NESCA, we are thrilled to share how 2025 has gotten off to an incredible start! During the very first week of the year, we had the pleasure of welcoming three new neuropsychologists to the NESCA team. These talented clinicians started their NESCA careers with an intensive week-long training, during which many of our seasoned NESCA clinicians presented on their areas of specialization. This immersive onboarding experience underscored our commitment to professional growth and ensuring that every team member has the tools to provide the highest level of care to our clients.

Adding to the richness of the week, we were joined by a neuropsychologist from Florida, who is considering relocating to Boston to become part of our team. Her perspectives on regional differences in neuropsychological practice, including bilingual evaluations,  added a valuable dimension to our discussions, enhancing the exchange of ideas. All of our new neuropsychologists are mid-career professionals, and the week was characterized by vibrant discussions where everyone learned from each other. This mutual sharing of knowledge exemplifies the collaborative and collegial spirit that makes NESCA a leader in the field of pediatric neuropsychology.

We also had the honor of hosting a special evening for pediatric neuropsychology postdoctoral fellows and interns, aimed at supporting them in their career exploration. Over dinner, these early-career clinicians heard from a panel of four experienced pediatric neuropsychologists working in diverse settings, including hospital-based roles, solo practices, and group practices like NESCA. The panelists shared insights on what drives career satisfaction, how to achieve work-family balance, and considerations around compensation. The discussions were lively and thought-provoking, providing invaluable guidance to those embarking on their careers in pediatric neuropsychology.

At NESCA, our mission goes beyond delivering exceptional neuropsychological evaluations. We are deeply committed to fostering an environment of learning, professional development, and collaboration. Whether it’s through welcoming new team members, creating opportunities for knowledge-sharing, or helping early-career clinicians chart their career paths, we strive to build a professional community that embodies support and excellence.

What I saw unfold and experienced during our training week – from both NESCA’s seasoned clinical staff and our newest additions – gives me immense job satisfaction and gets me out of bed in the morning. While I am no longer seeing clients myself, I am now inspired by creating opportunities for people to learn from each other and exchange ideas; watching people meet and collaborate; and working closely with NESCA’s leadership team to continuously improve NESCA. All these things drive me personally, but, more importantly, lead to better client care.

Here’s to a 2025 filled with growth, connection, and continued dedication to our mission of helping children and families thrive. We look forward to the year ahead and all that we will accomplish together!

 

About the Author

NESCA Founder/Director Ann Helmus, Ph.D. is a licensed clinical neuropsychologist who has been practicing for almost 30 years. In 1996,Ann Helmus headshot she jointly founded the Children’s Evaluation Center (CEC) in Newton, Massachusetts, serving as co-director there for almost 10 years. During that time, CEC emerged as a leading regional center for the diagnosis and remediation of both learning disabilities and Autism Spectrum Disorders.

In September of 2007, Dr. Helmus established NESCA (Neuropsychology & Education Services for Children & Adolescents), a client and family-centered group of seasoned neuropsychologists and allied staff, many of whom she trained, striving to create and refine innovative clinical protocols and dedicated to setting new standards of care in the field.

She is an active participant in the Trauma and Learning Policy Initiative, a collaborative effort between Massachusetts Advocates for Children and Harvard Law School’s Education Law Clinic, a project involving a multi-disciplinary group of professionals working together to better define and meet the educational needs of children who have been traumatized.

She received her undergraduate degree in Neural Science from Brown University and earned her doctorate at Boston University School of Medicine. Her postdoctoral fellowship in pediatric neuropsychology was completed at Children’s Hospital in Boston, where she remained on staff for seven years. Concurrently, she served as neuropsychologist to the Pediatric Brain Tumor Clinic at Dana-Farber Cancer Institute in Boston.

To book an appointment with NESCA’s expert neuropsychologists, please complete our Intake Form today. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

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Girl with Down Syndrome in a job training

Pre-Employment Transition Services (Pre-ETS)

By | NESCA Notes 2024

Girl with Down Syndrome in a job trainingBy: Kelley Challen, Ed.M., CAS
Director of Transition Services, NESCA

Did you know that vocational rehabilitation (VR) agencies are required to provide services to students with disabilities in order to prepare them for future employment?

