All Kinds of Minds
Assessments
Introduction
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Located in Sligo Town, All Kinds of Minds Assessments is a specialised private Clinical Psychologist-led practice providing neurodiversity-affirmative multidisciplinary autism assessments for children and adolescents between the ages of 6-to-18-years. Following the autism identification process, if needed, combined assessments can be provided for children and young people that might be multiply neurodivergent (e.g., autistic and dyslexic or dyscalculic, autistic with low-to-moderate A.D.H.D.-related needs.).
Every assessment is approached with respect, responsiveness, high attention to detail, and adherence to best practice guidelines. All reports are recognised by the H.S.E. and schools. The practice is committed to fostering insight and understanding, guiding supportive responses, and empowering parental and self-advocacy for meaningful educational accommodations when needed. The practice is inclusive and diversity of all kinds is respected.
Given the time and resource commitment involved in a private autism assessment, the process follows a structured, step-by-step approach beginning with thorough information gathering and a Parent Consultation Appointment. Through intake review, multi-rater norm-referenced assessment, and parent interview, it is established early on whether a full autism assessment is indicated. This decision is based on whether distinct autistic traits are present—as described by important individuals such as parents, teachers, and the young person—alongside challenges in navigating neuro-normative environments and expectations.
The following assessments are provided:
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Autism assessments are available for children and adolescents aged 6 to 18. For instance, indicators of autism can include the following:
Distinct sensory processing (e.g., being especially attuned to or uncomfortable with certain sensations);
Deeply focused or highly specialised intereststhat are remarkable in breadth and depth, bringing significant joy but sometimes making it difficult to shift focus when needed;
A strong need for predictable routines, which can make unexpected changes challenging to navigate;
Differences in social communication (e.g., finding unspoken social rules harder to interpret or expressing oneself in ways others may not immediately understand).
This assessment process explores social communication differences (e.g., challenges in interpreting neurotypical social cues, initiating and maintaining conversations in line with neurotypical expectations, and forming relationships with neurotypical individuals), as well as repetitive and regulatory behaviours (e.g., stimming), a strong need for routine and preparation for change, sensory processing differences, and highly focused interests.
Of course, there is significant overlap between autism and other neurodevelopmental differences, including A.D.H.D., Social (Pragmatic) Communication Differences (S.C.D./S.P.C.D.), Developmental Coordination Differences (D.C.D.), specific learning differences (e.g., dyslexia, dyscalculia), sensory processing differences, and certain cognitive profiles. Similarly, mental health experiences such as social or generalised anxiety, low mood, post-trauma responses, and obsessive-compulsive traits can also overlap. A range of other factors can shape how a child or adolescent presents, including sleep challenges, sensory sensitivities, family relationships, cultural influences, temperament (e.g., shyness), identity formation, and social motivation (e.g., introversion).
Additionally, personality traits (e.g., perfectionism), past or ongoing life events, chronic stress, environmental demands exceeding capacity, masking or camouflaging behaviours (particularly in some older children), burnout, executive functioning differences, and difficulties with emotional regulation, resilience, or coping skills can influence how a child navigates daily life. Some children and adolescents may also exhibit autistic traits without meeting full D.S.M.-5 diagnostic criteria, underscoring the complexity of neurodevelopmental differences.
Therefore, to ensure thorough and evidence-based conclusions, all assessments carefully consider alternative explanations for a child’s experiences. Given the overlap between autism and other neurodevelopmental differences, the assessment follows a stepped approach, allowing for an individualised and structured exploration of each child or adolescent’s profile while determining the most appropriate next steps. Given the significant investment of time and resources required for an autism assessment within the private sector, only children and adolescents with clear autistic traits will be recommended to move forward in the process.
The child or young person is not seen initially unless otherwise agreed (i.e., typically, if the adolescent is aged 14+). Instead, the first stage of the process focuses on establishing the presence of autistic traits using an evidence-based approach before proceeding further. This ensures that the assessment process is clinically appropriate, ethically sound, and tailored to the child or adolescent's needs, while avoiding unnecessary assessment by a Clinical Psychologist where traits of autism are not strongly supported.
