What is Neurodivergence?

What is Neurodivergence? Key Insights for Psychotherapists and Counsellors

Neurodivergence has become a pivotal concept in therapeutic practice and broader societal discussions. As mental health professionals, understanding the scope and implications of neurodivergence is essential for creating inclusive and effective therapeutic spaces. This article explores neurodivergence’s key concepts, origins, and impact, providing psychotherapists and counsellors with valuable insights for working with neurodivergent individuals.

Before diving deeper into neurodivergence, practitioners need to practice self-care and reflection. As therapists, working with neurodivergent clients may bring up personal experiences or challenge preconceived notions. Take time to pause, reflect on your relationship with neurodivergence, and ensure you are maintaining emotional well-being as you engage with these topics. Encourage the same practice for clients discovering or reassessing their neurodivergence.

Infographic mind map titled 'Types of Neurodivergence' with six words stemming from it: 'Dyslexia', 'Attention-Deficit/Hyperactivity Disorder (ADHD)', 'Sensory Processing Differences', 'Tourette’s Syndrome', 'Autism Spectrum Disorder (ASD)', and 'Dyspraxia'.

Learning Outcomes

  • Grasp the definition of neurodivergence and its key conditions, including autism, ADHD, dyslexia, and others.
  • Understand how neurodivergence reflects natural variations in human brain functions, affecting learning, attention, sociability, and emotional regulation.
  • Appreciate the importance of recognising neurodiversity as an integral aspect of human diversity, comparable to gender, race, or disability.
  • Identify the practical applications of this knowledge in creating more inclusive therapeutic environments that accommodate neurodivergent clients.

Neurodivergence: Definitions and Key Concepts

The term neurodivergence, first coined by Australian sociologist Judy Singer in the 1990s, refers to individuals who experience variations in brain function, leading to differences in sociability, learning, attention, and mood regulation. Neurodivergent individuals may have conditions such as autism, ADHD, dyslexia, dyspraxia, or Tourette’s syndrome. Singer’s groundbreaking work positioned neurodiversity within a political and social framework, advocating for the recognition of neurodivergent individuals in a way that parallels social movements for gender, race, and disability rights.

Neurodivergence is not a medical disorder but a natural variation within the human population. It challenges the traditional medical model, which often pathologises these differences. For instance, while the term ADHD currently ends with “disorder,” reflecting medicalisation, experts predict that language will evolve, much like how homosexuality was declassified as a disorder. This shift invites therapists to reconsider language, viewing neurodivergent conditions as learning challenges or variations rather than deficits or disorders.

Core Characteristics and Types of Neurodivergence

Neurodivergence encompasses a wide range of conditions, each affecting individuals differently. Some of the most commonly recognised neurodivergent conditions include:

  • Autism Spectrum Disorder (ASD): Individuals on the autism spectrum often experience differences in social interaction, communication, and sensory processing and may have specific interests.
  • Attention-Deficit/Hyperactivity Disorder (ADHD): This condition is characterised by inattention, impulsivity, and hyperactivity, differing from societal norms.
Image with 'Practice Self-Care and Reflection' written in alternating blue and yellow bubbles. The Counselling tutor logo is faded in the background. It represents a key step of working with neurodivergent clients.
  • Dyslexia: This learning challenge impacts reading, writing, and spelling due to differences in brain processing.
  • Dyspraxia: Affects coordination and motor skills, leading to difficulties in movement and planning.
  • Tourette’s Syndrome: Involves involuntary physical and vocal tics.
  • Sensory Processing Differences: These individuals may have heightened or reduced sensitivity to sensory inputs, affecting their daily lives and functioning.

In addition to congenital conditions, therapists should be aware of acquired neurodivergence. Individuals may become neurodivergent later in life due to accidents, strokes, or brain injuries. This form of neurodivergence presents unique challenges as individuals may need to adjust to cognitive functioning or sensory processing changes. Therapists should be mindful of this population, as they might need different types of support compared to those who have been neurodivergent from birth.

