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Psychologist for Neurodivergent Children Melbourne | Bonnie German

Your Mind Matters on 12/03/2026

If you have ever sat in a school meeting feeling unsure, googled “why does my child struggle to make friends” at 11pm, or wondered whether what you are seeing in your child is something that needs support from a psychologist, this post is for you. As a Melbourne psychologist working with neurodivergent children and their families, I hear versions of this story every week.

Raising a child who sees, thinks, or experiences the world differently can be beautiful and challenging all at once. At our clinic, we work alongside many families navigating exactly this: children who are bright, creative, and deeply feeling, but who sometimes need extra support to thrive.

What does neurodivergent mean? (And is my child neurodivergent?)

Neurodivergent is an umbrella term for people whose brains develop or function differently from what is considered typical. This includes children with autism spectrum disorder (ASD), ADHD, dyslexia, sensory processing differences, and more.

It is not a diagnosis in itself. It is a way of acknowledging that there is real variation in how human brains work, and that difference is not deficit.

Signs your child may benefit from seeing a psychologist

Parents are often the first to notice something, long before a formal assessment. Some common things families bring to us include:

  • Difficulty with transitions or unexpected changes to routine
  • Strong emotional reactions that are hard to recover from
  • Challenges making or keeping friendships
  • Sensory sensitivities (to noise, textures, food, light)
  • A child who masks at school but falls apart at home
  • Giftedness alongside significant struggles in specific areas

How a neurodiversity-affirming psychologist in Melbourne can help

A neurodiversity-affirming psychologist does not try to make your child ‘less’ of who they are. Instead, we work to:

  • Help children understand and accept themselves
  • Build skills for emotional regulation and flexibility
  • Support parents with strategies that actually work for their child
  • Collaborate with schools to create more inclusive environments
  • Use play, creativity, and connection as core therapeutic tools

What does child psychology and play therapy look like in practice?

For younger children, therapy often looks nothing like the talking-on-a-couch image many adults picture. Play therapy, art, movement, and games are all valid, evidence-based ways for children to process their experiences and build new skills.

For older children and adolescents, therapy becomes more collaborative, building on their growing self-awareness. Sessions might involve exploring identity, navigating school stress, or learning practical tools like mindfulness or cognitive strategies.

When should Melbourne parents seek support from a child psychologist?

You do not need to wait for a crisis. Early support is one of the most powerful things you can do for a neurodivergent child. Consider reaching out if:

  • Your child’s difficulties are affecting their wellbeing, learning, or relationships
  • You are exhausted trying to support them alone
  • School is raising concerns
  • Your child is expressing distress about being ‘different’

If you are based in Melbourne and looking for a psychologist for your neurodivergent child, you do not have to navigate this alone. Bonnie German is a registered Psychologist who works with children, adolescents, and families across the full range of neurodevelopmental presentations. She uses a blend of play therapy, CBT, and family collaboration to create real, lasting change. To enquire about an appointment, call us on (03) 9802 4654 or book online.

Bonnie German smiling outdoors

Our Blog Author
This post was written by Bonnie German, Psychologist at Talking Heads Psychology. Bonnie holds a Master of Clinical Psychology, especially enjoys working with neurodivergent individuals, and is interested in perinatal mental health, anxiety, and mood concerns. She works with clients of all ages and collaborates closely with families, schools, and support systems. Meet our team.

Accessing Psychology Services via Telehealth at Your Mind Matters

Your Mind Matters on 18/09/2025

A woman sitting comfortably in a beanbag at home with a laptop and a mug, part way through a telehealth session

Why Telehealth Matters in Mental Health Care

In today’s busy world, flexibility in accessing mental health support is more important than ever. Telehealth psychology sessions allow you to connect with a qualified psychologist from the comfort of your home, school, or workplace. At Your Mind Matters (YMM), our clinicians offer secure, evidence-based telehealth services to ensure support is available wherever you are in Victoria and across Australia.

