254: How to Be a Neuro-Affirming Parent or Teacher, with Emily Kircher-Morris, M.A., M.ED., LPC

In today's episode, Emily Kircher-Morris, M.A., M.ED., LPC is back and we're unpacking what it means to be a neuro-affirmative parent or teacher. We explore the pressures that neurodivergent kids face, especially the expectation to camouflage their true selves. Emily, with her dual expertise in education and counseling, is sharing invaluable insights, including her CARE acronym, which stands for cultivating authenticity, recognizing strengths, empathy, and creating safety. We discuss the intricacies of masking and the importance of authentic self-representation for these amazing kids and adults. We also address the negative impacts of non-affirming environments that can lead to stress and school avoidance. Our chat is laced with discussions on embracing rather than merely accepting diverse communication styles, and how this can transform a child's experience. Emily also sheds light on the 'double empathy problem,' the disconnect that can happen in communication between neurodivergent individuals and the neurotypical majority. Together, Emily and I are rethinking communication norms and advocating for the celebration of individuality, particularly within the neurodiverse community. As we speak, we're delving into self-advocacy for neurodivergent children and the importance of making that a communicative priority. Let’s talk about the significance of recognizing and leveraging the strengths of these amazing humans.

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