College Support Planning at PEC

College Support Planning at PEC

This service provides structured clinical support for high school students and their families navigating the college planning process. The model integrates executive functioning support, emotional regulation strategies, and developmentally appropriate college planning guidance.

The goal is to help students:
-Increase organization and follow-through
-Reduce overwhelm, avoidance, and anxiety
-Break large tasks into manageable steps
-Build independence and self-management skills over time

Sessions may include individual student work, parent coaching, and joint family sessions as clinically indicated.

For more information, please reach out to Ita Golus, LCSW at:

Phone: 973.309.3262

Email: ita@psychedconsult.com

College Support Planning at PEC

College Support Planning at PEC

This service provides structured clinical support for high school students and their families navigating the college planning process. The model integrates executive functioning support, emotional regulation strategies, and developmentally appropriate college planning guidance.

The goal is to help students:
-Increase organization and follow-through
-Reduce overwhelm, avoidance, and anxiety
-Break large tasks into manageable steps
-Build independence and self-management skills over time

Sessions may include individual student work, parent coaching, and joint family sessions as clinically indicated.

For more information, please reach out to Ita Golus, LCSW at:

Phone: 973.309.3262

Email: ita@psychedconsult.com

College Support Planning at PEC

College Support Planning at PEC

This service provides structured clinical support for high school students and their families navigating the college planning process. The model integrates executive functioning support, emotional regulation strategies, and developmentally appropriate college planning guidance.

The goal is to help students:
-Increase organization and follow-through
-Reduce overwhelm, avoidance, and anxiety
-Break large tasks into manageable steps
-Build independence and self-management skills over time

Sessions may include individual student work, parent coaching, and joint family sessions as clinically indicated.

For more information, please reach out to Ita Golus, LCSW at:

Phone: 973.309.3262

Email: ita@psychedconsult.com

What Assessments Really Look Like!

What Assessments Really Look Like!

Spent the morning assessing a student for dyslexia. 

This is what the office looks like – high energy, high impulsivity, and a strong need for sensory input in full effect.

Assessment isn’t just about scores. It’s about meeting each child where he or she is, supporting regulation in real time and creating a space for his or her best effort to shine through!

Are you looking for testing for your child to better understand his or her learning profile? Reach out to us today:
drliz@psychedconsult.com

 

 

 



Executive Function Coaching at PEC!

Executive Function Coaching at PEC!

Do you/does your child struggle to get started on tasks? Is it tough to stay motivated and complete projects? Is time management a huge challenge? Do you lose your personal belongings, and forget important meetings? Are you easily distracted while trying to complete important tasks?
Executive Function Coaching can really help!
Reach out to us today:
973-400-8371
drliz@psychedconsult.com
www.psychedconsult.com
Psychological & Educational Consulting, LLC, Livingston NJ

Why We Procrastinate and How to Stop Putting Things Off

Why We Procrastinate and How to Stop Putting Things Off

written by Dr. Liz Nissim, posted on Psychology Today

How many times have you heard yourself say, “I’ll do this later”? Or “I’ll do this tomorrow”? The statement itself is harmless and promising all at the same time. That’s what we call procrastination. It isn’t relaxation but rather the pushing off of the discomfort of a decision, a conversation, a task, or a call into the future and hoping that “later” or “tomorrow” will somehow come with greater focus, energy, motivation, or time. We all know how this really goes – tomorrow doesn’t create anything different or more magical than the present moment. When tomorrow or later comes, you’re going to be just as tired and unmotivated to do it.

So What Is This Thing We Call Procrastination?

Procrastination is the intentional delay of a task… even when you know delaying it will make things harder later. You’re not being lazy, but rather your brain is dodging the discomfort and rescheduling it for another time so you can gain relief now, today.

For children, teens, young adults, and adults with ADHD, procrastination is a very common part of daily functioning because of the following reasons:

  • The ADHD brain struggles with executive functioning due to neurochemical deficits in the frontal lobe.
  • The dopamine chase is intense and takes priority over things that need to be done.
  • Starting a task with no immediate payoff (or dopamine hit) feels overwhelming or pointless.
  • A task that is perceived as having too many steps or that will take too much time, and not knowing where to start, can create paralysis in decision-making or physical movement.

Even though procrastination is a universal phenomenon that impacts many people, with or without ADHD, for people with ADHD, the space between “I should” and “I can start” feels enormous and usually results in no movement at all.

Why Do We Freeze When We Know We Want to Start?

Many times, the reasons for procrastination look like any or all of the following:

  • Having to make too many decisions or having too many tasks (big or small) that need to be accomplished (e.g., a teen cleaning up his bedroom or an adult wanting to clean up the kitchen)
  • Not knowing what to do first or where to begin
  • Feeling like the task is too big
  • Feeling afraid of “doing it wrong”
  • Feeling like the reward is too far away or is not worth it

What do we end up doing when we’re trying to avoid a task that we know we need to do? Everything except that thing. What does that look like?