These variations are increasingly recognised as part of the human spectrum of brain functions, prompting you to understand the individual experiences of your neurodivergent clients.

Click Here to Download Free Handout

The Political and Social Context of Neurodivergence

Judy Singer’s work also highlighted the political significance of neurodivergence. She positioned neurodivergent individuals as a minority group advocating for rights and recognition similar to other marginalised groups. In her view, neurodivergence should be recognised and accommodated in society rather than seen as a condition to be “fixed.”

This political aspect underscores the importance of inclusive environments in therapeutic settings, schools, workplaces, and beyond. By accommodating the unique needs of neurodivergent individuals, therapists can support their clients’ well-being, self-esteem, and sense of belonging.

Practical Considerations for Therapists

Infographic with the title 'Practical Considerations for Therapists' written across the top. It then lists three considerations: 'sensitivity to misdiagnosis', 'individual-centred approaches', and 'inclusive language'. there is a graphic of a brain being held by two hands faded in the background.

Given the prevalence of neurodivergence in society—estimated at 15–20% of the population—therapists will likely encounter neurodivergent clients without realising it. Moreover, due to under-diagnosis in women, many neurodivergent individuals may be unaware of their neurodivergent status. This raises important considerations for psychotherapists and counsellors:

  • Sensitivity to Misdiagnosis: Neurodivergent clients may be misdiagnosed with anxiety, depression, or personality disorders. Thus, exploring a client’s neurodivergence might lead to more effective treatment plans.
  • Individual-Centred Approaches: Tailor interventions to the unique processing styles and sensory experiences of neurodivergent clients. This could include providing sensory accommodations (e.g. quieter rooms, adjusted lighting) or changing communication styles to suit clients’ preferences.
  • Inclusive Language: Move away from deficit-based language, instead adopting terms that reflect neurodiversity as natural and affirm the client’s identity.

Learning Tasks

To deepen your understanding and apply the concepts of neurodivergence in your practice, consider the following tasks:

  • Reflect on your attitudes towards neurodivergent individuals. Where have your thoughts and assumptions originated?
  • Consider the challenges neurodivergent clients may face and how these could impact their therapeutic needs.
  • Discuss experiences working with neurodivergent clients with your supervisor, and consider what strategies could enhance inclusivity in your practice.
  • Think about the language you use when discussing neurodivergence. How might specific terms reinforce stereotypes, and how can you adopt a more affirming vocabulary?

Free Handout Download: What is Neurodivergence? Key Insights for Psychotherapists and Counsellors

Click Here to Download Free Handout

Final Remarks

Understanding neurodivergence goes beyond simply knowing definitions or diagnosing conditions; it involves creating inclusive therapeutic environments where neurodivergent clients feel respected and valued. By recognising neurodivergence as a natural variation of human experience, therapists can better meet the needs of a diverse range of clients.

As psychotherapists and counsellors, you play a crucial role in reducing stigma and advocating for neurodivergent individuals within society. Integrating inclusive language, adapting therapeutic approaches to suit individual needs, and offering accommodations like sensory adjustments are small changes that can have a huge effect. Additionally, your clients may be unaware of their neurodivergence, and your sensitivity to this possibility can significantly shape their therapeutic journey.

Finally, reflecting on your attitudes and experiences with neurodivergence and ongoing education will enable you to offer tailored and empathetic support to clients. As this understanding continues to evolve, your role in making therapy an affirming and accommodating space is essential.

References and Further Reading

Doyle, N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British Medical Bulletin.

Hull, L., Petrides, K. V., & Mandy, W. (2020). The Female Autism Phenotype and Camouflaging: A Narrative Review. Review Journal of Autism and Developmental Disorders.

McCain, K. (2022). Explainer: What is neurodivergence? World Economic Forum.

Singer, J. (2016). NeuroDiversity: The Birth of an Idea. 2nd ed. Kindle Edition.