The Workforce Innovation and Opportunity Act (WIOA), enacted in 2014, mandates Pre-Employment Transition Services (Pre-ETS), which may be provided through VR agencies, contracted community partners, or even schools.

And importantly, Pre-ETS services are available to all students with disabilities, not just those on IEPs.

There are five key components of Pre-ETS:

  1. Job Exploration Counseling: Helps students understand various career options and what is required for different jobs.
  2. Work-Based Learning Experiences: Provides opportunities for students to gain practical, hands-on work experience through internships, job shadowing, or apprenticeships.
  3. Counseling on Post-Secondary Education: Assists students in exploring post-secondary education options, such as college or vocational training, and understanding the necessary steps to achieve their educational goals.
  4. Workplace Readiness Training: Focuses on developing essential skills needed for employment, such as communication, problem-solving, and social skills.
  5. Instruction in Self-Advocacy: Teaches students how to advocate for themselves, including understanding their rights and responsibilities, and how to request accommodations in the workplace or educational settings.

Pre-ETS benefits students in several ways:

  • Enhances students’ understanding of career and education options
  • Provides exposure to real-world work environments
  • Develops essential soft skills required for employment
  • Helps promote confidence and independence
  • Supports a smoother transition from school to adulthood

By participating in Pre-ETS, students with disabilities can better prepare for their future, ensuring they have the skills and knowledge needed to achieve their career and life goals.

If you want more information about Pre-ETS in any state, you can try some of the following steps:

  1. Visit your state VR web site: https://rsa.ed.gov/about/states
  2. Google it! Use key terms like “Pre-Employment Transition Services [state name]”
  3. See if your state department of education or special education agency has information about Pre-ETS on their web site
  4. Ask your local school district

The U.S. Department of Education’s Office of Special Education and Rehabilitative Services recently published guidance with additional information about Vocational Rehabilitation, Pre-ETS, and Transition Services. To download a copy of the guidance, visit: Coordinating-Transition-Services-and-Postsecondary-Access.pdf

 

About the Author
Kelley Challen, Ed.M., CAS, is an expert transition specialist and national speaker with over 20 years of experience supporting youth andKelley Challen headshot young adults with diverse developmental and learning abilities. Since 2013, she has served as Director of Transition Services at NESCA, offering individualized transition assessments, planning, consultation, coaching, and program development. She specializes in working with students with complex profiles who may not engage with traditional testing tools or programs. Ms. Challen holds a BA in Psychology and a Minor in Hispanic Studies from The College of William and Mary, along with a Master’s and Certificate of Advanced Graduate Study in Risk and Prevention Counseling from the Harvard Graduate School of Education. She is a member of CEC, DCDT, and COPAA, believing it’s vital for all IEP participants to have accurate information about transition planning. Ms. Challen has also been actively involved in the MA DESE IEP Improvement Project, mentored candidates in UMass Boston’s Transition Leadership Program, and co-authored a chapter in Technology Tools for Students with Autism.

To schedule an appointment with one of NESCA’s transition specialists, please complete our online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, NY (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Neuropsychologist observing the behavior of a child being evaluated

The Importance of Behavioral Observations in Neuropsychological Evaluations

By | NESCA Notes 2024

Neuropsychologist observing the behavior of a child being evaluatedBy: Alison Burns, Ph.D.
Pediatric Neuropsychologist, NESCA

Neuropsychological evaluations integrate information collected from multiple sources: (1) history and presenting concerns obtained during clinical interviews with a parent/guardian and the patient, (2) information from a review of records (e.g., past testing reports, school plans, such as IEPs or 504 plans, medical documentation), and (3) neuropsychological and psychological test findings. While these sources of information are important components of an evaluation, behavioral observations are essential to truly understanding a child’s strengths and weaknesses.

