2023 Living & Working with Neurodivergence: Mental Health & Wellbeing Conference

Living & Working with Neurodivergence Mental Health & Wellbeing CONFERENCE

PROGRAMME

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CONFERENCE SPEAKERS

Autism is NOT a “Personality Disorder” Exploring ‘Difference’ and Ditching the Term ‘Disorder’

In this workshop, Dr Judy Eaton (Clinical Psychologist) and Cathie Long (Independent Social Worker/Approved Mental Health Professional/trainee Psychotherapist) will cover some of the important issues they believe counsellors, therapists, and other professionals need to consider when working with clients who are misperceived as fitting the diagnostic criterion for a Borderline (or Emotionally Unstable) Personality Disorder (BPD/EUPD), when the reality is they are Autistic. This is a common experience because there is a paucity of understanding about how Autistic females can present differently to stereotypical expectations. For example, for a long time there was the misbelief that Autistic people do not have empathy, whereas many are highly empathic.

The idea for this workshop partially stemmed from Judy’s recent realisations, when writing her second book on Autistic female adults, where her original intention was to explore ‘complex presentations’. However, as she listened to and read the stories of the courageous Autistic female contributors, it became increasingly evident to her that these individuals are not ‘complex’. This further reinforced Judy’s understanding of how often professionals working within our mental health and criminal justice systems do not recognise nor accommodate Autistic people, particularly women, girls, non-binary, and trans people; in fact, anyone who does not fit the stereotypical view of Autism. Both Judy and Cathie are aware of numerous situations where a person has been assessed and diagnosed as Autistic, in accordance with the National Institute of Clinical Excellence (NICE) guidelines, but their previous BPD/EUPD misdiagnosis remains the primary focus. In her psychotherapy practice, Cathie works with some Autistic clients where this has happened, with devastating outcomes.

What is often unacknowledged is how much stigma and harm can occur, which is much more than anecdotal, when one clinician casually makes an BPD/EUPD diagnosis. An BPD/EUPD diagnosis can significantly and catastrophically blight the future of the person, in particular their repeated experiences of feeling misunderstood and judged negatively, combined with cumulative feelings of guilt and shame. People with an BPD/EUPD diagnosis are criticised and labelled within existing services as “overly dramatic, needy, manipulative, and attentionseeking.” Price (2022) has described how Autistic people get stuck with a misdiagnosis of BPD/EUPD that is “even more reviled and misunderstood than Autism”, which incurs experiences of discrimination and marginalisation and is notably “many therapists’ least favourite condition to work with.”

Judy and Cathie will talk about the shared features and differences between Autism and an BPD/EUPD diagnosis; the latter term they believe needs to be accurately reframed as a person’s unique survival responses to trauma, instead of being labelled as having a ‘disordered’ personality. They will explain how sensory perceptual differences can influence an Autistic person’s behaviour, including following a restricted diet, which can be misunderstood as an eating disorder, often linked to a BPD/EUPD diagnosis, or periods of self-harm which again could be sensory related. They will highlight how counsellors, therapists, and other professionals can focus their attention on early years trauma/abuse, and their client’s different styles of attachment, without understanding the relevance of this for people with a different neurotype.

Judy and Cathie intend their workshop to be an interactive experience and will invite attendees to share their ideas about this important subject.

Judy Eaton Having worked in the field of psychological assessment and intervention since 1993, I began my career as an academic, researching language and emotional understanding in typically and atypically developing children, before deciding to move into Clinical Psychology.

The British Psychological Society awarded me Chartered Psychologist status in 1997. I am a Registered Practitioner Psychologist (Clinical) with the Health and Care Professions Council.

I worked in the field of clinical psychology within the National Health Service for ten years and have also worked in a low secure psychiatric hospital for children and adults as Lead Consultant Clinical Psychologist.

I have over 20 years’ experience of assessing, diagnosing, and working therapeutically with adults, children, and families across the ability spectrum.

I regularly support webinars and training events.

I am also a Research Associate in the department of Social, Genetic and Developmental Psychiatry, Institute of Psychiatry, King’s College London, working with Prof Francesca Happe, Director of MRC Centre, and have written two books, A Guide to Mental Health Issues in Girls and Young Women on the Autism Spectrum: Diagnosis, Intervention and Family Support, and Autism – Missed and Misdiagnosis, Understanding and supporting diverse autistic identities, both published by Jessica Kingsley.

Cathie Long is an award-winning independent social worker and an expert witness. She has an MA in Autism. Whilst working as a forensic social worker in a Community Mental Health Team, Cathie witnessed the sheer discrimination individuals received when diagnosed as personality disordered, who were later re-diagnosed as Autistic. Cathie is in her final clinical training year in Transactional Analysis(psychotherapy) at The Wyvern Institute in Chipping Sodbury. In her late fifties, Cathie discovered that she is Autistic with attention deficit hyperactivity disorder (ADHD) which has been a life-changing experience, which has gradually given her a greater sense of “I’m-OK, You’re-OK”. Cathie has a small psychotherapy practice working with predominantly Autistic women who have a later-inlife diagnosis. Cathie has recently won an award as ‘Most Innovative Mental HealthFocused Social Worker (Wales)’ and was a finalist in the Social Care Wales Innovative Leadership Award accolades, 2023.

Understanding & Supporting Neurodivergent Wellbeing

In this workshop I will share with you how I work with neurodivergent clients and support them to curate a life that works for them, rather than one where they must continually change to fit societal expectations. This way of working has come out of my own academic interest in identity and otherness, my lived experience as a late-diagnosed autistic woman, alongside my work as a disability practitioner and therapist who specialises in working with neurodivergence.

The culmination of my knowledge and experience has been the development of a model of neurodivergent wellbeing that makes space for our varied spikey profiles and intersectional identities while providing a framework to support clients to begin curating the life that will support them. The model allows us to work with clients to support both internal and external change.

In this workshop, we will look at the importance of understanding the context in which our clients (and us) exist and how the systems and structures around them may have been internalised and used to create barriers to self-acceptance and compassion. Then we will move onto the specifics of the individual client’s needs and the importance of developing and understanding their spikey profiles to support decision making and choices that can help their ability to build capacity and resource in their lives.

Louise is a, therapist, supervisor and trainer working online in private practice. Prior to training as a counsellor, she worked as a disability practitioner in Higher Education, and this was where she first became interested in neurodivergence.

Louise has lived experience as a queer, autistic, cis-woman and is interested in how we navigate working with clients with whom we share parts of our identities as well as themes of identity and otherness.

Alongside her client work she also offers supervision to a range of mental health practitioners and designs and delivers training on a range of topics. Louise now specialises in working with neurodivergent and LGBTQIA+ clients to explore their neurodivergent identities and supporting them to create a life that works for them.

She can be easily distracted by asking her questions on any of her special interests (currently Lego, beer and neurodivergence).

Creative Explorations: Materials, Place and Process

This workshop is facilitated to inspire you and those around you, to explore the potential of creative methods for welcoming and honouring multimodal ways of knowing and being. Utilising accessible materials and techniques, you will have opportunities to connect with memories and experiences in generative ways.

Material sense making is not a substitute for word-based language, rather, it is an available resource, a body of alternative literacies, for authenticity, selfexpression and creativity.

