Welcome to my Clinic!
I am a board-certified pediatric neuropsychologist based in Copenhagen with 20 years of clinical expertise. I offer evaluations in English as well as Danish for children with neurodevelopmental challenges such as AD(H)D or Autism.
My professional life has been focused on children’s development, especially children with special needs. I believe my thorough knowledge of clinical and applied research experiences give me a unique opportunity to master complex as well as small-scale assessment of children.
My preferred method is to work collaborative with parents and children, thereby making the assessment process transparent, and insightful for all parties.
My preferred method is to work collaborative with parents and children, thereby making the assessment process transparent, and insightful for all parties.
Areas of expertise
For the past 20 years, I have worked in hospital setting, in pediatric rehabilitation facility, in a psychiatric clinic, as well as done applied research and test development. Specifically, I have culturally adapted and collected norms on validated assessment tools, therefore I am knowledgeable on available tests and questionnaires in English and Danish including cultural differences in an assessment situation.
During my PhD (2013-2017), I adapted and normed a newly released resource-focused socio-emotional questionnaire for use by teachers. Currently as an independent consultant, I offer pediatric neuropsychological evaluations to insurance providers, municipalities, schools, and parents.
Furthermore, I advise research organizations and publishers on how to choose the “right” assessment tools and how to implement interventions. I continue to keep my self-updated by attending international conferences, as well as by reading and publishing in peer-reviewed journals.
During my PhD (2013-2017), I adapted and normed a newly released resource-focused socio-emotional questionnaire for use by teachers. Currently as an independent consultant, I offer pediatric neuropsychological evaluations to insurance providers, municipalities, schools, and parents.
Furthermore, I advise research organizations and publishers on how to choose the “right” assessment tools and how to implement interventions. I continue to keep my self-updated by attending international conferences, as well as by reading and publishing in peer-reviewed journals.
Education
2022 Certified supervisor in pediatric psychology at the Danish Supervisory Board of Psychological Practice
2020 Certified supervisor in pediatric neuropsychology at the Danish Supervisory Board of Psychological Practice
2017 PhD. Titel: measuring socio-emotional and pre-math skills in early childhood. Aarhus Universitet.
2013: Certified specialist in pediatric neuropsychology
2005 licensed psychologist at the Danish Supervisory Board of Psychological Practice
2002 Cand.psych at the University of Copenhagen.
Selected Publications
In English
Sjö, N. M., Kiil, A., & Jensen, P. (2021). Teachers’ Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood. Infants & Young Children, 34(1), 33–45
Sørensen, K. M., & Sjoe, N. M. (2021). Feasible interventions for children in foster care according to service users and practitioners. Child & Family Social Work, 26(3), 379–393.
Sjoe, N. M., Kiil, A., Bleses, D., Dybdal, L., Kreiner, S., & Jensen, P. (2020). Assessing strengths and difficulties in social development: A comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires. European Journal of Developmental Psychology, 17(1), 103–122.
Sjoe, N. M., Bleses, D., Dybdal, L., Tideman, E., Kirkeby, H., Sehested, K. K., … Jensen, P. (2018). Short Danish Version of the Tools for Early Assessment in Math (TEAM) for 3–6-Year-Olds. Early Education and Development, 1–21.
Sjoe, N. M., Bleses, D., Dybdal, L., Nielsen, H., Sehested, K., Kirkeby, H., Kreiner, S., & Jensen, P. (2017). Measurement Properties of the SEAM Questionnaire Using Rasch Analysis on Data From a Representative Danish Sample of 0-to 6-Year-Olds. Journal of Psychoeducational Assessment
Therapeutic Assessment
In my clinic, I use Therapeutic Assessment (TA) as a way of coming to understand a person’s challenges and problems better through a creative integration of psychological tests and individualized psychological interventions.
Therapeutic Assessment with adolescents and children is a relatively new type of psychological assessment in which the psychologist, the adolescent/the child, and the adolescent’s/child’s parents work together to explore the adolescent’s/child’s and the family’s problems in living.
The assessment is designed to help the adolescent/child understand his or her challenges and to help parents more fully understand the difficulties their adolescent/child may be having with behavior, feelings, or relationships (in and outside of the family), and how to move toward positive changes.
Using this method means that while the child/adolescent is being tested for possible attention deficit disorders, the child/adolescent and the family will simultaneously be receiving conversational therapy.
Using this method means that while the child/adolescent is being tested for possible attention deficit disorders, the child/adolescent and the family will simultaneously be receiving conversational therapy.
I emphasize during this process that the child/adolescent and the parents will discover not only the child’s/adolescent’s challenges but also strengths.
The purpose of structuring a treatment in this way is to make sure that the psychologist, the parents, and the child/adolescent continuously can evaluate, discuss, and make sure that the current course of action is the most rewarding in securing the well-being of the child/adolescent and helping them to get a better everyday life.
This method means that many children / adolescents do not have to start a new conversational therapy treatment when the testing/diagnosing is completed. This makes the process of diagnosing and therapy much more manageable for both the child / adolescent and the parents. Therefore, as a general rule, I do not offer stand-alone conversational therapy, but only offer it as an extension of testing and diagnostical treatments.
This method means that many children / adolescents do not have to start a new conversational therapy treatment when the testing/diagnosing is completed. This makes the process of diagnosing and therapy much more manageable for both the child / adolescent and the parents. Therefore, as a general rule, I do not offer stand-alone conversational therapy, but only offer it as an extension of testing and diagnostical treatments.
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