Describe the question, not a predicted answer
Share the classroom pattern and the support already tried. Avoid telling a family that a particular diagnosis or conclusion is expected.
International-school communities
Psychological evaluation for international schools in Japan
A practical guide for parents, teachers, SENCOs and school leaders: who starts the process, what the school may contribute, how consent works and what a report can reasonably offer.
The shortest accurate version
The family initiates the evaluation. The school contributes with consent. LivFull writes recommendations. The receiving institution decides what it accepts and puts in place.
- HCPC (UK)PYL38998
- SocialstyrelsenSweden
- DClinPsy · CPsycholBPS Chartered · RAPPS
- EuroPsy / EFPAEuropean certificate
- IMHPJMembership Secretary
- English-speakingServing Japan
Roles
One evaluation, with clear responsibilities
School information can be central to understanding how a student functions in lessons, with peers and under different academic demands. The family’s account, the student’s own experience and formal assessment add information the classroom cannot supply on its own.
Useful collaboration depends on knowing who is responsible for each decision. The family controls consent. School staff describe the educational context. LivFull selects and interprets the psychological assessment methods. The school or other receiving organisation makes its own decision about recommendations.
- 01
The family begins the enquiry
Individual work with a child is initiated through the family. A school may suggest or refer, but the parent or guardian consents and contacts LivFull.
- 02
Consent sets the boundary
Before screening, the family reviews a consent form and a consent to share and release information. School contact and record review take place within that agreed boundary.
- 03
The school contributes context
Where school input is relevant, a teacher or SENCO may complete questionnaires, join an interview and provide existing reports, scores or support plans.
- 04
LivFull evaluates the whole picture
Family, student and school information is considered alongside standardised assessment and professional interpretation. No single viewpoint decides the conclusion.
- 05
The report returns to the family
The parent or guardian normally receives the protected report and decides whether to share it. Direct school delivery requires explicit consent, an institutional need and Dr Sahar’s agreement.
School contribution
What may be gathered from school
The school’s role is to add relevant context. It does not choose the conclusion or the assessment battery.
Teacher questionnairesStructured information about functioning in the school setting.
Questionnaires may cover emotional, social, cognitive and behavioural functioning. They help place the student’s presentation in the context of lessons, independent work, transitions and peer interaction.
Parents normally nominate a teacher who knows the child well. Teachers do not attend the initial screening meeting.
Teacher or SENCO interviewA conversation about classroom observations and support already tried.
Where school input is relevant, at least one teacher or SENCO interview is typically part of a child’s evaluation. The interview can explore the referral question, the learning environment and how the student responds to support.
A routine school meeting is not a standard part of every evaluation. A school observation is considered only where clinically indicated or strongly requested.
Existing school recordsReports, scores and plans that show the pattern over time.
School reports, test scores and existing support plans can show what has changed, what has remained stable and which strategies have already been attempted.
Records are reviewed only where the family has them and consents to their being reviewed.
The school contextCurriculum, language of instruction and current demands.
Results are interpreted in the setting the student actually attends. The relevant questions may include the curriculum, language demands, assessment format and support currently available.
A report may refer to an educational or examination framework where it genuinely applies to the particular student and institution. It does not create an entitlement.
Report
What the psychological report may contain
Reports are written in English and tailored to the student. Their content follows the referral question and the findings.
- The referral context, the student’s strengths, presenting concerns and needs.
- Relevant background and developmental history, and the methods used.
- Qualitative and quantitative results, with a clear summary and interpretation.
- Psychological conclusions with reference to DSM-5-TR criteria or classifications where appropriate.
- Comprehensive recommendations, including school recommendations where relevant.
- Suggested next steps, including further medical assessment where that may be appropriate.
How recommendations are framed
Recommendations connect the findings to the student’s actual learning environment. They may address how information is presented, how work is organised, how learning is demonstrated, or what should be reviewed next. They are recommendations, not instructions to the school.