During the workshop, through visual and experiential exercises, it will be possible to appreciate and ‘feel’ this type of work, together.

We will practise mark-making and mapping: please bring with you a sheet of letter-size (A4) thick paper or light card, a writing medium (pen/pencil) and scissors.

Additional materials (optional): paper or card, marker pens, oil pastels, colour pencils, found objects (i.e. postcards, train tickets, clothes labels with space to write on, post-it notes), string/raffia/sellotape.

Francesca Bernardi, PhD, FRSA. I am a creative facilitator, author and dis/ability advocate, with a specialism in material sense-making as social action.

My work is person-centred and reflexive, it values autonomy and its power to regenerate and authenticate self-knowledge, mattering and belonging in and through creative practice. I integrate arts-based methods, movement and improvisation to heal and connect, employing process work, creative play and different ways of being and knowing, working with marginalised individuals and groups.

I am an elected councillor and fellow of the Royal Society of Arts (RSA), associate member of CATA (Canadian Art Therapy Association), founding chair of the Antonio Gramsci Society UK, board member of the Disability Without Abuse Project (Los Angeles) and visiting lecturer in Arts Therapies, Childhood Studies, and Education (Leeds Beckett University and University of Roehampton).

The Autistic Sense of Justice and Moral Injury: Battling the System and Blowing the Whistle

An introduction to post-traumatic embitterment and why autistic clients may be particularly vulnerable.

The connection between autism, grievances and whistleblowing and some suggestions for working with clients who are or have been involved in these challenging situations, which very often remain unresolved and can be very difficult to move on from. The first hour or so will be a powerpoint presentation [recorded if I am organised enough!] and the remaining time will be available for discussion.

Shirley is an autistic person-centred counsellor with a portfolio career, living in Scotland.

She arrived in the therapy world having explored a number of different professions, including engineering, IT and medicine. She is considering adding a law degree to the mix if she doesn't run away with the circus first, spending most of her spare time doing aerial gymnastics or spinning fire poi. Shirley became an accidental whistleblower during her counselling training when her deep sense of fairness and justice was triggered and, like many whistleblowers, she was seen as "the problem". She has developed a particular interest in the areas of complaints, whistleblowing, moral injury and what has been described as post-traumatic embitterment, topics which she has found arise particularly frequently when working with autistic clients.

Private Practice for Neurodivergent Practitioners

Would you like to create your own Private Practice or do you need to revamp what you have already created but feel totally overwhelmed and unable to start?

Are you neurodivergent (or suspecting you might be) and feel this is impacting you setting up your practice? In this short workshop I will help you to uncover some of the issues that might be impacting you and what you can do to make things easier on yourself. Some of the issues discussed might sound very familiar to our Neurotypical colleagues, the difference might be the extent and frequency of how we experience them.

Lorraine Cookson is an experienced Psychotherapist and Clinical Supervisor working online with clients and supervisees all over the world. Lorraine also offers Private Practice Coaching for those new to setting up in Private Practice and those wanting to revamp what they have already built. Lorraine is a neurodivergent human and specialises in working with neurodivergent clients and therapists. She also specialises in Private Practice supervision; those who have had a challenging previous experience in supervision; and those needing a straightforward approach to expanding their Private Practices. Her background is in Mental Health and the Criminal Justice System.

Lorraine works in a warm supportive affirming style. www.lorrainecookson.co.uk www.instagram.com/LorraineCooksonSupervisor info@lorrainecookson.co.uk

Supporting Autistic Unmasking

Due to the stigma autistic people often feel in society, we sometimes mask our autistic identity and attempt to blend in and hide our difference. This masking usually starts in childhood as a survival tactic to avoid standing out and bullying, this follows through to adolescence and adulthood. Living incongruently can lead to significant mental health problems and sadly autistic people who mask are statistically more likely to suffer depression and have a higher risk of suicide. This workshop will aim to promote the importance of autistic people having a positive autistic identity (Cooper, Smith and Russell, 2017), something which society and counsellors can play a part in helping us achieve. A creative counselling intervention will be demonstrated to help clients unmask their autistic identity and to understand how much energy masking takes.

The aims of the workshop are as follows: •Deciphering masking behaviours. What is the purpose? What is the damage?

•Provide an insider understanding of autistic masking and compensation.

•To provide a creative counselling intervention which can be used to support a client unmask.

•Accepting and celebrating autism and neurodivergence.

References Cooper, K., Smith, L., & Russell, A. (2017). Social identity, self-esteem, and mental health in autism. European Journal Of Social Psychology, 47(7), 844-854. doi: 10.1002/ejsp.2297

I am a qualified Person-Centred Counsellor and am studying towards a PhD whereby I aim to improve research in counselling and autism. In my academic career, I am honoured to have received some awards, including a Professional Learner of the Year Award from Cheshire College South and West and a Dean’s Award and the ViceChancellor’s Award from the University of Derby. I have also appeared on Anna Kennedy’s Autism Hour for the Women’s Radio Show (available on podcast).

I have a personal interest in autism in large part because I found out at the age of 37 that I am autistic (my formal diagnosis being Aspergers Syndrome). This revelation came about because my eldest son, Harry (now 18) had struggles growing up due to autistic traits, including difficulties with behaviour regulation and socialising. In the process of researching autism and trying to understand his needs, I started to identify traits within myself. It is very common for people my age to discover they are autistic following the discovery of it in a child. So in 2016, I am proud to say my son and I both received a diagnosis of autism.

I went on to have two more children, my daughter Hazel, now 11, was diagnosed at age 8. I also have another son Lewis, (now 9), who I realised very early on was autistic, and he was diagnosed at 5.

Professionally I specialise in working with autistic clients. I developed a placement counsellor service at a local autism charity, I recruit, train and provide peer supervision for this team. Additionally, I provide autism awareness workshops training counsellors in how to make counselling more accessible to this client group, increasing counsellor confidence in working with this group which is currently known to be generally low. I have presented at conferences alongside Janet Tolan, Pete Sanders, Mick Cooper (The Person-Centred Trainers Conference) and Andrew Reeves (The University of Salford Creative Therapies Conference). During lockdown, I have provided online training for counselling organisations, and at conferences for BACP Private Practice and the Creative Counsellors Association.

I am the author of the pioneering literature review: Exploring the Efficacy of PersonCentred Counselling (PCC) for Autistic People, published in the spring 2019 edition of The Person Centred Quarterly (PCQ) and as a chapter in the Neurodiversity Reader, Pavilion Publishing and Media Ltd. The review highlights that although the research in this area is minimal, what is available, demonstrates that PCC, with adaptations is a highly effective modality for the autistic client group. The review highlights research which shows that Rogers’ (1967) core conditions; empathy, unconditional positive regards, congruence and the relationship are vital for positive therapeutic outcomes when working with autistic clients. It also supports research, which found that autistic

clients experience extreme levels of conditions of worth, in large part due to failing to comfortably ‘fit in’ to societal expectations. PCC is known to be highly effective for addressing conditions of worth.

I provided the research for and a chapter providing an ethics framework for creative counselling in the book Creative Counselling, Jessica Kingsley Publishers.

