Practical, family-inclusive counselling support for children whose attention, energy, and big feelings are getting in the way of daily life. Registered psychologists are regulated by the College of Alberta Psychologists (CAP). Certified Canadian Counsellors are regulated by the Canadian Counselling and Psychotherapy Association (CCPA). Social workers are regulated by the Alberta College of Social Workers (ACSW). Available in person across Edmonton and St. Albert, and virtually across Alberta.

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If you have been wondering whether this is just a phase or something more

Most parents who land on a page like this are not sure what they are looking at. Maybe homework takes three hours and ends in tears. Maybe mornings feel like a battle nobody wins. Maybe a teacher mentioned the word ADHD and you are not sure whether to feel relieved, defensive, or worried.

You may recognize some of these patterns at home: a child who forgets the same instruction five minutes after hearing it, a child whose body seems to need to move even when the room asks them to be still, or a child who melts down at small frustrations and then feels terrible about it afterward. These are not character flaws, and they are not signs that you have done something wrong as a parent.

You do not need a diagnosis to start asking for support. If reading further helps you decide whether counselling might be useful for your family, that is a reasonable place to begin.

Who this service is for

This page describes counselling support for children and the adults who care for them. It may be a good fit if:

• Your child shows ongoing challenges with attention, impulse control, activity level, or emotional regulation that are affecting home, school, or friendships.
• You want practical strategies for routines, transitions, homework, or sibling dynamics.
• Your child has been assessed elsewhere and you are looking for ongoing therapeutic support alongside other care.
• You are a caregiver who wants coaching on how to respond in moments that usually escalate.
• Your family wants a space to talk about how ADHD-related challenges are showing up, without blame.

This service may not be the right fit if:

• You are looking for a formal ADHD assessment or diagnosis. Counselling is a separate service from assessment, and a formal assessment usually involves a psychologist, physician, or paediatrician engaged specifically for that purpose.
• Your child is in immediate crisis or at risk of harm. Please use the resources below.
• You are seeking medication advice. Medication decisions involve a physician or paediatrician.

If you need urgent help

Wholesome Psychology is not an emergency or crisis service. If you or your child are in immediate danger, please reach out using the resources below.

• 911 for immediate danger or medical emergencies.
• Alberta Mental Health Help Line: 1-877-303-2642 (24/7).
• Kids Help Phone: 1-800-668-6868, or text CONNECT to 686868.
• Crisis Text Line: text HOME to 741741.

What this service is

ADHD counselling for children at Wholesome Psychology is structured therapeutic support focused on coping, communication, routines, and emotional regulation. Sessions usually involve the child, the caregivers, or both, depending on age and goals. Families set the pace, not the therapist.

It helps to be clear about what counselling here is not. It is not a diagnostic assessment. It is not a legal or investigative process. It is not crisis intervention. And it is not a replacement for medical care if your child is also working with a physician or paediatrician. Counselling can sit alongside those supports and complement them.

Confidentiality is taken seriously, with limits set by Alberta law (described in detail further down this page). Your therapist will explain those limits in plain language during the first session, before you share anything personal.

Signs ADHD-related challenges may be affecting your child

These are everyday patterns that families sometimes describe. They are not a checklist for diagnosis, and many children show some of these from time to time. They are listed here so you can decide whether they sound familiar enough to be worth talking about.

• Difficulty starting tasks, even ones the child wants to do.
• Trouble holding instructions in mind long enough to follow them.
• Frequent fidgeting, restlessness, or a strong need to move.
• Quick frustration, big emotional reactions, and a slow return to calm.
• Forgetting belongings, homework, or steps in daily routines.
• Trouble with transitions: leaving the house, ending screen time, or switching activities.
• Strain in friendships or sibling relationships related to interrupting, blurting, or impulsive choices.
• Schoolwork that takes much longer than expected, often with tears.
• A child who says they feel different, dumb, or bad about themselves after hard days.

None of these patterns means something is permanently wrong with a child. They are common reactions to a nervous system that processes attention and stimulation differently, and structured support can often make daily life feel more manageable.