What is Telehealth in Psychology?

Telehealth refers to psychological consultations delivered via a secure online platform. You’ll speak with your psychologist in real time, just as you would in a clinic, but without the need to travel. Research shows that telehealth can be just as effective as face-to-face sessions for many mental health concerns, including:

  • Anxiety and depression
  • ADHD and executive functioning challenges
  • Autism assessments and therapy supports
  • Trauma-informed care
  • NDIS-related psychological assessments and reports
Four benefits of telehealth at Your Mind Matters branching from a single stem: accessibility, flexibility, continuity of care and evidence-based practice

Benefits of Choosing Telehealth at YMM

  • Accessibility: Access therapy if you live regionally or face mobility challenges.
  • Flexibility: Schedule sessions around school, work, or family commitments.
  • Continuity of Care: Maintain regular support even if you relocate or cannot attend in person.
  • Evidence-Based Practice: Our psychologists use interventions that are informed by the latest clinical research.

Is Telehealth Right for You?

Telehealth may be suitable if you prefer the comfort of your own space, live outside Melbourne, or find it difficult to attend in person. For children and young people, telehealth can work best when a parent, carer, or support worker is nearby to assist with technology and engagement.

If you’re unsure, our team can help you decide whether telehealth or in-clinic appointments are the best fit for your needs.

How YMM Delivers Safe and Effective Telehealth

At Your Mind Matters, our psychologists follow strict professional and ethical standards to ensure that online sessions are safe, private, and effective. This includes:

  • Using secure, encrypted video platforms
  • Maintaining confidentiality and privacy at all times
  • Providing clear information so you can make informed decisions about your care
  • Following AHPRA and Psychology Board of Australia guidelines for safe practice

Booking a Telehealth Appointment

Accessing telehealth psychology at YMM is simple:

  1. Get in touch with our team to discuss your needs, or view our clinician profiles.
  2. Book an appointment at a time that suits you through our online portal.
  3. Connect online with your psychologist using a secure link sent before your session.

Whether you are seeking an ADHD or autism assessment, or ongoing therapy, our telehealth psychologists are here to support you.

Book a telehealth appointment with a psychologist today. Take a look at our clinicians and, once you know who you’d like to work with, call us or book online.

Your Mind Matters Psychology Services

Written by the team at Your Mind Matters
Our blog is written by the registered psychologists at Your Mind Matters Psychology Services in Notting Hill, Melbourne. If something here speaks to your situation, our team is here to help. Meet our team.

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How can a diagnosis be helpful: to assess my child or not?

Your Mind Matters on 30/03/2024

A person standing against a plain wall with both hands resting over their own chest

Life can be extremely difficult. The possibility of human experience is endless. Regardless of how privileged or disadvantaged we are; human beings all connect in our capacity for psychological suffering.

We all can move to listening to a harsh internal critic. Do you have an inner critic? If so, what is the purpose of this critic? Is this critic chastising you, searching for your flaws, punishing you, and comparing you? Is it maybe even preventing you from doing things you love, or from living by your values and being your authentic self?

Let’s consider a few examples:

Imagine you have broken your leg and fractured your ribs from a bicycle accident and that you have the choice of getting help with daily tasks from companion A or companion B.

Companion A says to you: “Suck it up, it’s not that bad, you’re pathetic! Plenty of people are worse off than you, quit with the baby tears”

Companion B says to you: “This absolutely sucks. You must be in some really awful pain and feel like you’ve lost some independence that I know is so important to you. I’m here for you, let’s just take it slow together”

Strangely we are often the Companion B to our friends but often not to ourselves!

Imagine a close friend of yours just went through a romantic relationship break-up. They tell you their heartfelt story, and you listen intently from start to finish. Your friend isn’t perfect, but they deserve to be happy. You reassure them that they’ll get through this, they’re a wonderful human being, and that it can be painful, but they will be okay.

