glossary of terms

Whether you’re exploring ADHD, depression, or other neurodivergent experiences, Our Garden Glossary is here to provide clear and concise definitions to empower you with the knowledge you need to better understand and flourish.

BROWSE GLOSSARY BY CATEGORY:

ADHD

Developmental Differences

Learning Differences

MENTAL HEALTH

Neurodivergence

WELLNESS

ADHD Terms

  • Above Average Effect, also known as the “Positive illusory bias,” refers to the tendency of individuals to overestimate their competence, abilities, and performance in various domains. People with this bias interpret and remember information in a positive way, often overlooking or downplaying negative aspects.

    Despite struggling to complete assignments on time, Jason exhibited the Above Average Effect by confidently believing he would ace the exam, as he often felt more capable than his peers.

  • Also known as “analysis paralysis,” this happens when overwhelmed with too many choices and forced to make a decision, you might overthink your options and/or shut down completely until a solution presents itself — and even then, it might be hard to pick back up from where you left off.

    ADHD paralysis is not a paralysis, but it’s a reluctance or a decision to refrain from having to engage in using a kind of attention we call effortful or directed attention to complete specific tasks.

  • All-or-nothing thinking is a common cognitive distortion that involves viewing things in extremes, as if there are only two options. It's also known as black-and-white thinking, dichotomous thinking, or absolutist thinking.

    In therapy, we worked on recognizing his all-or-nothing thinking, helping him understand that small steps toward his goals were still valuable.

  • A neurodevelopmental disorder characterized by patterns of inattention, hyperactivity, and impulsivity that can affect functioning in various aspects of life.

    ADHD can make it challenging for individuals to focus on tasks.

  • Refers to the ability to control focus and attention levels in various situations.

    Self-regulation of attention and emotions enables individuals to guide their goal-directed activities across changing circumstances and over time.

  • A thoughtful and careful approach to decision-making, where an individual takes time to gather and evaluate information before taking action, ensuring that all aspects are considered to make the best possible choice.

    When faced with multiple choices, she often experiences analysis paralysis.

  • People with ADD often possess a unique ability to think outside the box, generate creative ideas, and approach problems from multiple perspectives.

    Divergent thinking and ADHD tend to go hand in hand. Creativity tends to be part of the essence of ADHD and should be encouraged and nurtured.

  • Emotional sensitivity in people with ADHD refers to an intense emotional responsiveness and heightened sensitivity to emotions, particularly in reaction to perceived rejection, criticism, or stressful situations. Individuals with ADHD often experience emotions more deeply and can have difficulty regulating these feelings, leading to strong, sometimes overwhelming reactions. This can manifest as sudden mood shifts, frustration, anxiety, or feelings of being easily hurt.

    People with ADHD often experience emotional sensitivity, causing them to react more intensely to criticism or rejection, but with the right support, they can learn strategies to manage these strong emotions effectively.

  • Refers to the diverse ways individuals organize, plan, and execute tasks, highlighting individual differences rather than deficits.

    Executive functioning variability can significantly impact a student's academic performance, as it refers to the fluctuations in their ability to plan, organize, and manage tasks effectively across different situations.

  • Describes the tendency for individuals to experience fluctuating levels of concentration.

    Individuals with ADHD often experience focus variation, which means their ability to concentrate can fluctuate significantly depending on the task, environment, and their interest level.

  • Hyperfocus is a term used in the context of ADHD to describe an intense and prolonged concentration on a specific task or activity. Individuals with ADHD may experience hyperfocus when they are engaged in something they find particularly interesting or stimulating, allowing them to become fully absorbed in that activity to the exclusion of everything else.

    During his art project, James experienced hyperfocus, completely losing track of time as he meticulously painted every detail of his masterpiece.

  • Describes difficulties some individuals may face when starting tasks or activities.

    By adopting the term VAST, we can shift our focus from viewing ADHD as a mental illness to recognizing it as a unique set of traits that come with both challenges and strengths.

  • The term VAST refers to a person's brain has a unique neurological wiring that can lead to positive attributes such as creative thinking, adventurousness, courage, integrity, perseverance, and a desire to make a change

Developmental Differences

  • A commonly used positive term for Speech Sound Disorder is "Articulation Difference." This term highlights the variations in how individuals produce speech sounds without labeling it as a disorder, focusing on the unique ways people communicate.

    Children with articulation difference may require targeted support to help them express themselves clearly while still showcasing their unique communication styles.

