Special Anniversary Issue - 2015

¨ Childhood Disorders

¨ Play Therapy

¨ Inclusive Education

¨ Demystifying LearningDisability

¨ PsychologicalAssessment Of Children

¨ Child TherapeuticInterventions

¨ Sports and PersonalityDevelopment in Children

¨ Emotionally DisturbedChild

¨ Disha Milestone

¨ About Disha…..

In this Issue…...

All kids need is a little help, a little hope, and someonewho believes in them

Magic Johnson

That doesn’t seem like a lot to ask for, does it? Yet, all around us, we see so

many unhappy, and yes, damaged children. As society is advancing, as we are daily

attaining new heights of success and evolution, something is certainly going terri-

bly wrong. Otherwise, why would we see so many cases of childhood depression,

student suicides, bullying, and other innumerable things that children of today are

grappling with? Add to that the increase in cases of learning disabilities, autism,

ADHD and one realizes how challenging it is to be a child in today’s world.

So as parents, as teachers, how does one deal with this new, changing face of

childhood? Seen this way, it looks like a dreary, dismal picture. Yet, it doesn’t need

to be! Understanding the challenges children face today is the first step toward

being in a position to empower and help them. Then comes acceptance of the

differences in each one of our children. This calls for patience, for perseverance,

and most important of all, tolerance. This issue of our newsletter is a small attempt

on our part to clarify some of the challenges children of today face, & help parents,

teachers, and educators take the first step toward reaching out to every child.

Ms. Samindara SawantClinical Psychologist & HypnotherapistDirector, Disha Counseling Center

Disha 17th Anniversary Newsletter

CHILDHOOD DISORDERS‘Mule hi deva gharchi phule’, one of the famous Marathi proverbs meaning- children are flowers

from God’s own home. It expresses the emotions towards kids very accurately. As parents we find every

child as a beautiful and delicate flower which we want to protect from every thorn. However, somethings are out of our control e.g. developmental disorders in children which are inherited genetically,

caused due to trauma during the term of pregnancy or caused after the birth of the infant. Following are

few of the disorders which are largely observed in children:

The causal factors of ASD are not specific. It can be anything from genetic to any environmental trauma

caused during infancy. It’s key symptom comprises of social impairments involving lack of interaction

with others, inability to make and sustain conversation, lack of emotional expressions and gesture,

repetitive behavior (verbal or physical), sensory disintegration, and so forth.

ADHD is a neuro developmental disorder which causes hyperactivity, inattentiveness and impulsiveness

in children. The child will persistently show bouts of inattention in daily activities, excessive motor

activity, fidgeting, tapping, or hasty actions and so on.

This refers to difficulty in intellectual and adaptive functioning in conceptual, social and practical

domains. It ranges from mild, moderate, severe and profound. Depending on the severity level their

abilities to perform daily activities differ. In simple words, this refers to children whose IQ scores tend to

be lower than average.

It is a genetic disorder caused due to presence of all or part of third copy of chromosome 21. There is no

cure for Down Syndrome. Education and proper care have been shown to improve quality of life. It canbe identified during pregnancy though pre-natal screening.

To diagnose the child with either of the above mentioned disorders one has to undergo an assessment

procedure and then a specified plan can be laid down to them which may include counseling,

occupational therapy, speech therapy and many more.

The important thing is to realise that a diagnosis of any of the above need not be the end of the world.

Today, there are many interventions, management programmes, and remedial plans available to helpintegrate children with developmental disorders into the mainstream of society. Hence, it is important

that if such a problem exists, as parents, we aim for early identification, so that intervention can start

early.

Attention Deficit- Hyperactivity Disorder (ADHD):

Intellectual Disability:

Down’s Syndrome:

Autism Spectrum Disorder:

Disorder Causes Symptoms

· Autism SpectrumDisorder .

