About My Services
My name is Kristin Wolff-Gatoux, and I finished my Ph.D. in School Psychology in May of 2007 at the University of North Carolina at Chapel Hill. I completed my internship whereby I conducted therapy and psychological testing with adolescents, consulted with teachers, administrators, health professionals and parents, and wrote behavior plans for adolescents. Further, during the last 3 years of working on my degree, I established a successful coaching practice with over 100 children and adolescents via word of mouth.
I completed my post-doctorate clinical experience at a private practice in Oyster Bay called Cognitive Psychology Behavioral Associates of Long Island whereby I conducted individual and group therapy, testing, and coaching. Currently, I am licensed to practice psychology in New York and North Carolina and have my own Psychology/Life/ADHD/Academic Coaching practice in Locust Valley and Mineola, Long Island, NY. Treatments are provided for individuals diagnosed with posttraumatic stress disorder, depression, anxiety, insomnia, ADHD, Learning Disorders as well as other diagnoses.
In coaching or counseling
children, adolescents and adults, I use a comprehensive approach towards
gathering an understanding of the proposed issue. Psycho-educational reports, child, parent,
teacher, and other health care reports/tests are gleaned and analyzed in order
to devise a plan for remediation of symptoms. I use a humanistic, goal-oriented,
and time-limited approach towards helping transformation come about. The goal is to help individuals arrive at an
understanding of themselves and their own strengths using various psychological
tools like goal charts, organizational charts/techniques, drawings, and
mindfulness-based stress reduction techniques that they can then learn to apply
to various situations regarding themselves and others. Homework assignments may be assigned to help
individuals learn to apply various strategies.
The ultimate goal is to assist the client towards successfully mastering
goals discussed in therapy so they can function independently within a few
months. Some may continue to attend
sessions for extended lengths depending on how they successfully negotiate
their transition towards independence and for check-ins.
Having been approached by several parents to work with their children, I have become selective in which students I will take on as clients. It is of interest to me to work with fewer clients with whom I can devote quality time. In my work with students, my role is to assist with planning, organization, and study skills in each content area, including specific tests, projects and papers by assessing learning needs based on individual strengths and weaknesses gleaned from consultation with the student, parents, and teachers, report review and tests/assignments. Further, my role is to motivate and encourage the client to want to succeed and believe that they can succeed. With assistance they begin to develop the confidence to use their own inner and unique tools to master and take charge of their education. Further, in some cases, I have provided some tutoring in certain areas such as English, Biology or Chemistry with permitting time.
In addition to individual work with the student and if desired, I also consult with the student’s teachers in assisting the student towards positive academic success in the classroom. Each week, the student will have each teacher fill out an ADHD/Academic monitor form, which tracks their progress in the following areas: attention, social skills, assignments, organization, emotional affect, and other (ability, determination, frustration, etc.). During the session, I will review this sheet with the student and then contact the teacher and parent as needed based on the information received from teachers. It is essential that both child and parents be on board with utilizing this form, as it provides us with essential insight to what is happening in the classroom. Further, it instills a sense of responsibility in the child for keeping abreast of their success. Creating a system of rewards and consequences for meeting academic goals will assist parents in helping their child become accountable for the successes they reap or difficulties they face. If so desired, parents may consult with me on creating an individualized system.
Finally, on an individual basis, parents can set regular times to consult on skills to help set regular routines and boundaries for their children, as well as to build positive child/parent relationships. These sessions can be conducted privately, as well as with the child. Adding this component to individual work with the child can significantly enhance the relationship between parents and children. As a result of positive child/parent skill building, prosocial behaviors transfer to other settings beyond the home.
Meetings are typically done in person, but can also be done via the phone or Skype.
173 Mineola Blvd., STE. 301B
Mineola, NY 11501
230 Duck Pond Rd
Locust Valley, NY 11560