Neuro Affirming Futures’ frameworks, approaches, values & models
Neurodiversity Paradigm
- “Neurodiversity is natural and valuable form of human diversity” (Walker, 2021).
- “The idea that there is one “normal” or healthy type of brain or mind or one “right” style of neurocognitive functions, is a culturally constructed fiction, no more valid than the idea there is one “normal” or “right” ethnicity, gender or culture” (Walker, 2021).
- The Neurodiversity paradigm rejects the notion that neurodivergence is inherently pathological or needs to be “cured”, shaped or masked.
- Emphasises the value of diverse ways of thinking, communicating, and being, considering them essential to the richness of human experience.
- Advocates for the acceptance and accommodation of neurodivergent individuals in society.
- “When you try to cure neurodivergence you hurt the person’s mental health and self-identity” (Neff,2024)
- Supports neurodivergence pride, acceptance, developing positive self-identities, self-advocacy and living authentically unmasked.
- For more detailed definitions please read the work of Nick Walker NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS • NEUROQUEER
- For visual resources on the Neurodiversity Paradigm refer to Sonny Jane Wise – The Lived Eperience Educator Resources — Lived Experience Educator
Neurodiversity Movement
- “A social justice movement that seeks civil rights, equality, respect and full societal inclusion for the neurodivergent” (Walker, 2021).
- Emerged in the late 1990s, driven by autistic self-advocates and allies.
- Challenges the medical model of disability, which views neurodivergence as a deficit or disorder.
- Advocates for systemic change, including accessible education, employment opportunities, and legal protections for neurodivergent people.
- Supports the development of neurodiversity-affirming practices, policies, and environments that recognise and accommodate neurodivergence.
Neurodivergent-Affirming Practice
- Being a neuro-affirming practitioner means:
- I accept, celebrate and advocate that neurodivergence is a natural, valid, and valuable part of human diversity.
- I respect that we all have different ways of thinking, learning, communicating, connecting and processing information and that there is no “right” or “normal” way.
- I seek out and prioritise listening to lived experience voices, writing, research, trainings, blogs, books, podcasts, and social media content created by neurodivergent people to inform my practice.
- I listen to lived experience insights on how they want to be supported and respect what they tell us is harmful to their identities.
- I use affirming language that celebrates diversity and focusses on strengths and differences, I reframe deficit-based terms.
- I reframe perspectives, shifting the focus from problem solving and compliance to acceptance, identifying strengths, meeting needs, self-advocacy, making accommodations and fostering autonomy.
- I advocate for creating sensory-safe and stimming affirming environments.
- I respect neurodivergent social connection styles and understand that neurodivergent social connections might differ to neurotypical styles.
- I support authentic relationships and connection through shared interests and safe spaces, rather than imposing neurotypical models.
- I do not support neurotypical social skills training and recognise this is harmful as it encourages neurodivergent people to mask and not be authentically themselves.
- I advocate for creating predictable environments and processes where we provide clear information about what to expect in a way that neurodivergent people can process.
- I focus on identifying and amplifying the strengths, interests, and values of neurodivergent individuals
- I seek to create inclusive and safe environments that accommodate and appreciate diverse ways of experiencing the world, learning, and interacting
- I seek to honor autonomy and encourage self-advocacy by respecting individuals’ preferences and encourage them to make decisions and advocate for themselves.
- I aim to create safe spaces where neurodivergent individuals feel safe to be their true selves without masking.
- I challenge ableism and neuronormativity and challenge biases or stereotypes when they arise.
- I advocate for neuro inclusive and affirming practices in all areas of life.
- I advocate for co-regulation where we foster safe, warm, affirming relationships and neurodivergent informed environments that foster safety and connection to support individuals to regulate.
- I support the reduction in distress in individuals through understanding co-regulation and meeting needs, accommodations and supports, rather than expecting independent self-regulation and compliance.
- I encourage building supportive communities that share neurodivergent-affirming values.
- I encourage through my work a positive and accepting societal attitude towards neurodivergence.
- I do not encourage or support any practice that attempts to shape, change, or reward a neurodivergent person to comply, mask or suppress their distress or innate way of being in the world.
- My approach is inspired by the work of the following neurodivergent people: Sonny Jane Wise – The Lived Experience Educator- Lived Experience Educator, Nick Walker – NEUROQUEER • THE WRITINGS OF DR. NICK WALKER , Raelene Dundon – Neurodiversity Affirming Practice Diagram – Raelene Dundon Dr Neff –Insights of a Neurodivergent Clinician (neurodivergentinsights.com).
Lived Experience Informed Practice: an alternative to Evidence Based Practice
- l acknowledge that most research is conducted by people outside the communities being studied.
- These researchers often have biases, which can lead to reinforcing racism, ableism, sanism, transphobia, and other forms of discrimination.
- While some researchers do have lived experience, they are in the minority, and their presence is not enough to overcome these issues.