· Issues or trauma duringpregnancy

· Pervasive problem withhow the brain is wired

· Environmental traumacaused during infancy

· Using the ABCDE technique of RETto challenge faulty self beliefs,irrational thoughts.

· Social impairments i.e. lack ofsocial interaction

· Inability to make and sustainconversation

· Lack of emotional expressions andgestures

· Repetitive behavior (verbal orphysical)

· Sensory disintegration

· Attention Deficit- HyperactivityDisorder (ADHD)

· Neurodevelopmental disorder · Inattention in daily activities· Excessive motor activity,

fidgeting, tapping· Hasty actions

· Intellectual Disability · Difficulty in intellectual and adap-tive functioning regarding con-ceptual, social and practical do-mains.

· Difficulty in performing day-to-dayactivities

· Speech delay· Academic backwardness· Issues with comprehension

· Down’s Syndrome · Genetic disorder caused due topresence of the third copy ofchromosome 21.

· No cure. Education and propercare have been shown to im-prove quality of life.

· Identified through pre-natalscreening.

· Decreased or poor muscle tone· Short neck· Upward slanting eyes· Wide, short hands with short fingers

· Poor judgment· Slow learning· Short- attention span

Ms. NupoorKarnik

Counseling Psychologist

PLAY THERAPY

All our childhood memories are full of the times we squandered in play. Eachmemory of that time has a special place in our heart. This play, though at thatpoint looked aimless, had more to give than we think it did. Play is the natural

world of the child. It is in this world that children learn about themselves, othersand become aware of the world around "theirs".

In the culture today, where play is becoming less valued (for a host of reasons),play therapy helps bring that platform back into the lives of children. There is a lot more to play time than just fun and games.

While it does bring in the natural environment back to the child, it is also a means for adults to understand this world of thechild by appealing to the child’s own level.

Therapeutic play therapy is a specialized treatment in which therapists play with the child and through this play, observe, di-agnose and provide interventions.These techniques are efficiently used while watching kids play. These observations are used

to help them deal with their emotional, mental, or behavioural issues. Play therapy is a highly structured and organizedform ofplay. It provides the child a healthy and comfortable atmosphere while at the same time makes it enjoyable, to work on theirmental health. There is a range of different types of techniques used in play therapy. These techniques are used according tothe child's emotional and psychological needs. The therapist could use a directive or a non-directive approach depending on

the needs of the child.

Play Therapy in itself has many curative powers.

· Play is used in a strategic manner to help the child expressand bring out the underlying problems and difficulties. As thelittle ones do not have a large vocabulary to express their thoughts and feelings, play gives them the perfect medium. It isthis non-threatening and familiar environment that helps the child open out his mind’s contents.

· Therapists can help the child to express, learn, teach adaptive behaviours and also teach them coping strategies for theiremotional and/or social deficits.

· While largely used with children in the age group of 3-12 years, it has been proved to be therapeutic with adolescents andadults too. It helps them loosen their defences and explore their issues in a more comforting environment.

· As observed with kids today, who are addicted to mobile phones, video games and internet, play therapy brings them backto healthy play. It prevents restlessness, anger, depression and temper tantrums. It helps in developing logical and percep-tual acumen, increases creativity and impulse regulation.

Thus, play therapy encourages the child to analyze their conscious and subconscious motives, leading to transformation. Playtherapy works as an experiential technique for the child.

Play Therapy - the Disha WayAt Disha we like to use a host techniques blended perfectly to help the child in the process of therapy. Some techniques weemploy include:

· Use of Art (drawing and colours): to understand the world of the child.

· Using puppets to provide the child with a safe medium to converse.

· Use of clay (the communication through touch and catharsis).

· Role-play techniques (to let the child experience the real world in a safe place).

· Story Based Interventions(to help the child relate with others and building role models).

· Sand based interventions (help the child find a healing touch within).