I cofounded the Facebook forum ‘Counsellors Working for Neurodivergence.’ The group aims to raise awareness of autism and bring counsellors together across the field to advance knowledge of autism in counselling.

Although my primary modality is Person-Centred Counselling, my awareness training can help counsellors of any modality, in fact I have provided bespoke training to driving instructors before.

My eventual career goal is to assume responsibility for pioneering a version of pluralistic counselling for autistic people. I aim to play my part in making the world a better place to live when autistic.

Website: www.lisacromar.com Academia: https://derby.academia.edu/lisacromar Facebook Neurodiversity forum for counsellors: https://www.facebook.com/groups/Counsellorsworkingwithneurodivergence/ Twitter: https://twitter.com/CromarLisa Linkedin: https://www.linkedin.com/in/lisa-cromar-29a2b1176/ Instagram: https://www.instagram.com/lisacromar/

Discussion about Working with Neurodivergence in Schools

Sian will talk about her experience in schools, she has noticed that many young people presenting for counselling are either diagnosed or displaying traits of neurodivergence. Sian would like to open a discussion around this topic where counsellors can share their experiences and resources.

I am a BACP Accredited Integrative Counsellor & Supervisor with over 17 years extensive experience in working with Adults, Students & Young People in private practice, secondary schools & the voluntary sector.

I qualified as a counsellor in 2006 from York St John University with the Graduate Diploma and since qualifying I have completed many hours of additional training and CPD. I am currently engaged in a variety of CPD around neurodivergence so as to best serve this community within my practice.

I am also the founder of a Peer Supervision Group for counsellors working in schools in my area with the aim of promoting good practice.

Prior to qualifying as a counsellor I worked for the local authority in various roles working with young people. These included working with LAC, running alternative education provision, and working with young people with SEN.

Autism & Attachment

Autistic people seem to experience and express attachment differently from neurotypical people - this is backed up by research and by personal experiences.

This has major consequences for autistic people in therapy, and for autistic therapists; for autistic parents, and parents of autistic children; and can even be a barrier to diagnosis, as autistic people's distress is written off as "only attachment issues". In this session we will explore the evidence for a true difference in the ways autistic people acquire, experience and express attachments, alongside the possibility that this is an artefact of differences in emotional expression, yet another facet of the double empathy problems.

We will look at whether any attachment differences are intrinsic to the autistic experience, or an avoidable consequence of the increased rates of childhood trauma, interpersonal victimisation and family conflict experienced by autistic people. Finally, we will explore ways that autistic people, and anyone living or working with autistic people, can use this understanding of autistic attachment patterns to enhance our sense of safety and connection.

Dr Emma Taylor works with adults experiencing difficulties with their mental or physical health, or going through major life and identity changes such as becoming a parent or adjusting to a diagnosis. Throughout her career she has specialised in working with autistic adults, and in people who have experienced early trauma and attachment disruption. She mainly uses Acceptance and Commitment Therapy and mindfulness-based approaches, though all her work is informed by and grounded in an understanding of attachment.

INTEROCEPTION, EMPATHY, INSTINCTS & INTUITION Understanding, accepting, and nurturing these abilities for neurodivergence mental and physical well-being

Interoception has been called the 8th sensory system, and what an important system it is. In this talk, we’ll be focusing on how having good or poor interoception can help or hinder neurodivergent individuals, and what we can do to support our neurodivergent clients with these issues.

Having worked with neurodivergent people for over 10 years in my counselling work, and much longer in other areas of work, I’ve noticed how what our body detects and projects from and to the world is key in helping us understand ourselves, how we’re feeling and perhaps also why we’re feeling particular ways.

We’ve come up with terms like “permeability” as it relates to empathy. We’ve also understood the various reasons why social situations might leave us exhausted at the end, even when we enjoyed the experience.

With non-verbal clients, paying close attention to their eye-gazing, their ever-so slight movements, is key in giving them the support they needed. There is a subtlety sometimes in non-verbal communication and attunement to it is very important. With verbal clients, it will be a mix of both. If we are keen observers of body language and these subtle cues, we can support our clients to develop their awareness of them as well.

UNDERSTANDING is a big part of how I work in the therapy room, and I imagine yours as well. Awareness of self is the first step to effecting change, through the sessions as the exploration moves from one thing to another. This is what I’ve described above.

Pair this with ACCEPTANCE, which is a word my neurodivergent clients have said has been so powerful to them, and we’re on to a great path to supporting our neurodivergent clients to move to the next step: NURTURING their different abilities and finding ways to work with them rather than modify who they are to “fit in”.

In this hour, we will talk about What is interoception How does it show up in neurodivergent individual Impacts of poor interoception Practical things people with interoception awareness difficulties can do to work with them How therapists can support clients with these issues How does interoception relate to empathy, instincts, intuition

Karin Brauner is a twice published author, a bilingual coach/counsellor/psychotherapist, as well as a supervisor in private practice. She trained in Guatemala and in Brighton, England. Karin has always been interested in many areas, which focus on her training as a therapist, but also her passion for writing and IT. These have led her to have a variety of services and product offerings, which she keeps adding to. These include social media marketing and content creation, as well as website support, tutoring, academic support, and other areas.

Karin is passionate about everything she does, and she enjoys seeing her colleagues and clients thrive in their work and lives. This is why she's offering workshops, self-learn courses and coaching. She enjoys supporting people be the best they can be, meeting them right where they are, and together figuring out what the best way forward is.

Neurodivergence, Supervision, Blogging, and Self-Care (setting boundaries and meeting your needs), are a few of Karin’s special interests and focus of her work, and she’s got workshops in the Onlinevents library on all of these, some which are upcoming.

Karin offers practical support to get you on the right track to building a successful life and/or business (whatever that means to each one of us individually).

You can find out more about what Karin offers via her website: karinbrauneronline.co.uk

Trauma-Informed Therapy for Autistic People

Accessing and utilising therapy can be challenging and retraumatising for autistic people. Complex trauma impacts on their ability to benefit from help they seek. Part of the reason for this is that therapists can be inclined to adapt protocol to account for autism as a collection of deficits, and empathising becomes a major challenge.

Therapists need to remain aware that autistic people are vacariously traumatised by the predominant neurotype. A therapeutic approach to autism and trauma should include up-to-date training and CPD in order to improve access to treatment and outcomes, and therapists must be aware of, and confident in adapting their practice in line with the needs of autistic people.

This workshop will introduce you to the Autism Dialogue Approach, a holisticrelational framework, designed by autstic people, which provides both autistic and non-autistic people the skills and confidence to achieve mutual understanding and work towards overcoming common barriers. ADA is a unique method to interacting and communicating across neurotypes, examining the relational aspects, rather than the technical applications of therapy, reducing possibilities of retriggering and trauma upon autistic people. Therapeutic encounters can be greatly enhanced and enriched with the integration of a set of practices based on robust social-cognition sciences and the strengths and uniqueness of autism and interaction processes, rather than guided by deficit and behavioural views. In this workshop you will be shown how to experience processes of embodied communication, understand autistic languaging and AAC (augmented and alternative communication), and meet neurodivergent individuals where they are in order to fully support them.

