Soobin Im, M.S.

Soobin Im, M.S.

Intern Psychological Evaluator
Children, Adolescents, Adults
English, Korean, Bilingual

Soobin (she/her) is an intern psychological evaluator and a fifth-year doctoral student studying School Psychology at the University of Wisconsin-Madison (UW-Madison). She was born and raised in Seoul and moved to the US in her early teens. She lived in different parts of the US, including Kentucky, West Virginia but lived mostly in Madison, Wisconsin where she considers as her second home.

Supervised by Chad Ebesutani, Ph.D. (AL, USA; #1808)

Biography

Soobin completed her training in a variety of settings, such as local elementary and middle schools, school psychology training clinic at UW-Madison, community mental health center, and local juvenile rehabilitation center. During her graduate training, Soobin provided several psychoeducational evaluations in both school and clinic settings for children and adults experiencing suspected challenges, such as specific learning disorder, attention-deficit/hyperactivity disorder (ADHD), anxiety disorder, and intellectual disability. She also collaborated with students’ parents and teachers through consultations and participation in school-based team meetings to discuss how to best support their needs at home and at school.

Therapy Approach

In my work with clients, I consider a multimethod, multi-informant, and multi-setting approach and several different theoretical approaches, such as Cattell-Horn-Carroll (CHC) theory of intelligence, cognitive-behavioral theory, and ecological systems theory to understand the development of the client’s referral problems; I also seek to partner with clients and their stakeholders to discuss potential plans for next steps after evaluation.

 

I believe that a comprehensive evaluation is grounded in using a multimethod, multi-informant, and multi-setting approach. That is, the evaluation will incorporate various types of assessments, such as clinical interviews, rating scales/questionnaires, observations, and standardized tests, and the information regarding the presenting concerns will be gathered from the client and other informants who can speak about the challenges that the client is experiencing. For evaluations where direct observations might be useful, the observations will be performed in different times and settings to assess the client’s behaviors in different contexts. This approach allows me to gain a more reliable and comprehensive understanding of the client’s concerns.

 

The evaluation involves the use of cognitive assessment that is based on the CHC theory of intelligence. These cognitive assessments measure individuals’ general cognitive ability as well as broad sets of abilities, such as the following, which are strong predictors of learning:

  • verbal comprehension
  • visual spatial ability
  • fluid reasoning
  • working memory
  • processing speed

 

These tests are used to measure overall cognitive functioning, identify cognitive strengths and weaknesses, and inform the diagnosis of intellectual disability, specific learning disorders, and other learning challenges. For evaluating and discussing recommendations for social, emotional, and behavioral problems, I use cognitive-behavioral theory to identify how thoughts and feelings impact behaviors and client’s functioning in different contexts, such as school, work, and relationships. In any evaluation, I consider ecological systems theory to holistically examine the contextual factors within the client’s environment that contribute to referral concerns.

 

During clinical interviews, I listen to client’s perspectives on the challenges they are experiencing and inquire about various domains related to referral concerns, which include but are not limited to, developmental history, language development, acculturation, recent life changes, and their functioning in multiple settings. I make recommendations considering the contextual factors and other rich information that the client provides to ensure that the next steps are effective, sustainable, and feasible for action in their natural settings.

Availability

Seoul
Pyeongtaek
Online

Speciality

  • ADHD
  • Adjustment Stress
  • Anxiety / Panic Attacks
  • Depression
  • Learning Disabilities
  • OCD
  • Parenting Stress
  • Self Esteem
  • Social Skills & Peer Relationships
  • Suicidality
  • Trauma / PTSD
  • Psychological Evaluation

Location

  • Seoul (Sinsa)
  • Pyeongtaek
  • Online

Fun Facts

I enjoy learning new languages and instruments while not fully mastering one. I learned Spanish and Chinese in high school and college, and I used to play the drums in a band with my friends from college. My current goal is to learn barre chords on the guitar to be able to play two or three new songs.

Education

  • PhD (Candidate): University of Wisconsin-Madison (2019-present, School Psychology)
  • MS: University of Wisconsin-Madison (2019, School Psychology
  • BS: University of Wisconsin-Madison (2016, Psychology, minor in Education)
Licensed Clinical Psychologist
U.S. Licensed Professional Counselor
Kenya & Ethiopia Certified Psychologist
Graduate Intern Therapist
Psychotherapist, Marriage and Family Counselor
U.S. Licensed Marriage and Family Therapist & U.S. Registered Play Therapist
U.S. Licensed Psychologist
UK Registered Psychotherapist; Certified Counselor

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