ND-Affirming Resources
Here, we’ve curated a collection of valuable resources tailored to Neurodivergent individuals, their families, and those seeking to understand and support different brain types better. Whether you’re exploring insights about specific neurodiversity-related subjects, looking for practical tips to navigate daily situations, or seeking a supportive community, you’ll find a wealth of information here.
Difference between ND-Affirming Therapy and Mentoring
Therapy and mentoring are both forms of guidance and support, but they differ in their focus, structure, goals, and the nature of the relationship between the individuals involved. Both forms of support can be valuable, depending on an individual’s needs and goals. Here’s a breakdown of the key differences between counselling and mentoring:
Therapy – primarily focuses on addressing personal and interpersonal or emotional subjects, psychological themes, mental health, and trauma work and recovery. It involves helping ND individuals explore their thoughts, feelings, and behaviours to gain insight, cope with challenges, and improve their mental well-being and overall self-esteem and connection to themselves.
Mentoring – typically more goal-oriented and focuses on personal and/or professional development and skill-building. It involves an experienced individual (ND mentor) guiding and advising a less experienced person (ND mentee) in their personal and professional growth and helping the mentee find tools that truly make their life easier and more manageable.
Therapy – sessions often follow a structured, therapeutic approach led by a trained counsellor or therapist (in our case this person will also be Neurodivergent and specialised in Neurodiversity). These sessions may be short-term or long-term, depending on the individual’s needs and emotional templates.
Mentoring – sessions are usually less structured and more flexible. They can involve informal conversations, occasional meetings, or ongoing interactions, depending on the ND mentor’s availability and the ND mentee’s needs.
Therapy – Aims to help ND individuals address specific triggers and themes related to their traumas, past experiences and dynamics and to learn more about themselves and their emotional well-being. This process fosters a deeper self-awareness, enhances emotional well-being, and facilitates a transformation of attachment style, ultimately nurturing a lifelong sense of security and deep connection to your authentic ND self. At Autistic-Thoughts we describe this process as building your ‘amour of light’. This can include managing stress, overcoming trauma, improving self-esteem, and developing coping strategies, self-regulation, and so much more.
Mentoring – The main goal of mentoring is to support the mentee’s personal and professional development. This may involve setting career goals, acquiring new skills, expanding networks, and gaining valuable insights from the mentor’s experiences. Your mentor will be able to guide you and make sure that together you’re building the routines, structures, and in general life that really works with you rather than against you.
Therapy – At Autistic-Thoughts, our therapists are Neurodivergent individuals with formal training in psychology and hold accreditations as seasoned therapist. Proficient in employing therapeutic techniques and interventions, they skillfully guide personal growth and healing. Additionally, our therapists undergo DBS checks and possess pertinent diplomas specialising in Neurodiversity.
Mentoring – Our mentors have extensive personal and professional experience and expertise in the Neurodiversity area. All our mentors  hold or are working towards relevant psychology formal training (degree or master’s). They share their knowledge and personal insights to help the mentee advance in their career or achieve specific goals.
Double Empathy Explanation
Double empathy refers to the idea that there can be a two-way disconnect in understanding and communication between autistic and non-autistic (neurotypical) individuals. This concept challenges the traditional assumption that difficulties in communication and social interaction experienced by autistic people are solely due to their differences and deficits. Instead, it suggests that both autistic and non-autistic individuals may struggle to understand each other because they have different social communication styles and perspectives.
Autistic individuals often have their own unique communication and social interaction style. They may prefer more direct and explicit communication, as subtle or nonverbal cues can be challenging for them to interpret. Autistic people might focus on specific interests or topics that they find meaningful and have a strong desire to share these with others.
Neurotypical individuals typically have their own social norms and communication styles. They often rely on nonverbal cues, such as eye contact and body language, which may not come naturally to many autistic individuals. Neurotypical individuals might prioritize certain social norms and expect others to conform to these norms.
The term “double empathy” suggests that misunderstandings and breakdowns in communication can occur because both autistic and non-autistic individuals may struggle to understand and adapt to each other’s social styles and perspectives. It implies that the difficulties in social interactions are not solely the responsibility of autistic individuals to overcome but should also involve efforts from neurotypical individuals to bridge this gap.
In essence, the concept of double empathy emphasizes the importance of mutual understanding and accommodation in social interactions. Rather than viewing one perspective as “right” and the other as “wrong,” it encourages empathy and recognition of the differences in social communication styles between autistic and neurotypical individuals. By acknowledging and respecting these differences, individuals from both groups can work together to improve their communication and build more inclusive and supportive relationships.
Click to see an Academic Explanation
The Double Empathy Problem as a term was introduced by autistic scholar Damien Milton (2012). It posits that difficulties in social communication experienced by autistic people stem from a ‘mismatch of salience’ between autistic and non-autistic people rather than from an innate deficit within the autistic person. So, while autistic people may lack insight into non-autistic social communication or culture, non-autistic people also lack insight into non-autistic social communication and culture. In his original article, Milton calls into question the (at the time mainly undisputed) idea that autistic people lack ‘theory of mind’ and points out that not only is there a lack of understanding and empathy on both sides, but that when there is communication between autistic and non-autistic ‘players’, the onus is on the autistic person to bridge the gap. When there is a misunderstanding, he argues, it is felt more acutely by the non-autistic, because autistic people are more used to being misunderstood or misinterpreted. The onus is on the autistic person to do all the work, and the non-autistic person is let off the hook – any problem in the interaction is attributed to the autistic with their deficient capacity for social communication
Online Schooling
Conventional schooling (as we know it) is changing and the alternative options available are wider than before. It is being increasingly recognised that bricks-and-mortar schools do not always work for everyone; parents/carers are therefore seeking other settings which cater for their children’s and families’ needs more successfully. Home education and online schools are both such alternative options to traditional physical schools, but they differ in their approach, structure, and level of parental involvement.