  • Playing video games
  • Scrolling social media to distract and self-soothe
  • Pacing
  • Doing absolutely nothing

Why? Because avoidance somehow feels safer than starting. However, the aftermath of not completing the task that needs to get done is a feeling of inefficacy, which takes a toll on self-esteem and self-perception as a competent teen, young adult, or adult. What does this further lead to? A great deal of “I can’t” feelings and thoughts that create a spiral of negative thinkingand low motivation for other tasks and future goals.

Thankfully, procrastination isn’t a personality trait—it’s a habit. And habits can change.

3 Strategies You Can Start Using to Reduce Procrastination

1. The 5-Minute Rule

Ask yourself: “Can I do this in less than five minutes?”
If the answer is yes—just do it.
Send the email. Take out the trash. Make the phone call.

Small wins build momentum. And momentum is gold for ADHD brains.

2. If It Takes Longer, Schedule It

If the task that you need to get done needs more than five minutes, don’t shove it into the mental void of “later.” Instead, add it to your to-do list with an estimated time and—this is key—attach a timer when you actually begin. If you don’t have a to-do list or app, get one.

A tasks app and an online calendar together are a very useful combination. I encourage teens, young adults, and adults to use them in tandem. We carry our phones with us all day long. The days of a physical pad or a daily planner seem archaic because they are not with us as closely as our phones are. With that said, anytime a task comes up, get it on that task app. Keep the calendar and task list open on your computer and refer to them regularly. Setting a time or alarm on your phone is also helpful if you are not a good time watcher. Setting a timer for cleaning your room, for example, now feels like it has a definitive beginning and end time, which may decrease procrastination and motivate action instead.

Timers make tasks feel contained instead of endless.

3. Take Note of What You Are Doing Instead

When you catch yourself procrastinating, pause and ask: “Okay, what am I choosing instead?”

Is it scrolling? Gaming? Wandering? Most procrastination fillers give you nothing back; no progress, no rewards, just time gone. Take note of how you feel because you’re probably not actually getting a dopamine hit; rather, you are depleting yourself of your energy, and the negative thoughts are building. Just bringing awareness to this pattern will help you to change it.

We know that action begets action and procrastination begets procrastination. That is, the more you do, the more you do and feel good about it. The more you procrastinate, the more you procrastinate and feel really bad about yourself.

Productivity activates the reward centers of your brain. You actually will get a little dopamine rush, which translates into, “Hey, that felt good. Let’s do it again.” Eventually, when the next big task hits, you can look back at how you handled it before and use that confidence to start again. That’s long-term movement.

Procrastination isn’t laziness. It is overwhelm, avoidance, and the human brain trying to dodge discomfort. With tiny steps, clear decisions, and a timer or two, you can build momentum and retrain your brain to start instead of stalling. Your future self will thank you for doing today what you used to push to tomorrow.

New School Year, New Homework Strategies That Work

New School Year, New Homework Strategies That Work

written by Dr. Liz Nissim, posted on Psychology Today

Ready or not, here it comes — homework! Regardless of their age, our children, teens, and young adults will need to get through their assignments. It’s a skill, actually, a strategic skill that requires executive functioning that can make a difference between school feeling like a torture chamber or something your kid is confident they can do.

Create a Designated Space

Our kids and teens need a designated place, other than their bed, where they have space for their planner, books, notebooks, and folders. Sprawl if you wish. Keep the surface free of any other items. Place all pencils, paperclips, post-its, pens, tape, etc., inside the desk. Take out one subject at a time with its items. When done, place those items back inside the backpack, and move on to the next assignment. Your child or teen’s desk should be placed away from a window or doorway and against or between two plain walls.

A clearly designated place for homework, studying, and writing papers helps to create a boundary around the space and its purpose. It also gives a sense of control over the space and the goal that is to be accomplished while in this space. There is no time or energy spent answering the question “where am I working on my homework?” each day, and there is little time spent trying to prepare the space for an assignment. It is reset at the end of each night and is ready again for the next day.

Getting Started

At the end of the school day, our kids are spent and don’t want to work onmore schoolwork. Our kids of all ages can take some sort of movement break before starting homework, which may mean a bike ride, jumping on the trampoline, taking a walk, lifting weights, crab walks, bear crawls — something that creates physical regulation and brings attention back to the goal – homework getting done.

Now that you and your child/teen/young adult have a designated space, it’s time to get a designated start time. Initiation, or getting a task like homework (a low preference task) started, is really difficult. Our children and teens often procrastinate because the assignment seems boring, or it feels like it’s going to take a long time.

After a movement break and a snack, let’s get it started! Work on a few problems at a time, writing one paragraph at a time, reading a few pages at a time, and breaking down the assignment enough so that it’s getting done.