- I acknowledge lot of research is deeply rooted in the pathology paradigm and medical model.
- I am seeking out neuro-affirming research from people with lived experience that is centered from the neurodiversity paradigm.
- I adopt a lived experience informed practice approach in my work which is inspired by Sonny Wise summarised below. Please read here for more information: Lived Experience Informed Practice: an alternative to Evidence Based Practice — Lived Experience Educator
- This recent Article by Ruth Monk is also an important read Autistic Co-Led Community Priorities for Future Autism Research in Aotearoa New Zealand Lisa Marie Emerson, Ruth Monk, Larah van der Meer, Dean Sutherland, and Laurie McLay Autism in Adulthood 2024 6:2, 141-151
- Critique of Evidence Based Practice (EBP):
- EBP relies too much on research, which can be biased, flawed, and influenced by capitalism.
- EBP often ignores lived experience, prioritising research over lived experience insights and voices.
- EBP excludes marginalised communities and reinforces Western and hierarchical views of knowledge.
- Lived Experience Informed Practice (LEIP):
- LEIP is based on the real-life experiences of individuals and communities.
- Lived experience is the foundation, while research evidence is secondary and optional.
- LEIP prioritizes the values, choices, and circumstances of the individual.
- LEIP considers their full identity (intersectionality).
- LEIP challenges the traditional dominance of research in decision-making, emphasizing community voices and experiences instead. (Wise,2024)
Enabling Good Lives Approach
- I embrace and support the Enabling Good Lives Approach in my work. The principles are:
- Self-determination: Disabled people are in control of their lives.
- Beginning early: Invest early in families and whānau to support them; to be aspirational for their disabled child; to build community and natural supports; and to support disabled children to become independent, rather than waiting for a crisis before support is available.
- Person-centred: Disabled people have supports that are tailored to their individual needs and goals, and that take a whole life approach rather than being split across programmes.
- Ordinary life outcomes: Disabled people are supported to live an everyday life in everyday places; and are regarded as citizens with opportunities for learning, employment, having a home and family, and social participation – like others at similar stages of life.
- Mainstream first: Disabled people are supported to access mainstream services before specialist disability services.
- Mana enhancing: The abilities and contributions of disabled people and their families are recognised and respected.
- Easy to use: Disabled people have supports that are simple to use and flexible.
- Relationship building: Supports build and strengthen relationships between disabled people, their whānau and community.
- This text is from Principles – Enabling Good Lives.
Rainbow-Affirming
- I advocate for education and understanding of queer, gender diverse, takatāpui, intersex, and Rainbow (LGBQTIA+ / MVPFAFF+) communities and their needs.
- I affirm and validate diverse sexual orientations, gender identities, relationships, and expressions.
- I seek to create safe and affirming environments that respect and celebrate this diversity.
- I use expansive language to avoid assumptions about identity.
- I support sharing pronouns, providing inclusive bathrooms, using inclusive forms, and displaying symbols of support.
- I actively work against discrimination, prejudice, and biases faced by queer individuals.
- I advocate for equal rights, representation, and healthcare access for Rainbow communities.
- For further reading this resource from rainbow youth is excellent Download Resources — SUPPORTING AOTEAROA’S RAINBOW PEOPLE (rainbowmentalhealth.com)
Trauma-Informed
- I seek to understand what has happened to a person and their whānau, not just what’s wrong with them.
- I recognise that trauma can affect every aspect of wellbeing for individuals, whānau, and communities.
- I recognise that trauma affects people differently.
- I consider the effects of colonisation and historical trauma on Māori wellbeing and health disparities.
- I ensure trauma-informed care includes attention to the wellbeing of workers and prevents further trauma.
- I consider overseas trauma-informed care resources may need to be adapted to be culturally respectful and responsive to Māori.
- I aim to create safe and trusting therapeutic environments for the people to feel seen and heard.
- I consider the impact of trauma on behaviour, communication, mental health, and relationships.
- I focus on supporting the strengths of people, whānau and communities as this inspires hope and the ability to heal from the effects of trauma.
Interests and Strengths Based
- Neurodivergent individuals often have an interest-based nervous system, driven by tasks that relate to their interests, passions, fascinations, wonder, and play.
- Understanding their passions helps me:
- Get to know my clients more deeply and authentically
- Build strong relationships with them
- Gain insight into their inner workings
- Unlock keys to their wellbeing and intrinsic motivation
- Discover what is important to them and what drives them
I start by identifying and understanding the innate strengths, skills, interests, and resources of individuals and families. Together, we explore how to build on these strengths to support their wellbeing, motivation, confidence, and future plans.
Client and Whānau/Family-Centred
- I position the person and/or family at the centre of their care, they are in the driving seat, I am guest on the journey.
- I acknowledge and affirm that the person and/or their family know themselves best and know what works best for them.
- My process is collaborative, and we will co-design any plans, goals and strategies.
