In the world of mental health, understanding the unique experiences of neurodivergent individuals is crucial, especially when it comes to addressing anxiety and OCD. Can behavioral interventions like CBT coexist with neurodiversity-affirming practices? And how can understanding learned helplessness transform our approach to anxiety and OCD treatments? Emily is joined by Dr. Jeremy Shuman, a neurodivergent psychologist specializing in these topics and more. If you missed the enrollment for the Neurodiversity University Educator Hub back in September, we are going to be opening it up for enrollment in the new year. To get on the waiting list, give us your info and we’ll let you know when the window opens again! Dr. Jeremy Shuman is a licensed psychologist in St. Louis, MO, specializing in the treatment of OCD and anxiety disorders, especially when these co-occur with other forms of neurodivergence. He practices from a cognitive-behavioral perspective and includes both exposure-based and non-exposure interventions according to client needs. Dr. Shuman works in private practice, supervises junior clinicians, teaches a seminar on OCD, provides consultations across the country, and does public speaking for advocacy work. Dr. Shuman is neurodivergent himself, and practices psychology informed by evidence based practice, clinical experience, individual preference, as well as his own lived experience. BACKGROUND READING Jeremy’s website Sign-up for 2024 OCD seminar

Can We Blend Behaviorism and Neurodiversity-Affirming Care?

The Neurodiversity Podcast talks with leaders in the fields of psychology, education, and beyond, about positively impacting neurodivergent people. Our goal is to reframe differences that were once considered disabilities or disorders, promote awareness of this unique population, and improve the lives of neurodivergent and high-ability people.

Kids & Family

Parenting

Health & Fitness

Mental Health

Our guest is Jane Singleton, an executive function coach and consultant, and she talks with Emily Kircher-Morris about the development of executive functioning skills through different life stages, and how it impacts individuals. They talk about the importance of practicing these skills early on, to prepare for the increasing demands of independence. You’ll pick up strategies for parents to help their children build executive functioning skills, including asking questions, creating a safe space for planning, and celebrating small wins. A healthy skill set includes recognizing the significance of self-reflection, collaboration between home and school, and reframing struggles and failures as necessary tools for growth. Executive Function Growth Throughout Life, straight ahead on episode 222. Takeaways   Executive functioning demands naturally increase with the level of independence required at each life stage.   Practicing executive functioning skills at a young age prepares individuals for the challenges of adulthood.   Parents can support their children by asking questions, creating a safe space for planning, and celebrating small wins.   Self-reflection and reframing struggles and failures as learning opportunities are essential for growth.   Collaboration between home and school is crucial for supporting neurodivergent individuals.   To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions. Join the Neurodiversity Podcast Advocacy & Support Group on Facebook! Jane Singleton is the founder and executive coach at Launchpad for Life, LLC and specializes in helping clients understand their cognitive and emotional strengths and weaknesses, communicate more effectively, and build their self-awareness in order to meet academic, career, and life goals. She is an educational leader and specialist in analyzing cognitive profiles, creating behavioral interventions, and coaching families and  individuals through life transitions. Jane als has significant experience with team coaching with the goal of creating alignment of curriculum and protocols as it relates to inclusion, strategic priorities and academic outcomes. She has developed customized training for organizations on topics such as: executive functioning, growing and self-esteem and motivation, and parenting like a coach, as well as a variety of topics on neurodiversity. Jane is an International Coaching Federation (ICF) certified executive coach, a lifelong learner and an inclusion advocate for people with disabilities. BACKGROUND READING Website LinkedIn Instagram TikTok

Phases & Stages: Executive Function Growth Throughout Life

In episode 221, Emily talks with Brad Wright, a Neurodivergent Educator and Administrator, and author of the Infinity Blast series of middle grade books featuring neurodivergent characters. They discuss his work as an educator and how it influenced his decision to write fiction for young people. It’s important for educators to be educated about neurodiversity and provide accurate information to children. Brad also talks about the evolution of neurodivergent characters in children's literature and the role they play in the lives of young people. There is a need for more diverse and authentic characters in literature. Takeaways   Educators should be educated about neurodiversity and provide accurate information to children.   The representation of neurodivergent characters in children's literature has evolved, but there is still a need for more diverse characters.   Authentic portrayal of neurodivergent traits is important to provide a nuanced understanding of different types of brains.   Neurodivergent children should hold onto their special interests and stay true to themselves, as they will find their people and become fully actualized individuals.   To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions. Join the Neurodiversity Podcast Advocacy & Support Group on Facebook! Bradley Wright is an author, educator, and administrator at an independent school. In his earlier years, he was a professional ballet dancer. Brad grew up in Seattle but has been slowly migrating southward with stops in Portland, Eugene, San Francisco, and now Los Angeles where he lives with his family. His current writing project is the Infinity Blast series for middle grade readers. Books one and two are out now. Book three will be released Spring 2025. BACKGROUND READING Mastodon Instagram Brad’s website  