You don’t judge your friend. You don’t tell them they are not worthy, they are unlovable, will never find anybody, are ugly, stupid or that they need to change. You show your friend compassion. Strangely we often don’t do the same for ourselves!

Imagine you are at work and your boss calls you in for a meeting to have your annual review. She discusses your strengths and lets you know she is so happy to have you on the team. She then gives you some constructive advice related to organisation/planning skills. Coming from a place of critical judgement, you only hear the negative, and tell yourself, “I’m an incompetent idiot. I’m a shambolic mess and I can’t do anything right”. You head home and feel stressed out, go over all your flaws from memory and can’t sleep.

Coming from a place of fairness and acceptance, you see and hear the whole message, and tell yourself, “I’m doing a really solid job & working well with the team. I’m going to take on her helpful advice and learn from this”. This is a more compassionate response.

Diagram contrasting Companion A, who is harsh and dismissive, with Companion B, who is warm and supportive
Diagram with self-compassion at the centre, linked by two-way arrows to self-kindness, mindfulness and common humanity, which are also linked to each other

What is self-compassion?

There are many different definitions of self-compassion in the literature. I kind of like Neff (2003) that suggests there are 3 components that collaboratively interact to develop a self-compassionate frame of mind:

  • Self-kindness versus self-judgement – Self-kindness is simply that! Responding with and developing a tendency to be caring and understanding with oneself, and letting go of the harsh judgemental critic. It is about being honest with ourselves about our pain, our flaws, our mistakes and not ignoring, and also not wallowing in self-pity; but acknowledging and responding with genuine kindness, soothing and comfort to the self.
  • A sense of common humanity versus isolation – The common humanity aspect involves recognising that all human beings have cracks, and make mistakes. We aren’t alone here! Nobody is perfect! These flaws and cracks make us who we are and connecting one’s own flawed condition to the shared human condition helps with greater perspective and understanding. Individuals who are self-compassionate accept themselves as they are and for who they are, rather than what or who they “should” be.
  • Mindfulness versus overidentification – Mindfulness involves simply being aware of one’s present moment experience and accepting things as they are. It is not ignoring or ruminating, but observing and accepting the pain, and being self-compassionate. Mindfulness will also help in developing self-compassion habits, like recognising when your body is feeling anxious and your thoughts are being judgemental toward yourself.

What we know from the research is that when you’re critical and judgemental of yourself, you’re more likely to experience feelings of anger, anxiety, sadness, loneliness and insecurity. When you treat yourself fairly you are in a position to manage these uncomfortable feelings with acceptance.

Self-compassionate individuals often take pride in their human characteristics and believe they are good natured, well-meaning, and competent, and happily understand their unique weaknesses or areas they can work on. They know they are a work in progress and embrace it.

It’s kind of hard to break old habits and practise self-compassion.

I encourage you to treat yourself fairly and with kindness, and see what happens.

References

Barnard, L. K., & Curry, J. F. (2011). Self-compassion: Conceptualizations, correlates, & interventions. Review of General Psychology, 15(4), 289-303.

Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and Identity, 2(3), 223-250.

Diagram contrasting what the research says happens when you are critical of yourself and when you treat yourself fairly
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Pathological Demand Avoidance (PDA): What is it? And how can we support individuals with a PDA profile?