Jonny Drury is Autism trainer for the NHS, Anna Freud National Centre for Children and Families, and AT-Autism. He is co-founder, coach and dialogue facilitator at Dialogic Action CIC and will launch the first ADA therapists' training programme in 2024.

The Circle of Security: Building secure attachment, connection and self esteem

There are so many "interventions" of how to parent a Neuro Divergent child, yet I believe that Core needs don't differ, and The Circle of Security offers a universal model which brings the research of Mary Ainsworth and John Bowlby alive in a powerful and accessible visual model, that can be used as an inclusive teaching model for all This workshop is not just for parents, but for all who support families.

Workshop content: Introduction: Explanation of what the Circle of Security is and what it isn’t – it is a Roadmap to connect with your child bespokely and respond to their needs. It is a philosophy and mindset rather than a behavioural management system.

Brief Explanation of the psychology, research and clinical practice behind it.

The Difference that makes a Difference: Why it works - The evidence.

How it is different to other approaches – taking into account parents’ needs and vulnerabilities Examination of The Model of the Circle of Security: Summary of it’s key workings.

Applying The Circle of Security model specifically within Neuro-Divergent family systems.

Exploration of the key needs of all children , at specific developmental stages.

Using Developmental affirmations on The Circle of Security to support identity and belonging Exploring together the use of the model in the therapy room

Based in Tunbridge Wells, Kent – Sarah specialises in supporting parents to become the "expert" in understanding their children's needs, and to move away from prescribed ways of parenting Neuro-divergent children. She is a firm believer that we move away from the language of disorder and deficit, and move towards celebrating difference and diversity.

Sarah is a Mother of 4 young adults, some of whom identify as Neuro Divergent.

Sarah is on a pathway of exploring her own Neuro Divergent identity as a result of her children's diagnoses.

Sarah’s testimonials create evidence that the outcomes from her coaching are strengthened relationships and less stress in family life, due to increased understanding of everybody’s needs Before founding The Weller Way, Sarah’s numerous opportunities to support parents have come through her front line work in residential care, coaching vulnerable adults with acute mental health issues at Crossways Community and working with 16-24 year old young parents and teenagers at Chapter 1, in Tunbridge Wells, where accommodation and support services were provided.

Sarah is used to working collaboratively with Social Services, Child & Adolescent Mental Health Teams, Schools and Domestic Abuse support services in order to get positive and sustainable outcomes, resulting in an improved wellbeing for clients.

The Weller Way is a Private Practice and also an associate with Starjumpz Children’s Centre in Crowborough.

Sarah holds qualifications in: Life Coaching Neuro Linguistic Programming Autism/PDA Studies Breathwork Coaching Herbal Medicine Foundation Diploma Making a difference in Homelessness Services

Studying with Neurodivergence A Trauma-informed Approach to Supporting Neurodivergent Students Through Counselling and Psychotherapy Courses

When students decide to embark on studying for a counselling or psychotherapy course it’s often because of their driving passion to become a therapist and not due to a love of academic work. It can be very challenging navigating courses with a neurodivergence.

And perhaps, like myself with dyspraxia, school experience was traumatic. I remember being misunderstood, labelled lazy, feeling completely out of control and beaten, without anyone to acknowledge and help. I found other ways to be accepted including being rebellious and pushing against the rules. So the inevitable underachievement seemed to be due to my personality rather than as a result of the difficulties of being neurodivergent in an education system developed by the dominant group of neurotypicals.

This workshop explores the idea that study support needs to go beyond helping with timekeeping, planning and proof-reading and into the realms of traumainformed, student-centred support.

Thankfully, many universities are looking more closely at how they deliver their counselling and psychotherapy courses and becoming increasingly aware of meeting the needs of neurodivergent students. There is though, more to be considered and changed.

This workshop focuses upon support for the written word – producing essays, case studies and other written assignments. Who knows, in ten to fifteen years

this means of validation may be completely different. In the meantime, this workshop includes methods I have found incredibly helpful when supporting myself and neurodivergent peers in our journey through the academic rigours of the course.

The workshop includes: -What is trauma-informed study support/self-study support?

-Ideas around how to support yourself or others through the academic work.

-Dyspraxia in brief - the lesser spoken about neurodivergence -A facilitated discussion about participants’ experiences of education and how this relates to ideas around power and intersectionality.

Idea sharing about how the future of psychotherapy and counselling training might evolve.

Eppie Wells MBACP is a neuro-divergent person-centred pluralistic practitioner.

Twelve years ago, she left her role as a secondary school teacher of Citizenship and Supplementary-English due to sensory and organisational overwhelm and subsequently found her niche within roles in Health and Social Care, including her role as an inclusion champion for Bromley Lewisham and Greenwich Mind.

She has recently qualified as a counsellor through the Metanoia Institute and in addition to her counselling practice, she provides student support for counselling and psychotherapy students.

Adapting the Environment to Work for Neurodiverse Clients and Neurodiverse Practitioners

Post pandemic many mental health services alongside private practitioners have continued with changes to their service provision. Pre pandemic I didn’t envisage working predominately online or for an online platform. This new way of working had its pros and cons and prompted me to reflect as someone who received an ADHD diagnosis as an adult that the therapeutic environment can be adapted. The enforced methods of working during lockdown had its challenges and forced me to consider how I would sustain supporting others from my home environment. It was during this time that I discovered ecotherapy/walk and talk therapy and a way of working with my clients when therapeutic premises where closed. I noticed how historically my physical and mental health had been negatively impacted by working under fluorescent lighting or in windowless rooms. I re-engaged with nature when able to during the lockdowns and rediscovered my love for being outdoors and the benefits to my own wellbeing.

As someone that experiences sensory feedback in a hyper sensitive way I can be impacted by many aspects of the environments I work in. This could be the chair I am sitting in, the lighting in the room, the noise inside or outside the room, the décor of the room, the position of furniture, smells etc. Even transitioning between working from home one day and in a school setting another day takes acknowledgment and adjustment.

During this workshop I will share my own experiences of therapy as a neurodivergent individual and as a practitioner. This workshop will explore the environments we are now working in post pandemic and the impact on ourselves and our clients. In particular we will focus on the diverse needs of neurodivergent clients and how having a person centred approach to the therapeutic environment could benefit our clients.

The aim of this workshop is growth in awareness of self in relation to therapeutic

environments and consider how we can support our neurodiverse clients experience of environment improving self-regulation and engagement in therapeutic support.

In this workshop we will: Reflect on the environments we work in as practitioners and impact on self Reflect on how we can adapt our working environments for our own neurodivergent needs Share our experiences of how therapeutic settings impact our neurodivergent clients Explore the benefits and possible barriers of ecotherapy for neurodivergent clients How we as practitioners can support our online neurodivergent clients make their chosen environment work for them during sessions Consider environment as a part of a person centred approach to working with neurodiverse clients Consider the therapeutic environment as part of supervision Sam is an integrative counsellor and psychotherapist currently working in private practice where she works with both adults and children. Sam is currently offering online and ecotherapy sessions to her clients.

Sam has a background working in education: a diploma in supporting children with SEND in school settings, has worked as an individual support assistant (ISA) and a teaching assistant in primary school settings. Sam has extensive training with Place2Be, this started her interest and experience working in school settings as a counsellor. Sam has worked for the online platform, Betterhelp supporting clients across the UK. Sam currently has a freelance contract as a school counsellor in a secondary school in her borough.