How counselling works here

• Find your therapist. Use the Match Tool, browse Our Therapists, or call our admin team at 780-904-4880 if you would like help choosing.
• Book your first session. The first session covers confidentiality, consent, and your goals for support. There is space for both the caregiver and the child to ask questions.
• Build a plan together. Your therapist works with you and your child to shape a plan that fits your family. Plans are co-created, not handed down.
• Ongoing sessions. Sessions are typically 50 minutes, weekly or bi-weekly, and adjusted as needs change. Some sessions involve the child alone, some involve caregivers, and some involve both.
• Progress check-ins. Your therapist reviews progress with you regularly. If something is not working, the plan changes.

There is no fixed number of sessions. Counselling is a collaboration, and the family's voice matters at every stage.

Evidence and approaches

The approaches below are commonly used in counselling support for children with ADHD-related concerns. Evidence varies across interventions, age groups, and outcomes, so the descriptions here use cautious language.

Behavioural and skills-based counselling

What it helps with: Building daily routines, attention strategies, frustration tolerance, and step-by-step skills for school and home.

Evidence summary: Clinical guidelines for ADHD in children, including those issued by the National Institute for Health and Care Excellence (NICE, 2018), recommend behavioural and skills-based supports as part of broader care. The Canadian Psychological Association (CPA, 2021) similarly describes psychological supports as a common component of management.

Limitations: Effects vary by child, family context, and how consistently strategies are practised. These approaches are usually one part of a wider plan.

Parent and caregiver coaching

What it helps with: Helping caregivers respond to difficult moments in ways that reduce escalation and support the child's regulation.

Evidence summary: NICE (2018) guidance highlights structured parent training and education as a recommended option for children with ADHD-related concerns. The CPA (2021) fact sheet on ADHD also notes the role of family-focused supports.

Limitations: Outcomes depend on family circumstances, available time, and the fit between the approach and the child's needs. Caregiver coaching is not a substitute for medical or assessment services where those are indicated.

Mindfulness-based skills

What it helps with: Practising attention, body awareness, and pausing before reacting, in age-appropriate ways.

Evidence summary: Mindfulness-based approaches have been studied as supportive interventions for children and adolescents with ADHD-related concerns. The Canadian Mental Health Association (CMHA, 2017) describes mindfulness skills as a tool for general mental wellbeing. Findings in this area are mixed and continue to evolve.

Limitations: Mindfulness is not a stand-alone treatment for ADHD. Younger children may need adapted, playful versions of these skills, and benefit varies between individuals.

Movement and routine-building support

What it helps with: Using movement breaks, structured routines, and sleep and activity patterns as part of daily regulation.

Evidence summary: Research has examined the role of physical activity as one supportive strategy for some children with ADHD-related concerns, though effect sizes and study quality vary across reviews. Counselling can help families build realistic routines that include movement and rest.

Limitations: Movement and routine adjustments are supportive strategies, not stand-alone treatments, and access depends on each family's resources and circumstances.

What results to expect

Progress in counselling is rarely a straight line. Some families notice small shifts in the first few sessions, such as a calmer morning routine or one fewer homework meltdown. Others find that meaningful change takes longer, especially when several areas of life are affected at once.

Some people find relief from just 2-3 sessions, particularly when the focus is narrow, such as one specific routine or one recurring conflict. Others benefit from longer-term work that follows a child through different developmental stages.

Outcomes are influenced by many things: the nature of the child's experiences, family circumstances, school context, and the fit with the therapist. No therapy can guarantee a particular result. If the fit with a therapist is not right, changing clinician or approach is always an option, and the admin team can help.

Confidentiality and privacy

What is shared in counselling is private. Wholesome Psychology clinicians follow the standards and codes of ethics applicable to their professional designation, including the College of Alberta Psychologists (CAP) for registered psychologists, the Alberta College of Social Workers (ACSW) for social workers, and the Canadian Counselling and Psychotherapy Association (CCPA) for Certified Canadian Counsellors, as applicable. Personal health information is handled in line with Alberta's Health Information Act (HIA) and Personal Information Protection Act (PIPA).

