All Kinds of Minds
Child & Adolescent Clinical Psychology Practice
Introduction
Located in Sligo Town, All Kinds of Minds is a specialised private clinical psychology practice that provides a range of neurodiversity-affirmative assessments for children and adolescents (i.e., 6-years-to-18-years). All assessments adhere to best practice guidelines and standards, and reports will be accepted by the H.S.E. and D.E.S. All Kinds of Minds is an inclusive practice that embraces and respects diversity of all kinds.
Assessments Provided:
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Autism assessments are available for children and adolescents aged 6 to 18. These assessments focus on social communication differences, which may include difficulties in interpreting neurotypical social cues, initiating and maintaining conversations in line with neurotypical expectations, and forming relationships with neurotypical individuals. Repetitive regulatory behaviours (e.g., stimming), a need for routine and preparation for change, sensory processing differences, and highly specialised interests may also be present. These traits reflect a different way of experiencing the world and interacting with others, which may require accommodations in environments that are not always designed to support such differences.
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Clinical Psychologist-led A.D.H.D. assessments are available for certain children and adolescents aged 6 to 18 who experience mild difficulties in attention, focus, organisation, emotion regulation, impulsivity, activity levels, and sensory processing. Sensory differences may include heightened responses to auditory and visual stimuli, which can impact focus. Some children may also face mild social challenges due to these differences.
For children experiencing mild difficulties, understanding their profile, along with appropriate accommodations and support, is typically sufficient. While mild difficulties are evident daily across various contexts, they do not significantly impact the child's ability to manage school, social, or home environments. In contrast, children and adolescents experiencing moderate-to-severe difficulties that significantly impact them across environments may require a G.P.-led referral to C.A.M.H.S. or a private psychiatrist for evaluation and support.
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Dyslexia assessments are available for children and adolescents aged 6 to 18. Dyslexia involves differences in how individuals process sounds and language, leading to challenges with decoding, reading, and spelling. These differences in processing require understanding and accommodations to support learning.
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Dyscalculia assessments are available for children and adolescents aged 6 to 18. These assessments focus on differences in numeracy and mathematical reasoning, which may result in challenges that require understanding and accommodation.
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Cognitive assessments are available for children and adolescents aged 6 to 18 to evaluate verbal comprehension, visual-spatial abilities, fluid reasoning, working memory, and processing speed. These assessments offer valuable insights into a child’s cognitive strengths and areas of need, including the identification of specific cognitive difficulties such as challenges with working memory or processing speed. Assessments for high cognitive ability are also available.
Please note that children with a diagnosed or suspected moderate-to-profound intellectual disability are best supported by the Children’s Disability Network Teams.
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My name is Shaun Frandsen, and I am a Chartered Clinical Psychologist (No. M5560C) practicing in Sligo, where I reside with my family. I am an American, so I studied and trained in the U.S. as a Clinical Psychologist (i.e., at the University of Georgia for my undergraduate education and then the Pacific University Psy.D. Program for graduate school). After moving to Ireland, I applied for and was granted a Statement of Equivalency; this involved an assessment of my education and clinical training in the U.S. by the Irish Department of Health Validation Unit. I was employed in the Irish Public Sector for 16-years, and I worked 10-years at Senior Grade. Initially, I was employed in the Mater Child and Adolescent Mental Health Service (C.A.M.H.S.), then in the H.S.E. West and North West C.A.M.H.S., and finally in the West and North West Primary Care Psychology Service. In total, since commencing in university as an undergraduate and beginning my education in psychology, I have been immersed in the field for 25-years.
Over time, I have developed expertise in providing neurodivergent assessments for children and adolescents. I practice from a neurodiversity-affirmative paradigm while also adhering to best practice standards. I have found that confirmation of neurodivergent status, for many, prompts a process of greater understanding (i.e., of self, others, and systems), advocacy, awareness, acceptance, and compassion. For parents, understanding their neurodivergent child’s identity can positively inform and even transform the parental response—which, in turn, can bolster the ability of the parent to connect meaningfully with their child and ultimately strengthen the parent-child relationship. I am a passionate and dedicated professional ally and advocate within the neurodiversity movement. It is important to me that the individuals I work with—children, adolescents, and parents—feel respected, empowered, seen, and heard throughout this process.
