In today’s blog post we’ll be talking about neurodivergence, which refers to variations in the human brain regarding sociability, learning, attention, mood, and other mental functions. It covers a range of conditions such as Autism Spectrum Disorder (ASD), characterised by differences in social interaction, communication, interests, and behaviour, Attention Deficit Hyperactivity Disorder (ADHD) involving patterns of inattention, hyperactivity, and impulsivity, and others, such as:
- ASPD (anti-social personality disorder)
- DID and OSDD (dissociative identity disorder and otherwise specified dissociative disorder)
- BPD (borderline personality disorder)
- NPD (narcissistic personality disorder)
- OCD (obsessive-compulsive disorder)
- PTSD (post-traumatic stress disorder)
- CPTSD (complex post-traumatic stress disorder)
- ABI (acquired brain injury)
- HPD (histrionic personality disorder)
- Tic disorders
- Dyslexia (a learning difficulty that mainly causes problems with reading, writing and spelling
- Dyspraxia (a disorder that affects movement and co-ordination)
- Sensory processing disorder (a neurological condition in children that can affect the way the brain processes information from the senses)
- Dyscalculia (a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics)
- Dysgraphia (a neurological condition in which someone has difficulty turning their thoughts into written language for their age and ability to think)
- Bipolar (a condition that affects your moods, which can swing from one extreme to the other)
- Epilepsy (a condition that affects the brain and causes frequent seizures)
- Schizophrenia (a condition that affects how people think, feel and behave. It may result in a mix of hallucinations, delusions, and disorganised thinking and behaviour)
- Misophonia (a disorder in which certain sounds trigger emotional or physiological responses that some might perceive as unreasonable given the circumstance)
- Synesthesia (when your brain routes sensory information through multiple unrelated senses, causing you to experience more than one sense simultaneously)
- Down’s syndrome (a genetic condition where a person is born with an extra chromosome, which can affect how their brain and body develop)
Neurodivergence is characterised by neurological differences that are innate and often misunderstood. It’s important to recognise that being neurodivergent is not a deficit, but rather a different way of experiencing the world. Judy Singer, an Australian sociologist, first coined the term ‘neurodiversity’ in 1998, to refer to the range of different neuro types. And Kassiane Asasumasu , an autistic rights activist, later gave us the terms ‘neurodivergent’ (meaning neurologically divergent from typical ) and ‘neurotypical’ (the typical brain). The Association of Neurodivergent Therapists describe neurodivergence as ‘having a neurological difference which means we think, process or sometimes act differently to the neurotypical ‘norm’. Neurodivergence is not lesser than neurotypicality, it is simply different.’
Neurodivergent affirming language is important in understanding how we talk about neurodivergence. For instance, ADHD has two problematic words, ‘deficit’ and ‘disorder’, but many people with ADHD refer to themselves as ‘having ADHD’, being an ‘ADHDer’ or ‘being ADHD’, because there currently is no other more positive language in use. However, the bigger the platform neurodivergent people have, the closer we will come to using more affirming language as we learn more together. A better word than ‘deficit’ could be ‘differing’ as the former suggests that the person might feel blame or shame for not being neurotypical and thereby feel the need to modify their behaviour accordingly.
One in five people are neurodivergent and so there’s a good chance some of them will go to therapy. There are many stereotypes of neurodivergent people, for example, for autism it could be a white male wearing ear defenders and rocking in the corner. For ADHD it could be a pupil running out of control around a classroom. So, for those many people who do not behave in these ways, these stereotypes can lead them to not seek help as they do not see themselves as being neurodivergent, or to them being misdiagnosed.
Another stereotype is that neurodivergent people do not have empathy, whereas in reality they may simply manifest it in a different way to neurotypical people. For instance, they may be in a work or social situation where someone is upset, and despite wanting to comfort that person through their own feelings of empathy towards them, they enter into fight, flight or freeze mode due to their neurodivergent way of being. Whereas, if they were in a comfortable, familiar situation, such as being with a friend, their empathy would shine through.
The idea that neurodivergent people are rigid in their ways and in need of routine and preparation in their lives is another stereotype. However, being flexible in our interactions with them can help them to adapt to their changing needs and provide a supportive environment for their growth and autonomy, including them in this change. For instance, being aware of what affects them, such as a sudden noise or bright light and working out with them what they need in that situation.
Yet another stereotype is that neurodivergent people are not creative. However, many neurodivergent people have a vivid imagination, for instance, people with ADHD may have many thoughts come to them at the same time, helping to find creative solutions, while people with synesthesia may relate colours or shapes to music. Getting to know someone’s creative and sensory world, without assuming that we all experience the same thing, can help to get the most out of their thoughts and emotions which might otherwise be difficult for them to communicate verbally. This helps to enhance their self-expression, reduce their stress and anxiety, improve their social skills, and encourage their emotional growth.
Some ways in which communication can be difficult for neurodivergent people are:
– Non-speaking or situational mutism (only speaking in comfortable and familiar surroundings)
– Literal speech (only managing to say the actual facts and so cutting out the niceties and small talk, making your speech sound blunt and/or rude to neurotypical people)
– Info dumping (overloading another person with a lot of detail on a topic, overwhelming them and taking over the conversation)
– Talking at speed or non-linear processing (flitting from topic to topic, processing ideas out loud)
It helps to make neurodivergent people feel safe with their communication styles by exploring non-verbal forms of communication, such as body language, art, and music, so that we can understand them and connect with them better. Art and music therapies use mediums like drawing, painting, and music to allow expression and communication, providing a non-verbal outlet for emotions and thoughts.
A behaviour by neurodivergent people which can hinder relationships with others is masking (hiding to appear more neurotypical). We can try to notice if someone is masking, for example, if they say they feel fine, but you can tell that’s not true, or if they seem to be hiding something or seem unauthentic. It’s a coping mechanism usually developed very early in life. Some creative ways to work with masking in therapy are using nesting dolls or through art (drawing the masks or making them out of plasticine).
Rejection sensitivity (feeling rejection acutely and painfully) is another behaviour which can hinder relationships, for example, someone looks at their watch and the neurodivergent person spirals into thoughts of rejection. Another is fawning and people pleasing, which is making people feel happy so that the neurodivergent person can feel safe.
Amy Peters has designed a set of Neuro cards which are therapeutic tools designed to help explore the experiences of neurodivergent individuals in therapy. They can be used to initiate conversations, explore feelings, and develop coping strategies. She says, ‘Understanding life experiences through a neurodivergent lens helps to reduce self blame and increase self compassion.’
Establishing a rapport with neurodivergent people based on trust and understanding is essential. This involves being patient, listening actively, and being open to various forms of communication. Embracing neurodiversity involves recognising and valuing the differences in neurodivergent individuals. Creativity can provide more effective support, in an environment where every individual has the opportunity to thrive.
Source and references:
https://counsellorcpd.com/courses/exploring-neurodivergence-creatively