Behavioral observations are the qualitative observations made by a clinician that help to understand the child’s unique set of strengths and weaknesses. This includes overall impressions of the child throughout the evaluation process, such as their cooperation level and general attentiveness, their mood/affect and interpersonal skills, any nuances noted in their expressive or receptive language skills, and their fine motor abilities. This provides a “big picture” context to help the interpretation of more specific test findings. For example, if a child appears depressed and, as a result, thinks and completes tasks slowly, this can provide context for test scores which indicate processing speed deficits. In addition, these “big picture” behavioral observations can highlight the daily life impact that results from a weakness. For example, a child may be observed having difficulty opening a food container during a snack break which relates to the fine motor weaknesses seen during direct testing. Lastly, observations during unstructured times (e.g., waiting room behavior, separation from parents, social chit chat in between tasks) can often contribute invaluable information that would otherwise not be elicited from structured standardized testing.

Behavioral observation during testing tasks is necessary to look for any factors that may help elucidate the specific strengths or challenges a child may be experiencing. For example, a child may receive a Low Average score on a “Block Design” task in which they are asked to use blocks to recreate a visual-spatial design within a time limit. However, this Low Average performance could occur for many reasons. First, it could be due to a child having a hard time perceiving the correct angles and shapes within the design, suggesting a visual-spatial deficit. Second, a child may answer all items correctly but had done so after the time limit, suggesting a processing speed weakness. Third, a child may make an error as they rush through each item, suggesting difficulties with attention to detail or impulsivity.

Behavioral observations allow the clinician to identify a child’s unique profile of strengths and weaknesses to a greater specificity, which, in turn, allows for more tailored treatment recommendations. For example, knowing a child has a fine motor weakness that results in difficulty opening food containers could suggest a more specific and targeted treatment goal for a school-based intervention plan or private occupational therapy than simply knowing the child scored below age expectations on a fine motor task. In addition, three children who performed similarly on a block design task would require very different treatment approaches (e.g., visual-spatial accommodations, extended time, attention/impulsivity accommodations). As such, good behavioral observations are the key to a comprehensive evaluation that can provide the most tailored treatment recommendations.

 

About the Author

Dr. Burns conducts comprehensive evaluations of school-aged children, adolescents, and young adults with a variety of developmental, learning, and emotional difficulties. She has expertise in the evaluation of individuals following a concussion/mild traumatic brain injury and particularly enjoys working with individuals with attention (ADHD) and executive functioning (EF) difficulties. Dr. Burns is passionate about helping individuals and their families better understand their areas of strength and weakness and provides tailored treatment recommendations based upon that unique profile to make the evaluation most helpful for each client.

 

To book a consultation with Dr. Burns or one of our many other expert neuropsychologists, complete NESCA’s online intake form.

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Rebecca Dautoff headshot and quote

Pediatric Neuropsychologist Rebecca Dautoff, Psy.D., Joins NESCA

By | NESCA Notes 2024

Rebecca Dautoff headshot and quoteBy: Jane Hauser
Director of Marketing & Outreach, NESCA

You adapt your approach with neuropsychological evaluations for each individual based on their developmental stage. Tell us about that.

With younger kids, it’s a much more interactive experience. Their attention spans are shorter, so they often need a warmer environment that feels less intimidating. Sometimes it’s getting on the ground and playing with them, other times it is starting testing under a table until the individual feels confident enough to sit at a table. I try to make it feel like a collaborative process.

It ultimately comes down to how you connect with someone. I connect very differently with a four-year-old than I do with a 14-year-old or a 20-year-old.

How do you get older adolescents, who may not be eager to be evaluated, to buy-in on engaging in evaluations?

This can be tricky. Usually, we can find a reason that they are comfortable sharing about why they are being evaluated, and I use that to explain what an evaluation can do to help them with that reason or issue. I try to understand what they want to get out of an evaluation and what it will help clear up for them.

