Your first steps
A clearer understanding.
A practical next step.
Sessions focus mainly on you as the parent, preferably with one lead parent. An initial child observation and a review of available assessment information help us choose what to work on together.
Children aged 3–14 · No diagnosis required
$170 per session · Saskatchewan and Alberta
Who attends?
Sessions focus primarily on the parent or caregiver, preferably one lead parent who practises the approach at home. An initial child observation session helps us understand your child’s strengths and support needs.
01
Understand what is happening
You and your clinician explore the difficult moments, what your child needs, and what already helps. Together, you choose a manageable starting point.
02
Practise one manageable change
The lead parent rehearses an approach with the clinician and tries it in an everyday situation. Your observations help guide the next session.
03
Support your child in everyday routines
Your child experiences the changes through your support, clearer routines and opportunities for connection. Optional child cards are introduced when developmentally appropriate.
We discuss any further involvement of your child or other caregivers with you. This is collaborative work: the plan needs to fit your family, and we adjust it together.
Understanding your child comes first.
If you have an existing assessment, we review relevant information to help understand your child. When a suitable assessment is not available, initial assessment work maps strengths and areas where additional support may help.
An initial child observation session is part of the process. We discuss the assessment scope, the information needed, and the proposed appointments with you before proceeding.
You do not need an ADHD diagnosis to request this service. The assessment work described here is intended to inform support; a formal ADHD diagnostic assessment or diagnostic report is not promised as part of a parenting session.
The consultation process
01
Understand your child
We review available assessment information and include an initial child observation session. When a suitable assessment is not available, assessment work helps map strengths and areas needing support.
02
Choose a focus together
We explore your observations, what you have tried, and what would make everyday life more manageable.
03
Practise a useful approach
Your clinician uses the STG Skill Selector to help consider suitable strategies. Together, we adapt a manageable starting point.
04
Try, notice, and review
Use selected resources at home and bring your observations back. We adjust the plan around what you learn.
Your words help us choose where to begin.
Your description helps guide the conversation. Your clinician uses the STG Skill Selector to consider relevant strategies alongside your child’s age, the situation, and any reasons an approach needs adapting. The shortlist supports clinical judgement; it does not diagnose ADHD or decide your care.
What you notice
“I repeat myself until we’re both frustrated” helps us identify a situation to explore.
What we consider
We consider what happens around the difficulty, developmental needs, and the support already available.
What we choose
We discuss the options and practise an approach that feels realistic for you.
A shortlist is a set of options to consider, not a requirement to use several strategies at once.
What we can work on
Getting started
Clearer requests, smaller first steps, and support with beginning everyday tasks.
Homework and chores
Explore task size, timing, and how much help your child needs.
Routines and transitions
Prepare for mornings, endings, outings, and changes of plan.
Big feelings and confidence
Understand early signs of distress and practise supportive responses.
Boundaries and connection
Make expectations clearer while building encouragement and repairing after conflict.
Between sessions
Your plan identifies what to try, which selected resources may help, and what to notice. A few useful observations are enough to begin a review; the worksheets are not a test of your parenting.
If an approach increases distress or feels unsafe, stop and contact your clinician through the agreed process. We can reconsider the approach and whether different support is needed.
Questions parents ask
Can this include school-related difficulties?
You can bring concerns about homework, routines, and school demands into the consultation. We discuss whether communication with school or written recommendations would help, obtain the relevant consent, and clarify scope and any fees before that work.
Does this replace other care?
The service may complement other care. We consider when a different assessment, medical review, or more intensive support is needed.
How many sessions will we need?
The number and frequency depend on your family’s needs and the work agreed with your clinician. The website does not require you to complete all 20 strategies.
Where is the service available?
The service is available in Saskatchewan and Alberta. We confirm appointment arrangements and suitability before booking.
Start with one situation you would like help with.
Tell us what has been difficult for your family. Your request helps us understand the support you are looking for.
A waitlist request does not confirm an appointment.