Beyond the Page: Empowering Young Minds

We’re talking STEM today, and Emily Kircher-Morris is joined by Dr. Arash Zaghi, a professor in the Department of Civil and Environmental Engineering at the University of Connecticut, to discuss the importance of neurodiversity in STEM fields. They talk about the need for diverse perspectives and ways of thinking to solve complex problems in science and engineering. There’s a value in different types of contributions, such as creative ideas and detailed execution plans, and a need to shift the focus from deficits to strengths. They also discuss the importance of creating a sense of belonging for neurodivergent students in academia and the need for faculty to be more supportive and inclusive. Takeaways   Neurodiversity in STEM fields is crucial for solving complex problems and creating innovative solutions.   The focus should shift from individual skills to the true meaning of diversity, bringing together different perspectives and ways of thinking.   Creating a sense of belonging is essential for the success of neurodivergent students in STEM fields.   Faculty should be more supportive and inclusive, valuing diverse contributions and providing options for different types of learning and assessment.   Neurodivergent individuals should embrace their strengths and bring their whole selves to their academic and professional pursuits.   To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions. Join the Neurodiversity Podcast Advocacy & Support Group on Facebook! Arash E. Zaghi is a Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. His research is focused on engineering education, emphasizing the role of neurodiversity in fostering creativity within the engineering workforce, as well as strength-based approaches to diversity. Arash’s interdisciplinary work aims to develop personalized tools for middle-school students with dyslexia to engage in STEM, leveraging AI, neuroscience, and education research. Professor Zaghi was diagnosed with ADHD at 33, and his dedication to neurodiversity in engineering education has earned him multiple recognitions, including from Prism Magazine of the American Society of Engineering Education. He holds a PhD in Civil Engineering from the University of Nevada, Reno and is a strong advocate of neurodiversity in STEM education. He hosts the Square Pegs podcast, where he further explores these themes. Square Pegs Podcast via Spotify

Unlocking the Power of Neurodiversity in STEM

In this episode of the Neurodiversity Podcast, Emily Kircher-Morris answers questions submitted by members of the Neurodiversity Podcast Advocacy and Support Group on Facebook. The questions cover a range of topics including listening to the podcast with children, supporting processing speed issues, managing low self-esteem, diagnosing ADHD in older age, the overlap between cognitive giftedness and autism, exploring masking, and managing chores and responsibilities for individuals with a PDA profile. The episode provides insights, strategies, and resources for parents and individuals navigating neurodiversity. To submit questions for our next AMA, join the Neurodiversity Podcast Advocacy & Support Group on Facebook!

Ask Me Anything #8 with Emily Kircher-Morris

Jen Merrill, creator of Laughing at Chaos and author of If This is a Gift, Can I Send It Back?, shares her experience as a parent of a twice-exceptional child and discusses the challenges and benefits of homeschooling. She emphasizes the importance of self-care for parents of gifted and twice exceptional children. Takeaways   Parents of gifted and twice exceptional children need to prioritize self-care to better advocate for their children and maintain their own well-being.   Twice exceptional children can be both intellectually gifted and face other challenges that make life difficult for them and their families.   Homeschooling can provide personalized education and allow children to pursue their passions at their own pace.   Homeschooling can have financial and career implications for parents, and it requires careful management of family dynamics.   Join the Neurodiversity Podcast Advocacy & Support Group on Facebook! Jen Torbeck Merrill is an Illinois-based writer, musician, marketing project manager, and gifted family advocate.The mom of two boys, she homeschooled her twice-exceptional teen through high school while happily sending his younger brother off to his high school every morning. Those days now in the past, she is settling into the somewhat quieter life of an empty-nester. She is a music educator by trade, with degrees in music education and flute performance. Long before she picked up a flute as a child, however, Jen wanted to be a writer, something that didn’t happen until she opened a Blogger account in 2006 and never looked back. Since that time, her writing has focused more on gifted families and advocacy. Her book, If This is a Gift, Can I Send It Back?: Surviving in the Land of the Gifted and Twice-Exceptional, struck a nerve with families who suspected Jen was living in their closet. Her second book, on the needs of gifted parents and self-care, is in progress; it is taking significantly longer than anticipated because the author herself struggles mightily with self-care and has been spending a lot of time banging her head on the keyboard and hyperventilating in writerly frustration. In the meantime she continues to blog at Laughing at Chaos. BACKGROUND READING Twitter Facebook If This Is a Gift, Can I Send It Back?

Can We Blend Behaviorism and Neurodiversity-Affirming Care?

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