Opper and Opper Psychologists

Björn:  012 661 5445 / 072 623 9556  |  bjorn.opper@gmail.com

Ancois: 012 661 5445 / 082 336 4843  |  ancois.opper@gmail.com

3 Ashford Street, Midstream Estate

~ Johann Wolfgang von Goethe


We, Björn and Ancois Opper, would like to welcome you to our private practice, Opper & Opper Psychologists, which is based in Midstream Estate (Centurion/Midrand), Pretoria. This website will provide you with a better understanding of who we are and what our work as educational psychologists entails. Please feel free to contact us for any additional information by using the contact details provided.

What is an Educational Psychologist?


To qualify as Educational Psychologists, we received specialised training in both the psychological and educational fields. We apply our integrated skills to assist educators, parents, children, teens and young adults, as well as other health care professionals, through collaboration, facilitation and support when working with pre-school, primary and high school children as well as tertiary students.


Our role expands to include various aspects of development, including social, cognitive, educational and emotional aspects. We aim to develop effective supportive techniques by means of assessment, collaboration and therapeutic interventions.


Within the school context, we are concerned with enhancing the effectiveness of procedures and structures relating to educational and learner support. We therefore act as advocates for children and teens and the school community.

Ethical obligations


As members of the Health Professions Council of South Africa, we are committed to providing a professional service by adhering to the following ethical principles:


  • Respect for the dignity of individuals
  • Professional competency and responsibility
  • Integrity in professional relationships
  • Confidentiality

Dr Björn Opper


Practice number: 0249319

HPCSA number: PS 0097632

Dr Ancois Opper


Practice number: 0214078

HPCSA number: PS 0094447

What do our assessments involve?


Assessments are aimed at generating an understanding of learners’ needs, as well as their assets, in order to determine the type of support that is needed. We use a variety of techniques at an individual, group or family level to assess the various areas of functioning.


These techniques are usually enjoyable and assessments are conducted in a quiet and encouraging atmosphere. Assessment practices, which involve the use of mainly standardised media and include observation and personal accounts, are aimed at obtaining a holistic image of the learner.

Assessment provides us with a better idea of the needs of children and teens with regard to the following:


  • Emotional and social development
  • Behaviour
  • Intelligence and achievement
  • Academic development, e.g. reading, writing, spelling, mathematics, listening skills, learning style and concentration (ADD/ADHD). We also test for dyslexia as well as screen for dyscalculia.
  • Exam accommodations/concessions (IEB & GDE)
  • School readiness
  • Family-related concerns
  • Career interests, aptitude and personality (career guidance)
  • Subject choices (subject choice testing)

Therapy and support


When children and teens experience difficulties, determining the best way to help them can be challenging.  This problem can be solved through the use of psychotherapy, which enables them to discover a safe place where they can explore their thoughts, feelings and behaviours.


In addition to providing therapeutic, emotional and learning support to individuals who are struggling with a variety of difficulties, we also provide parent guidance.


The problems experienced can range from depression, trauma, dealing with loss/divorce, challenging behaviour, bullying, self-esteem, social/emotional, stress and anxiety to developmental delays, physical impairments, learning difficulties (reading/spelling/writing) and lack of concentration.

Most frequently used therapy techniques include:

Biofeedback therapy

Gestalt therapy

Play therapy

Solution-focused therapy


Rational emotive behavioural therapy

Cognitive behavioural therapy

Although we are trained in various therapeutic techniques, we follow a client-fit approach.  We always aim to remain sensitive to your child’s individual abilities and needs and to facilitate the therapeutic process with understanding, warmth, acceptance and encouragement.

Learning support/interventions include:


  • In our practice we aim to identify specific barriers to learning through our assessment measures and using this information we can more effectively make suggestions in terms of which programs (be it for reading, concentration, working memory, mathematics, spelling etc.) will work best for your child/teen based on his/her specific learning profile


  • With regard to study skills and methods we use our Study Buddy Programme places the emphasis on identifying individual learning preferences and implementing them in relevant study methods to facilitate more effective retention and recall of what is learnt. Other study skills, such as planning, organisational skills and motivation can be explored and addressed.

Parent involvement


It has been established that collaborative efforts contribute to higher levels of support, cooperation and trust. Parent involvement is strongly encouraged and an effort will be made to regularly invite parents to discuss their children’s progress during the intervention process.


When and how do parents become involved?


  • Once a referral has been made, parents will be invited to a pre-assessment discussion as information from various sources is required in order to create a holistic picture of the child/teen.


  • Parents will be consulted at all times and involvement with your child will only be initiated once the necessary parental permission has been obtained.


  • Once the assessment has been completed, parents will be asked to attend a follow-up session during which a written report and/or verbal feedback will be provided.


  • If therapeutic intervention is required, parents may be asked to collaborate, or to attend support sessions in conjunction with the therapy presented to their child.


  • Parental input at home is essential to ensure the success of any therapeutic intervention!

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