Information
Psychological Society of Ireland (P.S.I.) Chartered Clinical Psychologist
Full P.S.I. Membership of the Clinical Division
25+ years of combined experience in the field (i.e., study and work experience)
16-years of clinical experience working in the H.S.E. across child and adolescent services
Specific and established clinical expertise in child and adolescent neurodevelopmental assessments
Multidisciplinary autism assessments available with an experienced Speech & Language Therapist
Small and responsive practice that provides a high level of attention during the assessment process
Comprehensive assessments that adhere to best practice standards
Insurance coverage possible due to Chartered Status with the Psychological Society of Ireland (P.S.I.)
Possible tax rebate of 20% on the costs of a private psychological assessment if sought by the client
Differential and co-occurring diagnostic consideration as standard during every assessment
Reports accepted by the Health Service Executive (H.S.E.) & Department of Education and Skills (D.E.S.)
Online appointments available for certain assessments
Self-referrals accepted (i.e., G.P. referral is not a requirement)
Payment plans available if requested
Core Values
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Emphasise each child’s individual strengths and abilities.
Respect and validate the challenges that neurodivergent children and adolescents contend with on a daily basis that arise from being in environments and systems that were not designed with their needs and preferences in mind.
Support meaningful accommodations, as needed.
Provide an inclusive environment where all feel valued, seen, and heard.
Carry out all assessments in a manner that is consistent with best practice standards.
Promote professional, parental, and self advocacy for the rights and inclusion of neurodivergent children and adolescents in schools, communities, and society at large—and to support neurodivergent-led organisations.
Engage in continuous learning, with a focus on neurodivergent researchers and clinicians in the field.
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What is Neurodiversity?
The neurodiversity paradigm, which underpins the core values of the All Kinds of Minds Practice, seeks to recognise and embrace natural variations in the human brain and mind. The neurodiversity paradigm challenges the traditional medical model of neuro-developmental differences (e.g., Autism, A.D.H.D., Dyslexia, and other cognitive variations).
The concept of neurodiversity was developed collectively by autistic activists in the mid-1990s, rather than being coined by a single person, Judy Singer, as previously thought. Recent discoveries indicate that the term "neurological diversity" was being used as early as 1996, predating both Singer and journalist Harvey Blume's references to the term. Therefore, the origins of the term neurodiversity should be attributed to the collaborative efforts of the neurodivergent community rather than to any single individual (see link).
This paradigm acknowledges that the human brain exists on a broad spectrum, with unique strengths and challenges for eachand every individual. It shifts the focus from trying to “change” neurodivergent individuals to establishing an inclusive society that values differences and accommodates needs.
The Social Model of Disability posits that disability arises from a lack of understanding, acceptance, accommodation, and appropriate support for neurodivergent individuals. Embracing neurodiversity involves creating environments that accommodate diverse ways of thinking, learning, socialising, and communicating. It necessitates providing accommodations and supports in educational, employment, and community settings. These accommodations may include flexible learning approaches, assistive technologies, sensory-friendly environments, personalised educational and work arrangements, and social acceptance.
The neurodiversity paradigm also advocates for dismantling stigmas, stereotypes, and prejudices that are associated with neurodivergent traits. It promotes challenging the commonly held misconceptions and internalised biases that often marginalise neurodivergent individuals. This approach promotes inclusivity and equal opportunities for all individuals, and it is rooted in the belief that all individuals have inherent value.
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What is Identity-first language?
Language matters and has great meaning. Identity-first language is often used in the context of disability, and other aspects of personal identity. In identity-first language, the neurodivergent identity comes before the person, which acknowledges that the neurodivergent identity is an essential aspect of the individual's identity and not something separate from them.
Here are some examples of identity-first language as opposed to the alternative (i.e., person-first language):
Identity-first: autistic individual or person or autistic people
Identity-first: A.D.H.D. individual or person, A.D.H.D. people, or “ADHDer”
Identity-first: dyslexic individual or person or dyslexic people
etc…
The use of identity-first language is a matter of personal preference. Many individuals within the disability communities prefer identity-first language because they believe it affirms and validates their identity and experiences. It emphasises that their neurodivergent identity is an integral part of who they are, rather than something separate that can be “removed,” “changed,” or invalidated. Using language in this way is an important mechanism by which to take back power in a system that has historically pathologised and tried to coercively change neurodivergent individuals.
However, of course, not everyone shares the same preference. Some individuals prefer person-first language because they believe it emphasises the person's humanity and individuality first.
The key is to respect the preferred language and terminology of the individual or group you are referring to and to engage in open and respectful dialogue when discussing identity and language preferences.
