Connection before Expectation - neuroaffirming therapy
Kirsty recently attended a professional development workshop looking at neuroaffirming practices to help build up neurodivergent children to achieve their goals in educational and clinical settings. This incredibly insightful afternoon was hosted by the Stronger Together Foundation and featured guest speaker Emily Mainey (a.k.a. @NeuroWild).
Emily is an AuDHDer Mum of three neurodivergent children, a Speech Pathologist and an incredibly talented illustrator. She is also a strong advocate for the neurodivergence movement, sharing resources she has designed and uses all of her skills to teach others what it looks like to be neuroaffirming in personal and professional settings.
The afternoon was spent looking at what a neurodivergent child needs to be able to reach their long term goals. Mainly:
a strong foundation of wellbeing, health and safety (physical, mental and emotional),
sensory and emotional regulation,
the right environment in which to access their executive functions and
an overarching understanding of neurodivergence and neuroaffirming support.
Within the neurodiverse group of kids who do therapy with us at Little Leaps, we work with many wonderful neurodivergent kids. We know that all kids are unique with how their brain works, their preferences, learning styles, interests, strengths, and perspectives on the world around them. For us, neuroaffirming practice starts with making sure a child feels comfortable and safe (in an emotional and physical sense) in our therapy session, that their strengths and interests are encouraged, that we build up their self-esteem and that we connect with them as individuals. While this is important for all children, it’s essential for neurodivergent children who may have fluctuating capacity to engage in therapy activities.
We feel so privileged to be part of the support network of so many wonderful neurodivergent kids. We want to learn what your child’s sensory preferences and dislikes are, how different challenges make their bodies or brains feel, hear what their needs are during our sessions and be able to better supply these. When a child feels connected and safe, they are better able to learn. This is true at school and in therapy sessions!
Connecting with your child is a real joy for us and seeing them feel comfortable enough to try things that they know are challenging or have previously avoided is so wonderful to be a part of!