  • This term emphasizes the diversity and individuality of experiences within the autism community without the connotation of a disorder.

    Many individuals on the Autism Spectrum have unique strengths and abilities that contribute to diverse perspectives and creative problem-solving.

  • Chromosomal Diversity, in the context of Down Syndrome, refers to the natural genetic difference caused by Trisomy 21, where an individual has three copies of the 21st chromosome instead of two. This diversity is celebrated as a part of the human spectrum, recognizing the strengths, abilities, and individuality of those with Down Syndrome, while encouraging a focus on inclusion and understanding.

    Individuals with Chromosomal Diversity bring unique perspectives and talents to their communities, reminding us of the beauty and strength in genetic variation.

  • This term emphasize the unique strengths of individuals with Asperger’s, such as their ability to focus intensely on topics of interest, think in systematic and logical ways, and bring a fresh perspective to problem-solving.

    Individuals with Asperger Syndrome are often detail-oriented thinkers, excelling in tasks that require precision, focus, and a deep understanding of specific topics.

  • Developmental Variation recognizes that while some children may reach milestones such as walking, talking, or socializing earlier or later than their peers, these differences are a normal part of human development. It emphasizes the importance of understanding and supporting each child’s individual strengths and needs, fostering an inclusive perspective that values diverse developmental paths.

    Each child experiences developmental variation, so it's important for parents and educators to recognize and support individual strengths and needs rather than strictly adhering to age-based milestones.

  • Hearing Difference refers to a variation in hearing ability that can range from mild to profound. This term encompasses both individuals who are deaf and those who are hard of hearing, highlighting the diverse ways in which people experience sound. It emphasizes that these differences are a part of human diversity rather than solely focusing on the limitations, promoting acceptance and inclusivity.

    Many people with a hearing difference utilize various communication methods, such as sign language or hearing aids, to connect with others and fully participate in their communities.

  • Spina Bifida, or Neural Tube Difference, is a condition where the neural tube fails to close properly during early fetal development, leading to incomplete formation of the spinal cord and surrounding structures. This can result in a range of physical and neurological effects, depending on the severity of the condition.

    Spina Bifida, recognized as a Neural Tube Difference, can impact mobility and sensation, but many individuals lead fulfilling lives with appropriate support and resources.

  • Prenatal Alcohol Exposure (PAE) can cause a range of lifelong difficulties, including behavioral, intellectual, and physical impairments.

    A child or youth with ND-PAE will have problems in three areas: (1) thinking and memory, where the child may have trouble planning or may forget material he or she has already learned.

  • Strong-willed behavior, in the context of Oppositional Defiant Disorder (ODD), refers to a pattern of persistent and intense defiance, resistance to authority, and refusal to comply with requests or rules. While traditionally seen as challenging, this behavior can also reflect underlying traits of independence, resilience, and determination.

    Children with strong-willed behavior, such as those with Oppositional Defiant Disorder, can benefit from guidance that helps channel their independence and determination in positive directions.

  • The Tourette's experience in the context of Tourette Syndrome (TS) refers to the collective range of symptoms, challenges, and personal narratives that individuals with TS encounter throughout their lives.

    Through his Tourette's experience, Jake learned to embrace his unique challenges and became an advocate for others with similar conditions, demonstrating that resilience and creativity can flourish alongside Tourette Syndrome.

Learning Differences

  • Auditory Processing Difference (APD) refers to a variation in how individuals perceive, process, and interpret auditory information. Unlike hearing loss, which affects the ability to hear sounds, an auditory processing difference involves challenges in understanding and making sense of sounds, especially in noisy environments or when following spoken instructions.

    Due to her Auditory Processing Difference (APD), Mia often benefits from visual aids in the classroom, which help her better understand and retain the information being taught.

  • Developmental coordination difference, also known as developmental coordination disorder (DCD) or dyspraxia, is a motor disability that affects a child's ability to learn motor skills and perform everyday task.

    Due to her Developmental Coordination Difference, Sarah finds certain physical activities challenging, but with patience and practice, she excels in activities that involve creativity and strategy, like drawing and puzzles.

  • Diverse Reading Strengths refers to the unique ways individuals process and understand written language. While they may face challenges with phonological processing and word recognition, these individuals often develop alternative skills, such as strong comprehension, creativity, and problem-solving abilities, which enhance their overall learning experience.