To learn more about identity-first language, refer to this A.S.A.N. post, which was originally written by Lydia Brown and published on their blog Autistic Hoya under the title “The Significance of Semantics: Person-First Language: Why It Matters.”
“Instead of trying to change us, society should adapt and accommodate our differences.”
— Ari Daniel Ne'eman, an American disability rights activist who co-founded the Autistic Self Advocacy Network (A.S.A.N.)
Assessments Provided
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Autism Assessment
Autism assessments are available for children and young people from 6-to-18 years of age. Multidisciplinary assessments are provided for younger children and adolescents.
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A.D.H.D. Assessment
A.D.H.D. assessments are offered by a Clinical Psychologist for certain children and young people from 6-to-18 years of age with mild difficulties.
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S.L.D. Assessment
Specific Learning Disability (i.e., Dyslexia and Dyscalculia) assessments are available for children and young people from 6-to-18 years of age.
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Cognitive Assessment
Cognitive assessments are available for children and adolescents from 6-to-18 years of age. Assessment of adaptive needs is also available.
Practice Scope
When selecting a service for your child, it is just as important to understand what is not offered as it is to know what is—this helps set clear expectations and ensures the service aligns with your child's needs. Below is more information about the scope and limitations of the All Kinds of Minds Practice. More information can also be found on the Terms of Service page.
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All Kinds of Minds provides assessments for children that are at least six-years-old and adolescents up to the age of 18-years-and-11-months-old.
Parents of children under six-years-old should consult with the child’s G.P. to discuss the appropriate H.S.E. service pathway or look into other private providers.
Note: A.D.H.D. assessments will be considered on a case-by-case basis during the first clinical interview to ensure this service response is sufficient to the level of need (i.e., the needs should be mild).
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Consent is required from all legal guardians for children under the age of 16. Please refer to the H.S.E. National Consent Policy for more information about this important topic.
In Ireland, legal guardian(s) provide consent on behalf of the child (i.e., under the age of 16) for a psychological assessment like those offered at All Kinds of Minds. Young people aged 16-years-or-older can give their own consent for these types of psychological assessments.
Before a psychological assessment at All Kinds of Minds can proceed for a child under the age of 16, consent from all legal guardian(s) must be obtained—not doing so could be interpreted as a violation of a legal guardian’s constitutional rights.
At times, disagreement between legal guardians can occur as to whether or not a psychological assessment is in the child’s best interest at the time it is being sought. If there is a dispute regarding the appropriate course of action, then an assessment at All Kinds of Minds should be deferred until all legal guardians reach a consensus about what is in the best interest of the child. Please note that All Kinds of Minds does not provide mediation or consultation when there is disagreement regarding consent.
Refusal of a service is legally differentiated from consent, and the Court can overturn a refusal in urgent circumstances. However, All Kinds of Minds does not provide assessment whereby there is an urgent presentation or situation.
Who is a Legal Guardian in Ireland?
Whereby the parents of a child are married, even after the birth of the child, both parents are joint legal guardians.
Where the parents were once married—even following a separation or divorce—both parents remain the child’s joint legal guardians unless otherwise directed by the courts.
As per the Children and Family Relationships Act (2015), which came into effect on the 18th of January, 2016, an unmarried father will automatically be a joint legal guardian if the following applies: (a) the father lived with the child’s biological mother for at least 12-consecutive-months after the 18th of January 2016, and (b) the father lived with the biological mother and the child for least three-months after the child was born. (NOTE: The period of cohabitation can take place at any time before the child turns 18-years-old.)
If the parents have never been married and the conditions of the Children and Family Relationships Act (2015) are not fulfilled (i.e., see the criterion outlined in the preceding paragraph), then the biological mother is the only recognised legal guardian unless: (a) both parents jointly signed a Statutory Declaration or (b) any other individual has made a successful application to court and obtained joint legal guardianship status.
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The All Kinds of Minds Practice provides diagnostic assessments for autism, social communication disorder (i.e., as a possible differential diagnostic consideration when assessing for autism), all subtypes of A.D.H.D. (Mild), dyslexia, and dyscalculia. Certain mental health disorders will also be considered as a differential diagnosis when applicable.
The All Kinds of Minds Clinical Psychologist will also describe indicators (i.e., not a formal diagnosis—indicators suggest additional assessment is required) for certain D.S.M.-5 presentations as part of the diff rental diagnostic process. If indicators of the above presentations are present, recommendations will be made for your G.P. to consider referring for appropriate H.S.E. follow-up.
