(Daphne) Tip Wai Li 

MSc

Psychometrist (Supervised Practice)

CREDENTIALS

Daphne Li holds a Master of Science in Applied Neuroscience from King’s College London and an Honours Bachelor of Science in Neuroscience and Psychology from the University of Toronto, both completed with distinction. She is a member of the Ontario Association of Mental Health Professionals (OAMHP) and is currently practicing under the supervision of registered psychologists in clinical assessment settings.
AREAS OF FOCUS
Daphne supports children, adolescents, and adults through comprehensive psychological and psychoeducational assessments, with a focus on understanding cognitive, emotional, and behavioural functioning. Assessment & Clinical Focus:

Attention-Deficit/Hyperactivity Disorder (ADHD)

  • Attention-Deficit/Hyperactivity Disorder (ADHD)
  • Learning disabilities and academic challenges
  • Giftedness and intellectual functioning
  • Memory and executive functioning difficulties
  • Emotional and behavioural concerns (e.g., anxiety, mood)

Cognitive & Mental Health:

  • Depression and mood-related concerns
  • Anxiety and stress-related difficulties
  • RCognitive changes associated with aging and neurological conditions

LANGUAGES

Daphne is fluent in English, Cantonese, and Mandarin. 

EDUCATION & EXPERIENCE

Daphne’s academic and professional background is rooted in neuroscience, psychology, and clinical research. She completed her Master’s degree at King’s College London, where her research focused on identifying early markers of neurodegenerative conditions in individuals with depression.

She is currently working as a psychometrist under supervision in private practice and at a psychology clinic, where she conducts comprehensive psychoeducational and diagnostic assessments. Her work includes administering and interpreting standardized assessment tools, integrating clinical data, and contributing to diagnostic formulation and treatment planning.

Previously, Daphne worked as a research assistant at the Rotman Research Institute, University of Toronto, at Baycrest Health Sciences, where she contributed to studies examining the relationship between brain function, mood, and cognition in older adults. Her experience also includes international research roles in Hong Kong and China, where she conducted clinical interviews and neurocognitive assessments across diverse populations.

Across her roles, Daphne has developed a strong foundation in cognitive assessment, clinical research, and working collaboratively with multidisciplinary teams.

APPROACH TO TREATMENT

Daphne takes a thoughtful, client-centred approach to assessment, recognizing that each individual’s profile is shaped by their unique developmental history, environment, and lived experiences. She is committed to creating a supportive and respectful environment where clients feel comfortable and understood throughout the assessment process.

Her approach integrates behavioural observations, standardized assessment data, and clinical history to provide a comprehensive understanding of each client’s strengths and challenges. She values clear communication and works to ensure that assessment findings are meaningful, accessible, and useful for guiding next steps, whether in academic, clinical, or everyday settings.

 

THERAPEUTIC & ASSESSMENT TOOLS
  • Cognitive and intellectual assessments
  • Academic achievement measures
  • Memory and executive functioning tests
  • Behavioural and emotional assessments
  • She also has training in Cognitive Behavioural Therapy (CBT) principles and applies this knowledge when providing feedback and practical recommendations.

PERSONAL BACKGROUND

Daphne brings both scientific expertise and a warm, attentive presence to her work. Her background in neuroscience informs her understanding of the brain–behaviour relationship, while her clinical and research experiences have strengthened her ability to approach each client with curiosity, care, and respect.

She is committed to helping individuals and families gain clarity, insight, and direction through the assessment process, supporting them in better understanding themselves and accessing the resources they need to thrive.

 

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