Child, Adolescent, and Family Therapy

Although childhood is often referred to as a “carefree” time in one’s life, many children and adolescents face various stressors that can impact their daily functioning. For example, if a child experiences the loss of a loved one or his parents are in the process of a divorce, this child may act out in an aggressive manner or may become overactive. These types of behaviors may lead to negative social consequences in which a child may experience difficult peer relationships. Additionally, this child may suddenly begin to demonstrate academic difficulties. Other children may cope by withdrawing. Children and adolescents are faced with multiple stressors in their environment and therapy allows them to gain the necessary tools to better cope and adjust to those stressors.

Depending on the client’s needs, an integration of child/adolescent individual therapy with family therapy is provided. In order for therapy to be effective, the family should be involved in developing a plan for treatment and maintaining the interventions. If necessary, parent coaching may be utilized in order to increase effective communication within a family. For specific difficulties such as anxiety, specific phobias, and depression, Cognitive Behavioral Therapy (CBT) is integrated in the work that is done individually and within the family.

Following is a list of common difficulties that children, adolescents, and their families face which can be addressed in therapy.

  • Academic Difficulties
  • ADHD
  • Anxiety
  • Autism Spectrum Disorder
  • Depression
  • Grief and Loss
  • Low Self-Esteem
  • Obsessive Compulsive Disorder
  • Parent Coaching
  • Peer Pressure
  • Social Skills
  • Specific Phobias
  • Relationship Stressors
  • Trauma
  • Coping with Medical Conditions
  • Pain Management and Biofeedback

Adult Therapy

Many adults face a number of challenges such as family, parenting, relationship, financial, and/or job-related difficulties. These difficulties can cause you to experience a significant amount of stress, anxiety, and/or depression. By working with a psychologist, you can collaboratively identify patterns of communication and coping mechanisms that may be unhealthy and are holding you back from experiencing life in a truly rewarding manner.

Through therapy, you will work towards making positive changes in your interactions with others and to better balance your emotions and your reactions to those emotions. Also, you will learn specific techniques based on the Cognitive Behavioral Therapy (CBT) model to apply to difficult situations between therapy sessions.

Following is a list of common difficulties that can be addressed in therapy.

  • ADHD
  • Anxiety
  • Career Stressors
  • Couples Therapy
  • Depression
  • Grief and Loss
  • Low Self-Esteem
  • Obsessive Compulsive Disorder
  • Relationship Stressors
  • Specific Phobias
sweet little female latin child studying on desk asking for help in stress with a tired face expression in children education and back to school concept isolated on white background

Telehealth – Academic Tutoring

Academic tutoring can be initiated by parents when they experience their child being frustrated when learning how to read, having difficulties completing his or her homework, or not earning the grades that the child has worked hard to achieve. Academic tutoring is often recommended by a child’s teacher as a first step to gather more information about a child’s difficulties. Many times, academic tutoring is initiated after a child or adolescent has been evaluated and specific academic strengths and weaknesses are identified. For some children, an academic weakness is substantial enough to negatively impact one’s academic performance in school. Working with an academic tutor can help to increase your child’s academic ability, increase self-confidence, and help parents provide the specific supports necessary in the home.


Testing & Evaluation

Comprehensive Psychoeducational Evaluations for Children and Adolescents

Comprehensive psychoeducational evaluations often occur after a child’s or adolescent’s caregivers, parents, or teachers have noted a concern. Before these types of referrals are conducted, a caregiver or teacher will observe a child exhibiting academic, emotional, and/or behavioral difficulties. Frequently, parents are encouraged by a child’s teacher or tutor to pursue a psychoeducational evaluation. Parents often seek these types of evaluations to determine whether their child has the following:

  • Developmental Disability
  • Learning Difference
  • Attention- Deficit/Hyperactivity Disorder
  • Strengths and/or Limitations in certain academic areas
  • Social Emotional Difficulty

The comprehensive psychoeducational evaluations include cognitive (intelligence) and academic testing. Additionally, the evaluations have a heavy neuropsychological component that includes assessments of receptive and expressive language, visual spatial, attention, visual and verbal memory, and executive functioning abilities. Self-report questionnaires are given to parents, teachers, and at times the child or adolescent to assess emotional functioning. Each evaluation also includes in-depth clinical interview with parents and the child or adolescent. Depending on the age of the child, a classroom observation may also be conducted at an additional fee.