The All Kinds of Minds Clinical Psychologist does not provide a diagnostic opinion regarding the following presentations or profiles:
Apraxia; an M.D.T. assessment to include PAEDS., S.L.T., O.T., etc., is most appropriate
Auditory Processing Disorder (A.P.D.); an M.D.T. assessment to include an Audiologist, PAEDS., and S.L.T., etc., is most appropriate
Avoidant/Restrictive Food Intake Disorder (A.R.F.I.D.); an M.D.T. assessment to include a dietician and PAEDS., etc., is most appropriate
A “Pathological Demand Avoidance (P.D.A.) profile” (i.e., P.D.A. is not a recognised “subtype” in the D.S.M.-5)
Oppositional Defiant Disorder (O.D.D.) or Conduct Disorder (C.D.)
Reactive Attachment Disorder (R.A.D.); an M.D.T. assessment to include S.W., etc., is most appropriate
Disinhibited Social Engagement Disorder (D.S.E.D.); an M.D.T. assessment to include S.W., etc., is most appropriate
Tic Disorders; neurology, PAEDS., needed for assessment and diagnosis
Stereotypic Movement Disorder; neurology and/or PAEDS. might be needed for assessment and diagnosis
Personality Disorders (e.g., B.P.D., etc.) in young adults; an M.D.T. is needed, especially if there is risk
“Sensory Processing Disorder (S.P.D.)” as a standalone diagnosis (i.e., S.P.D. is not included in the D.S.M.-5)
Speech Sound Disorder; S.L.T. is needed for assessment and diagnosis
Childhood-Onset Fluency Disorder (Stuttering); S.L.T. is needed for assessment and diagnosis
Certain mental health presentations (e.g., Schizophrenia, etc.); mental health services are needed
Developmental Coordination Disorder (D.C.D.) or dyspraxia; O.T. needed, as well as PAEDS., for assessment and diagnosis
Selective Mutism; S.L.T. also needed for assessment
Please note that the above is not an exhaustive list. If your query relates to one of these presentations or profiles (i.e., in the section, above), then it is recommended that you, instead, speak with your G.P. regarding H.S.E. services that might be appropriate or consider other private providers.
For children and young people, if there are indicators of a Moderate, Severe, or Profound Intellectual Disability (I.D.), the Children’s Disability Network Team (C.D.N.T.) is best placed to assess and provide support. For intellectually disabled adults, the Adult Disability Services are best placed to meet support needs.
If there are indicators of a moderate-to-severe mental health presentation and/or risk of harm to self, this takes precedence, and the Child and Adolescent Mental Health Service (C.A.M.H.S.) or the Adult Community Mental Health Team is best placed to assess the child or young adult, as well as provide support if indicated.
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If you are concerned about your own mental heath or that of a child, this needs to be addressed as a matter of priority prior to pursuing an assessment of autism, A.D.H.D., and/or S.L.D. with a private provider.
Contact your G.P., who will consider the intensity, duration, and impact of the mental health concerns. The G.P. is best-placed to advise you and make a referral to the public service that is most appropriate.
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The All Kinds of Minds Practice is a small, specialised service with a considered capacity to focus on in-depth diagnostic assessments. Due to its size and specific scope, the practice is not set up to respond to or manage urgent situations, crises, or risk of harm. Additionally, emails are not monitored for risk, so urgent concerns should be directed to the appropriate services.
Risk can be described as any risk of harm to self (i.e., suicidal ideation, intent, planning, attempts, or deliberate self-harm, etc.) or risk of harm to others (e.g., child protection concerns, forensic matters, etc.). If there are concerns relating to risk or the safety of any individual, this needs to be meaningfully addressed prior to seeking an assessment at All Kinds of Minds. An assessment with the All Kinds of Minds Practice is not appropriate in the context of risk of any kind.
If there are acute concerns regarding serious risk of harm, present immediately to the local Emergency Department and contact your G.P. for follow-up. If there are concerns about suicidal ideation without intent or acute risk or if there are concerns regarding mental health, contact the G.P. for an onward referral to the Child and Adolescent Mental Health Service (C.A.M.H.S.). The All Kinds of Minds Practice is not an emergency or urgent service—and it is not a mental health service.
