Neurodivergence & Neuro-affirming Practice
To discuss this topic, it is first essential to discuss the idea of neurodiversity. Just as humanity encompasses a spectrum of racial, ethnic, and cultural diversity, it also includes a rich diversity of neurological experiences. Judith Singer, an Australian sociologist, first coined the term ‘neurodiversity’, highlighting that there are endless ways the human mind could be wired.
“Neurodiversity is the diversity of human minds, the infinite variation in neurocognitive functioning within our species”
The Neurodiversity Movement not only provided the language to frame our discussion around individual differences in the human mind, it also highlighted the dominant standards in society which appear to work for most, but not all. While we are all different, for some people, their differences diverge more distinctly from the dominant expectations, norms and ideals. For example, a dominant standard in a classroom could be ‘to stay seated while the teacher teaches’, though for some people, keeping their body in constant movement stimulates their brains and helps them to think better, diverging from the dominant norm. This describes the associated concept of neurodivergence.
“People whose brains are considered different to the majority are considered ‘neurodivergent’. Included in this neurodivergent umbrella are, for example, autism, Dyspraxia, Dyslexia and ADHD.”
Being a neurominority, a neurodivergent person experiences the stresses of a minority which are not dissimilar to those of racial, sexual and other forms of minorities. The social model of disability focuses on societal changes to remove barriers so that all members of society, including neurominorities, have equal access.
“We’re pushed into a tiny little box that we need to fit into to have a stable life. Some fit into that box quite easily; it was designed to fit them. Others manipulate and shift themselves to squeeze into it—and perhaps it’s not exactly comfortable, but they can make it happen for the benefit of their lives, their futures, their careers, their relationships. But for some of us—many of us, actually—no matter how hard we contort, manipulate and squeeze, we simply cannot fit. It was not designed for our shape.”
Neuro-affirming practice
Neuro-affirming practice recognises and celebrates the value of diversity in the world. It also sees the value in disability, regardless of capitalist ideals of productivity and independence. It reframes neurodivergence from a disorder to a different and valid neurotype. Because it is not a disorder, the neurodivergent ways of being does not need ‘treating’, and therapy should not focus on changing their natural ways of being. Instead, assessment and therapy for neurodivergent individuals should focus on self-understanding, self-advocacy and adaptations to improve wellbeing and mental health.
Traditionally, assessments for identification of autism, ADHD, etc., follow a medical model, where professionals diagnose based on ‘deficits’ and ‘symptoms’ outlined in classification systems such as the DSM-5-TR and ICD-11. While these deficit-based classification systems contradict the neuro-affirming model, the DSM-5-TR and ICD-11 are still the prevailing internationally recognised diagnostic systems, which necessitates the use of these systems/guidelines during formal assessments. The neuro-affirming stance should still be maintained, as much as possible, e.g., consciously reframing the ‘deficits’, considering the individual’s experiences from the perspective of preferences and needs, etc.
References / Further Readings
https://neuroqueer.com/neurodiversity-terms-and-definitions/
https://www.theguardian.com/world/2023/jul/05/the-mother-of-neurodiversity-how-judy-singer-changed-the-world
The Adult Autism Assessment Handbook https://g.co/kgs/PR6M3Jn
Different, Not Less. A neurodivergent's guide to embracing your true self and finding your happily ever after https://g.co/kgs/14Thwb3