- I acknowledge that the wellbeing of an individual is closely connected to the wellbeing of their family.
Supporting Co-Regulation
- Co-regulation is a reciprocal process where two people share and exchange a sense of calm and stability.
- Co-regulation is a vital process where individuals are supported to learn to manage their emotions, cope with stress, and develop self-regulation skills in the future through co-regulation.Key Aspects of Co-Regulation:
- Warm, responsive relationships and interactions.
- Supportive, safe and structured environments.
- Understanding of neurodivergent needs and triggers.
- Offering guidance, coaching, and modeling to teach self-regulation skills.
For co-regulation to be effective, caring adults—including parents, guardians, and teachers—must also focus on their own ability to self-regulate and take steps to maintain it. This reciprocal support helps build a strong foundation for youth to develop healthy emotional regulation skills.
Intersectional
- I acknowledge that people have multiple, intersecting identities (e.g., race, gender, sexuality, disability) that shape their experiences.
- We must take a holistic view and see all of a person’s identities, as this is essential to understanding them fully.
- Ignoring aspects of someone’s identity can perpetuate discrimination and unfair standards.
- Understanding the full context of a person’s identity is necessary for effective support.
- We need to use frameworks that incorporate various dimensions of identity and oppression in our work.
- Addressing neurodiversity requires also challenging cisnormativity, heteronormativity, sanism and all forms of oppression.
- We need to recognize and address systemic barriers and inequalities that affect people differently based on their intersecting identities.
Proactively and Respectfully Honouring Te Tiriti o Waitangi
- As Tangata Tirti, I seek to develop and nurture respectful relationships with Māori.
- I continually seek to understand, learn and respect Māori tikanga, values, customs, and practices.
- I acknowledge the devastating impacts of colonisation and oppression, the historical injustices and resulting intergenerational trauma.
- I recognise and respect the partnership between Māori and the Crown established by Te Tiriti O Waitangi.
- I am committed to continually reflecting on my own biases and ways I might perpetuate colonial practices in my work.
- I continuously reflect on how I can decolonize my practice.
- I am committed to engaging in collaborative processes that involve all people involved.
- I am committed to the ongoing fight for Māori self-sovereignty.
- I respect and acknowledge the autonomy of Māori to determine their own futures and how they want to be supported.
- I advocate for promoting equity and fairness in policies, services, and mana enhancing opportunities for Māori.
Culturally Safe and Responsive
- I am currently reading Decolonizing Therapy: Oppression, Historical Trauma, and Politicizing Your Practice by Jennifer Mullan. Mullan advocates for cultural humility rather than cultural competence, emphasizing that therapists should continually learn from their clients and acknowledge their own limitations and biases, which resonates with me (Mullan, 2023).
- I continuously seek to learn about different cultural identities, perspectives, and practices.
- I seek out cultural frameworks to guide my practice. I often refer to Te Whare Tapa Whā, Te Wheke, and Fonofale. See here for more info Māori health models | Ministry of Health NZ.
- I reflect on my own perspectives, intent, and biases and how they may influence my work and seek cultural supervision.
- I aim to create safe spaces and ways of working that are respectful of cultural differences.
- I take the lead from my clients and ask if I am unsure about how to proceed.
- I honour and acknowledge people’s cultural identities and traditions.
- I adapt my process and ways of working in response to individual cultural needs and preferences.
- I work in collaboration and aim to address the power imbalances between practitioners and clients.
- I acknowledge this is an ongoing learning and unlearning process.
Creative Arts Therapy
- As a creative arts therapist, I often integrate creative approaches into my practice rather than relying solely on talk therapy models. By using visual, sensory and creative methods, such as drawing, painting, sculpture, photography, writing, drama and movement, it can support deeper reflection, understanding, and engagement.
- Creative processes can provide alternative ways to express, process, and make sense of emotions and experiences.
- This non-verbal approach is particularly valuable for those who find traditional talk therapy challenging.
- Creative methods can often support people to express, process and make sense of their feelings and experiences on a deeper level.
- Creative arts therapy aligns with neuro-affirming principles by being client-centered and honoring different ways of communicating through visual, sensory, body based forms. Supporting individual expression and understanding by adapting to each client’s unique needs, preferences and communication styles.
Additional Therapeutic Models and Theory
- Te whare tapa whā
- Te Wheke
- The Fonua Model
- The Fonofale Model
- Person-Centred Planning (PCP)
- Attachment Theory
- Trauma Informed Care (TIC)
- Polyvagal Theory
- Person-Centred Therapy
- Solution Focused Brief Therapy (SFBT)
- Acceptance and Commitment Therapy (ACT)
- Mindfulness
- Reflective Learning Model for Supervision
- 7 Eyed Supervision Model (Hawkins and Shohet)
More Questions?
Please feel free to contact me, Abi Raymond, if you have questions about the way Neuro-Affirming Futures approaches support in the neurodiversity space.