Ms. Ruchika BothraCounseling Psychologist

Play is a child’s work and that is not a trivialpursuit –Alfred Adler

Inclusive Education

“Tell me and I’ll forget; show me and I may remember; involve meand I’ll understand.” – Chinese proverb.

Variety is the Spice of Life!

A typical urban Indian classroom consists of children from various backgrounds, economic classes,castes, religions,and speaking different languages. Likewise, differences in abilities, strengths and performances also prevail; whichoften become the premise to categorize certain children with difficulties from ‘regular’ children. Inclusive educationis the movement toward not just accepting, but celebrating these differences and creating classrooms that areheterogeneous, diverse and brimming with creativity!

Earlier, children with special needs were segregated and taught in separateschools. However, it was soon realized that these kids would benefit whenintegrated with other children in regular schools with additive training.This change was thought and proven to be effective for everyone in theclassroom – creating more mature and understanding children who learnto respect individual differences. Inclusion is simply an effort to makesure that diverse learners – with disabilities, different languages, dif-ferent interests and ways of learning – are treated with respect andimbibed with skills each can absorb as per their own unique potential.‘Inclusive Education’ aims to provide equality and fairness to students, regardless of strengths, weaknesses andbackgrounds. It teaches students, teachers as well as parents – righteousness and acceptance, and helps in building achild’s character in so many ways than one. This approach helps children learn team work, co-operation, leadership,and also develop prosocial behaviour and friendships with a variety of children, each with their own needs andabilities, diminishing stigmatization. Teachers in inclusive classrooms also vary their styles to enhance learning forstudents in turn facilitating each child.

Nonetheless, many educators still believe that some children may do better in special schools. However, inclusion –plainly wishes to integrate equality with respect to education. Leaving political and other controversies aside, inclusiveeducation in schools can still be an achievable dream with the help of parents, psychologists, educators and all of ustogether. For these kids who shall work with diverse populations as adults, imbibing inclusiveness at an early agewould be instrumental.

Radhika Kulkarni

Counseling Psychologist

Inclusion? What does it mean?

Demystifying LearningDisability

Learning Disability, or Dyslexia, is today a very common and

familiar term for parents. Yet, it is surprising to notice how many

parents are either unaware, or unwilling to know about this term.Working closely with schools and parents, we notice that many parents

are not ready to accept the diagnosis of LD for their child, without

realising that they are in fact resisting help for their child. The belief

that a good tuition teacher, or simply time, will solve their child’s

academic difficulties, is still commonly observed. Parents are quite opento new things like gadgets and fashions, but sadly, they are unable to

appreciate academic challenges that their child faces. If we show a little

empathy and acceptance towards our child, it will defiantly make a

huge difference to their performance as well as their self-esteem.

However, still some parents aren’t yet aware about this term. Unfortu-

nately, also noticed, parents are not ready for diagnosis, they resist

helping our own child. Don’t you think this is sad? Parents feel our

child will be fine after certain age or he/she only need good tutor, I feel

sorry for them.

Children with LD possess average or above average intelligence, but still

they struggle to achieve academic success.

· Thus, typically there is a gap between the child’s potential, and his

performance on class tests or exams.

If you come across achild who shows anyof the followingsigns, be sure torefer him forassessment:· Illegible handwriting.

· Avoids writing or slowin writing.

· Poor in reading.

· Difficulty with spellings- often spells phoneti-cally.

· Confuses between basicarithmetic signs such asaddition, subtraction,multiplication, division.

· Mirror imaging orreversals of letters andnumbers (6 and 9, band d), inversions (mand w), transpositions(left and felt), andsubstitutions (houseand home)

· Poor motor coordina-tion.

· Messy and disorganisedin school work.

· Poor pencil grip.

· Accident prone.

· Poor judgement.

· Cant follow complexinstructions

So what is LD all about?

Quick Checklist

· The child may have difficulties in a number of areas such as reading, writing, calculation, difficultyin perceiving, organising, comprehension, understanding and sensory difficulty.