Why Kids with Executive Function Challenges Have Trouble with Planning

Why Kids with Executive Function Challenges Have Trouble with Planning

written by Kate Kelly, posted on Understood.org

Planning might seem like a natural process when you have to get something done. But for kids who have trouble with executive function, it can be a big challenge. Things often don’t get done or even started, no matter how large or small the task.

Learn more about why many kids with weak executive function skills struggle with planning.

What trouble with planning looks like

Imagine: It’s 11 p.m. and your child has a paper due in the morning. But there are only a few sentences on the screen, and panic has set in. After staring at the computer for an hour, your child quickly throws together a few paragraphs and then heads to bed.

It might be natural to chalk this behavior up to procrastination or lack of motivation. But what you might really be seeing is your child’s difficulty with planning.

Planning is the ability to set a goal, think of the steps needed to achieve it, and decide on the order of the steps. It’s a complex process that requires all three areas of executive function.

Many people have an easy time planning. But people with weak executive skills may not know where to begin, or what has to happen next in order to reach their goal. So, they don’t get through tasks, even if they’re able to do each step individually.

Trouble with planning affects all areas of life. But you may notice the impact most at school, especially as your child gets to the higher grades and has to figure out how to get work done on time.

 

"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Julie C.
"Dr. Matheis has a remarkable ability to understand the unique needs of her patients and address them constructively. She builds strong, meaningful relationships with patients and their families, encouraging trust and collaboration. When working with my son who struggles with autism-related anxiety, she created an environment in which he was able to calm down and open up to her in ways I had not seen before. She was able to reach him and helped him work through his crisis/problem. Most importantly, she empowered him to move forward."
- N.L.
"Dr. Matheis is amazing. She has tremendous resources and loads of energy. She is not willing to accept anything less than the most effective results for her clients. She made me feel as if my son was her top priority throughout the entire process. I would, without reservation, give her my highest recommendations.  Thank you, Dr. Matheis!"
- Anonymous
"Dr. Matheis has an amazing ability to read kids and connect with them. She has been an invaluable resource for our family over the past several years and has helped us with everything from educational consulting, to uncovering diagnoses as well as family therapy. Working with Dr. Matheis never feels clinical and most importantly, our children love and trust her. We can not thank you enough Dr. Liz!"
- Anonymous
"My teenage son had been seeing Dr. Matheis through his senior year of high school, as he was only diagnosed with ADHD at 16 years old.  Dr. Matheis came highly recommended from our pediatrician and she has done wonders for our son as well as our family, navigating new ways for him to deal with his diagnosis without the use of medication.  She taught him ways to organize himself and even when something did not work for him, she patiently continued teaching him new ways to keep himself on track.  She has also helped us as parents to understand how his mind works so that we did not continue to blame his lack of focus on him, rather on his unique way of thinking.  Thank you Dr. Matheis!!!!"
- LG
"Dr. Liz is the best! Our family was directed to her by our Pediatrician to assist with figuring out severe mood changes, severe anxiety, strange new fears and food aversion that had come onto one of our children literally overnight. After just a couple of visits, she suggested that the issues may actually be rooted in a physical issue and suggested we immediately take our child to be swabbed for strep, because Dr. Liz suspected PANDAS (a pediatric autoimmune disorder brought on by strep). The same Pediatrician that suggested Dr. Liz would not do the swab (they do not believe in PANDAS and we no longer go there) but I took my child to my doctor who did the swab and it was positive for strep. When our child went on antibiotics, within 24 hours all symptoms went away and our child was back :-) Dr. Liz then recommended a PANDAS specialist who helped us and our child is in complete remission and is happy and healthy. We are incredibly grateful to Dr. Liz for her knowledge of all things, even the most remote and unusual and for helping us so much! Thank you!"
- Anonymous
"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Anonymous
"Thank you, Dr. Liz. Although we have told you countless times, it will never feel enough. You have listened when J could barely speak and continued to listen when he was sad, angry and confused. You've challenged him and directed us in our roles as parents. You've helped J face his fears while the list evolved and changed, and yet you've stayed committed to 'the course.' We pray that your children realize that time away from them is spent helping children learn and that vulnerability is a sign of strength and bravery."
- June I
"My son was admitted to an Ivy League school when only 2 years ago, you assessed him and saw his struggles, his Dyslexia. We are grateful that he no longer has to carry that deep feeling of inadequacy or shame that must have kept him so self conscious and from reaching his potential. He has the PERFECT program for him. He has A's in high math and economics. He became a Merit Scholar, a Boys State legislature, the HEAD captain of the football team and help a job ALL while studying and managing his classes and disability. I am PROUD of you, a young doctor, who knows and sees the vulnerability of children and helps them recognize "it's NO big deal" God bless."
- Anonymous

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513 W Mt Pleasant Ave, Ste 212,
​Livingston, NJ 07039