The Child and Family Agency or Tusla should be contacted if there is a known risk of harm to any child by another (i.e., if there are concerns a child is being abused and/or neglected) or in the case of a young person harming a sibling. An assessment with the All Kinds of Minds Practice is not appropriate in the context of child protection or child welfare concerns—these matters require immediate follow-up with the statutory agencies responsible for assessing and responding to these concerns. Contact the Child & Family Agency (i.e., Tusla) to report any child protection or child welfare concerns.
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All Kinds of Minds Practice is a psychological assessment service; this practice does not offer psychological interventions or therapy. If you believe therapy is needed, your G.P. is best placed to provide initial sign-posting.
It is very important to note that neurodivergent individuals do not need psychological intervention(s) because they are neurodivergent. Not all neurodivergent individuals struggle with their mental health— and neuro-developmental differences are distinct from mental health presentations.
At times, however, neurodivergent individuals do struggle with their mental health—and these concerns should not be invalidated, ignored, dismissed, or normalised because they are neurodovergent. For example, it should not be assumed that established low mood, anxiety, or high subjective distress that impacts significantly on daily functioning is “normal” for an autistic person to experience and endure—it is not. Neurodivergent individuals with mental health concerns have a right to access mental health serves in Ireland.
One possible reason for an increased prevalence of mental health presentations in neurodivergent individuals is that our society was not constructed with different needs in mind, and this can sometimes lead to chronic stress, burnout, and adversity. These factors can, of course, predispose neurodivergent individuals to be at an increased risk for mental health presentations (e.g., clinically significant anxiety, depression, G.A.D., P.T.S.D., etc.).
When there are concerns about a co-occurring mental health presentation for a neurodivergent child or young person, contact the G.P. to discuss available public service options as soon as possible.
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All Kinds of Minds does not provide Section 32, Section 47, and/or Section 27 reports (i.e., parental capacity assessments, child welfare reports, and voice of the child reports). These are highly specialised reports that are provided by certain professionals in the private sector for submission to court in family law cases. You can check the Psychological Society of Ireland Register for private psychologists that specialise in these assessments. Reports completed by All Kinds of Minds are never constructed for submission to court.
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A Clinical Psychologist engaged in an assessment-only practice for neuro-developmental differences, such as autism, A.D.H.D., and specific learning disabilities (S.L.D.) primarily focuses on identifying the individual's neurotype strengths, and possible accommodation needs. The role does not extend to offering educational or career guidance or teacher consultation.
The reports generated can be instrumental in advocating for necessary accommodations in educational settings by delineating clear recommendations to support the child's needs. However, the Clinical Psychologist does not participate directly in the implementation or decision-making processes pertaining to these accommodations. There is also no certainty that the recommendations provided will be adopted wholly or partially by educational institutions, as these entities have their own protocols and discretion in facilitating such adjustments.
Client Portal
To better manage the All Kinds of Minds Practice, the Carepatron Client Portal is used. Carepatron is a G.D.P.R. compliant electronic health records system that has numerous layers of AES-256 encryption (i.e., bank-level encryption) that will protect your data when it is being electronically transmitted or stored.
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Getting Started:
To begin using the Carepatron Client Portal, book an appointment directly from the link provided by the Clinical Psychologist. You will also be prompted to set up an account at this time. Once you have set up an account with Carepatron to access a personal and private client portal.
Dashboard Overview:
Once logged in, you will see the dashboard. This central hub is where you can manage your appointments, access important documents, and share information securely with the Clinical Psychologist.
What can be done using Carepatron with All Kinds of Minds?
Scheduling Appointments:
Easily schedule and manage your appointments yourself by clicking on the "Appointments" tab. You can view available time slots, select a date and time that suits you, and receive confirmation via SMS and e-mail once your appointment is booked.
Appointment Reminders:
You will receive automated reminders about your upcoming appointments to help you stay on track with your appointments.
Rescheduling Appointments:
You can also reschedule appointments using Carepatron as well. This can be done at any time by the client so that you can attend when it most suits you.
Communication:
The portal offers a secure means of sending and receiving important information that ensures your privacy and confidentiality.
Upload Documents:
You can also upload relevant documents, such as previous reports or report cards, or share information through the portal.
Billing Information:
The portal provides a transparent view of your billing and payment history, making it easy to track expenses related to your appointments.
Enhanced Data Protection:
All Kinds of Minds Practice prioritises your privacy and the security of your personal information. Carepatron employs state-of-the-art encryption and security measures to keep your data safe.