What the report cannot promise
LivFull cannot guarantee accommodations, admission, examination arrangements, legal entitlement or acceptance by a school, university, employer, insurer, authority or examination body. Requirements should be checked with the receiving organisation before the evaluation starts.
Information sharing
Consent remains visible throughout
Before contact
Consent to share and release information is reviewed before screening. Parents then provide the details of a teacher who knows the child well where school input is relevant.
When reporting
The report is locked against editing and normally sent to the parent or guardian. The family decides whether to share it.
Direct delivery
Direct transmission to a school may be possible where the institution requires it, the parent gives explicit consent and Dr Sahar agrees.
For school staff
Before suggesting an evaluation to a family
A clear first conversation helps the family understand the concern without making promises about what an evaluation will find.
Ask the family to make contact
A school can direct or refer a family with consent, but an individual child’s evaluation is arranged through the parent or guardian.
Check the receiving requirements
If the report may be used for an examination body, another school or a specific process, ask that organisation what evidence it requires before the evaluation begins.
Nominate one useful school contact
A teacher or SENCO who knows the student well is usually more useful than a large meeting. The family provides contact details after consent is in place.
Schools seeking general consultation or training may contact LivFull separately. This is distinct from an evaluation of an individual student.
Process and fees
What families can expect
The evaluation pathway
Every prospective evaluation begins with online screening. Later interviews, questionnaires and feedback are normally online. When standardised psychological testing is required, it takes place in person near Yokohama Station or Yamagata Station, commonly over one or two days. The finished report normally follows around one month after the final assessment appointment.
In calendar terms the process is typically two to three months, depending on availability and individual needs. These are typical timings, not guaranteed deadlines.
Evaluation fees
Evaluations are charged at ¥25,000 per hour, or ¥17,500 per hour for clients who are not reimbursed through insurance. Screening is billed as two hours and paid separately.
An evaluation takes approximately 20–35 hours in total when screening is included. Every family receives an individual estimate for the later evaluation work before deciding whether to proceed.
Full fee detailsFAQ
Questions from families and schools
A school may direct or refer a family to LivFull with the family’s consent. The parent or guardian then contacts LivFull and initiates the individual-child work. A professional referral is not required, and a school referral does not bypass screening.
Where school input is relevant, it may include questionnaires, an interview and existing school reports, scores or support plans. A school observation is considered only where clinically indicated or strongly requested. Routine school meetings are not a standard part of every evaluation.
Only within the consent agreed by the parent or guardian. Reports are normally sent to the family, who decides whether to share them. Direct transmission to a school may be possible where the school requires it, the parent gives explicit consent and Dr Sahar agrees.
No. A report may contain school recommendations and may refer to a relevant educational or examination framework where it applies. The receiving school, examination body or authority decides whether it accepts the report and what action it takes.
Not always. This page explains the collaboration between a family, school and psychological evaluator across different evaluation questions. A psychoeducational evaluation focuses more specifically on how a student learns, including cognitive, academic, language, attention, memory or executive-functioning needs where relevant.
A school can explain the question it needs answered and any external evidence requirements. Assessment methods are selected individually after screening according to the student’s age, profile, suitability and the referral question. LivFull does not promise a particular instrument or fixed battery.
Yes, schools may contact LivFull separately about general consultation or training. That is distinct from an evaluation of an individual student, which is initiated through the family and requires parent or guardian consent.
Related
Continue with the right level of detail
Psychoeducational evaluationA deeper guide to learning, cognitive and classroom questions for students aged 6 and above.Autism-related evaluationFor adults and families who want to understand screening, individual suitability and the way several viewpoints inform the conclusion.Evaluation versus medical diagnosisA clear service-boundary explanation that families and school staff can share.ADHD-related evaluationFor children, young people and adults with attention, organisation, executive-functioning, regulation or activity-level questions.
The psychological evaluation hub sets out the complete service. You can also read about Dr Karan Sahar or email enquiry@livfullpsychology.com.
How families can begin
Families may contact LivFull directly, with no medical or professional referral required. Screening then establishes whether a full evaluation is warranted and what school input would be useful.