Right to Choose
You can refer through your GP to Help for Psychology whether you live within Norfolk and Waveney or outside of the area in another part of England. We outline the referral process, dependent on your location, further down on this page. If you live outside of Norfolk and Waveney, you will need to attend our Norwich clinic for the face-to-face element of the process.
What is Right to Choose?
Right to Choose means you can decide which organisation will oversee your child’s care as long as they are located in England and fully qualified.
*There are some exceptions, which are listed below.
What is Right to Choose?
Right to Choose means you can decide which organisation will oversee your child’s care as long as they are located in England and fully qualified.
*There are some exceptions, which are listed below.
Right to Choose Exceptions
- requires emergency treatment
- is currently serving a prison sentence (including YOIs), or if they are on temporary release
- serves in the armed forces (Note: People over the age of 16 can join the armed forces in the UK)
- is detained in prescribed accommodation
- has already received care and treatment for the condition (E.g. has already been formally assessed for autism or ADHD by the NHS)
- is detained in a secure children’s home
- is detained in a hospital under the Mental Health Act of 1983
Why Choose Help for Psychology?
Experience
Behind the Mask
In-Person or Online?
Experience
Behind the Mask
In-Person or Online?
Steps to Referral via Right to Choose
Contact your GP
GP Refers You
Submit Your Forms
Case Review
Processing
To open and complete this form, you will need to download Adobe Acrobat or any other PDF editor of your choice.
To open and complete this form, you will need to download Adobe Acrobat or any other PDF editor of your choice.
The Assessment Process
Prior to the visit, we will send you a ‘My Visit’ brochure for your child, so that they have a better understanding of what will happen on the day and who they will be seeing. We’ve had very positive feedback from parents in the past saying how useful these brochures are in helping their child become less anxious at the prospect of attending an assessment.
Once both elements have been completed, the multi-disciplinary team will have a post-assessment meeting to decide upon a diagnosis. You will then be contacted by a member of the clinical team with feedback on the outcome. The final step in the process is for the clinical team to write and provide a diagnostic report.
FAQs
The report will be sent securely via email (or by post if specifically requested) to you as the parent/guardian of the child. The outcome of the assessment will also be shared with your GP. Feedback on the assessment will also be given via your preferred method (i.e. face-to-face/video call).
Related Blog Articles
Recommended Reading
You may also be interested to know that our clinical director, Dr Judy Eaton, has written the following books on the subject of Autism:
Autism presents in a multitude of different and highly nuanced ways – particularly as it intersects with variance in class, gender, race and age.
Misunderstanding and misinformation around variant and differing presentations means that misdiagnosed individuals and those who do not receive a diagnosis at all are often failed by medical, education, social care and criminal justice systems. They are detained in inappropriate settings; don’t receive beneficial therapeutic input; have their families accused of fabricated or induced illness (FII); are kept in prison or youth offending institutions longer than their original tariffs, and shockingly their life expectancy is often curtailed as a result.
This comprehensive resource will help multidisciplinary professions to understand, contextualise, and better identify diverse autistic presentations. It includes an overview of the autism diagnostic process, an exploration of controversial and commonly confused diagnoses such as PDA, ODD, CD, ASPD, and BPD; discussions of best practice for investigating FII; and analysis of the specific challenges of autism diagnosis in relation to women and girls, BAME communities, schools, and the criminal justice system.
A Guide to Mental Health Issues in Girls and Young Women on the Autism Spectrum: Diagnosis, Intervention and Family Support
This book addresses the specific mental health needs of girls and young women with autism spectrum disorder (ASD). Looking at the ways autism presents differently in girls than in boys, and the mental health conditions that occur most frequently in girls with ASD, this is the essential guide for clinicians and educators on tailoring interventions and support to meet girls’ needs.
Describing the current assessment process for autism diagnosis, the book explains why girls are under-
Misunderstanding and misinformation around variant and differing presentations means that misdiagnosed individuals and those who do not receive a diagnosis at all are often failed by medical, education, social care and criminal justice systems. They are detained in inappropriate settings; don’t receive beneficial therapeutic input; have their families accused of fabricated or induced illness (FII); are kept in prison or youth offending institutions longer than their original tariffs, and shockingly their life expectancy is often curtailed as a result.
This comprehensive resource will help multidisciplinary professions to understand, contextualise, and better identify diverse autistic presentations. It includes an overview of the autism diagnostic process, an exploration of controversial and commonly confused diagnoses such as PDA, ODD, CD, ASPD, and BPD; discussions of best practice for investigating FII; and analysis of the specific challenges of autism diagnosis in relation to women and girls, BAME communities, schools, and the criminal justice system.
A Guide to Mental Health Issues in Girls and Young Women on the Autism Spectrum: Diagnosis, Intervention and Family Support
This book addresses the specific mental health needs of girls and young women with autism spectrum disorder (ASD). Looking at the ways autism presents differently in girls than in boys, and the mental health conditions that occur most frequently in girls with ASD, this is the essential guide for clinicians and educators on tailoring interventions and support to meet girls’ needs.
Describing the current assessment process for autism diagnosis, the book explains why girls are under-