Exploring how neurodivergence is impacting daily life. What are the traits of neurodivergence that the individual is experiencing and how do they respond to these (both emotionally/psychologically, as well as physiologically)

With the baseline presentation, exploration and education around what the difference is between neurology (fixed neurodivergent traits) and what psychology is (fluid neurodivergent responses)

Assessment of the 8 senses and the impact these have on both the neurology and psychology of the individual. Education about the three hidden senses, by using a sensory check-list to be able to develop sensory tools or strategies.

Discovering the ‘type’ of attention that is accessed, to reframe the myth that an individual with ADHD does not hold attention. Understanding ‘type/s’ of attention supports the process of discovering what attention-related tools or insights are helpful

As anxiety is a predominant factor in almost all neurodivergent individuals, exploration around what anxiety is, how it presents and how to ‘be with it’ is a vital component in the programme. Working with, instead of against anxiety is the key!

How an individual procrastinates will relate to how they are experiencing the world around them. Their reasons for procrastination will be powerful and an unconscious pattern. Allowing this pattern to become conscious will provide understanding, motivation and momentum to get stuff done!

Neurodivergent individuals, can at times, find the world and other's intolerable. Working with the Window of Tolerance allows them to explore their own levels of tolerance and how this impacts their neurology and therefore their psychology. Increasing their ability to tolerate the world around them, enhances relationships and prevents long-term burnout

Most neurodivergent individuals see the world as very ‘Black and White’ or ‘All or Nothing’, this is a psychological way of coping with their own neurology. Relating to the window of tolerance, this session stretches an individual’s view of the not only themselves, but also their relationships and experience of the world. Acknowledging where their own learning curve is (grey) and areas to be patient with and, at the same time, push themselves, provides a positive experience and evidence that not everything can be black and white is beneficial.

Discovery of the relationship an individual has with their emotions. Do they have emotional literacy and fluency? Do they have a language for their emotions and, if so, how do they express this language? Emotions are complex, and can be, overwhelming for neurodivergent individuals. Understanding their own emotional map is vital

Masking is a protective and important survival technique for neurodivergent individuals; however, can be an unconscious way of being in the world. By exploring the areas of where masking occurs and how our masked selves show up, this enables a confident and compassionate approach to slowly express of our unmasked selves!

What is a person’s internal model of the world? How they view the world relates to the values and beliefs they hold. Exploring the internal dialogue of self, other's and the world, enables not only a meaningful insight, it also supports self-acceptance and the ability to show and learn an authentic way of being

The blueprint session is consolidating the learning from the sessions and evaluating how personal learnings and new ways of being have impacted themselves and other's