Home educating involves parents/carers taking responsibility for their child’s education and designing a personalised curriculum, while online schools are virtual institutions with:
- Qualified teachers
- Suggested timetables
- Set assignments
- A pre-established curriculum
| School | Age Group | Teaching Method | Support Services | Additional Offerings |
|---|---|---|---|---|
| Minerva | 11 to 18 year olds | Online (Live taught lessons and online material) | Regular mentoring sessions (included) | Regular trips, Virtual clubs, Group projects |
| Kings Interhigh | Upper Primary onwards | Online (Live taught lessons and online material) | Additional support services (not included) | Occasional trips, Virtual clubs, Discussion forums |
| Wolsley Hall Oxford | Upper Primary onwards | Online (Virtual learning environment and materials). No live lessons | Allocation of Student Progress Managers (included) | Closed online social groups, Virtual clubs |
Other options for homeschooling include:
- Cambridge Homeschool Online – a selective online school offering a full curriculum of live lessons or ‘Flexischool’.
- Oxford Homeschooling – course materials and tutor support (no live lessons, students work at their own pace).
Many of the providers mentioned offer a range contract types to allow for flexibility if a change is required, or dependent upon financial circumstances. Ultimately it is important to research the quality and validity of education being offered, as well as the level of support offered – particularly if your children have specific learning needs.
We believe the pursuit of knowledge is a lifelong journey, so we’re very glad to have you here!
To learn more about our services please visit our services page.
Explaining the different autism diagnostic classifications
The diagnosis of Autism Spectrum Condition (ASC) is characterised by a three-level severity classification system, which was introduced in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). These levels, often referred to as “autism support levels,” help clinicians and professionals like us describe the extent of support that an autistic individual may require.
It’s important to note that everyone is different and therefore will have different characteristics and needs. In the same way neurotypicals have various personalities so do autistic people. Autism spectrum levels are not meant to label or define individuals but rather to guide support. An accurate assessment by qualified professionals, such as our professionals, is crucial to determine an individual’s level and tailor support to their unique needs and strengths.
Here’s a distinction between each level:
Low-Supports Needs (previously classified as 'Asperger’s')
- Social Communication: Individuals typically have challenges with social interactions and communication but can initiate interactions with others to some extent. They may have difficulty with reciprocal conversations, understanding social cues, and forming close relationships. However, they usually have some social awareness and can interact in structured and safe settings without extremely severe levels of anxiety.
- Restricted and Repetitive Behaviours: Individuals at this level often display some repetitive behaviours or intense interests, but these behaviours may not significantly interfere with daily life. They might maintain routines and rituals, have specific interests, or engage in repetitive movements but to a degree that allows them to still think about and perform other tasks with relative ease depending on the situations.
- Functioning and Support: individuals can often function independently in some areas of their lives. They may need some support, particularly in social or communication situations, but are usually capable of managing daily tasks and routines. Sensory differences and overload usually are still present but less intense for these autistic individuals as well
Moderate Support Needs (previously classified as ‘High-functioning’)
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Social Communication: Individuals have more pronounced difficulties and differences with social communication. They may struggle to initiate and respond to social interactions, even at times with people they feel safe with. Understanding social nuances and keeping friendships can also prove difficult as understanding the ‘ins and outs’ of these does not come naturally, even if the person still deeply craves connection.
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Restricted and Repetitive Behaviours: Repetitive behaviours and intense interests are more noticeable at this level and may interfere with daily life. Routines and rituals may be inflexible or they might have a generally harder time processing changes or unexpected events, and special interests may be all-consuming.
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Functioning and Support: Individuals typically require substantial support (which can come in various forms, tools, support dog, etc.) in various aspects of life but they can still be highly independent. They may find it challenging to manage daily routines, tasks, and transitions without the assistance of said tools. Sensory overload is extremely intense, at times even physically painful and it might happen more often (for some daily). Most of our employees and professionals at Autistic-Thoughts are classified as level 2.
High Support Needs (Previously classified as ‘Low-functioning')
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Social Communication: Individuals at Level 3 might have more severe differences in social communication. They may have minimal verbal communication (pre-verbal) or limited non-verbal communication in general (use fewer gestures or even none at all, avoid written communication as well, etc.)
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Restricted and Repetitive Behaviours: At this level, repetitive behaviours and intense interests are highly prominent and may play the most significant role in their daily life. Some behaviours such as self-injury or harm to others and can at times be present without a clear motive from the outside which often means they need different kinds of support (safeguarding and mobility support into adult life as well, etc.), although this is different for each individual.
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Functioning and Support: Individuals at Level 3 require very substantial support in virtually all aspects of life. They may have significant difficulties with daily living skills, personal care, and safety. Intensive interventions, highly structured environments, and specialised support are essential to help them function and ensure their well-being.
naging daily tasks and routines. Sensory differences and overload usually are still present but less intense for these autistic individuals as well