Your Mind Matters on 06/03/2024

A bowl of cut fruit and a glass of water untouched on a kitchen bench, with a child standing further back turned away, out of focus

What is Pathological Demand Avoidance

Pathological demand avoidance, or Pervasive Drive for Autonomy (PDA)*, is an anxiety-driven need for control and resistance to demands/expectations that threaten a sense of autonomy. Whilst everyone experiences demand avoidance at times (e.g., refusing to complete homework or household chores), for individuals with PDA, everyday demands such as “put on your shoes” or “take a shower” can cause significant anxiety and evoke extreme emotional reactions (panic attacks or meltdowns). In fact, individuals with PDA may resist demands even if it’s something that they enjoy or want to do. It is the expectation, rather than the nature of demands, that leads to a perceived lack of control. Thus, demands that may trigger PDA include:

  • Direct Demands: Instructions e.g., Brush your teeth, put your shoes on, do your homework, corrections, or discipline.
  • Indirect Demands: Praise, discussions/comments about the future, transitions, social expectations.
  • Internal Demands: Hunger, thirst or needing to use the bathroom.
  • Wants/desires: Hobbies/interests, special occasions.

*Pervasive drive for autonomy is the preferred name for many within the autistic community.

So, how do we identify individuals with a PDA profile?

Diagram of the core features of a PDA profile: avoidance, social tactics, surface skills, mood swings, role-play and intense focus

Core Features of a PDA Profile

At present, PDA is not included in the International Classification of Diseases (ICD-11) or the Diagnostic Statistical Manual (DSM-5-TR) as a formal diagnosis. Rather, PDA is currently considered a profile of autism characterised by:

  • Resistance/avoidance to ordinary demands of life and use of “social strategies” to regain autonomy:
    • PDAers may employ various social techniques as a means of avoiding demands, including:
      • Distraction: Giving compliments, changing the subject, feigning injury, mimicking.
      • Excuse Giving: “My legs don’t work”, “I can’t hear you”, “I’m blind.”
      • Refusal: “NO!” “I can’t do that.”
      • Withdrawing into fantasy: “I’m a dinosaur.”
      • Controlling the actions of others around them: “You do it”, suggesting alternatives.
    • These behaviours can often be misinterpreted by others as manipulative. When distraction, control and avoidance strategies fail, anxiety levels are heightened, and distress escalates, which can lead to aggression (hitting, kicking, biting), elopement, or self-harm. It is important to note that these behaviours are not deliberate; rather, PDAers experience panic and a fight/flight/freeze/fawn response.

Further reading: Think Psychologists on Pathological Demand Avoidance

Diagram: prioritise rules as high priority non-negotiable boundaries, medium priority with some choice, and low priority non-essential rules
  • Surface social communication abilities:
    • PDAers may present with less obvious differences in social communication and understanding than other autistic children. They may have strong verbal fluency and exhibit more eye contact. However, they may also struggle with understanding social hierarchy, e.g., wanting to be co-teachers or co-parents, and have a preference for being in control during play.

Other key characteristics include:

  • Intense emotions or mood swings
  • Comfort in role-playing and storytelling
  • Intense focus on interests, often directed at other people

Pathological demand avoidance can present differently depending on the setting and an individual’s capacity for demands at any one time. In school, a PDA child may refuse to start tasks or engage in distracting behaviours to avoid work. At home, they may have frequent meltdowns about routine tasks such as taking a shower or getting dressed.

So, how can we support individuals with PDA?

Strategies to Support PDA Children

It is important to understand that PDA behaviour is driven by anxiety and that PDAers respond to demands as if they are a direct threat to their safety or well-being. Thus, low arousal approaches that reduce anxiety and provide a sense of control are essential for supporting PDAers. The Pathological Demand Avoidance Society recommends an approach that is flexible, based on trust, and collaborative. This is called the PANDA approach, as outlined below. Source: PDA Society (UK)