Once it is agreed that a diagnostic assessment is appropriate, co-occurring emotional and psychological factors will be considered as part of the process, as neurodivergence and mental health are closely linked. If additional emotional or psychological factors appear to be influencing a child or adolescent’s experiences, clear guidance is provided. Where further mental health assessment or support is recommended, parents will be advised to seek a G.P.-led referral to the most appropriate service. In these circumstances, a letter will be provided to support parent-led advocacy and inform the G.P.
Throughout the process, assessments take a strength-based approach, recognising each child and adolescent’s distinct abilities while also acknowledging the challenges that neurodivergent individuals often face—particularly those arising from environments and systems not designed with their needs in mind. Accommodations are explored where needed to support the child or young person in the school environment.
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This practice offers assessments for children and adolescents aged between 6 to 18 who have completed an autism assessment at the All Kinds of Minds Practice and may be multiply neurodivergent (i.e., autistic and A.D.H.D., autistic and dyslexic or dyscalculic). Please note that, presently, standalone assessments for A.D.H.D. and S.L.D. (Dyslexia, Dyscalculia) are not available.
Combined Autism and A.D.H.D. (“AuDHD”) Assessments
Autism and A.D.H.D. can co-occur, a neurotype commonly referred to as "AuDHD." Indicators of A.D.H.D. include the following traits:
A tendency to process and respond quickly, which could result in challenges with waiting or thinking through responses (i.e., often described as impulsivity);
A preference for high-energy, engaging activities, which might lead to difficulties in sustaining focus on tasks that are less stimulating;
Being exceptionally active, curious, or fidgety, which can sometimes feel overwhelming in settings that require sitting still;
And experiencing intense emotions frequently and across contexts (i.e., not only in specific situations, like online gaming, etc.), which might make regulation challenging during frustrating or exciting moments.
Clinical Psychologist-led Combined A.D.H.D. Identification is available for autistic children and adolescents (aged between 6-18) who have co-occurring traits of A.D.H.D. that are associated with low-to-moderate needs. Low-to-moderate needs present daily across different contexts, but they do not significantly affect the child or adolescent within school or at home. For these children, gaining a clearer understanding of their profile, along with appropriate accommodations and informed parental support, is typically sufficient to meet their needs. As a result, children and adolescents with low-to-moderate co-occurring A.D.H.D.-related needs generally do not require multidisciplinary assessment or support within Child and Adolescent Mental Health Service (C.A.M.H.S.).
By contrast, children and adolescents with moderate-to-high needs related to possible co-occurring A.D.H.D. traits, which substantially impact them across neuro-normative environments, may require further assessment and support from the multidisciplinary team (M.D.T.) within C.A.M.H.S. If moderate-to-high needs relating to co-occurring A.D.H.D. traits are noted during an autism assessment at the All Kinds of Minds Practice, parents will be advised to consider a G.P.-led referral to C.A.M.H.S. This ensures the child is assessed and supported by the most appropriate professionals while preventing unnecessary duplication in the assessment process.
Combined Autism and Dyslexia Assessments
Combined Dyslexia assessments are available for autistic children and adolescents (aged between 6-18) where there are also indicators of differences in how the child process sounds and language, leading to challenges with decoding, reading, and spelling. These differences in processing require understanding and may require accommodations to support learning.
Combined Autism and Dyscalculia Assessments
Combined Dyscalculia assessments are available for autistic children and adolescents (aged between 6-18) where there are also indicators of differences in numeracy and mathematical reasoning. These differences in processing require understanding and may require accommodations to support learning.
Please Note: Standalone assessments for A.D.H.D., Dyslexia, or Dyscalculia are not currently provided. These assessments are presently available as part of a Combined Assessment (e.g., Autism and A.D.H.D., or Autism and Dyslexia or Dyscalculia).