    With the support of tailored learning strategies, students with diverse reading strengths can thrive academically, leveraging their unique skills to enhance comprehension and foster creativity despite challenges in phonological processing and word recognition.

  • A math learning difference, also known as dyscalculia, is a learning disability that affects a person's ability to understand and use math.

    Despite her Math Learning Difference, Emily has developed unique strategies to approach mathematical problems, allowing her to excel in her favorite subjects like science and art.

  • Nonverbal Learning Profile (NLP) refers to a set of characteristics and learning patterns commonly observed in individuals who may have challenges with nonverbal skills, such as social interactions, spatial reasoning, and interpreting nonverbal cues.

    Individuals with a Nonverbal Learning Profile often excel in verbal communication and detail-oriented tasks but may struggle with interpreting social cues and navigating spatial relationships.

  • Processing Speed Difference refers to variations in the rate at which individuals take in, interpret, and respond to information. This term recognizes that some people may process information more slowly than their peers, but it does not imply a deficit. Instead, it acknowledges that individuals may approach tasks with a different pace, allowing for deeper reflection and understanding.

    Educators should recognize and accommodate processing speed differences in the classroom to ensure that all students have the opportunity to demonstrate their understanding and skills effectively.

  • Sensory Processing Difference refers to the unique ways individuals perceive, interpret, and respond to sensory information from their environment. While some people may process sensory input in a typical manner, those with a sensory processing difference may experience heightened or diminished sensitivity to stimuli such as sounds, lights, textures, tastes, and smells.

    James has a Sensory Processing Difference, which means he sometimes feels overwhelmed by loud noises, but he thrives in quieter environments where he can focus on his creative projects.

  • Speech and language challenges can include a variety of issues, such as difficulty understanding or using language, or having trouble with the social use of language.

    Children with a speech-language challenge can greatly benefit from personalized therapy to help them improve their communication skills and express themselves more confidently.

  • Specific Learning Diversity is a positive reframe of the term "Specific Learning Disorder" (SLD). It refers to the diverse ways in which individuals process, acquire, and demonstrate knowledge in specific academic areas such as reading, writing, or math. Rather than focusing on deficits, "Specific Learning Diversity" emphasizes the variety and uniqueness in learning styles and cognitive approaches. It acknowledges that people with these differences may face challenges in traditional educational settings but can thrive when supported with tailored strategies and interventions that leverage their strengths.

    Students with Specific Learning Diversity often excel when given creative learning strategies that cater to their unique strengths and ways of processing information.

  • Speech planning difficulty refers to challenges in the cognitive and motor processes involved in organizing and coordinating the precise movements required for speech production. Individuals with this difficulty may know what they want to say but struggle to translate their thoughts into the necessary speech movements, which can result in inconsistent speech patterns, errors in pronunciation, and difficulty with timing and rhythm.

    After working with a speech therapist, Maria made significant progress in overcoming her speech planning difficulty, allowing her to express her thoughts more clearly and confidently.

  • Visual Perceptual Sensitivity refers to a heightened or unique response to visual stimuli, which can affect how individuals interpret and interact with their visual environment. This sensitivity may manifest as difficulty processing certain visual information, leading to challenges in reading, writing, and other tasks that require visual processing.

    Students with visual perceptual sensitivity may benefit from customized learning materials that reduce visual stress, allowing them to engage more effectively in classroom activities.

  • Written Expression Disorder can be viewed as a unique challenge in the process of learning and communication, where individuals may have difficulties organizing thoughts and translating them into written words. However, this challenge often reveals strengths in other areas, such as creativity, verbal communication, or problem-solving.

    Despite having Written Expression Disorder, Sarah excels in oral presentations, where her creativity and ideas shine, demonstrating that she can communicate effectively in different ways.

MENTAL HEALTH

  • Altered perception syndrome is a proposed alternative name for schizophrenia, a mental disorder that affects how a person perceives reality.

    John's diagnosis of Altered Perception Syndrome, a form of schizophrenia, means that he sometimes experiences hallucinations and delusions, but with treatment and support, he is learning to manage his symptoms and better understand his unique perceptions of reality.

  • Body Image Awareness is the understanding and recognition of one’s perceptions, thoughts, and feelings about their own body. It involves being mindful of how one's self-image aligns (or doesn’t align) with their physical appearance and understanding how societal, cultural, and personal beliefs influence that perception.

    Developing body image awareness can be a valuable part of therapy, helping individuals recognize and address unhelpful thoughts they may have about their appearance.