Diagram pairing words to avoid with phrases to try: need becomes is it okay with you, must becomes how do you feel about, it is time to becomes I wonder
  • Pick Your Battles:
    • Minimise non-essential rules and agree on non-negotiable boundaries – Ask yourself what rules are important for the child, family or class. Prioritise rules as high, medium or low priority.
    • Allow for some choice/control by providing two options or allowing “no” as a response.
    • Provide explanations.
  • Manage Anxiety:
    • Recognise and respond to the child’s cues that they are becoming overwhelmed or stressed.
    • Reduce uncertainty.
    • Treat distressed behaviours as panic attacks and support throughout
    • Recognise that when in a heightened state, a child is not fully in control of his or her behaviour, as the emotion centre of their brain takes over.
  • Negotiate/Collaborate:
    • Keep calm
    • Proactively negotiate
  • Disguise Demands:
    • Reframe requests – Instead of using words such as “need”, “must”, “won’t”, “can’t” or “it’s time to” try using phrases such as “is it okay with you”, “how do you feel about”, “I wonder.”
    • Use declarative language, e.g., “The clothes are on the bed.”
    • Disguise demands as challenges – “I bet I can get my coat on first”.
    • De-personalise the request, e.g., “it’s the school rules.”
  • Adapt:
    • Use humour, novelty, distraction, and roleplay.
    • Be flexible and have a plan B.
  • Be cautious with rewards or praise:
    • Rewards charts can create additional demands if the original demands are not achieved. Instead, try providing spontaneous rewards.
    • Praise or encouragement can be perceived as a demand; instead, try providing praise indirectly or focusing on the process. When offering encouragement, provide choices or exit strategies.

Resources

If you’d like to learn more about PDA and how it presents, please see the following:

Websites

Books

  • Understanding Pathological Demand Avoidance Syndrome in Children: A Guide for Parents, Teachers, and Other Professionals by Phil Christy, Margaret Duncan, Ruth Fiddler, and Zara Healy.
  • Me and My PDA: A Guide to Pathological Demand Avoidance for Young People by Gloria Dura-Vila and Tamar Levi.
  • The Educator’s Experience of Pathological Demand Avoidance by Laura Kerbey.

If you’re noticing patterns of demand avoidance in your child or would like some help supporting individuals with a PDA profile, please feel free to contact our admin team on (03) 9802 4654.

Michaela Hughes wearing glasses, smiling in a portrait

Our Blog Author
This post was written by Michaela Hughes, Psychologist and Educational and Developmental Registrar at Your Mind Matters. Michaela works with children and young people with a range of neurodevelopmental conditions, drawing on cognitive behavioural therapy, play therapy and mindfulness-based approaches. Meet our team.

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Learning Assessments: What, When, Why and How?

Your Mind Matters on 06/02/2023

A child’s backpack left on a chair in the waiting area of a psychology practice, with an adult and a child walking away down the corridor, out of focus

Has it been suggested that your child undergo a learning assessment? Are you unsure what a learning assessment involves or achieves? Your Mind Matters Psychology Services is here to help!

What are Learning Assessments?

Learning assessments, also referred to as educational or psychoeducational assessments, are assessments that explore an individual’s achievement in different areas of academia. It is a process of gathering information (in a standardised manner) to better understand an individual’s learning profile and factors that may be affecting their ability to learn. This information can then be used to inform how to help young people learn and develop their skills to their full potential.

Diagram explaining what a learning assessment is: what it explores, how information is gathered, and what the results are used for
Numbered list of the benefits of a learning assessment, from understanding strengths and weaknesses to supporting self-esteem and confidence

When Should Learning Assessments be Completed?

There are many reasons why a learning assessment may be needed. Often, a teacher may recommend a learning assessment due to certain difficulties observed in a student’s academic performance. A paediatrician may refer a young person for a learning assessment because of behavioural concerns reported in the classroom. Parents/guardians may be querying why it is so difficult for their child to learn to read, write and/or complete maths problems. A young person may have concerns about their grades.

Ultimately, there is no ‘right’ time to undertake a learning assessment. However, the earlier difficulties can be identified, the earlier necessary supports can be put in place. Learning difficulties are associated with low self-esteem, and emotional and behavioural difficulties (Alesi, et al., 2014; Klassen et al., 2013). Therefore, earlier intervention can help mitigate these challenges and improve long-term outcomes for many individuals (Skues & Cunningham, 2011).

