PsyEval Clinic
Specialized clinic in psychological assessments
Our Approach
Our practice is founded on a commitment to professionalism, support, collaboration, and personalized care. Our team of highly trained professionals brings extensive experience from a range of environments
— hospitals, clinics, schools, community organizations —allowing us to provide informed, adaptable care that meets each client’s unique needs with skill and insight.
We are dedicated to creating a safe and welcoming space where every person feels genuinely heard and valued. Believing that support is the foundation of growth, we approach each individual and family with empathy, respect, and an unwavering commitment to their well-being. Beyond offering solutions, we prioritize authentic connection and individualized care that honors each person’s unique journey.
Meet the Team
Psychologist
Marie-Michelle Boulanger, PhD
Marie-Michelle has a broad background in clinical work with children, adolescents, and young adults across various settings. She provides assessment services for individuals facing a range of mental health and neurodevelopmental challenges, including anxiety, depression, emotional regulation difficulties, ADHD, and learning disabilities. At the Montreal Children’s Hospital Trauma Program, she also offers psychological support to children and teens with persistent post-concussion symptoms and to families affected by traumatic events.
Guided by a whole-person approach and evidence-based practices, Marie-Michelle is dedicated to creating a warm, inclusive space where families receive the support they need to help their children thrive in all areas of life.
Psychologist
Vincent DiStefano, PhD
Vincent brings over 12 years of experience supporting children, teenagers, and young adults facing a variety of challenges, including emotion regulation, anxiety, ADHD, and learning disorders. His approach is rooted in collaboration and focuses on empowering youth through a strength-based perspective, helping them achieve a healthy balance between school and personal life as they navigate key developmental stages filled with exploration and self-discovery.
Vincent uses evidence-based treatments, including Cognitive Behavioral Therapy and Motivational Interviewing, and his work is also guided by principles from attachment theory. Fluent in both French and English, Vincent is pleased to offer services in either language.
Assessment Services
The main goal of assessments is to highlight both the strengths and challenges of the individual, whether they are a child, adolescent, or adult. In essence, it creates a complete picture of the person, like assembling a puzzle where each piece represents an aspect of their mental and emotional functioning.
The results offer a comprehensive view of an individual’s learning profile, which supports tailored intervention planning and enables the clinician to recommend strategies for overcoming specific challenges and maximize strengths.
Additionally, assessments can explore the possibility of various diagnoses, such as learning disabilities, attention-deficit/hyperactivity disorder (ADHD), autism, intellectual disabilities, and other social, emotional, behavioral, or psychological conditions.
Common requests for assessment
Learning Difficulties
Learning disabilities are neurological disorders that affect the brain's ability to process, store, and respond to information, impacting skills such as reading, writing, math, and language comprehension. Dyslexia, one of the most common learning disabilities, primarily affects reading skills. It involves difficulty with recognizing and decoding words accurately, spelling, and understanding written text.
ADHD
ADHD, or Attention-Deficit/Hyperactivity Disorder, is a neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity that can affect daily functioning in school, work, or social settings. It is commonly diagnosed in childhood but can continue into adulthood.
Derogations
A request for a derogation to advance school admission age in kindergarten can be made when parents believe their child has the abilities and developmental level required to begin schooling, even if they have not yet reached the eligible age.
For children and teenagers in French-speaking schools, a derogation may be requested if parents believe language barriers are hindering their child’s learning, allowing them to attend an English-speaking school.