· Three primary kinds of LD are:

¨ Dyslexia (reading disorder)

¨ Dysgraphia (writing disorder)

¨ dyscalculia (mathematical disorder)

· Children may have a standalone disability, or a combination of the above. Often, children alsopresent a mixed pattern with symptoms of all.

· Recently, many children have also been noted to suffer from Dyspraxia (non-verbal LD), which is

characterised by coordination difficulties and spatial challenges.

If your child shows any of the above symptoms, the best thing to do is get the child assessed. If your

child’s school has a counsellor, bring it to her notice and she will suggest next steps to you. If not, then

take your child to a counseling center, a psychologist’s clinic, or to a developmental paediatrician toinitiate the process of assessment. There are many private clinics and counseling centers where the

assessment can be done. Alternately, you can also approach one of the certified government hospitals for

the same. The assessment comprises of:

¨ A physical test to rule out sensory issues (hearing, vision and so on).

¨ An IQ test to check the child’s intelligence.

¨ A psycho-educational assessment to pin-point areas of strength & development

The first step is to initiate remedial education for the child. Remediation is

done by special educators who are training in working with children with

LD, and who help the child by teaching him or her strategies to circumvent

the specific challenges the child has. An individualised education plan (IEP)is also normally drawn up for the child.

Additionally, if a child has learning disability then he will get

provisions from school as well as the board. The provisions depend on the

child’s exact nature of problems as well as the school board.

How do I know if my child has LD?

What happens once my child is diagnosed with LD?

Some of the provisions are as follows:-

¨ Extra time for exam

¨ A writer for children with dysgraphia

¨ A reader for children with reading difficulties

¨ Exemption from one language other than English

¨ Spelling errors and incorrect sentence construction to be ignored.

¨ Errors in respect of showing directions in Geography to be ignored.

¨ Students are permitted to write in ordinary print

¨ Exempted from having to write answers in detail during exams.

¨ Exam centre near their home.

Well, that is a tricky question!

Being a disability implies that it stays with the individual. However, it can certainly be managed, andmanaged very well at that! Early identification and early intervention go a long way to teach the child

alternative learning strategies, coping skills, and most importantly, retain the child’s self-esteem. By the

time the child is out of school, if he has had the right inputs at the right time, he would have with him

the wherewithal to meet Life head on, with or without LD!

Ms. Poonam Ghadigaonkar

Senior Counseling Psychologist

Lastly, is LD curable?

Written ExpressionDisorder

(Dysgraphia)

Maths DisorderDyscalculia

Non VerbalLearning Disability

Reading Disability(Dyslexi)

WritingDifficulties

ReadingDifficulties

HandwritingDifficulties

ReadingDifficulties

MathsDifficulties

Visual SpatialDifficulties

SocialDifficulties

We often meet parents asking us with a bewildered heart, “They have asked me to get him assessed. Is

something wrong with him? Is my child crazy? ”. Honestly, Psychological Assessments may sound

intimidating, but in truth is the best way designed to help you. So what is a psychological assessment?Who does it? How is it done? Will they use needles, will they medicate? Parents typically have many

such questions. Let us understand this mystery that is psychological assessment!

First and foremost, a psychological assessment is NOT a medical test. You do not require blood or urinesamples, X-Rays or any medical paraphernalia. Most of the psychological tests are ‘paper-and-pencil’

tests. In simple words, your child may be asked to answer a set of questions, solve a few puzzles, work

with some blocks – games and so forth. This is done to assess a child’s personality, intellectual function-

ing, emotional adjustment and other such psychological variables. Tests are also used to help diagnosethe presence of developmental disorders such as ADHD, autism and so forth.

Essentially, the tests help your counsellor, therapist or psychiatrist diagnose the exact nature and severity

of the issues the child is facing. Just like a blood test helps a medical doctor arrive at a diagnosis,

similarly, a psychological test helps a psychologist formulate a diagnosis. When certain behavioural,learning, or emotional difficulties are seen in children; an assessment helps determine a specific concern

and formulate a counseling intervention. In other cases, an assessment can help analyse, develop, or

train behavioural or emotional traits for professional or personal.

