Practice strategies for supporting autistic and ADHDer children’s mental health

This course is aimed at health, community and social service professionals, including:

• psychologists
• counsellors
• social workers
• occupational therapists
• speech pathologists
• community health services workers (including NDIS workers)
• medical professionals (e.g. GPs, paediatricians, nurses).

This course may be especially useful for early career professionals and those looking to grow their confidence in working with neurodivergent children and their families. Teachers and early childcare workers may also find the strategies helpful in their day-to-day interactions with autistic and ADHDer children.

This course aims to increase understanding and application of neurodivergent-affirming practice approaches among practitioners working with autistic and ADHDer children and their families. It will support you to:

• uncover and address the needs underlying children’s ‘challenging’ behaviours
• build children’s and parents’ regulation skills
• respectfully and compassionately guide families towards acceptance of the child’s neurodivergence
• strengthen family relationships by fostering compassion and understanding
• help families to build the skills and confidence to advocate for themselves and others.

It is estimated that this course will take you approximately 3 hours to complete, including reading material and watching videos.

You can undertake the course across multiple sessions at your own pace. The last screen you visit before logging off will be bookmarked and you will have the option of returning to that screen when you next log in.

As you work through the course, it's important to be aware of your own emotional responses. Please follow these self-care tips and seek help if needed:

• We do not recommend undertaking the entire course in one sitting. Give yourself some breaks. Even if you don’t feel that you need a break, it's a good idea to take one anyway and come back later.
• Be aware of your emotions as you progress through the course and take action if you are starting to feel stressed or upset. For example, consider taking a break and doing something for yourself that you enjoy.
• Be aware of your emotional responses after you complete the course.

If at any point you find you are struggling, please talk with your supervisor, seek help, or call Lifeline on 13 11 14, Beyond Blue on 1300 224 636, or SANE Australia on 1800 187 263.

For the purposes of this course, the term parent encompasses the biological and adoptive parents of a child, as well as individuals who have chosen to take up a primary or shared responsibility in raising that child.

Social and emotional wellbeing refers to the way a person thinks and feels about themselves and others. It incorporates behavioural and emotional strengths and is a facet of child development.²

In broad terms, social and emotional wellbeing is the foundation for physical and mental health for Aboriginal and Torres Strait Islander peoples. It is a holistic concept that results from a network of relationships between individuals, family, kin and Community. It also recognises the importance of connection to Country, culture, spirituality and Ancestry, and how these affect the individual.³

Social and emotional wellbeing is also used by some people from culturally and linguistically diverse (CALD) backgrounds, who may have differing concepts of mental health and mental illness.⁴

Social and emotional development involves the development of skills required to:

• identify and understand one’s feelings
• read and understand the emotional states of other people
• manage strong emotions and how they are expressed
• regulate behaviour
• develop empathy
• establish and maintain relationships.⁵

Like ‘biodiversity’ refers to the variety of life found in a particular area or in the world, neurodiversity describes the natural range of differences (‘diversity’) in human minds.⁶ An individual person may be ‘neurotypical’ or ‘neurodivergent’.

A person’s neurotype is the particular way their brain processes information.

Neurotypical people have ‘a style of neurocognitive functioning that falls within the [current] dominant societal standards of “normal”.'⁶ They find it easier to adapt to the changes and demands of society than neurodivergent people.

Neurodivergence is a difference in the ways brains think and adapt.⁷ Autism and ADHD are just two examples of neurodivergence.

Neurodivergent-affirming practice (also referred to as neuro-affirming practice) is ‘a therapeutic approach that creates an environment and treatment plan rooted in a deep understanding of neurodivergence. It emphasises supporting individuals through their challenges and making accommodations for their needs.’⁸ It is often conflated with ‘neurodiversity-affirming practice’, which are approaches that respect and affirm all kinds of brain functioning.

Autism spectrum disorder (autism) typically presents as differences in social communication and interaction, along with a preference for sameness (expressed through repetitive behaviours, interests and activities).⁹

Attention-deficit hyperactivity disorder (ADHD) is characterised by hyperactivity and differences in attention and emotional regulation. It presents in three ways:

• predominantly inattentive symptoms (e.g. a lack of concentration or focus)
• predominantly hyperactive/impulsive symptoms (e.g. speaking or acting without thinking first)
• a combination of both.¹⁰

Two-thirds of ADHDer children are diagnosed with a combined presentation.¹¹

The term AuDHD or AuDHDer refers to someone who is both autistic and an ADHDer.

Neurokin is a term individuals can use to describe people who share the same neurotype as them (e.g. neurotypical, autistic, ADHD).

Interoception is our conscious perception of our internal state, including bodily signals (e.g. hunger, thirst, pain) and emotions. When children struggle with interoception, they can find it difficult to identify these signals, recognise changes in their mood and/or meet their self-regulation needs.¹²

This course draws on the latest research, clinical insights, and the lived experience of neurodivergent practitioners and Emerging Minds’ child and family partners. It also features artworks by Holly, a 15-year-old autistic illustrator, artist and animator.

We would like to thank Holly and all the other professionals and families who played an integral role in shaping this course, generously offering their time, wisdom and unique perspectives.

Watch the following video (2 minutes, 7 seconds) for a quick guide on how to navigate Emerging Minds Learning courses.