Why Undergo a Learning Assessment?

The benefits of completing a learning assessment can include:

  • Obtaining a better understanding of a young person’s cognitive and academic strengths and weaknesses.
  • Learning how to best support a young person’s learning through tailored strategies and recommendations.
  • Determining whether a young person has a learning disability, such as a Specific Learning Disorder (SLD) with impairment in reading (dyslexia), written expression (dysgraphia) and/or mathematics (dyscalculia).
  • Understanding if a young person is being academically challenged at school.
  • Making informed decisions regarding a young person’s education, including school placement and applying for special considerations (e.g., extra time on exams).
  • Supporting the development of a young person’s self-esteem and confidence by providing them with an opportunity to gain insight into their learning profile (and potential reasons behind their difficulties).

How are Learning Assessments Completed?

Learning assessments can vary depending on the individual, their needs and referral reason; however, the typical process includes:

  1. An initial intake interview with parents/guardians and the young person (if appropriate), where detailed information about the young person’s development and learning history is gathered by the psychologist.
  2. The assessing psychologist may also want to collect information from other professionals involved in the young person’s care such as teachers, doctors, school counsellors, speech pathologists, etc., as this can help provide an understanding of the young person’s functioning in different environments.
  3. A cognitive assessment, where the young person works individually with the psychologist to complete a range of tasks, including questions, puzzles, and memory activities. This assessment will provide information about how the young person thinks, solves problems, processes information and remembers.
  4. An academic assessment, where the young person works individually with the psychologist to complete a range of reading, writing, mathematics and oral language tasks.
  5. A written report that includes all of the assessment results, as well as recommendations for intervention and/or support.
  6. A feedback session, whereby the psychologist will explain the outcomes of the assessment to the parents/guardians and young person (if appropriate). This session also provides clients with the opportunity to ask the psychologist any questions about the results or steps moving forward.

In addition to the assessment of cognitive and academic abilities, learning assessments at Your Mind Matters Psychology Services can also include the exploration of other factors related to learning such as attention, motivation, affect, and behaviour.

What now?

If you have queries or concerns regarding your child’s learning, or if you would like further information regarding learning assessments (including availability), please contact Your Mind Matters Psychology Services at (03) 9802 4654. Our team of psychologists are passionate about uncovering young people’s learning potential and discovering ways to help them achieve it!

References

Alesi, M., Rappo, G., & Pepi, A. (2014). Depression, anxiety at school and self-esteem in children with learning disabilities. Journal of psychological abnormalities, 1-8. https://doi.org/10.4172/2329-9525.1000125

Klassen, R., Tze, V., & Hannok, W. (2013). Internalizing Problems of Adults With Learning Disabilities. Journal of Learning Disabilities, 46(4), 317–327. https://doi.org/10.1177/0022219411422260

Skues, J., & Cunningham, E. (2011). A contemporary review of the definition, prevalence, identification and support of learning disabilities in Australian schools. Australian Journal of Learning Difficulties, 16(2), 159–180. https://doi.org/10.1080/19404158.2011.605154

Flow diagram of how a learning assessment is completed: intake interview, information from others, cognitive assessment, academic assessment, written report and feedback session
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Our Blog Author
This post was written by Tayla Chellew, formerly a Psychologist at Your Mind Matters. Learning assessments continue to be part of our assessment services. Meet our team.

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A Neurodiversity-Affirming Approach: What Is It and How Can It Support Your Child(ren)?

Your Mind Matters on 17/01/2023

A child sitting on a rug in a calm therapy room, lining up wooden blocks on a low table, with noise-cancelling headphones beside them

What Is Neurodiversity?

In recent years, the neurodiversity movement has become increasingly prominent. Coined in the 1990s by Australian sociologist Judy Singer, the concept of neurodiversity acknowledges and embraces neurological differences i.e., variations in the way in which individuals interpret, process, and learn information. Neurodiversity can be broken down into two subgroups of individuals: those who are neurotypical and those who are neurodivergent.