In order to arrive at either of the above mentioned goals, a standardized psychological test needs to be

conducted only by a professional psychologist.

Depending on the issues, or the presenting complaints, the psychologist will determine what tests are

required. Most widely used tests and the variable measured are given below:

These are employed to get insights into the child’s emotional makeup. Some of the most popularly usedtests with children include the House Tree Person test, Kinetic Family Drawings, Children’s ApperceptionTest.

Thus, psychological assessment provides invaluable information to the psychologist in understanding theissues your child may be grappling with. While the test results are not always diagnostic in themselves,

they help pinpoint areas of strength and weakness, which can then be incorporated into the therapy and

treatment plan .

Understanding The Big Word:Psychological Assessment of Children

What is a Psychological Assessment?

Why Assess?

Ms. Sukhada Gole Kelkar,

Counseling Psychologist, Integrated Clinical Hypnotherapist & Karuna Reiki Practitioner

DevelopmentalTest

These are used with children under the age of 6 years, or with older children showingsignificant developmental delays. These tests help the clinician chart the child’sdevelopment across various areas and compare with the norm group. DevelopmentalAssessment of Young Children (DAYC), Ages & Stages Questionnaire (ASQ), ChildDevelopment Inventories (CDI), Kent Inventory of Developmental Skills – 3rd Edition(KIDS), are some commonly used tests.

QuestionnairesParent questionnaires may be used to firm up a diagnosis. Conner’s Rating Scales(ADHD), Childhood Autism Rating Scale (CARS) are used to help in diagnosis of ADHDand Autism respectively.

Aptitude TestsThese help in career guidance and vocational planning. David’s Battery of DifferentialAptitudes (DBDA), Differential aptitudes Test (DAT), Generalized Aptitude TestBattery (GATB), Occupational Aptitude Survey and Interest Schedule (OASIS).

PersonalityEvaluation

These are employed to get insights into the child’s emotional makeup. Some of the mostpopularly used tests with children include the House Tree Person test, Kinetic Family

Drawings, Children’s Apperception Test.

IQTest

An IQ test is recommended when the child has academic difficulties, grasping problems,issues with memory or retention of information and so forth. These tests are generallyused to calculate a child’s intelligence quotient, or IQ. The most common IQ test used isthe Wechsler’s Intelligence Scale for Children (WISC). Other tests include the Stanford-Binet Intelligence Scales for Early Childhood, Non-Verbal Test of Intelligence, Standardprogressive Matrices, Colored Progressive Matrices.

AchievementTests

Used for assessment of Learning Disabilities, or Dyslexia. Common tests includethe Diagnostic Test for Learning Disorders, Aston Index, Woodcock Johnson Test ofCognitive Skills and so forth.

Sports, with their impact and influence, have always had a place in society. Its magnificent ability to unite people

makes sport a powerful communication tool. Sports also help to strengthen connections and trust in our wider

communities. The sports dynamic essentially transcends all social, political and ethnic barriers.

Let us look at some ways in which Sports contribute to a growing child’s personality.

® Enhances Self Esteem ® Reduce anxiety

® Builds a positive outlook towards life ® Builds team work and collaboration

® Inculcates healthy sense of competition ® Better body image

® Builds ability to handle setback and failures ® Builds better social skills

® Promotes many values such as discipline, team spirit, time management, crisis management, resilience etc.

® Improves cognitive function, academic performance and behaviour in school.

® Athletes have higher levels of academic achievement than non-athletes.

Facts about sport participation:

® Research proves that kids who are involved in sports have better concentration level that those who arenot.

® Sport participation improves blood circulation in the brain and physical well being which in fact makes kids morealert and high on concentration.

® They have better time management skills as they have less time to complete things.

