Neurodivergence is having “a mind that functions in ways which diverge significantly from the dominant societal standards of ‘normal'” (Walker, 2021, p33). The neurodiversity paradigm reframes the medical model of neurodivergence within the social context of disability (den Houting, 2018; Dwyer, 2022). Research converges counselling and neurodiversity in a disorder-specific context, for example the wide range of barriers of access to counselling that autistic individuals face (Hallet & Kerr, 2020). More recent literature points towards need for a flexible, clear approach to neurodivergence-informed counselling (Chapman & Botha, 2022; Pantazakos, 2023; Bolton, 2023b). the present research aimed to explore the extent to which lived experiences of neurodivergent individuals within counselling was accessible, validating, and affirming; in particular, regarding reasonable adjustments, communication, and environment.
An inductive, qualitative approach was adopted. Five individuals participated in semi-structured interviews, which were then analysed following Braun & Clark’s (2006; 2012) six-phase approach to thematic analysis. Six main themes were found: (1) disadvantageous language and communication; (2) advantageous language and communication; (3) detrimental expectations and outcomes; (4) beneficial expectations and outcomes; (5) environmental concerns and reasonable accommodations; and (6) non-neurodivergent themes. Findings are discussed in the context of neurodivergent traits, the neurodiversity paradigm, and counselling theory. Recommendations for practice include amending the counselling contracting process and sensitivity to the communication and sensory needs of each individual client. Further research may wish to explore specific details of the present, and other emergent neurodiversity research in more detail.
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