Neurodivergence
Information about the terminology and what it all means is described below.
Neurodiversity is a term introduced by Judy Singer in the 1990s, it's the idea that humans are all different and there is infinite variation in the neurological differences in all individuals. Examples might be variations in the way in which we interpret, process, communicate and interact with the world. Neurodiversity is sometimes broken down into two subgroups and you will hear people use the terms neurotypical and neurodivergent.
Neurotypical is a term sometimes used to describe individuals who think and process information in ways that might be considered “typical” for their culture.
Neurodivergent refers to individuals whose brain functioning differs from what is considered “typical.” This encompasses individuals with a range of conditions including what the medical model refers to as Autism Spectrum Disorder, Attention/Deficit-Hyperactivity Disorder, Dyslexia, Dyspraxia, Tourette’s and other neurological conditions.
A Neurodiversity Affirming Approach refers to a welcoming environment for all individuals with neurological differences. It’s an approach which focuses on acknowledging that all individuals have unique strengths, interests and support needs. Differences are considered natural variations and are not deficits or disorders that need to be changed or ‘fixed’. This approach also considers the importance of the environment and any barriers in society that may further exacerbate challenges faced by individuals who require adaptions and support.
Initial Screening
If you or a family member are wondering if you are neurodivergent and considering whether to pursue an Autism or ADHD diagnosis and are looking for initial screening and advice about what to do next, we can help with this.
Initial screening can help provide you with more information about the possibility of Autistic and/or ADHD traits, help identify them and help you to understand more about what they might mean.
We are familiar with and have completed additional training in the presentation of Autism and ADHD in females where the traits are often subtle and may not have been noticed before.
In our experience, some people are really keen to find out whether they might meet the criteria for a diagnosis, whereas for others, finding out that they have traits may be sufficient in beginning to understand them and to think about what they might need.
We can help with weighing up the pros and cons of pursing further assessment and provide you with the knowledge you need to help you to decide what you may want to do next and how.
Neuro Affirmative Therapy
Neuro Affirming Therapy for children and adults aims to embrace the uniqueness and strengths of individuals who may be neurodivergent. We offer therapy that is accepting of all traits, uniqueness and neurotypes.
Neuro Affirming Therapy might involve:
- Understanding and working out what is needed
- Self acceptance and work on self esteem and confidence
- Help with identifying and understanding emotions, identifying triggers and working out what might help when emotions feel overwhelming and calming strategies are needed.
- Focussing on ameliorating particular struggles with things like avoidance of demands, sensitivity to rejection and/or criticism, handling difficult interactions and/or difficulties with executive functioning. Difficulties with executive functioning are common in neurodivergent individuals and are to do with how we process information and includes skills for organising, planning, attention and inhibition. Difficulties might mean finding it hard to plan ahead, manage time, get started on things, problem solve and regulate emotions.
- Advocating for (if required) or help with self advocacy and assertiveness skills so that others can learn how to help and be respectful of any needs. This might include educating others, requesting reasonable adjustments and adaptations and asking others to adopt neuro affirming language, change communication style and accommodate any sensory sensitivities and/or preferences.
- Conversations about values and what's important to help to figure out how to live an authentic life that aligns personal goals and preferences.
A note about some therapy approaches...
Some therapy approaches to working with neurodivergent individuals have previously unhelpfully focused on trying to reduce neurodivergent traits such as encouraging eye contact, reducing stimming, and encouraging the use of neurotypical styles of communication. There is now emerging evidence that these approaches can exacerbate shame, anxiety, low mood and reduced self-worth (please see the work of Dr Felicity Sedgewick and Dr Laura Hull). These are not approaches we use or recommend.
Helping Children and Young People in the Education System
If you have a child or young person struggling at school, it can be a really stressful and upsetting experience. Society and professionals give us the message that school is the best thing for our children and that they have to be in school in order to learn and progress in life. Often you can see how unhappy your child is but you feel pressured by others that they really must be in school and are told that they are 'fine' once they are in. You might be fearful about being fined or getting into trouble. Working out what's best to do can feel really tricky.
Neurodivergent individuals experience and interact with the world differently to many of their peers. School and learning can unfortunately become a great source of anxiety and distress and it is possible for children and young people to experience 'school trauma' and to become burnt out.
School trauma can result not just from being on the receiving end of bullying, but also from other distressing experiences which have taken place in school. For individuals who are neurodivergent, these can often be small distressing experiences which accumulate over time. For example, struggling with or forgetting to do homework, finding it difficult to follow instructions and get organised with what they need to do, task paralysis and losing focus or finding it difficult to maintain concentration; these are all examples of difficulties with executive functioning which is common in people who are neurodivergent.
Other distressing experiences may include blurting things out or coming across as un-empathic or too direct without realising, finding it difficult to get along with or fit in with peers, finding unstructured time and small changes unsettling, sensory sensitivities and the school environment feeling overwhelming and uncomfortable. Young people at school who get into trouble can often hear a lot of negative things said about them and repeated experiences of feeling worthless, for example, can lead to a child beginning to believe that they are worthless which is then communicated through behaviour.
Disruptive or challenging behaviour in school is often misunderstood as ‘bad’ behaviour. Behaviour is often used to communicate feelings and what appears to be ‘bad’ behaviour is a way of outwardly showing distress and is the tip of the iceberg. Behaviour considered challenging is usually a sign that something is not right for a child or young person. Behaviour does not exist in isolation and is part of a complex system. Whilst a lot of schools use an approach of sanctions, isolation and suspensions, unfortunately evidence suggests that these are unlikely to improve behaviours and may have long term negative consequences for children and young people.
Dr Naomi Fisher and Eliza Fricker have been doing some really amazing work educating others about how individuals labelled unhelpfully as 'school refusers' are individuals who are struggling significantly with school. It's not that they won't go into school it's that they can’t and are unable to because all of the experiences at school are so stressful for them. There are many different ways to learn and not all individuals are going to flourish in the current school system. If you would like help with thinking about what to do next and how to help individuals who are experiencing or have experienced school trauma and burnout please do get in touch.