® Sports offer children a change from the monotony of their daily life that has a positive impact on their academics.

® Sport participation helps in overall personality development and helps improve self-esteem.

® Sport is a good way to relieve stress and handle disappointments.

Ms. Mugdha Bavare

Counseling & Sports Psychologist

Director, Disha Counseling Center

Sports and PersonalityDevelopment in Children

Deep, a 12 year old boy, has been a “problem child” since childhood. The youngest of 3 siblings,

he does not obey his parents, fares poorly in school though there are no obvious cognitive issues, and hassevere problems getting along with friends. Diagnosed with being an ‘emotionally disturbed child’, Deephas caused multiple problems in school, such as hitting and bullying other children, running out ofclassrooms, tearing other students’ class work, disobeying teachers etc. He perpetually seems to be in a‘bad mood’ and tends to cry or get angry without enough reason. Parents complain that in the last twoyears, he has become “uncontrollable”. He does not listen to any instructions given by them and becomesverbally and physically abusive if house rules are enforced strictly.

Deep’s issues are concerning as they stop him from leading a normal, productive life. However Deep isfortunate to have parents who have taken the necessary measures to help Deep. He has had a comprehen-

sive psychiatric and psychological evaluation done followed by appropriate medication and psychologicalintervention. Also Deep’s school is actively involved in his intervention plan. However not all ‘emotionally

disturbed’ children are so fortunate The fact is, that many such children may go undiagnosed and

untreated for years.

The Individuals with Disabilities Education Act -IDEA defines emotional disturbance as follows:

“…a condition exhibiting one or more of the following characteristics over a long period of time and to a

marked degree that adversely affects a child’s educational performance:

¨ Inability to learn that cannot be explained by intellectual, sensory or health factors.

¨ Inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

¨ Inappropriate types of behavior or feelings under normal circumstances.

¨ A general pervasive mood of unhappiness or depression.

¨ A tendency to develop physical symptoms or fears associated with personal or school problems.”

Some of the characteristics and behaviors seen in children who have an emotional disturbanceinclude:

¨ Hyperactivity (short attention span, impulsiveness);

¨ Aggression or self-injurious behavior (acting out, fighting);

¨ Withdrawal (not interacting socially with others, excessive fear or anxiety);

¨ Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

¨ Learning difficulties (academically performing below grade level).

The Emotionally Disturbed Child

Children with the most serious

emotional disturbances may exhibit

distorted thinking, excessive anxiety,bizarre motor acts, and abnormal mood

swings.

Of course there would be children whoare not emotionally disturbed who also

may display some of these same character-

istics and behaviors at some or the other time during their development. However, the main difference is

that children with an emotional disturbance continue to exhibit these behaviors over long periods of time.

Several factors - heredity, brain disorder, diet, stress, and family functioning - have been suggested andvigorously researched to determine the actual causes of emotional disturbance in children. However, as of

now, researchers have not found that any of these factors are the direct cause of behavioral or emotional

problems.

There are many therapeutic approaches used to help emotionally disturbed children such as Play Therapy,Cognitive Therapy, Behavioral Therapy, Art Therapy, Music therapy and so forth. However, over and

above all therapies it is a patient and supporting approach from significant others which would go a long

way in helping these children.

Shital Ravi.

Founder Member & Counseling Psychologist.

Disha Counseling Center.

RegardsMs Anuradha Satyanarayana- PrabhudesaiSr. Counselling psychologist | MBTI Practionerwww.dishaforu.com |www.psychometrica.in | www.careerpathways.co.in |

Used for kids with

® Behavioural issues

® ADHD® Defiant and aggressive children® Trauma & Grief

Benefits ® Reduce anxiety and releases distress ® Builds skills® Promote expression of feelings ® Helps cope with trauma® Enhances relationships & self esteem ® Changes undesirable behavior® Develops sense of trust and security

ABTEntails therapy using different artforms of music, dance, drama and

visual arts

Behavior Modification

Replacing or modifyingundesirable behaviors to more

desirable ones.

