We often get asked about our approach to therapy, because for some people it’s so different to what they are used to. At All Star, all of our therapists provide therapy using a neuro-affirming and strengths-based approach. Being neurodiversity affirming is the appreciation of all neurotypes, and understanding that differences in the way our brains are wired is normal; it is also understanding the strengths these differences can offer!
A neurotype is used to describe the way someone's brain works, this includes neurotypical brains as well as neurodivergent ones. The term ‘neurodivergent’ is used to describe a minority neurotype, but includes an umbrella of diagnoses such as ADHD, autism, dyslexia, brain injuries, dyspraxia, misophonia, epilepsy and mental health conditions!
Some therapists might compare your child to ‘developmental norms’ which were never really written with a neurodivergent child in mind. This approach is more in line with the medical model of disability. The medical model of disability implies that neurotypes, like autism and ADHD, are ‘disordered’ and therefore something is inherently wrong (yuck)!
If not that way, then how?
We avoid using these as markers or goal posts, instead looking at all aspects of your child and how they interact with the world. We look to find ways to strengthen your child’s skills and preferences, apply accommodations or change the environment to better support the way your child engages and participates.
This is more inline with the social model of disability, which is an alternative strength-based framework for understanding neurodivergence. This model acknowledges that while individuals may experience disabilities, these challenges are often context-dependent, indicating that difficulty may arise in certain situations. The social model is shaped by the lived experiences of people with disabilities and is considered the most effective framework for understanding autism, as it fosters inclusivity, equity, and recognises the contributions and rights of autistic individuals.
In practice, this might look like…
Supporting “handwriting goals” by ensuring that the child learns to type if they are already interested in and good at tech, to support them to have an alternative way to engage in class activities
Ensuring that the child and their team (parents, educators etc) are aware of their sensory needs and accommodations, and rather than teaching them to “cope” with uncomfortable sensory inputs, they are supported to access their accommodations and tools (such as to wear earplugs or headphones when attending a loud event they’re excited about)
Strengthening their confidence in their social skills, and ensuring that the environment around them is educated on the different communication and social connection styles, with one not being “wrong” but just different
Finding ways for the student to engage in stimming or movement while they learn, if this is their preferred way of engaging, rather than promoting “whole body listening” or stillness
Working on functional skills that the child and family have identified as the most important things for their everyday life
Understanding the dynamic nature of disability by promoting the use of alternative communication (AAC) for all children, even if they use speech 'most of the time'
Working with a child's family, school, and other networks to provide adapted learning activities that promote their strengths and actively support their difficulties
Best practice guidelines for implementing neuro-affirming therapy
Neuro-affirming therapy is aligned with the social model of disability as it sees differences as strengths, rather than deficits that need to be fixed. Neuro-affirming practice recognises and validates the diverse experiences of neurodivergent individuals. Here is what the research says about best practice guidelines for implementing neuro-affirming therapy:
Understand Neurodiversity - Expand your knowledge and educate yourself through ongoing training, professional development and peer consultation. Learn about affirming and declarative language!
Client Centred Approach - Empower clients by encouraging them to share their lived experiences and preferences, recognising and respecting that all answers are valued and valid. Practising empathetic and active listening can help individuals feel like they can be their authentic selves, and help you learn about their neurodiversity. Ensure that you are aware of an individual's language preferences; are they aware of their neurotype, pronouns and how they identify with their neurotype!
Create a Safe Space - Spend time building rapport and fostering a safe, inclusive environment where individuals feel comfortable. This includes acknowledging intersectionality; taking into consideration culture, gender, sexuality and race can intersect with neurodiversity.
Tailored-Strength Based Experience - Create individualised strategies to cater for strengths and interests. It is important to support individuals to be able to recognise how amazing they are and to be able to celebrate their achievements. Don’t seek to reduce ‘autistic behaviours’ and do not describe behaviours as desirable/undesirable or people as compliant/noncompliant.
Collaborate - Spend time learning about the individual and work collaboratively to set goals that are in line with their values and aspirations. Centre therapy goals on individuals’ well-being and enjoyment. Be flexible and open to adjusting therapeutic approaches based on client feedback.
Be an advocate - Promote autonomy and support clients in advocating for themselves. Allow and encourage AAC (all communication is valid), sensory supports (fidgets, stimming and wobble stools), allow for info-dumping and be able to walk and talk.
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