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Professional Services

As a psychologist Dr. Griffin is bound by Washington State statutes to provide professional and ethical services. He is licensed by the Washington Board of Health Services Quality Assurance Division. He is required to keep current in his professional services by attending a minimum of 20 continuing educational hours per year. He is required to know and follow ethical guidelines required by the state and by the American Psychological Association, of which he is an active member. Dr. Griffin's personal goal is to be current and skilled in all areas of services offered, or to advise his clients when an area of work or concern falls outside of his expertise area and to assist with a referral to a qualified individual or source.

Treatment and Philosophy

Dr. Griffin emphasizes the Relationship Enhancement (RE) model of working with individuals and families. The RE model of therapy focuses on skills training, effective communication, constructive interactions, and practice at home. Effective dialoging and problem solving are usually first emphasized with progression toward resolution of issues which polarize and create distance in relationships. There is a focus on using interaction styles that convey respect for the other's perspective and experience. Dr. Griffin is the director of the RE Institute of the Northwest and has a working relationship with the National Institute of Relationship Enhancement (NIRE) located in Bethesda, Maryland.

Training and Expertise

Dr. Griffin received his doctoral license in counseling psychology from the University of North Dakota. His training includes instruction in personality development, psychological assessments, and therapy with individuals, couples, families, and children. His area of expertise and interest includes the Relationship Enhancement (RE) model of couples, families, and child therapies. Dr. Griffin is certified as a RE family therapist and play therapist. He also specializes in Filial therapy (Parent-Child Relationship Enhancement Therapy).

Specialty Areas

Learning and Behavioral Self-regulation Problems of Elementary and Secondary School Age Children and Adolescents

Dr. Griffin's specific area of interest and expertise includes working with elementary and secondary school age children/adolescents and their families related to learning and behavioral self-regulation problems. Typically, treatment includes an initial extensive assessment phase followed by treatment with family involvement.

Families requesting extensive assessments and wishing to utilize their insurance must first consult with their insurance to determine coverage application and inform Dr. Griffin if an assessment overview and outline is required by the insurance provider. Families are also responsible to cover the added costs of assessments and report writing that are not typically covered by their mental health insurance company. These costs are typically $50-$200 above normal sessions fees, depending on the depth of the assessment and report.

Individual, Martial and Family Therapy

Dr. Griffin is trained in and emphasizes the Relationship Enhancement (RE) model of working with individuals and families. The RE model of therapy focuses on skills training, effective communication, constructive interactions, and practice at home. Effective dialoging and problem solving are usually first emphasized with progression toward resolution of issues which polarize and create distance in relationships. Learning to understand and affirm the perspective of others, even if disagreeing with that perspective, is an integral part of relationship building in the RE model. There is a focus on using interaction styles that convey respect for the other's perspective and experience. The overall philosophical metaphor is that of the boomerang, "…what one sends out comes back." Hence, we have a choice about what we give or send out and thus, can influence what returns to us.

Child Centered Therapy

A strong RE theoretical orientation is that each child (and adult) knows how to heal her or himself and if given the right circumstances and environment can set about doing this. This assumes that a safe and understanding support base can be created in the office and at home. The world and language of the child revolves around play and thus play is often the primary treatment format used with children under the age of 12. Teaching, problem solving, modeling, and home exercises are sometimes included in the therapy. Play therapy involves using the equipment in the play room to set up scenarios of the child's choosing that permits him or her to think through worries, fears, or troublesome thoughts or experiences and to see what possible alternatives can be acted out or considered. Using toys and play equipment become the child's tools to problem solve and come up with creative solutions.

Filial Therapy (Parent-Child Relationship Enhancement Therapy)

Filial therapy is a special form of child-centered play therapy where the parent(s) work with the child directly in place of the therapist. The therapist acts as a parent coach and teaches/coaches the type of actions in the play that a therapist would normally take with the child, only the parent is doing the actual work with the child instead of the therapist. The benefit of Filial therapy is that the parent(s) learn effective therapist skills in dealing with their own children and work on the relationship with the child in the process, rather than the therapist developing a therapeutic relationship with the child. Another advantage is that Filial therapy is designed to be transitioned into the home and completed at home with special formatted play sessions on a weekly basis. During this latter phase of the therapy the therapist acts as a consultant to the parents. Occasional "checkups" that consist of doing Filial sessions in the office again are recommended after the sessions are transitioned into the home.

ADHD Assessment and Treatment (Adults and Chilren)

Attention-Deficit/Hyperactivity Disorder assessments are a frequently type of assessment that is accomplished accompanied by screening for learning problems and other factors that may contribute to the presenting symptoms. Referrals may also be initiated for medication or specialized treatment/assessment in the specific area of need. Typical assessments may result in referrals for a full vision processing examination, speech and/or articulation therapy, sensory integration or sensory strengthening training, basic language code knowledge training, and/or medication. Referrals to a treatment center such as Children's Hospital may also be initiated to obtain inpatient assessment and treatment. Dr. Griffin typically works with children who have difficulty associated with ADHD, mood regulation problems, Asperger's Disorder, learning problems and relationship interaction difficulties. Dealing with death, loss, transitions, depression, and anxiety are other common treatment objectives.

Dr. Griffin also participates in school or agency staffing at the family's request. The family is responsible for setting up the staffing and notifying Dr. Griffin of who will be present and what will be expected during the staffing.

Psychological Assessments / Testing

Psychological testing and assessments are accomplished for a wide variety of purposes. Dr. Griffin specializes in assessments related to school, learning, and developmental delays or learning problems. Typical tests may include intelligence testing, developmental-neurological assessment, tests of memory and learning, language knowledge and skills, sensory profiles, temperament profiles, social skills profiles, ADHD profiles, visual and auditory processing, aphasia screening, and ability and achievement levels.