Sam has worked as a wellbeing practitioner for a local children’s service and has volunteered at the Maypole Project supporting families of chronically ill children.

Sam received a diagnosis of ADHD a few years ago subsequent to struggling to manage her counselling training and clinical placements. Sam adapts how she works to maintain her own self-care and engages in forms/teachings of Buddhism such as mindfulness and meditation to support her own wellbeing.

Sam shares her personal insights alongside her theoretical knowledge in the hope that neurodiversity is seen as multi-faceted and unique to the individual. Sam is currently studying an MSc in Attachment Theory, Research and Practice.

Psychosocial Trauma at the Intersection of Neurodevelopmental Atypicality & Personality

2 PART WORKSHOP Part One - Presentation - 45 minutes This presentation will acquaint you with psychosocial trauma that can and often do exists at the intersection of neurodevelopmental atypicality and personality. Over 45 minutes I’ll explore this incidence and adaptations neuroatypical personalities make to harness strengths and manage challenges they encounter as they move through life.

Challenges that often include adverse lived experiences.

A separate workshop draws on case studies to explore adaptations with which neuroatypical personalities move through life and how unique needs can be met in an inclusive society. In inclusive and supportive spaces in which strengths and life challenges are recognised and everyone is empowered to nurture authenticity in themselves and thrive. Including with an appreciation for neurodiversity and confidence in interventions that promote wellbeing for neuro-atypical personalities.

Learning objectives participants can expect from this workshop: Gain a working understanding of the neurobiology of neuro-atypicality – with insight into the neurocircuitries that are impacted by AD[H]D, CDS, Autism, Dyslexia, Dyspraxia, and Dysgraphia.

Gain insights into the manifestations of psychosocial trauma that can exacerbate and at times mimic presenting features of neuro-atypicality.

Gain confidence in scanning for psychosocial trauma that intersect neuroatypicality & OCEAN personality traits.

Psychosocial Trauma at the Intersection of Neurodevelopmental Atypicality & Personality

Part Two - Presentation - 45 minutes This workshop is an extension of my presentation on Psychosocial Trauma at the intersection of Neurodevelopmental atypicality & OCEAN personality traits. It offers case studies through which you’ll interrogate the lived experiences of young people diagnosed with a neurodevelopmental disorder. The goal is to acquaint you with the adaptations with which neuro-atypical personalities navigate the psychosocial world that, incidentally, bring them woundings – Trauma, in a word. We will also look at how OCEAN personality traits promote adaptations and play out in the life outcomes of neuro-atypical personalities.

Learning objectives participants can expect from this workshop: Gain close insight into manifestations of psychosocial trauma co-occurring with AD[H]D, CDS, and Autism from active case studies.

Gain insight into neuropsychosocial interventions that promote welling for neuroatypical personalities.

Understand the key challenges that may be encountered in working with neuroatypical personalities who live with psychosocial trauma.

Who is this presentation appropriate for? ·Families, educators, wellbeing practitioners, and just about anyone who might be interested in the a-typical nervous system, its relationship with the psychosocial, and its biopsychosocial manifestations.

Dr Winniey Maduro - Upon completing my PhD at the University of Manchester exploring implications of psychosocial resources for life outcomes among historically disadvantaged people groups, I began exploring the possibility that pervasive disadvantages in essential domains of success in ordinary life - mainly family life, community, education, health, and enterprise - may have a neurobiological underpinning. Hence, beginning my career as a research psychologist and an academic in neurobiology of the psychosocial with special interest in trauma and neuro-[mal]adaptations.

I recognise this could mean any number of things, so it is helpful to specify that my research is informed by the neuroscience of our development, psychosocial processes, and experience of adversity and wellbeing … and highlights somatic, emotional, psychological, and social manifestation of adverse lived experiences that amount to trauma. Trauma being woundings of quantifiable sufferings that can exist freely and perceptible or tangled and tricky to parse. This is an important definition because, not so long ago in clinical science, what qualified as trauma needed to be physical, like a broken limb. Neuroatypicality, likewise, was treated as peculiar life events about which there were little clinical insights. Except among psychoanalysts for whom expressions of neuroatypicality were treated as manifestations of neuroses or stubborn personality disorders.

So, not exactly an exciting backstory, but certainly one in the light of which exposing trauma as much more than has ever been recognised seems remarkable. More precisely, that prolonged suffering in settings and traditions in which we are socialised are reliable origins not only of neuroadaptations that explain neuroatypicality, but also of neuropsychosocial trauma that respond well to neuropsychosocial therapy. This brings me back to my expertise in neurobiology of the psychosocial and interest in expressions of trauma in neuro-atypicality, which includes AD[H]D, CDS, Autism, Dyslexia, Dysgraphia, Dyspraxia, and Schizophrenia.

I have studied these conditions in a variety of settings and, with the help of my psychotherapy students, have developed interventions to improve outcomes for survivors.

In addition to this work, I am also interested in trauma within the context of childhood development.

My work in this area so far has focused on how children adapt to adversity over time and developing an evidence-based treatment that targets maladaptations.

Introduction to the Neurodiverse Experiences of Menstruation

There is more discussion around things like the sensory issues that neurodiverse people can experience - but what about the impact of menstruation?

Menstruation can be primarily a physical experience, but it can also have an enormous impact on emotional and mental health. For those who are neurodivergent, this can add to the already disabling struggles that they face.

This workshop is an introduction to awareness around neurodiversity and the menstrual cycle. We will look at some of the key factors that might affect people’s experiences of menstruation, and briefly consider the impact of issues with menstrual health. We will also make space to consider how it might show up in practice, in the therapeutic relationship and how you might work alongside it. All are welcome to this workshop, whether you menstruate or not, and we will be as inclusive as possible too.

Holly (she/her) is a counsellor/psychotherapist and supervisor with a special interest in working with cycle awareness and menstrual health.

This has begun to grow alongside her decade long passion for working with anger. She works part time in private practice (www.hollytootell.co.uk) and part time for a young person’s charity as counsellor, and counselling coordinator.

What Happens Now? Navigating the Postdiagnostic Landscape as a Parent/Carer

The diagnostic process for autism can be a long one with waiting lists for assessments for children and young people stretching into years in some places.

But what happens once a diagnosis has been made? This workshop will look at some of the difficulties that may be faced as well as some strategies that may help as well as offering a space to share experiences and ideas.

Hilary is a pluralistic counsellor, trainer and supervisor based in Scotland where she works as a university counsellor and runs a small private practice. She has also worked as a mentor and facilitator working with autistic young people, families and adults. She is autistic and welcomes the opportunity to raise awareness and acceptance.

Understanding & Managing Fatigue The Spooniekids Approach

The Spooniekids approach offers a powerful analogy that can help people understand and better manage the impact of highly variable levels of energy. This session will provide practical strategies for working with children and families to understand how they can manage their fatigue, so they are better able to participate in activities, but without pushing themselves too far.

What is the event about?