Sometimes parents and adolescents are not aligned. Maybe a parent wants their child evaluated because they think that they have ADHD. The individual being evaluated may agree that they are neurodivergent, but may feel like their symptoms align better with Autism than ADHD. We can work with whatever that individual is feeling, even if it’s different from their parents’ concerns. We take the information and feelings from both the parents and adolescents – as well as input from educators and professional providers – and combine that history with the testing data, our observations during the evaluation, and synthesize it all to identify a diagnosis (when applicable). Then we develop highly personalized recommendations for interventions and hope to partner with the family along the way to support both parents and the adolescent.

You conduct neuropsychological evaluations and also projective testing here at NESCA. What is your approach to projective, or psychological testing?

If you’re questioning major psychiatric diagnoses that often feel very scary and are hard to talk about, projective testing can be very useful. It gives us a way to look at someone’s inner world or emotions, especially when they’re unwilling or unable to talk about it directly.

Describe the most challenging but rewarding individuals you’ve evaluated.

I enjoy working with the kids who think differently from their parents. It can be really rewarding to validate their feelings, explain their concerns to their parents and do some psychoeducation for their parents to get the adolescent or young adult and the parents back on the same page. Getting members of a family to understand each other’s perspectives is a really rewarding experience.

I also enjoy working with families who have gone through some kind of really hard experience, perhaps for a long time – whether that’s a traumatic experience or an adoption. And again, the part that I like so much is the feeling of bringing people back together and giving them some hope for the future.

Finally, I like incredibly complicated cases where there isn’t a clear answer – the ones where it’s a bit of a struggle to figure out or, in some instances, you work with a family as part of a longer-term partnership to gradually see a path forward. It’s not always clear-cut. When you can’t immediately clarify all of the pieces, you need to find a path forward for the family to start out on, revisit that path and potentially change or enhance that path. I like knowing that I can be part of someone’s team for the long term, like I’m joining the family and other providers, who are all working for that child. I’m talking about the ones that aren’t one-offs, rather the ones where we can build lasting relationships on behalf of a child.

You’ve worked in private and public schools and at a clinical treatment center. What brought you to NESCA, and how do you feel your past experiences impact your work with NESCA families?

Having lots of different experiences at different places and settings makes it easier for me to connect with a huge variety of people. I’m very rarely uncomfortable or fazed by the families or individuals I work with, their comments, or experiences, because I feel like I’ve heard so much from so many different people throughout my career.

I enjoy working with adolescents and young adults. Since they spend so much time in school, it has been beneficial for me as a clinician to have spent years working in the school setting. You have that perspective on schools – where they spend more waking hours than even at home. I have a good understanding of how schools work and the social dynamics for adolescents in schools. That has been especially useful in my work as a neuropsychologist.

What brought you to NESCA and why?

In my last position, I was in a mostly administrative role, doing a lot of supervision and teaching, which I really liked, but I missed the clinical work.

I was also looking for more exposure to different ways of doing things.

Since NESCA’s Founder and Director Dr. Ann Helmus is such a phenomenal clinician and is so well-known and respected, it felt like a great opportunity to learn from her. I had also trained as an intern with Dr. Miranda Milana, who is in NESCA’s Plainville office, and she talked a lot about the culture, the people, and how great everyone was. She was right! It’s a very supportive environment.

What I’ve found in the several months that I’ve been with NESCA is that the people are very smart here. I remember coming to one of NESCA’s weekly Case Conferences before I had agreed to join and thinking, “Wow, these people certainly know what they’re doing!” I learned something new in that Case Conference that I hadn’t thought about before, even though I had been practicing for years. I thought that was really powerful. NESCA is a group of professionals who truly love what they do and are so passionate about it. It is impressive to see so many people who have different perspectives and experiences come together to be so skilled at what we do. To be quite frank, I have learned a ton since being here and it hasn’t even been that long!