The intelligence testing typically includes one of the following tests, based on your child’s or adolescent’s age:

  • Wechsler Preschool and Primary School Intelligence-Fourth Edition (WPPSI-IV)
  • Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V)
  • Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

The academic testing can include one or a combination of the following:

  • Woodcock Johnson IV, Tests of Achievement (WJ-IV-Ach)
  • Wechsler Individual Achievement Test-Third Edition (WIAT-III)
  • Nelson-Denny Reading Test (NDRT)
  • Gray Oral Reading Tests-Fifth Edition (GORT-5)
  • Comprehensive Mathematical Abilities Test (CMAT)
  • Feifer Assessment of Mathematics (FAM)
  • Test of Word Reading Efficiency, Second Edition (TOWRE-2)

education, childhood, people, homework and school concept - smiling student boy with book writing to notebook at home

A variety of neuropsychological tests can be administered based on your child’s or adolescent’s age and specific needs. The following list is a sampling of tests that can be administered:


  • Expressive Vocabulary Test-Third Edition (EVT-3)
  • Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5)
  • Woodcock Johnson IV, Tests of Oral Language (WJ-IV-Oral Language)
  • Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)


  • A Developmental Neuropsychological Assessment-Second Edition (NEPSY-II)
  • California Verbal Learning Test, Second Edition (CVLT-3)
  • Conners Continuous Performance Test, Third Edition (CPT3)
  • Delis-Kaplan Executive Function System (D-KEFS)
  • Rey Complex Figure & Recognition Memory Test (RCFT)
  • Wechsler Memory Scale, Fourth Edition (WMS-IV)

The results of these types of evaluations help identify the child’s strengths and limitations.

Depending on the results of the evaluation, a diagnosis could be provided if the results support a significant discrepancy in scores. After the evaluation is conducted (approximately 6-8 hours of testing over two days) and the self-report questionnaires have been collected, a two-hour feedback session is held in which the parents are provided with a detailed explanation of the results and how the diagnosis was determined. Detailed recommendations and referrals to other professionals are provided at the time of the feedback session. A comprehensive report is provided to the parents after the feedback session has been conducted. Once parents obtain the report, they at times chose to share the information with their child’s teacher, school, pediatrician, therapist, and/or other health care providers.

Many times parents request that a comprehensive psychoeducational evaluation be conducted so that their child can receive accommodations in school or on standardized tests such as the SAT and ACT. Although a psychologist may provide a diagnosis or specific recommendations, the public school system and the SAT and ACT have their own guidelines of what they consider significant and may not be willing to provide lengthy accommodations. The evaluations that are conducted by Soublis Psychological Associates are comprehensive in nature and meet all of the requirements of which specific tests the SAT and ACT want in an evaluation.

The cost of the evaluation will be determined during the first telephone consultation. Many factors are taken into consideration when deciding what type of testing will be conducted. Therefore, this decision will impact the amount of time your child will spend being evaluated.

Comprehensive Psychoeducational Evaluations for Adults

At times, adults will seek psychoeducational evaluations to obtain accommodations at the undergraduate or graduate level or for standardized tests required for graduate school entry. Typically, adults have been evaluated previously and are seeking confirmation of a previous diagnosis so they can continue to receive accommodations for a learning difference or Attention-Deficit/Hyperactivity Disorder. Adults spend approximately 6-8 hours being evaluated.

Evaluations for Gifted and Talented

Many parents believe their child or adolescent may be gifted. They can be identified as children who spoke very early, learned to read very early, have a high vocabulary, remember a large amount of material, etc. These children also tend to be under-stimulated in a regular classroom setting and at times can be disruptive.

Meet Our Staff

Dr. Theodora Soublis, Director and Licensed Psychologist at Soublis Psychological Associates

Dr. Theodora Soublis

Dr. Theodora Soublis is an Atlanta native who received her Bachelor’s degree in Psychology from Oglethorpe University. She continued on to the University of Houston receiving her Master’s and Doctoral degrees in Counseling Psychology with a specialization in child …

Dr. Jayme Puff

Dr. Jayme Puff earned her Bachelor’s degree in Psychology with honors from the University of Central Florida (UCF). She continued on at UCF and earned her Master’s and Doctoral degrees in Child Clinical Psychology. Dr. Puff completed her pre-doctoral internship and …