The Spoonies are a group of children who all live with fatigue, limiting the amount of energy they have. Spoon Theory was created by Christine Miserando but has been adapted here (Spoonie Kids) for the use of children, young people and their families by Joanna Hunt, specialist occupational therapist at The Children’s Trust.

This session offers an introduction to the Spooniekids’ approach to fatigue management. It helps professionals, and parents, work with the child to understand how they can manage their fatigue, so they are better able to participate in activities, but without pushing themselves too far. We will look at practical ways you can help manage the impact chronic fatigue can have on participation for children, young people, and their families using the four stages of the Spooniekids process: Education, Analysis, Intervention, and Re-evaluation.

The main aim of the Spoon Theory is to simplify fatigue - something that due to its complex and ever-changing nature is often misunderstood. It offers a straightforward way for a child to explain their specific needs or limitations in any given situation so that they feel heard and understood.

Spooniekids offers a powerful analogy that can help people understand the impact of highly variable levels of energy. It enables the parent/carer/other adult to support the child to manage their energy levels and to not feel "overloaded".

The hope is that with a shared language that is accepted and understood by children and the adults around them, the difficulties that can arise if a child feels they are not believed or listened to such as anger, frustration and low self-esteem may be significantly reduced because everyone understands that it's not that the child "won't" but that they "can't".

Who is it for?

This introduction will be of interest to anyone working with children and young people with acquired neurodivergence through brain injury, or those with chronic illness/other activity-limiting conditions such as difficulties with sensory regulation, autism, ADHD, fatigue, and chronic pain.

Learning outcomes: 1. To be introduced to the Spooniekids approach to fatigue management and discover practical ways to help manage the impact chronic fatigue can have on participation for children, young people, and their families 2. Understand the multi-dimensional nature of fatigue 3. Reflect on how fatigue presents in children you are working with and how it impacts on their participation 4. To be familiar with the stages of the Spooniekids process – 1. education (creating a shared understanding), 2. Analysis – identifying triggers; 3.

Intervention – planning, pacing, prioritising; 4. Re-evaluation/reflection on what works to develop an individualised toolkit 5. Consider how the shared language of spoons can support children / young people to be heard and understood 6. Discuss the application of the Spooniekids approach to case studies/cases from your experience/practice

Joanna developed the Spooniekids approach in collaboration with children, young people, and families with lived experience after she was inspired by working with a little girl with a medulla blastoma. It was apparent that this girl and those around her needed more understanding of the nature of fatigue. Since its initial development, the Spooniekids approach has been extended further and a range of resources to support practitioners in implementing the approach have been created. These include a set of six worksheets and a training video which will be shared during the workshop.

Training Provision: Joanna regularly delivers training on the Spooniekids approach to professionals such as occupational therapists and specialist cancer nurses at a wide range of organisations including to: Great Ormond Street Hospital for Children NHS Foundation Trust, The Children’s Trust St George's University Hospitals NHS Foundation Trust, University College London Hospitals NHS Foundation Trust NHS Greater Glasgow and Clyde specialist children's services OT service (Acute/Community and CAMHS) Conference Presentations: Joanna has presented about fatigue and the Spooniekids approach many conferences including: European Academy of Childhood Disability conference in May 2022 Royal College of Occupational Therapists (RCOT) Children Young People and Families (CYPF) Specialist Section Annual National Conference, October, 2021 Virtual DoN (Division of Neuropsychology) Annual Conference 2021 - The British Psychological society, October 2021 Co-Presentation at the BPNA conference 2021 - Functional Neurological Disorder: A feasibility pilot for a hybrid inpatient and virtual outpatient rehabilitation placement Royal College of Occupational Therapists’ CYPF Virtual Annual Conference November 2022 submission titled "A cross-site pilot of a new fatigue management intervention (SpoonieKids) for children living with or surviving cancer" RCOT Acute CYPF Forum in March 2023: “Understanding and Managing Fatigue The Spooniekids Approach" Due to speak at the International Neuroblastoma Parent Glocal Symposium in November 2023

Joanna qualified as an Occupational Therapist (OT) with a B.Sc. (Hons) in Occupational Therapy from Sheffield Hallam University in 2019. She is a member of the Royal College of Occupational Therapy - Children, Young People and Families - Specialist Section.

Joanna has gained paediatric experience as a Specialist Occupational Therapist at The Children’s Trust in Tadworth, the UK’s leading charity for children with brain injury where she worked as part of a multidisciplinary service providing bespoke tailored outpatient packages (including Spooniekids) for young people and their families suffering from Functional Neurological Disorder. She currently works for the Sheffield Children’s Hospital with children and young people with acquired brain injuries and neurodisabilities.

Joanna has over a decade of experience (both adult and paediatric) working therapeutically with trauma, neurological conditions, fatigue-related issues, Autistic Spectrum Condition (ASC), dyspraxia, learning difficulties, and mental health needs. This has included working in special schools, client’s own homes, the community, workplaces, clinics, and hospitals to support clients in achieving their social participation goals. Joanna provides a specialised, individualised, and high standard of evidence-based occupational therapy that includes: The assessment, treatment and management of children and young people with severe and complex physical and learning disabilities within the special schools service, such as CP, genetic conditions, and developmental delay.

The assessment, treatment, and management of children with acquired brain injury plus children with various cancers including tumours, leukaemia and lymphomas, spinal cord injuries, and babies and children with complex medical/surgical needs.

Joanna is also a trauma-sensitive yoga instructor and works in collaboration with thirdsector organisations. She is responsible for designing and delivering individualised therapeutic interventions that promote inclusion for people with additional needs.

She has undertaken a variety of roles before OT including being a tutor for 16–25-yearolds with complex needs, director of a charitable organisation, support worker and therapeutic practitioner in third-sector organisations.

Articles and Publications: In 2022 - Spoonie Kids was accepted into the International Paediatric Brain Injury Service (IPBIS) Toolbox section: ‘Guidance for the post-discharge rehabilitation of children, adolescents and young adults with acquired brain injury.

Fitzgerald, C., Barley, R., Hunt, J. et al. (2021) Mixed-Method Investigation into Therapeutic Yoga as an Adjunctive Treatment for People Recovering from Substance Use Disorders. Int J Ment Health Addiction 19, 1330–1345. https://doi.org/10.1007/s11469-020-00228-w Currently writing a paper on Spooniekids which will be submitted to the British Journal of Occupational Therapy (BJOT) later this year.

Currently writing a paper on Spooniekids which will be submitted to the British Journal of Occupational Therapy (BJOT) later this year.

Dyslexia & Mental Health: ‘No more Secrets’

Facilitated by Cathy Magee and Trevor Thomson, this workshop will include a brief introduction about Dyslexia Scotland and the support we offer. Trevor Thomson is a dyslexic film-maker.

Workshop delegates will have the opportunity to see his documentary about dyslexia and mental health, ‘No More Secrets’ (30 minutes long), and hear Trevor talking about why he made the documentary and his own experience of dyslexia.

The workshop will open up to discussion about this important topic.

Trevor Thomson is Founder and Head of Production at Rebel loop Studios (formerly BlueStartStreaming). Trevor, himself dyslexic, has worked closely with Dyslexia Scotland for many years, including in promoting and developing a series of documentaries about dyslexia. Trevor was motivated to create the film Dyslexia and mental health: No more secrets’ by his own lived experience and trauma. Trevor was assessed as dyslexic in his 30s while studying at university.