 

About the Author

Dr. Rebecca Dautoff provides comprehensive neuropsychological and psychological (projective) evaluation services for children, adolescents,Headshot of Rebecca Dautoff, Psy.D. and young adults who have complex presentations with a wide range of concerns, including attention deficit disorders, psychiatric disorders, intellectual disabilities, and autism spectrum disorders (ASD). She also values collaboration with families and outside providers to facilitate supports and services that are tailored to each child’s specific needs.

 

If you are interested in booking an appointment for an evaluation with Dr. Dautoff or another NESCA neuropsychologist/clinician, please fill out and submit our online intake form. 

 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Perfectly sharpened pencil showing perfectionism

When Perfectionism Is Making Things Imperfect

By | NESCA Notes 2024

Perfectly sharpened pencil showing perfectionismBy: Cynthia Hess, PsyD
Pediatric Neuropsychologist

Perfectionism is a personality trait characterized by setting unrealistically high standards for oneself and striving for flawlessness. It often includes having idealized goals that are unrealistically ambitious. Many factors contribute to the development of perfectionism. Living in a culture that values achievement, especially in academics, sports, or arts, and messaging on social media that amplifies idealized standards have contributed to increased anxiety and perfectionism in vulnerable individuals. While striving for excellence can be a positive motivator, perfectionism often leads to negative consequences such as fear of failure, procrastination, and an inability to cope with setbacks.

Perfectionism in children and adolescents can develop due to a combination of genetic, environmental, and psychological factors. Parents with high expectations may unintentionally display criticism and signal that love and approval are conditional on success. Or they become overly involved, shielding their child from failure, discomfort, or risk, even when age-appropriate, and intervening in conflicts, homework, or responsibilities that the child could reasonably handle themselves. Peer comparison, amplified by social media, may also contribute to perfectionism, causing children to feel they must meet unrealistic standards to fit in. Moreover, some children may have a natural predisposition toward conscientiousness, making them more vulnerable to developing perfectionism. They may also have a heightened sensitivity to failure or a strong desire for structure and predictability, leading to perfectionistic tendencies.

While perfectionism can foster determination, high standards, and resiliency, it becomes problematic when the young person experiences adverse effects, such as an unusually intense fear of making mistakes, leading to procrastination or over-checking, rigid thinking, and an overwhelming desire for control, predictability, and the avoidance of uncertainty. The individual may over-commit to activities or struggle with feelings of inadequacy despite their achievements. Perfectionism and anxiety are closely linked, as the drive to achieve flawlessness or meet impossibly high standards is often fueled by fear and worry. Additionally, perfectionism is associated with an increased risk of obsessive-compulsive disorder, depression, and stress.

Intervening to address perfectionism in children is crucial when it begins to negatively impact their well-being, hindering rather than supporting their growth and development. Look for signs such as excessive self-criticism, procrastination stemming from fear of failure, rigid adherence to rules, an inability to tolerate mistakes or overwhelming anxiety related to performance. Intervention should focus on fostering a growth mindset, emphasizing effort and progress over outcome. Encourage self-compassion by helping the child understand that mistakes are inevitable and valuable learning opportunities. Collaborate with them to set realistic and flexible goals, breaking down large tasks into smaller, manageable steps. Parents and educators play a vital role in creating supportive environments that value learning and resilience, praising effort and persistence rather than solely focusing on achievement. If perfectionism significantly impacts the child’s daily life or mental health, a thorough evaluation and professional guidance from a therapist or counselor is recommended. Early intervention and a supportive, understanding approach can empower children to navigate challenges, embrace imperfections, and develop a healthier relationship with achievement.

 

About the Author

Dr. Cynthia (Cindy) Hess conducts neuropsychological evaluations as a pediatric neuropsychologist at NESCA. Dr. Hess enjoys working with children and young adults with complex emotional and behavioral profiles. She is skilled at evaluating social and emotional challenges as well as a range of learning profiles. Her experience allows her to guide families in understanding the supports and services their child requires to be successful in school.

 

To schedule an appointment with one of NESCA’s expert neuropsychologists, please complete our online intake form. 

 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; and staff in the greater Burlington, Vermont region and Brooklyn, New York, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

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