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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 Northwest (i.e., formerly C.H.O. 1) C.A.M.H.S., and finally in the H.S.E. West and Northwest (i.e., formerly C.H.O. 1) 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 neurodevelopmental assessments for children and adolescents. I practice from a neurodiversity-affirmative paradigm while also adhering to evidence-based practice. I have found that confirmation of neurodivergent status, for many young people, 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.
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 of clinical psychology (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 and 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.) and Department of Education
Online appointments available for certain assessments
Self-referrals considered (i.e., a G.P. referral is not a requirement)
Instalment payment plans available using Stripe if requested
Information
Multidisciplinary
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For younger children and adolescents, the Autism Diagnostic Observation Schedule, Second Edition (A.D.O.S.-2) is administered collaboratively with Tina Usborne, an experienced Speech and Language Therapist (C.O.R.U. No. 016775) working in a private capacity. After each assessment, both clinicians jointly score the A.D.O.S.-2 and contextualise the results by integrating all pertinent information.
Tina Usborne is a Trinity College Dublin graduate with more than 35 -years of experience in hospital and school settings in the Ireland and the United States. She also works publicly as a Senior Speech and Language Therapist with the H.S.E. Primary Care Speech and Language Service. Multidisciplinary A.D.O.S.‑2 assessments are scheduled on Sundays, a day that is typically convenient for families.
Core Values
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Provide an inclusive environment where all feel valued, seen, and heard.
Emphasise each child’s individual strengths and abilities.
Respect and validate the challenges that neurodivergent children and adolescents contend with daily, particularly those arising from environments and systems that were not designed with their needs and preferences in mind.
Support meaningful accommodations, as needed.
Understand each child within the full context of their environment, relationships, and lived experiences. Recognise that development is shaped by a range of factors, including family dynamics, educational settings, societal expectations, and personal experiences.
Recognise the importance of a strong, supportive, and understanding parent-child relationship in fostering well-being, confidence, and self-advocacy. Provide guidance to help parents better understand, validate, and support their child’s neurotype in ways that strengthen connection and mutual respect.
Acknowledge the interplay between neurodivergence and mental health, identifying when co-occurring emotional, psychological, or other challenges may be contributing to a child’s experiences. Provide clear guidance on when further mental health assessment and support may be needed, always prioritising the child’s well-being.
Conduct all assessments with professionalism, integrity, and adherence to best practice standards. Ensure that all conclusions are based on thorough, evidence-based practice, ruling out neurodivergent presentations when appropriate and providing clear, accurate, and responsible diagnostic clarity.
Engage in advocacy for the rights and inclusion of neurodivergent children and adolescents in schools, communities, and society at large—and promote 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. This 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 reportedly developed collectively by autistic activists in the mid-1990s, rather than being coined by a single person (i.e., 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 distinct strengths and challenges for each and 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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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 (i.e., A.D.H.D. is a term that is still very much used by those who have this neurotype) 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, a disability rights activist who co-founded the Autistic Self Advocacy Network (A.S.A.N.)
Assessments
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Autism Identification
Autism assessments are available for children and young people between 6-18 years of age. Multidisciplinary assessments are provided with an experienced Speech and Language Therapist for younger children.
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Combined Autism and A.D.H.D. Identification
Following an autism assessment, further assessment of co-occurring A.D.H.D. can be considered for children and adolescents from 6 and up to 18 years of age whose experiences reflect low-to-moderate A.D.H.D.-related needs.
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Combined Autism and S.L.D. Identification
Following an autism assessment, combined Dyslexia and Dyscalculia assessments are available for autistic children and young people between 6-18 years of age.
Practice Scope
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When choosing an autism assessment service for your child, understanding both what is provided and what is not is essential. Having this clarity helps set realistic expectations and ensures that the service aligns with your child's needs. Below are some important practice boundaries. All information should be reviewed in the Terms of Service prior to submitting the All Kinds of Minds Screening Form.
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All Kinds of Minds Assessments does not provide psychological interventions, therapy, or post-diagnostic input beyond comprehensive feedback and a detailed report. If you believe therapy may be beneficial, your G.P. can offer guidance and recommend appropriate services.