  • Cognitive health challenges refer to difficulties or impairments that affect an individual's cognitive functions, including memory, attention, reasoning, problem-solving, and communication. These challenges can arise from various factors and conditions, including aging, neurological disorders, mental health issues, and environmental influences.

    Many older adults face cognitive health challenges such as memory loss and difficulty concentrating, but with proper support and interventions, they can maintain a high quality of life.

  • Disordered eating refers to a range of irregular or unhealthy eating behaviors that may not qualify as a full-blown eating disorder but still negatively impact a person's physical or mental health. These behaviors can include restrictive dieting, binge eating, emotional eating, skipping meals, or obsessing over food and body image.

    Many people don't realize that chronic dieting and skipping meals can be signs of disordered eating, which may eventually harm both physical and mental well-being.

  • Dissociative experiences refer to a range of phenomena where individuals may feel a disconnection or detachment from their thoughts, feelings, memories, or sense of identity. These experiences can occur in various contexts and can be temporary or chronic.

    After experiencing a traumatic event, Jenna began having dissociative experiences, feeling detached from her body and struggling to recall important moments from her life.

  • Emotional difficulties, when used to describe depressive disorders, refers to the challenges individuals face in managing and regulating their emotions. These difficulties may include persistent feelings of sadness, hopelessness, or emptiness, as well as reduced interest or pleasure in activities. People with depressive disorders often struggle with mood swings, irritability, or emotional numbness, making it difficult for them to engage fully in daily life.

    Sarah's emotional difficulties, made it challenging for her to find joy in activities she once loved, but therapy has helped her gradually regain a sense of balance.

  • This term frames anxiety as a state of increased sensitivity and alertness, suggesting that individuals may be more attuned to their surroundings and potential challenges, which can also be seen as a form of vigilance or preparedness.

    Individuals with anxiety disorders often experience heightened awareness, where their increased sensitivity to potential threats can lead to persistent feelings of worry and fear, impacting their daily lives.

  • Mood Variability or Bipolar disorder includes distinct episodes of mania or hypomania alternating with depressive episodes. In contrast, high functioning depression is characterized by a more consistent, chronic low mood without the significant mood swings seen in bipolar disorder.

    Her mood variability, characteristic of bipolar disorder, can lead to periods of intense energy and creativity, followed by times of reflection and rest, which she now recognizes as part of her unique emotional landscape.

  • Seasonal mood variation refers to the fluctuations in a person's mood and emotional state that occur in relation to changing seasons. These variations can manifest as periods of increased energy and positivity during certain times of the year, often coinciding with longer daylight hours and warmer weather, and can also include feelings of sadness, lethargy, or irritability during seasons with less sunlight, such as winter.

    Many people experience seasonal mood variation, feeling more energized and optimistic during the summer months while noticing a dip in their mood as winter approaches.

  • These social communication differences can impact relationships, academic performance, and daily functioning.

    Many individuals with autism exhibit social communication differences that can affect how they interact with others, leading to misunderstandings in social situations.

  • Substance use challenges refer to difficulties or struggles individuals face in managing their use of drugs or alcohol. This term encompasses a wide range of behaviors, from occasional misuse to more severe patterns of dependence or addiction.

    John sought help from a counselor to address his substance use challenges, recognizing that he needed support to regain control over his life and well-being.

  • Systemic Exertion Intolerance Disease (SEID) is a complex, chronic condition characterized by profound fatigue that is not improved by rest and is worsened by physical or mental exertion. This term was proposed to replace Chronic Fatigue Syndrome (CFS) and emphasizes the systemic nature of the disease and the significant impairment in the ability to engage in physical or cognitive activities.

    After years of struggling with debilitating fatigue, Sarah was finally diagnosed with systemic exertion intolerance disease (SEID), which helped her better understand the challenges she faced in managing her daily activities.

Neurodivergence

  • Refers to individuals whose neurological development and functioning are atypical, encompassing conditions like autism, ADHD, and dyslexia.

    Neurodivergent individuals often experience the world in unique ways.

  • The concept that neurological differences, such as autism and ADHD, are a natural part of human variation and should be recognized and respected as such.

    Neurodiversity promotes the acceptance of individuals with different neurological profiles.

  • Referring to individuals whose neurological development and functioning are considered typical or standard.

    Neurotypical individuals may not fully understand the challenges faced by neurodivergent people.

WELLNESS

  • Using familiar objects, activities, or routines to create stability and calm during stressful moments.

