Neurodivergent Therapy for the 21st Century

The field of psychology has historically pathologized Neurodivergent (ND) people and failed to see their innate health and wisdom. But the Neurodivergent Somatics model created by Nyck Walsh, MA, LPC, provides clinicians with a concrete framework for providing Neurodivergent affirming care that is anti-ableist, somatic, collaborative, and trauma informed.

This advanced course builds upon the foundations presented in Nyck’s beginner course, The Do’s and Don’ts of Therapy with Neurodivergent Clients. This 3-part, 12-hour training delves into the three tenants of his Neurodivergent Somatics model:

• Pleasure/Neutrality
• Client as Self-Expert
• Global Permission

 
This learning takes place in two ways. First, we explore specific principles, tools and strategies to apply with clients. Then we learn how to embody and model these principles within ourselves as the therapist and attachment figure to our clients.

Part 1 – Exploring the Neurodivergent Somatics Model

In this session, we explore specific somatic tools and strategies to support nervous system regulation for both clients and us. We learn how to help clients shift from primarily orienting to threat to having more access to parasympathetic states, including pleasure and neutrality. We practice shifting our own states of attention in order to stay present, engaged, and regulated in session. We explore boundaries as a source of differentiation that is essential to client empowerment, clarity, and unmasking. And we play with how this differentiation allows us to trust our clients as the experts on themselves and truly individualize our approach to each client.

Part 2 – Using Neurodivergent Somatics to Nuture Well-Being

In this session, we examine how ableism/internalized ableism lives within us, inadvertently creating rules that dictate what we believe makes a “good” therapist and client. We explore ways to dismantle these rules, support clients in doing so as well, and avoid perpetuating neurotypical norms in the therapy setting. We wander through the forest of accommodations and executive function support that clients need to exist in today’s world and be well. And we discover ways to support our own sustainability and well-being by noticing what supports we may need but didn’t think we were allowed to access.

Part 3 – Disrupting Outdated Norms

In this session, we play with Neuroqueering (Walker, 2021). We discover how disrupting dominant norms of white supremacy, neurotypicality, and cis-heteronormitivity in therapy allows us to more authentically center, honour, support, and celebrate our clients in the fullness of their Neurodivergence. This disruption also gives us more permission to be human and our own unique selves in the therapy space. We delve into how we transition and are supported in our work through ritual and the sacred. And we look at how clients can be best supported in their transitions and their whole selves—mind, body, and soul.

This Neurodivergent Somatics course ends with a focus on joy for both our clients and us. Together, we lean into it as a potent act of resistance in the face of oppression and a vital source of our life force energy.

• Describe how pendulation is used in an anti-ableist way to support regulation.
• Identify the three principles of Neurodivergent Somatics.
• Name three somatic resources that support nervous system regulation with clients.
• Discuss the importance of boundary setting and self-advocacy for clients in the therapeutic relationship.
• Describe how internalized rules about what makes a client or therapist “good” contribute to ableism.
• Identify three types of accommodations that clients may need support with in navigating daily life.
• Identify three types of accommodations that may reduce counsellor burnout.
• Discuss how internalized ableism contributes to masking in Autistic and ADH clients.
• Describe how the process of Neuroqueering allows us to better center and honour the wholeness of our clients’ Neurodivergence.
• Discuss how joy is an essential component of Neurodivergent affirming approaches.

This training offers 12 hours of direct contact (not counting breaks or lunch). It is the participant’s responsibility to check with their individual state boards/regulatory body to verify CE requirements for their license to practice.

Attendees of the live broadcast will receive instructions on how to obtain their Certificate of Participation after the course is finished.

Attendees of the on-demand recorded version will need to complete a Post-Webinar Quiz with a pass of at least 80% in order to verify attendance and then receive their Certificate of Participation. On-demand attendees will receive instructions on how to obtain their Certificate of Participation once they have successfully passed the Post-Webinar Quiz at the completion of the webinar.

The Certificate of Participation includes:

• Name of participant.
• Title of training.
• Name of presenter plus their credentials.
• Number of hours of training.
• Date of training.
• Confirmation that showed 100% attendance at the live broadcast or passed a quiz with at least an 80% grade to verify attendance of the on-demand recording.

Get details about CE credits for Canadian and non-US international participants.

Get details about CE credits for US participants.

Please check with your regulatory body/organization to ensure that this certificate is sufficient proof for you to claim CE credits.