He says that speaking about being dyslexic ‘scares’ him yet he felt a duty to create a documentary about his and others’, traumatic experiences and that the experience of making and hearing others’ stories helped him.

“As I talked to people about my personal experiences with dyslexia and mental health, I was surprised that it was such a big issue across the dyslexic community. People seem ashamed and embarrassed, and threatened by the stigma of their dyslexia and compounding issues with mental health. I called the documentary No More Secrets – as I feel I’ve been hiding for a large part of my life, and I feel people need to talk about their journeys with dyslexia.”

Cathy Magee is Chief Executive of Dyslexia Scotland, the national voluntary organisation which aims to enable people with dyslexia to reach their potential in education, employment and life. Cathy has been in post since October 2007.

Her background prior to this includes 4 years on secondment to the then Scottish Executive Health Department, managing the National Health Demonstration Projects programme; over 20 years voluntary sector experience working at local, national and international levels (including Save the Children, Wester Hailes Adventure Group, Voluntary Service Overseas in Nepal, Volunteer Development Scotland and the Stirling Health and Well-being Alliance); as well as teaching English as a Foreign Language for 2 years in France. Her roles have included managing volunteers, staff, community development projects and after school clubs involved in addressing inequalities, improving health and well being and informal adult education and basic literacy, as well as national policy development, implementation and dissemination.

Her interest in dyslexia first began while working at Save the Children with children with learning difficulties in an After-school Club in Muirhouse, Edinburgh.

Neurodivergence in Couple Relationships: The challenges that face neurologically mixed partners and their couples therapist

This session, which will draw examples from ADHD and Autism Spectrum Disorder – Level 1 (ASD1) formerly known as Asperger’s Syndrome, is intended to provide an opportunity for therapists who work, or intend to work, with couples and relationships cases, to consider a number of important things including: the extent to which they are equipped to recognise the patterns that may emerge in close personal relationships when types of neurodiversity are present; the challenges to be managed when clients have a diagnosis and when they do not; and, the importance of knowing what can and cannot be changed and what can be accommodated more effectively through the provision of psychoeducation designed to facilitate deeper understanding and create new perspectives.

Having obtained a BA(Hons) in Geography (1975) and a post-grad teaching qualification the following year, I returned to third-level education as a student in 1993.

I completed a Master’s degree with a focus on Humanistic and Jungian approaches to counselling/therapy in 1995, and a PhD entitled Nurturing the Tenderly Vulnerable examining the factors which impact the personal wellbeing of teaching staff in educational workplace settings in 2004.

I trained with a relationships counselling agency in 1978-80 and completed their twoyear Training for Trainers programme in 1983-85. I continue to provide couples counselling (conjoint and individual) in that agency setting. Having worked with clients in-person for over forty years, I began to provide couple counselling online in March 2021. Completion of the 80-hour Counselling Tutor Online and Telephone Counselling

Certificate training programme in early summer 2020 made the transition to this very different way of working relatively straightforward. In the couple and relationships field, I have completed Levels 1, 2 & 3 of the Gottman Method Couple Therapy approach through the Gottman Institute, Seattle, WA., Levels 1, 2 & 3 of Relational Life Therapy (RLT) with the Relational Life Institute, Boston, MA., and I am part of the Advanced training group with the Bader-Pearson Developmental Model of Couples Counselling, Couples Institute, Menlo Park, CA. I trained in clinical supervision in the early 1990s; as the field developed, I kept up to date with CPD courses and substantially refreshed my knowledge, skills and self-awareness in the area of supervision by completing the Advanced Diploma in Clinical Supervision through Middlesex University in 2011. I have provided in-person supervision for individuals and groups across a number of disciplines - with the bulk of my work being with couple therapists. In order to work safely and ethically with the growing number of supervisees who provide therapy online, I completed the Counselling Tutor Certificate in Clinical Supervision Including Online and Telephone Working in June 2023.

My work as a counsellor/couple counsellor trainer, and writer of academic content, informs my counselling and supervision practices. I have been designing, writing, and delivering training programmes - ranging from stand-alone one-day pieces to full Certificate and degree-level courses for over thirty years. My current training topics include: the identification and management of cases where Domestic Abuse is present, the aftermath of infidelity, the impact of diversity in all its forms on couple relationships, neurodiversity in the couples context, recovery from trauma - particularly complex/developmental trauma in the couple setting; addiction recovery in the context of the couple relationship, the handling of sex and intimacy issues in the couples-work setting, the impact of illness on the couple relation, and the application of Polyvagal Theory and Interpersonal Neurobiology within the work of the couple therapist.

I am passionate about couples counselling being recognised as a complex specialism which requires those who offer the service, and use the title, to follow a very rigorous period of closely supervised training at degree level.

Neurodivergence in Counsellor Training: Meeting the Needs of Neurodivergent Trainees and Tutors

Traditional counselling and psychotherapy training, built around normative assumptions, risks othering neurodivergent people.

This session will explore the importance of supporting and affirming the neurodivergent process and how courses can recognise and support the needs of neurodivergent trainees. The session will include small group reflective exercises in break-out rooms.

Lesley is a neurodivergent therapist, supervisor, and educator. She is currently the programme lead for the MA in Counselling and Psychotherapy Practice at Liverpool John Moores University. She has written a chapter on neurodivergence in the 5e Sage Handbook of Counselling and Psychotherapy (2023).

Autism Inclusive Practice: The Macro and the Micro

Style: Interactive workshop. Thought-provoking. Small presentation followed by group collaboration. Delegates are invited to contribute and generate answers to questions posed to them resulting in a takeaway for all that has been generated by all that counsellors and psychotherapists can make their own and integrate into their therapy work with clients.

Content: What do we mean by inclusive practice? We take a look at two views of the barriers to therapy that neurodivergent people face - the macro and the micro.

And discover how that is relevant for pracitioners offering counselling and psychotherapy to neurodivergent clients. Through exploration of the issues, we generate ways that practioners can take steps to reduce or eliminate those barriers.

Vauna Beauvais (She/Her). Here is a little about me: Originally trained as a Certified Transactional Analyst, I went on to learn and appreciate other models of therapy and support, including Rogerian counselling, NLP, CBT, Psychoanalytical, Motivational Interviewing, Narrative Therapy, and more. When I discovered much later that I was autistic, I began to realise that neurotype was extremely significant when supplying therapy and the shape of my work changed radically. The reasons for that include understanding neurodivergent people in terms of their cognitive style, sensitive sensory systems (advantageous and then not, sometimes) and differences in processing, communication, and perception as well as in cultural norms. Moreover, a deep consideration of the political and social impact on a neurodivergent person as well as intersectionality, informs my approach. Now I work solely with neurodivergent clients, as a psychotherapist, counsellor, and coach online in my private practice. And I offer training courses, awareness events, and support for practitioners, through my company 'Vanguard Neurodiversity Training'.

Prayerful: A Workshop on the Intersection of ADHD and Spirituality

The ways in which spirituality, faith and neurodiversity impact one another often go unexamined. With the vast majority of humans having religious and/or spiritual beliefs this leaves many individuals with ADHD unsupported with respect to a significant part of their lives.