    Anchoring can be a helpful practice for neurodivergent individuals, providing grounding through familiar objects or routines that bring comfort and stability during overwhelming moments.

  • Freedom and confidence to communicate, behave, and express oneself in ways that are true to one’s own unique neurological makeup, rather than conforming to neurotypical norms or societal expectations. This may involve expressing thoughts, feelings, and ideas through preferred methods or behaviors that align with one’s genuine self, such as stimming, using visual aids, or communicating nonverbally.

    Embracing authentic expression, Liam felt empowered to stim freely and communicate using his AAC device, knowing his friends and family accepted him as he was.

  • Sensory wellness is the process of using the senses—sight, sound, touch, taste, and smell—to enhance mental, emotional, and physical health. This approach focuses on creating positive, intentional sensory experiences to reduce stress, improve mood, increase focus, and foster relaxation. Sensory wellness is often integrated into therapeutic practices, such as sensory rooms, aromatherapy, sound therapy, and tactile exercises, and can be tailored to individual sensory needs to support overall well-being and self-care.

    Engaging in sensory wellness activities, like aromatherapy and sound baths, can significantly reduce stress and promote relaxation.

  • The ability to adapt thinking and behavior in response to new or unexpected situations. This mental agility allows individuals to shift perspectives, adjust goals, and find alternative solutions, which can enhance problem-solving skills, reduce stress, and improve emotional resilience. By fostering cognitive flexibility, individuals can navigate life’s challenges more effectively, maintaining a positive outlook and better managing changes in their personal and professional lives.

    Practicing cognitive flexibility can help you stay calm and adaptable when unexpected challenges arise in your daily life.

  • The ability to generate multiple, creative solutions to a single problem or situation. This type of thinking encourages openness, imagination, and flexibility, allowing individuals to approach challenges from various perspectives. By cultivating divergent thinking, people can boost mental resilience, reduce stress, and improve problem-solving skills, which contributes to overall emotional and mental well-being.

    Engaging in activities that promote divergent thinking, like brainstorming or creative arts, can enhance mental well-being by helping you find innovative solutions to life's challenges.

  • Emotional Resourcing refers to the process of identifying, accessing, and utilizing emotional and psychological resources to cope with stressors, manage emotions, and enhance overall well-being.
    Emotional resourcing is essential for neurodivergent individuals, as it helps them develop personalized coping strategies and build supportive relationships to better manage their emotions and navigate social situations.

  • Executive Function Coaching refers to a specialized form of support aimed at helping neurodivergent individuals, such as those with ADHD, autism, or learning disabilities, develop and strengthen their executive function skills.

    Through executive function coaching, Jamie learned effective strategies to improve her time management and organization skills, which helped her excel in her studies and manage her daily tasks more efficiently.

  • A deliberate break taken during conversations or activities to create space for processing, self-regulation, or understanding. Neurodivergent individuals, such as those with autism, ADHD, or sensory processing differences, may benefit from these pauses to help manage sensory input, reduce overstimulation, or allow time for their unique cognitive processing needs.

    During our team meetings, we practice an intentional pause after each agenda item, giving our neurodivergent colleagues time to process the information and prepare their responses comfortably.

  • Mindful Adaptability involves being flexible and open to change while maintaining mindfulness. This quality fosters resilience in the face of challenges. Best practices include teaching individuals to embrace uncertainty, encouraging self-reflection on their responses to change, and promoting mindfulness practices that enhance adaptability and coping skills.

    By practicing mindful adaptability, Jake learned to adjust his routine with flexibility, helping him manage unexpected changes without feeling overwhelmed.

  • Nervous System Reset refers to practices and techniques that help bring the body back to a calm, regulated state after heightened stress or sensory overload. This reset can involve grounding exercises, deep breathing, sensory-friendly activities, or mindfulness, all aimed at calming the nervous system. For neurodivergent individuals, regularly engaging in these resets can support emotional regulation, reduce anxiety, and improve overall well-being by helping the body manage its response to environmental and sensory stimuli.
    After a long day filled with sensory input, taking time for a nervous system reset can help neurodivergent individuals regain a sense of calm and balance.

  • Neuro-Inclusive refers to practices, environments, and policies that actively recognize, accommodate, and celebrate the diverse range of neurological experiences and conditions, particularly those associated with neurodivergence. In terms of neurodivergent wellness, neuro-inclusivity focuses on creating supportive spaces that empower individuals with varied cognitive profiles to thrive.

