No. These are structured skills programmes, not individual therapy. They are educational and practical — students learn to understand and manage their responses, not to revisit trauma or receive a diagnosis.

Does my child need a diagnosis to be referred?

No. Many students who benefit are simply under more pressure than they can currently manage, or need support developing regulation skills. No diagnosis is required or implied by the referral.

Will I know what happens in the sessions?

You will receive a written summary report after the programme concludes. Group confidentiality is maintained during sessions. You will be informed of anything that raises a safety concern.

Who is running the programme?

Kimberly Tng, registered clinical psychologist (SPS and AHPRA), and a co-facilitating registered psychologist. Both are credentialled, registered practitioners.

Psychology Clinic for Young Adults: Real Support, Real Connection

School Programmes

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Skills-based Support

Performing Under Pressure

SGD 0.00

This programme is for students who have demonstrated the following behavioural pattern for at least one term:

Inconsistent or declining academic output despite demonstrated capability
Task avoidance — absences, incomplete submissions, or last-minute non-completion clustered around assessments
Disproportionate distress responses to grades or feedback — shutdown, tearfulness, withdrawal
Difficulty initiating or sustaining work during independent study periods
Repeated reassurance-seeking from teachers that does not translate into action
Somatic complaints (e.g., headaches, stomach pain, requests to leave class) around assessment periods

Managing Anger & Emotional Dysregulation

SGD 0.00

This programme is designed by registered psychologist, for students whose behaviours have not changed despite the consequences. Their emotional responses are disproportionate and recurring across settings.

Behavioural patterns observed might include:

Frequent outbursts (raised voice, verbal aggression, or physical expressions of frustration) that are out of proportion to the trigger
Difficulty de-escalating once activated; takes extended time to return to baseline
Low frustration tolerance during tasks — walking out, refusing to continue, destroying work
Inability to identify or articulate what triggered the response when asked afterwards
Escalation in response to perceived unfairness, criticism, or redirection from staff

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