Psychometric Testing

• Explain the purpose of the assessment in simple, positive terms. 
• The amount of detail you provide may vary depending on your child’s age and developmental level. For younger children, simple and reassuring explanations are often sufficient. 
• Let your child know it is about learning how their brain works and how adults can better help them. 
• You might describe it as a series of activities, puzzles, and questions designed to understand how they learn. 
• Reassure them there are no medical procedures or physical exams involved. 

• Maintain your child’s usual routine as much as possible. 
• Ensure your child is well rested. Keeping to their usual bedtime routine and reducing screen time the night before can help. 
• Provide a nutritious breakfast on the morning of the assessment to support energy and concentration.
• Unless advised otherwise by the psychologist, your child should take all prescribed medication (including ADHD medication) as usual. 

• Tell your child the name of the psychologist they will be working with. 
• If possible, show them a photo so they know who to expect (photos of our psychologists can be found on our website https://www.southsidehealth.com.au/psychometric-testing). 

• Emphasise effort over accuracy. Let your child know it is okay not to know all the answers. 
• Explain that the psychologist is there to understand how they think, feel, and learn. 
• Using the word “activities” rather than “tests” can help reduce anxiety. 
• Explain that a psychologist is someone who helps people understand how their brains work, including how they think, feel, and learn. 
• Also avoid calling the assessment “games,” as this may create unrealistic expectations. 
• A helpful alternative may be to use the word “activities.” 

It is normal for children to feel nervous or reluctant, especially if they associate the assessment with a difficulty they are experiencing. If your child is anxious or refuses to attend, focus on the purpose of the assessment rather than performance.

Example: 

Child: “I’m not going. I hate maths.” 

Parent: “I’ve noticed that maths feels really hard for you, and I’m not sure why. If we understand more about how you learn, your teachers and I can do a better job helping you. That’s why we’re meeting with [psychologist’s name] – to figure out what might make maths easier and what we can do differently.” 

• If helpful, allow your child to bring a comfort item such as a favourite toy or book (as long as it is not overly distracting).
• Showing your child photos of the clinic or psychologist beforehand can help increase familiarity. 

• Glasses or hearing aids, if your child uses them 
• A water bottle and a snack (especially for longer assessments) 
• Any medication your child needs to take during the assessment period 
• Your psychologist will offer regular breaks, particularly for assessments lasting longer than two hours. 

Aim to arrive 5–10 minutes early to allow your child time to settle, use the bathroom, and become familiar with the space. 

Some assessments (such as cognitive or IQ assessments) measure skills and knowledge built up over time. It is not possible or helpful to “study” for these assessments. Reassure your child that they do not need to prepare or practise beforehand. 

Younger children often benefit from reassurance, predictability, and comfort items. 

Provide Comfort and Choice 

• Dress your child in comfortable clothing.
• They may bring a favourite comfort item, provided it is not overly distracting or stimulating. 
• Reassure them that you will be nearby and available if they need a break. 
• For very young children or children with significant anxiety, you can discuss with the psychologist during the intake appointment whether staying in the room is appropriate. It is important that this discussion occurs prior to the assessment day, so please email or call us about this.  

Share the Plan for the Day 

• Children often feel more secure when they know what to expect. 
• Explain where you are going, how long you will be there, and what will happen afterwards. 
• Include transitions (e.g. leaving school, travelling to the clinic). 

Example script: 

“This Friday, we’re going to go together to {psychologist’s name]’s office from 9 am to 12 pm. [Psychologist’s name] helps kids understand how they learn. They’ll ask you some questions and do activities like puzzles or tasks on an iPad. It’s okay to feel nervous. After we’re finished, we’ll [insert calming or engaging activity you can do together]” 

Focus on Self-Understanding and Privacy 

• Emphasise that the assessment can help them better understand themselves, including how they learn, think, and manage challenges. 
• Let them know that their privacy will be respected and explain, in age-appropriate terms, how information is shared and with whom. 
• Encourage open discussion about what they hope to gain from the assessment. 

Share What You Know 

• Adolescents are often capable of understanding the purpose of an assessment in more depth. 
• Explain how the assessment may help clarify challenges they are experiencing (e.g. reading, attention, organisation, or completing work on time). 
• Encourage them to write down or think about questions they may want to ask the psychologist. 

Talk About Feelings Openly 

• Invite your young person to share how they are feeling about the assessment, whether that is anxiety, frustration, curiosity, or relief. 
• Validate their feelings and reassure them that support is available throughout the process. 

Plan a calm or enjoyable activity afterwards (such as a favourite meal, downtime at home, or a preferred activity) to acknowledge the effort your child has put in. 

Psychometric assessments are not about passing or failing. They are about understanding your child as an individual and identifying how best to support their learning, wellbeing, and development. Your calm and reassuring approach will help your child feel safe and supported as they take part in the assessment.