Grow My Therapy

Grow My Therapy

Grow My Therapy — done-for-you writing for psychology practices

Blog writing for psychologists starts where the health sites stop.

You cannot outrank a national health publisher on “what is ADHD”, and there is no reason to try. What those publishers never cover is the part your prospective clients actually need: what an evaluation day involves, what the report will and will not establish, how long it takes, what it costs, and why recognising yourself in a list is not the same as being assessed.

Those questions carry real commercial intent and almost nothing good ranks for them.

  • Drafted from a sample of your own writing
  • Every statistic traced to a primary source
  • Nineteen mechanical checks before a draft reaches you

Where the openings are

Six articles most assessment practices have never published

Each of these is searched constantly, answered badly, and directly connected to whether somebody books an evaluation.

What an evaluation day is like

Written for a parent worrying about their eight-year-old sitting through it. Hours, breaks, what the tasks look like, what the child is told.

What a report can be used for

School accommodations, workplace adjustments, exam arrangements, legal proceedings. Practical, specific, and consistently the most-read page on an assessment site.

Traits are not a diagnosis

The article that meets the reader arriving from a self-diagnosis feed — written without making them feel foolish for having arrived that way.

What differential assessment means

That the point is to distinguish between explanations, not to confirm one. The concept the public most lacks and most needs.

Adult assessment, specifically

A growing, badly served search area where most content is written for parents and adults are left reading about children.

How to choose an assessor

What to ask, what qualifications mean, what a suspiciously cheap evaluation might be missing. Giving this away is more persuasive than any claim about your own practice.

The part you would notice immediately

You are the reader most likely to catch a bad citation

Psychologists are trained to check sources, which makes ghostwritten content an unusually risky proposition for your profession. The standard failure is an article citing a statistic to a news article, which cites a press release, which describes a study that says something narrower than what has ended up in your blog post.

So every statistic in a draft is traced to a primary source that actually supports the claim, and the citation points there rather than to whoever repeated it most recently. Where the underlying research is weaker or more contested than the popular summary suggests, the draft says so — which is both accurate and, in your field, considerably more persuasive.

Where you have published or taught, that material is genuine evidence of expertise and it belongs in the site rather than sitting in a CV. It also does real work for how search engines assess the practice, which is discussed on the SEO page.

If we cannot trace a number to something that actually says it, the number does not go in the article. That rule has no exceptions.

When to publish

Assessment content has to exist before the demand arrives

Evaluation enquiries cluster: as term starts, after the first round of school feedback, and against accommodation deadlines that families discover late. An article published as the cluster begins has missed it, because ranking takes months.

So the writing plan runs backwards from those points. Content aimed at school-related evaluations needs to be live and settling long before the autumn, not drafted in August when the enquiries have already started.

The therapy side of the practice runs on a different, flatter cycle and can be written throughout the year. Splitting them is one of the first things we do — the same separation that governs the site’s structure.

How a year is usually planned

  • Evaluation pages built and settling well ahead of term
  • Accommodation-deadline content published months before the deadlines
  • Adult assessment content year round, since it follows no calendar
  • Therapy-side pieces filling the gaps between clusters
  • Each article internally linked into the relevant service page
  • Adapted into social posts rather than written twice

The process

From your writing sample to a published article

The point of the sample is that the output should not need translating into your voice — it should arrive in it.

  1. 01

    A sample of your own writing

    A report summary with identifying detail removed, a letter to a school, an article, anything. This is what the voice is built from.

    Once, at the start

  2. 02

    Your brief

    Terminology, populations, what you assess and what you do not, topics you will not write about, your disclaimer and your CTA in your own wording.

    Enforced mechanically on every draft

  3. 03

    Research and sourcing

    Sources traced to primary research, and flagged where the evidence is weaker than the popular version suggests.

    Nothing cited to a citation

  4. 04

    Drafting

    Written to answer the search completely, structured so both a skimming parent and an AI assistant can extract the answer.

    Answer first, preamble never

  5. 05

    Nineteen checks

    Images, alt text, internal links that resolve, anchor quality, terminology, banned phrases, forbidden topics, crisis resources, disclaimer, CTA, local relevance.

    Failing a check means it does not reach you

  6. 06

    Your approval

    You read it before anyone else. Revisions are unlimited, and corrections go into the brief so they do not recur.

    Nothing publishes without your yes

Questions we get

What psychologists ask us about this

Will an article written for me actually sound like me?

That is what the writing sample is for. Drafts are built from your own prose — your sentence length, how much you hedge, whether you use technical terms and how you introduce them — rather than from a generic template with your name applied.

The first piece usually needs the most correcting. Those corrections go into your brief, and the second draft is noticeably closer.

Can you write about assessment instruments by name?

Carefully, and with attention to test security. Naming a battery in general terms is normal practice; describing item content or anything that could compromise validity is not, and we will not write it. If you have a view on where that line sits, it goes in your brief and is enforced from then on.

Should articles include prices?

For assessment content, usually yes — at least a range, with what determines it. Cost is one of the main reasons a reader leaves an evaluation page, and “contact us for pricing” reads as a negotiation nobody wants to begin. It also makes the article more useful to search engines and to AI assistants answering a cost question.

How does this connect to social media?

One piece of thinking, two channels. An article about what an evaluation day involves becomes a carousel; the carousel points back at the article. Practices doing both get more from each, and the second one costs less because the material already exists — see social media for psychologists.

How many articles before this does anything?

Fewer than you would expect if they are aimed correctly, because assessment searches are far less contested than therapy searches. A handful of genuinely good evaluation pages can outperform a year of general psychology posts. We would rather write six well than twenty quickly.

Send us a letter you have written to a school.

With the identifying details removed, it is the ideal writing sample — plain, specific, and unmistakably yours. We will draft an article from it and show you. See everything we do for psychologists.

No obligation · every statistic traced to source