It is crucial to emphasise that neurodivergent individuals do not require a psychological intervention simply because they are neurodivergent. Neurodivergence is not inherently linked to mental health struggles, and many neurodivergent individuals experience good mental health when their neurotype and needs are understood and supported meaningfully. Neurodevelopmental differences should always be understood as distinct from mental health presentations.
However, when neurodivergent individuals do have mental health needs, these needs should be acknowledged and addressed. Such difficulties should not be invalidated or dismissed as “typical” for a neurodivergent person. For instance, persistent low mood, high anxiety, or significant distress that interferes with daily life should not be normalised for autistic individuals. Autistic individuals experiencing co-occurring mental health needs have a right to equitable and comprehensive access to mental health services.
One contributing factor to higher rates of mental health presentations among neurodivergent individuals may be the mismatch between their daily needs and societal structures, which can lead to chronic stress, burnout, and adversity. These conditions may increase susceptibility to clinically significant mental health challenges, such as anxiety, depression, post-traumatic stress, etc.
If there are co-occurring mental health needs for a neurodivergent child or young person, it is important to consult with the G.P. promptly to explore public service options and access appropriate support.
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The All Kinds of Minds Practice provides assessments for children that are at least six-years-old at the time of contact and adolescents up to their 18th birthday.
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.
Young adults that have reached their 18th birthday should consult with their G.P. to discuss the appropriate H.S.E. service pathway or look into other private providers.
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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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All Kinds of Minds Assessments provides formal diagnostic identification of autism. Combined assessments are also available for autistic children and young people with possible co-occurring S.L.D. (i.e., Dyslexia and Dyscalculia) and A.D.H.D. associated with low-to-moderate needs.
When assessing autism, other neurotypes will also be always be considered, such as Social Communication Disorder (i.e., as a possible differential diagnostic consideration) and all subtypes of A.D.H.D. Certain mental health presentations will also be considered as a differential diagnosis when assessing autism.
When Other Services are Needed
For children and adolescents in need of an autism assessment, the most appropriate pathway depends on their individual needs and co-occurring factors:
If there are indicators of a co-occurring Intellectual Disability (I.D.), the Children’s Disability Network Team (C.D.N.T.) is best placed to provide both assessment and ongoing support, as they offer integrated services for children and adolescents with intellectual disabilities.
If a child or adolescent presents with moderate-to-severe mental health needs and/or a risk of self-harm, this must take priority regardless of their neurotype. In such cases, the Child and Adolescent Mental Health Service (C.A.M.H.S.) is best placed to provide initial assessment and, if indicated, mental health support. An onward referral to the appropriate H.S.E. service can then be made for an autism assessment if co-occurring indicators are identified by C.A.M.H.S. clinicians.
While All Kinds of Minds specialises in neurodevelopmental assessments, some children and adolescents benefit from multidisciplinary input to best support their individual needs. Ensuring they are assessed in the most suitable setting or by the most relevant professional helps facilitate access to the supports that will be most effective for them.
The All Kinds of Minds Clinical Psychologist does not provide a diagnostic opinion regarding the following presentations or profiles:
Developmental Coordination Disorder (D.C.D.) or Dyspraxia: an Occupational Therapist is needed for assessment and diagnosis, and a Psychological assessment is needed in some cases to consider cognition and attention
“Sensory Processing Disorder (S.P.D.)” (i.e., S.P.D. is not a standalone diagnosis in the D.S.M.-5, and sensory processing is always considered as part of an autism assessment at the All Kinds of Minds Practice)
A “Pathological Demand Avoidance (P.D.A.) profile” (i.e., P.D.A. is not a recognised “subtype” in the D.S.M.-5, and a need for autonomy in autistic children and young people can be formulated compassionately without additional constructs)
Oppositional Defiant Disorder (O.D.D.) or Conduct Disorder (C.D.): an M.D.T. assessment and support are most appropriate
Avoidant/Restrictive Food Intake Disorder (A.R.F.I.D.): an M.D.T. assessment to include a Dietician, Paediatrician, and Psychologist is needed
Apraxia: an M.D.T. assessment to include a Speech and Language Therapist, Paediatrician, and Psychologist is needed
Auditory Processing Disorder (A.P.D.): an M.D.T. assessment to include an Audiologist, a Speech and Language Therapist, and a Psychologist is needed
Reactive Attachment Disorder (R.A.D.): an M.D.T. assessment to include a Psychologist and a Social Worker is needed
Disinhibited Social Engagement Disorder (D.S.E.D.): an M.D.T. assessment to include a Psychologist and a Social Worker is needed
Stereotypic Movement Disorder: Neurology and a Paediatrician might be needed for assessment and diagnosis
Personality Disorders (e.g., B.P.D., etc.) in young adults (i.e., 18+): an M.D.T. in adult services is needed for those 18+; these diagnoses should not be considered for children and young adolescents
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.