There are a few situations where a clinician is legally required to act on information shared in session:

• When there is a risk of serious harm to the child or to another person.
• When there is suspected abuse or neglect of a child. Mandatory reporting under Alberta law applies.
• When a court issues a valid order for records.

Your therapist will explain these limits in plain language during the first session. You are welcome to ask questions before sharing anything personal, and you can decide what feels comfortable to discuss as you go.

Frequently asked questions

Does my child have to talk about everything that has been hard?

No. Children set the pace with their therapist. Counselling can focus on present-day patterns, like routines or specific situations, without requiring a child to recount difficult experiences in detail. For younger children, much of the work happens through play, drawing, and conversation in small pieces.

Is what we share kept private?

Yes, with the legal limits described in the Confidentiality and Privacy section above. Your clinician will go over these limits during the first session so you know what to expect before sharing anything personal.

How many sessions will my child need?

There is no fixed number. Some families benefit from a short series of sessions focused on one area, such as homework or bedtime routines. Others continue longer, especially if challenges show up in several parts of life. Your therapist reviews progress with you regularly so the plan can change as needed.

What if the therapist is not the right fit for our child?

Fit matters, especially with children. If something is not working, please tell the admin team. They can help you switch to a different clinician or approach, and there is no awkwardness involved in asking for a change. New clients may access their first session at 50% off to help find the right therapeutic fit.

Can we meet with a therapist online?

Yes. Virtual sessions are available across Alberta, with the same confidentiality standards as in-person sessions. Some families find virtual sessions easier for school-age children, while others prefer in-person for younger kids. Your therapist can help you decide what works.

Is this an ADHD assessment?

No. This page describes counselling support, which is a separate service from a formal ADHD assessment. If you are looking for a diagnostic assessment, please contact the admin team to discuss appropriate next steps and providers.

Can caregivers attend sessions too?

Yes. Caregivers are often part of the work, especially for younger children. Sessions may include the child alone, caregivers alone, or both together, depending on age and goals.

Do we need a referral?

No referral is required to book counselling at Wholesome Psychology. Some insurance plans may request one for reimbursement, so it is worth checking with your provider.

Meet your clinicians

Counselling at Wholesome Psychology is provided by Registered Psychologists, Registered Provisional Psychologists, Registered Social Workers, Certified Canadian Counsellors, Mental Health Therapists, and Student Therapists. Registered psychologists are regulated by the College of Alberta Psychologists (CAP). Provisional psychologists practise under the supervision of a senior registered psychologist. Registered social workers are regulated by the Alberta College of Social Workers (ACSW). Certified Canadian Counsellors are regulated by the Canadian Counselling and Psychotherapy Association (CCPA).

Many of our clinicians have training and experience supporting children, caregivers, and families navigating attention, regulation, and behavioural concerns. To explore profiles, visit Our Therapists, use the Match Tool, or call the admin team at 780-904-4880 for guidance.

Children and youth

Wholesome Psychology offers counselling for children, adolescents, and young people. Therapists working with younger clients use age-appropriate approaches, including play, art, conversation, and structured skill-building. Caregivers are usually included in age-appropriate ways, because the people around a child are part of the environment that supports recovery and growth. You may also find these related pages helpful: child and youth counselling, impulsivity in children, and preparing children for therapy.

Ready when you are

If you would like to take a next step, you can:

• Book a session online.
• Match with a therapist.
• Call the admin team: 780-904-4880.
• Email: info@wholesomepsychology.ca.
• Read more about Getting Started with Therapy.

New clients may access their first session at 50% off to help find the right therapeutic fit.

Starting the conversation is enough.

References

• Canadian Mental Health Association. (2017). Mindfulness [Brochure]. https://cmha.ca/
• Canadian Psychological Association. (2021). "Psychology Works" fact sheet: Attention-Deficit/Hyperactivity Disorder. https://cpa.ca/
• National Institute for Health and Care Excellence. (2018). Attention deficit hyperactivity disorder: diagnosis and management (NICE Guideline NG87). https://www.nice.org.uk/guidance/ng87
• World Health Organization. (n.d.). ICD-11 for mortality and morbidity statistics: Attention deficit hyperactivity disorder. Retrieved from https://icd.who.int/