Popular BM Techniques¨ Time out

¨ Self-monitoring

¨ Reward charts

¨ Token economy

¨ Negative reinforcement

Play Therapy

a specialized treatment in whichtherapists play with the child andthrough this play, observe,diagnose & provide interventions

Cognitive TherapyIt helps the child to understandand become aware of his/her

own inner feelings and thoughtsand replace inappropriate

thoughts with more appropriateand productive thoughts.

Therapeutic Interventions

CHILDTHERAPIES

Disha: Timeline 2016

May 2015 Jun 2015 Aug 2015 Sept 2015 Oct 2015 Nov 2015

· Paper Presentation on ADHD -managementin classrooms in Mumbai schools at theInternational Conference of Autism, CerebralPalsy and Neurodevelopmental DisordersCareer Helpdesk at Disha Counseling Centerpremises

· Hindustan Times-Campus Calling

· Career Guidance Sessions across the city inassociation with Hindustan Times

· Career Talk for Cancer Survivors atTata Hospital

· Career Talk for autistic studentsorganized by the Forum for Autism

· Career Helpdesk for children ofemployees at Larsen & Toubro

· Live and interactive session on FM92.7 addressing audience careerqueries

· Career Guidance workshop for employ-ees of Gulf Oil and Lubricants Workshopon Emotional Intelligence for the Work-ing Woman for women employees ofCnergyis Ltd

· Director Ms. Samindara Sawantawarded Inspiration Award forOutstanding Contribution in thefield of Psychology at the AsianReincarnation and TheosophicalSeminar

· Workshop on Stress Managementfor employees of Roche Pharma

· Talk on the “Importance of ChildPsychology in Education” for schoolprincipals of Bhandup organized byKiran Mehra UBS English MediumSchool

· Study skills workshop conducted for10th and 12th class students

· Campus to Corporate: Career GuidanceWorkshop for BMS students at RuparelCollege

· 2-Day Workshop on Child PsychologicalAssessments for Psychologists Work-shop on Handling Adolescents forteachers of Balmohan Vidyamandir

Dec 2015

· Play Therapy sessions organizedfor preschoolers

THE DISHA TEAM

About Disha

Disha is a center dedicated to

the mental health and voca-tional guidance of children,adolescents and adults sinceMar 1999. We render a varietyof services, namely aptitudetesting, family counseling,career guidance, psychotherapy,and so forth.

To help us in this endeavor wehave a team of psychologists,counselors & remedial teachers.Our aim is to empower indi-viduals to help themselves, aswe believe that eachindividual is unique and has inhim/her the potential to excel.

C/o DOMEX, 3rd Floor,Kanchan Villa, KSA Compund,

Bhavani Shankar Road,Near Shardashram School,Dadar, Mumbai 400028.

(: 24384575Mob: 9819478538+: dishacenter@gmail.comþ: www.dishaforu.com

Bottom row: Anuradha Satyanarayana, Sandhya Limaye, Suchitra Parker, Pratiksha Dikshit.Mid row: Shital Ravi, Samindara Sawant , Sukhada Gole & Nupur KarnikTop row: Mugdha Bavare, Poonam Ghadigaonkar

DISHACOUNSELING CENTER

8 IQ 8 Developmental assessment

8Learning disability 8 ADHD

Assessments:

Counseling:

Enrichment Programs:

8 Play therapy 8 Behavior therapy

8 Occupational Therapy 8 Brain Gym

8 Study Skills 8 Art therapy 8 Parenting

8 Building self esteem8 Better handwriting8 Play therapy based social skills programs

Child Development Services

RegardsMs Anuradha Satyanarayana- PrabhudesaiSr. Counselling psychologist | MBTI Practionerwww.dishaforu.com |www.psychometrica.in | www.careerpathways.co.in |