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If you are concerned about the mental health of your child or adolescent, this needs to be addressed as a matter of priority prior to pursuing an assessment of autism with a private provider.
Contact the child or adolescent’s G.P., who will consider the intensity, duration, and impact of the mental health needs. The G.P. is best-placed to advise you and make a referral to the public service that is most appropriate based on level of support needed.
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The All Kinds of Minds Practice is a small, specialised practice with a considered capacity to focus on in-depth diagnostic neurodevelopmental assessments. Due to its size and specific scope, the practice is not set up to manage urgent situations, crises, or risk of harm. Additionally, emails are not monitored for risk, so urgent concerns should be directed to the appropriate professionals and 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 child or young person, this needs to be meaningfully addressed prior to seeking an assessment at All Kinds of Minds. A neurodevelopmental 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 significant concerns regarding mental health without risk, 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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The All Kinds of Minds Practice does not provide Section 32, Section 47, or Section 27 reports, which include parental capacity assessments, child welfare reports, and voice of the child reports. These are specialised assessments completed by specific professionals in the private sector for submission in family law cases. You can consult the Psychological Society of Ireland (P.S.I.) Register or speak to your legal advisor to find private psychologists who specialise in these assessments.
Additionally, the All Kinds of Minds Practice does not provide written submissions, letters, or reports for family law proceedings. All reports issued by this practice are intended solely for clinical purposes. They are not designed for legal use and cannot be submitted as evidence in court proceedings.
Furthermore, where there is an active family law case, separation, or divorce proceedings, an assessment by this private practice will not be appropriate. Inherently high-conflict legal situations can create significant stress, change, and emotional complexity for children and adolescents, which can influence their presentation, experiences, and responses during the assessment process. To prioritise the child's well-being and ensure an unbiased process, an autism assessment should be deferred until the family situation has stabilised.
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A Clinical Psychologist engaged in an assessment-only practice for neuro-developmental differences primarily focuses on identifying the child’s neurotype, strengths, and challenges, as well as 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 accommodations in educational settings by delineating clear recommendations to support the child or adolescent'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 recommendations made will be adopted wholly or partially by educators, as principals have their own discretion in facilitating such adjustments.
Payment Options
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Pay-Per-Appointment: You may choose to pay per appointment, with the total assessment fee divided across the number of sessions required. Payment is made at the time of booking each appointment.
Monthly Instalment Plan: A monthly instalment plan is available via Stripe to support accessibility for families. Under this option, an agreed amount is automatically deducted each month until the full fee is paid. The Psychological Report is issued once the final payment has been received. If you are interested in this option, please indicate this when contacted.
Insurance Reimbursement: Many insurance providers offer partial reimbursement for private psychological assessments carried out by psychologists who hold Chartered Membership with the Psychological Society of Ireland. The Clinical Psychologist at All Kinds of Minds holds Chartered Membership, as well as Full Membership of the Clinical Division. It is the responsibility of each client to contact their insurer and explore any applicable reimbursement options.
Tax Relief: Clients may also be eligible to claim tax deductions on the cost of these assessments. It is the responsibility of each client to explore any tax deduction options.
Client Portal
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All Kinds of Minds Assessments is a paperless practice. To better manage the 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.