This workshop will explore the beauty and challenges at the intersection of ADHD and faith and the ways in which research in ADHD, attachment and mindfulness may help us to support ourselves and others.

We will cover: an introduction to faith, spirituality and ADHD how attachment theory can inform our approach how ADHDers can develop mindfulness and prayer practices how professionals, family members and friends can support ADHDers of faith

Halah Zumrawi is an MA candidate in clinical counseling at Antioch University Seattle as well as being a recent graduate of Cambridge Muslim College's Islamic Psychology Diploma. Her research interests include neurodiversity and addiction and how they play out in Muslim and other minoritized and racialized populations. She’s spent the past few years working in her communities to lower barriers to culturally relevant mental health care. Halah is grateful to live on the unceded territories of the Musqueam, Squamish and Tsleil-Waututh Indigenous nations (Vancouver, Canada). Halah always makes time to read, cultivate her love of languages and be near the ocean.

How to Work with Sex, Relationship & Neuro Diversity in Therapy

The principles of neurodiversity emphasise acceptance of individual differences, which includes diverse sexual and relationship orientations and preferences, such as those found in kink and non-monogamous communities.

Nonmonogamy and kink are disproportionately represented/practiced in the neurodivergent community, particularly amongst those who are both ND and LGBTQIA+.

In this workshop we’ll be exploring how to work with neurodivergent clients around sex, particularly kink, and non traditional relationships, with keen awareness of the multiplicity of neurodivergence.

Many ND folks have similar struggles which impact their relationships and sex life, such as: • Reading or trusting social cues and coding • Changing routines or expectations • Processing complex or overly simple sensory input • Emotional and nervous system regulation • Responding to unclear communication or shifting focus • Difficulty with or a deep reliance on nuance or grey areas We’ll discuss how: Autistic folks are 3-9 times more likely to identify as lesbian, gay or bisexual, and 70% identify as non-heterosexual!

Some ND people find that non-monogamous relationship structures, such as polyamory or relationship anarchy, better accommodate their needs for autonomy, variety and emotional connection.

Some are drawn to kink or BDSM as a means of exploring their desires, fantasies or sensory experiences in a structured and consensual way. Kink and BDSM also emphasise clear communication and informed, ongoing consent. Neurodivergent people have the opportunity to approach negotiation and consent in ways that align with their communication styles and comfort levels.

Join me to discover and explore more about working sensitively, ethically and competently with your neurodivergent clients, as a neurodivergent or neurotypical practitioner.

Rachel Jane Cooke (she/they) is a queer, integrative, relational psychotherapist, supervisor and educator in practice since 2009. Rachel runs an online therapy platform (p-therapy.com), consults to charities and social enterprises, and has a weekly radio segment on sex and relationships. She regularly speaks on podcasts and hosts talks and workshops for the public, for therapists, and for organisations on topics such as intersectionality, trauma, kink, attachment, health and wellbeing under neoliberalism, embodiment, ecofeminism and GSRD therapy. You can read more about her work at racheljanecooke.com

Using Minecraft to Create an Accessible Therapeutic Space for Neurodivergent Clients

Let’s reframe the idea of ‘hard to reach clients’ to that of ‘hard to reach services’ and think together about how to make services more accessible by meeting clients in their comfort zone.

This workshop provides an opportunity to think creatively about how the use of videogames like Minecraft can create an accessible therapeutic space for neurodivergent clients.

We will explore: How videogames can provide a neuro-inclusive therapeutic service why Minecraft might be so appealing to many neurodivergent people different ways videogames can be used therapeutically - with children, adults, couples, families and groups some practical and simple ways you can integrate videogames in to your own practice. No gaming experience necessary!

Ellie Finch, MA, MBACP (Accred) Ellie is a parent carer to her neurodivergent daughter, she is also a social worker and children, parent and family counsellor. She specialises in working with families of SEND children and is director of an innovative online therapy practice incorporating creative digital tools including video games such as Minecraft and Roblox.

Ellie also provides consultancy and training to professionals and organisations wishing to incorporate these tools into their services: https://www.elliefinch.co.uk

Neurofeedback: A New Horizon in Neurodivergent Treatment?

Welcome to our workshop on neurofeedback with Yasmin Shaheen-Zaffar - a Neurofeedback practitioner and counsellor in Yorkshire, Neurofeedback is an exciting and innovative treatment option that has shown promise for individuals with neurodivergent conditions.

This workshop is designed for healthcare professionals, educators, therapists, parents, and anyone interested in learning more about neurodivergent conditions and potential treatment options.

Neurofeedback, also known as EEG biofeedback, is a therapeutic intervention that uses real-time displays of brain activity—most commonly electroencephalography (EEG)—to teach self-regulation of brain function. This interactive and engaging workshop will delve into the theory and practice of neurofeedback, exploring its benefits, drawbacks, and practical applications.

Workshop Content Understanding Neurofeedback We'll kick things off with a comprehensive overview of neurofeedback and its uses. We'll explore how it works, what it involves, and the types of conditions it can help manage, from ADHD and autism spectrum disorders to anxiety and depression.

The Science Behind Neurofeedback Next, we'll delve into the science behind neurofeedback. We'll discuss the latest research findings and evidence supporting its use, including notable statistics and case studies. Participants will gain an understanding of how neurofeedback changes brain wave patterns and the potential impact on behavior and cognitive abilities.

Benefits & Drawbacks of Neurofeedback In this section, we'll examine the pros and cons of neurofeedback therapy. We'll look at the benefits it can offer, such as improved attention, decreased impulsivity, and enhanced cognitive performance. But, we'll also consider the challenges and limitations, including cost, time commitment, and varying results.

Group Discussion & Critical Thinking Finally, we'll facilitate group discussions, allowing participants to share their thoughts and perspectives on neurofeedback. We'll pose critical questions to stimulate deeper thinking about the potential of this treatment and its place in managing neurodivergent conditions.

Conclusion Our goal is to provide you with a balanced understanding of neurofeedback, arming you with the knowledge to make informed decisions about its use in your professional or personal life. We look forward to an engaging, informative, and interactive workshop!

Join us as we explore the fascinating world of neurofeedback and its potential to revolutionise the treatment of neurodivergent conditions —————————————— Links: www.redkitetherapy.com www.polyvagalteen.com

Yasmin is a Trauma Counsellor and Certified Strengths Based ADHD Practitioner who uses Neurofeedback in her practice based In Yorkshire. She first became interested in Neurofeedback after seeing the positive results of Neurofeedback with a Autistic close family relative.

This prompted her to seek Neurofeedback for herself. Having lived experience of Dyslexia, Dyspraxia and ADHD Yasmin witnessed first hand the transformative impact of Neurofeedback - allowing her to “live back in her body” - this experience prompted her to train through different channels and offer Neurofeedback to neuro-divergent individuals. especially those with ADHD and Autism.

She is also the creator of Polyvagal Teen®, Neurosloth® and The Hearts Whisper®” therapeutic resources for the neuro-divergent community. “ When she is not creating Yasmin enjoys reformer pilates and renovation projects. www.neurofeedbackadhd.com

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