CLINICAL AND HEALTH PSYCHOLOGY CENTRE

Many people find relief from depression, anxiety, and other emotional difficulties through seeing a clinical psychologist. A clinical psychologist is a mental health professional who is trained to help people understand their feelings and assist them with changing their behavior (APA 2010). This is achieved through psychotherapy and counselling.

Research increasingly supports the idea that emotional and physical health are very closely linked and that psychotherapy/counselling can improve a person’s overall well-being and functioning (APA 2010).

Psychotherapy/Counselling is most effective when people attend regular sessions. One major study showed that 50 percent of patients improved after eight sessions while 75 percent of individuals in therapy improved by the end of six months. Psychotherapy with children is similar in effectiveness to therapy with adults (APA 2010).

Anxiety

Having anxiety is a normal part of life, and everyone experiences anxiety at various points in their life. A certain amount of anxiety is healthy, as it enables us to develop life skills and learn how to stay safe. However, individuals with an anxiety disorder regularly feel excessive and intense levels of worry and fear, which interfere with their daily activities and cause great distress. These anxiety disorders include selective mutism, specific phobias, social anxiety disorder, panic disorder, and generalised anxiety disorder.

Depression

Everyone feels down or sad at some point in their life when they experience adverse or upsetting life events. For most people, these feelings of sadness will likely dissipate or heal with time. Depression should not be confused with day-to-day sadness. Left untreated, it can become a very debilitating illness that impacts academic, social and occupational functioning.

 Obsessive Compulsive Disorder (OCD)

Obsessive Compulsive Disorder (OCD) is a common and disabling condition, which consists of obsessions and compulsions what take up a lot of time, are distressing and get in the way of doing important activities like going to work or school.

Experiencing a traumatic event may lead to distressing memories, dreams, and flashbacks, leading to avoidance of any reminders of the event and suppression of memories, thoughts, and feelings about the event. Individuals who have been through a traumatic event may also have negative thoughts and moods, concentration, and sleep difficulties, as well as being hypervigilant.

The CHPC provides comprehensive psychological assessments for children and adults to address an array of developmental, behavioural, cognitive, academic, social, and emotional concerns. An assessment at CHPC typically includes initial intake interviews, administration of standardised psychological tests that are selected based on the individual’s needs and concerns, school observation (for child cases), a feedback session to discuss the assessment results and recommendations, along with a written report. Areas that we can assess for are as below.

Attention-Deficit/Hyperactivity Disorder (ADHD)

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental conditions in children and can persist into adulthood. Individuals with ADHD are often easily distractible, fidgety, and have difficulties staying focused and seated. Other common difficulties include: not following through on instructions and tasks, losing things, poor time awareness and management, forgetting tasks or appointments, missing out on details, interrupting others, and having trouble waiting for turn. These difficulties can affect one’s school or work performance and social relationships. Individuals with ADHD can learn skills through psychological intervention to manage their difficulties.

Specific Learning Disorder (SLD)

Specific Learning Disorder (SLD) is a neurodevelopmental condition that causes difficulties with learning and using specific academic skills (reading, writing, math). The difficulties usually become more obvious at school-age and persist despite the provision of targeted learning support. Dyslexia is a common type of SLD that primarily affects the skills to read and spell accurately and fluently. Individuals with dyslexia tend to make errors in reading and spelling, read slowly and effortfully, and have difficulty sounding out words. They also often struggle to understand what they have read and express their ideas in writing. In addition to academic challenges, individuals with dyslexia may have attention problems, low self-esteem, or other emotional issues (e.g. anxiety). With appropriate support in place, they can acquire literacy skills, develop confidence, and realise their potential.

Autism Spectrum Disorder (ASD) - Assessment for ASD not available, till further notice.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that causes challenges in social interaction and communication. For example, individuals with ASD often struggle to form relationships with others, engage in back-and-forth social interaction, as well as understand emotions and nonverbal communication (e.g. gestures, eye contact). They also display restricted and repetitive patterns of behaviours or interests, such as preoccupation with particular topics, rigidity in following routines/schedules, and unusual, repetitive motor movements. Sensory issues (e.g. over-sensitivity to light) and interests are common as well. ASD is usually diagnosed in childhood. Individuals with ASD vary in the presentation and severity of their symptoms and in the types and level of support needed to function in their daily lives. They also vary in their intellectual abilities. While some can cope with studying and working in mainstream environments, others may require more specialised support.

Intellectual Disability (ID)

Intellectual Disability (ID) is a neurodevelopmental condition characterised by general intellectual deficits, such as in solving problems, academic learning, reasoning, and grasping abstract concepts. Individuals with ID also have adaptive deficits that affect their abilities to live and work independently. For example, they may have difficulties with social interaction and activities of daily living (e.g. hygiene, safety, travelling, mealtime, making purchases). ID has onset in childhood, and some young children with global developmental delay (GDD) may eventually meet criteria for ID. The types and level of support that individuals with ID need for daily functioning vary according to the severity of their ID, with some requiring more specialised support than others.

Children with developmental disabilities/special needs, including those with a diagnosis of ASD or ID, can access education in a Special Education (SPED) school in Singapore. To apply for admission into a SPED school, the Ministry of Education (MOE) requires a comprehensive psychological assessment to ascertain an appropriate educational placement for the child. Please note that a psychological report alone is not sufficient for applying to SPED schools. More information on the application process and the other documents required can be found on MOE’s website.

Individuals with brain damage, such as those with traumatic brain injury (TBI), have various cognitive deficits that make it challenging for them to carry out daily activities. Examples of cognitive functions that can be affected are: language, attention, memory, information processing, problem-solving, reasoning, planning, visual-spatial skills, and visual-motor skills. Some individuals may also experience changes and problems in behaviours (e.g. aggression, poor impulse control) and emotions (e.g. depression, anxiety). A neuropsychological assessment helps to understand how an individual’s brain injury is related to their cognitive, behavioural, and emotional problems. It also aids in determining the individual’s cognitive strengths and weaknesses and in providing recommendations for rehabilitation.

Mondays to Fridays

(Effective 2.1.2024)

9.00am to 9.00pm
Last registration ends at 8.00pm

(Closed on weekends and public holidays)

To get to us by public transport, take SBS Bus 95 from Buona Vista or Kent Ridge MRT station and alight at the Yusof Ishak House bus stop. The UHC is just across the road.

Alternatively, you can take SBS Bus 96 from Clementi Bus Interchange and alight opposite Yusof Ishak House. The UHC is within 3-minute walking distance from Yusof Ishak House.

Find Us

National University of Singapore

20 Lower Kent Ridge Road

Singapore 119080

Contact Us

Tel: (65) 6516 5322

Fax: (65) 6773 1361

Email: chpc.enquiries@nus.edu.sg