Being Neurodiversity-Affirming and Non-Pathologizing

In episode 30, Chris and Emma were joined by Katy Higgins Lee, MFT, a therapist and clinical supervisor in private practice in Santa Rosa, California. She works with neurodivergent adults with a focus on giftedness and twice-exceptionality. This episode is our contribution to Neurodiversity Celebration Week.

We learned about the terms neurodiversity and neurodivergence, and the appropriate application for individuals compared to groups. Katy talked about the way that neurodivergence can be either innate (e.g., ADHD, autism) or acquired (e.g., PTSD, traumatic brain injury).

We asked Katy the question, Is giftedness a type of neurodivergence? We agreed with her that giftedness is more than an IQ score, and fits the definition of neurodivergence since this is an experience of reality that diverges from what can be considered typical. Asynchronous development was mentioned, which is a definition of giftedness from the Columbus Group that incorporates the overexcitabilities.

Katy discussed being neurodiversity-affirming and non-pathologizing. We learned that we can view these differences as identities or neurotypes, rather than disorders or disadvantages.

Neurodiversity-affirming means using identify-first language rather than person-first language. For instance, autistic person rather than person with autism. We also talked about not using functioning labels such as “high-functioning” vs “low-functioning” autism and instead considering differences in support needs.

It’s also critical to be trauma-informed and LGBTQ+-affirming. Katy said it’s especially important to remember the need to be trans-affirming as part of a neurodiversity-affirmative practice because many neurodivergent people are also trans, nonbinary, or otherwise gender non-conforming.

We discussed overexcitabilities being part of the gifted experience, and the autistic and ADHD experience, and how that wasn’t clear from Katy’s introduction to OEs in the gifted community. It’s time to change the narrative and help the gifted world catch up—OEs are a part of the neurodivergent experience beyond the connection with giftedness.

The term giftedness is losing credibility in the neurodiversity community partly due to OEs not being seen as types of neurodivergence, which can hinder people on their journey of self-discovery. It’s not an either/or proposition of OE or ADHD (or autism). Missed identification of neurodivergence types in gifted individuals is a cause of trauma for many.

We talked about the overlap between ADHD and autism, as well as the way that other differences seem closely connected such as giftedness, gender differences, Ehlers-Danos Syndrome, and OCD. We discussed how stereotypes about ADHD, autism, and giftedness, and even their names, have caused problems in understanding these experiences. Giftedness is a term with a lot of misconceptions, but it is an important difference to acknowledge and understand. Even though parents of gifted children are often gifted themselves, they don’t necessarily see it in themselves or recognize its impact on their lives.

Links for this episode

Katy’s Tending Paths accounts on Facebook and Instagram.

Katy’s website

Dr. Nick Walker’s website

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