Neurotypical describes individuals who think and process information in ways “typical” for their culture.

Neurodivergent refers to individuals whose brain functioning differs from what is considered “typical.” This encompasses people with a range of conditions including:

  • Autism Spectrum Disorder
  • Attention-Deficit/Hyperactivity Disorder
  • Dyslexia
  • Tourette’s
  • Dyspraxia
  • Other neurological conditions
Neurodiversity split into two subgroups, neurotypical and neurodivergent, with six conditions listed underneath

So, what does it mean to be neurodiversity affirming?

A Neurodiversity Affirming Approach

In contrast to a deficits-based approach which focuses on “fixing” the impairments associated with neurodevelopmental conditions, a neurodiversity-affirming approach acknowledges that all neurotypes have unique strengths, interests, and support needs. Moreover, this approach highlights the role of the environment and societal barriers in further exacerbating challenges faced by neurodivergent individuals.

Traditional therapeutic approaches to working with neurodivergent individuals have focused on encouraging individuals to mask neurodivergent traits such as reducing stimming behaviours or forcing eye contact and mimicking neurotypical styles of communication. However, emerging evidence suggests that these practices can lead to shame, anxiety, depression, and reduced self-worth (Sedgewick et al., 2021). Rather than perpetuating the idea that neurodivergent individuals need to mask certain characteristics, neurodiversity-affirming practice seeks to understand and inform individuals about differences and provide adaptations and supports that affirm neurodivergent identities. Subsequently, this can lead to self-advocacy regarding accommodations within the classroom or workplace and help cultivate a sense of self-esteem.

So, what does this look like in therapeutic practice?

Two panels setting out what neurodiversity-affirming therapy involves and what it does not involve

Neurodiversity-Affirming Therapy

The goal of neuro-affirming therapy is to embrace the uniqueness and strengths of neurodivergent children and provide them and their families with the skills, tools, and strategies to allow for improved participation within the home, school, and play environments. This may involve:

  • Seeking to understand the needs of neurodivergent children from their perspective and adapting the environment to meet these needs.
  • Understanding and respecting neurodivergent communication styles.
  • Understanding and accommodating individual sensory needs.
  • Encouraging neurodivergent rather than neurotypical listening skills.
  • Assisting in developing self-advocacy and problem-solving skills.
  • Teaching children to better understand the emotions, behaviours, and communication of other people around them, so they can better choose how they want to respond.
  • Validating children’s feelings, helping them recognise their triggers, and assisting in identifying calming strategies.
  • Recognising the need for processing time and safe spaces.
  • Encouraging safe self-regulation skills, including stimming.
  • Adopting neurodiversity affirming language

Neurodiversity affirming therapy does not involve:

  • Promoting masking, loss of autonomy, or loss of personal agency.
  • Eliminating stimming behaviours.
  • Developing goals that seek to “cure” neurodivergent behaviours.

Neurodiversity Affirming Resources

If you’d like to learn more about neurodiversity or the neurodiversity-affirming approach, please see the following:

Resources for Children/Adolescents:

Books

Resources for Adults:

Books

Podcasts/Videos:

If you’re interested in seeking out neurodiversity-affirming support for yourself or your child or you’d like to know more information, please feel free to contact our admin team on (03) 9802 4654.

References

Sedgewick, F., Hull, L., & Ellis, H. (2021). Autism and masking: How and why people do it, and the impact it can have. Jessica Kingsley Publishers.

Michaela Hughes wearing glasses, smiling in a portrait

Our Blog Author
This post was written by Michaela Hughes, Psychologist and Educational and Developmental Registrar at Your Mind Matters. Michaela works with children and young people with a range of neurodevelopmental conditions, drawing on cognitive behavioural therapy, play therapy and mindfulness-based approaches. Meet our team.

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