    A neuro-inclusive workplace values the unique strengths of all employees, implementing flexible work arrangements and providing sensory-friendly spaces to ensure that neurodivergent individuals can thrive alongside their neurotypical colleagues.

  • A holistic approach focusing on the unique wellness needs of neurodivergent individuals.

    Embracing Neuro-Wellness means creating a personalized approach to self-care that respects and supports one’s unique sensory and cognitive needs, fostering both comfort and confidence in everyday life.

  • Pattern Recognition is the cognitive process of identifying and interpreting recurring structures, trends, or regularities in data, stimuli, or experiences.

    For many neurodivergent individuals, pattern recognition can be a unique strength, allowing them to excel in areas like coding, music, or data analysis, where identifying recurring structures and sequences is essential.

  • Strength that comes from embracing diverse neurological perspectives and adapting to challenges in ways that honor individual needs and abilities. It involves recognizing that neurodivergent individuals have unique ways of processing, learning, and interacting with the world, and that these differences contribute positively to personal and collective resilience.

    Through resilience in diversity, Alex embraced his ADHD as a source of creativity and adaptability, finding strength in his unique problem-solving skills and the supportive community around him.

  • Restorative Environments refer to spaces specifically designed to promote relaxation, recovery, and well-being, particularly for neurodivergent individuals. These environments recognize the unique sensory and emotional needs of neurodivergent people, such as those with autism, ADHD, or sensory processing disorders, and aim to create settings that help reduce stress, enhance focus, and support emotional regulation.

    The school's new sensory room was designed as a restorative environment, offering calming colors, soft seating, and nature sounds to help neurodivergent students recharge during stressful moments.

  • Self-compassion encourages neurodivergent individuals to treat themselves with the same kindness they would offer a friend. This means acknowledging difficulties without self-criticism and being gentle with oneself in moments of struggle.

    Practicing self-compassion can be a vital tool for neurodivergent individuals, allowing them to embrace their unique experiences and challenges without harsh self-judgment.

  • The ability to manage one's thoughts, emotions, and behaviors in a way that supports overall well-being. For neurodivergent individuals—such as those with autism, ADHD, dyslexia, and other neurological variations—self-regulation may involve specific strategies to navigate sensory sensitivities, emotional fluctuations, and executive functioning challenges.

    In her journey toward neurodivergent wellness, Mia practiced self-regulation by using sensory breaks and mindfulness techniques to manage her anxiety during social gatherings.

  • A sensory diet is a tailored plan of physical activities and accommodations designed to meet a child’s sensory needs. This type of treatment has nothing to do with food. The goal is to get kids in a “just right” state.

    Incorporating a sensory diet into daily routines can support neurodivergent wellness by providing structured sensory activities that help regulate the nervous system and improve focus.

  • Supporting the understanding and embracing of one’s sensory preferences for greater comfort and resilience.

    Practicing Sensory Empowerment allows neurodivergent individuals to identify and embrace their unique sensory preferences, leading to a greater sense of control and well-being in their environments.

  • Sensory-friendly environments are particularly helpful for individuals with hypersensitivities. This means they experience certain sensations more intensely, leading to discomfort and even stress. For example, loud noises, bright lights, or strong smells can be overwhelming for them. Moreover, common conditions associated with hypersensitivity include autism, anxiety, ADHD, and PTSD.

    Creating a sensory-friendly environment can greatly enhance neurodivergent wellness by reducing overstimulation and providing a calming space tailored to individual sensory needs.

  • Social Energy Management refers to the strategies and techniques employed by neurodivergent individuals to navigate social interactions and manage their emotional and cognitive resources during social situations. For many neurodivergent people, such as those with autism or social anxiety, social interactions can be overwhelming and exhausting due to differences in social processing, sensory sensitivities, or emotional regulation.

    By practicing social energy management, Alex learned to recognize when he needed a break during gatherings, allowing him to enjoy social interactions without feeling overwhelmed.

  • Recognizing and leveraging the unique strengths, talents, and abilities of neurodivergent individuals rather than focusing solely on their challenges or deficits. This approach fosters a positive and empowering perspective, helping individuals thrive by building on their inherent capabilities.

    The therapist implemented a strength-based practice by focusing on the client’s exceptional problem-solving skills and creativity, helping them develop coping strategies that utilized these strengths to navigate daily challenges.

Explore our recent posts to learn more about neurodivergence and key topics.