JRS Educational Therapy
My Philosophy
Thursday, December 14, 2023 by Julie Stoner | Educational Therapy
My philosophy as an Educational Therapist
Neurodiversity is naturally occurring variation in the human brain. The neurodiversity movement is the celebration and acceptance of the different ways human brains can function. This movement looks beyond accepting typical as ideal/best. It recognizes the strengths and the evolutionary advantages of brain variations, while also acknowledging and accommodating for neuro variations that create challenges. 
Our society, and unfortunately many education programs, are deficit minded. Students are often held to a standardized approach to teaching and evaluation. The ultimate goal is to fit within the bell curve and to assimilate. Humans who are fully emerged in this environment seldom have the opportunity to focus on their individual strengths. Strengths are often pushed aside in order to focus on raising lagging skills.
Neurodivergent learners need to be seen for their unique out of the box thinking and approaches to problem solving and learning. They can easily fall through the cracks of negativity and intervention based education practices. Since the world outside the classroom is very different, they need to see and hear the stories of minds like theirs finding success in the real world.
I have long held the belief that strength based practices are best. I believe “First do no harm.” Focusing on weaknesses and struggles is emotionally detrimental and socially isolating. Humans are typically motivated by progress and positive reinforcement. Humans who feel better about themselves do better. Focusing on strengths gives opportunity for success which inevitably leads to growth and a willingness to accept challenges.
As an educational therapist my goal for clients is self-awareness, self-acceptance, empowerment, and advocacy. I believe in the magic of inclusion and the celebration of diversity. I spend time building relationship, trust, and a shared quality world picture with my clients. I practice compassionate curiosity and believe that every client wants to be known, seen, and accepted as a whole person. Through collaboration my students begin the process of learner identity work. This process considers assessments, learning modalities, Gardner’s multiple intelligences, executive functioning, brain dominance traits, diagnoses, strength-based learning strategies, social emotional snapshots, and goals. Within this process we find resources, tools, and strategies to optimize learning and success including scaffolded support in executive function areas to empower students to take more responsibility in self-advocacy. 
Through case management, I have the benefit of collaborating with allied professionals and all significant individuals involved with the client’s learning, which serves to create a carefully considered and comprehensive learning plan. Case management and educational consulting services allow me to provide oversight and direction in the crafting and implementation of appropriate 504 plans and Neuro-Affirming IEP goals. As a Special Education Advocate, I can also ensure the Special Education Law (IDEA) is followed and provide school/home liaison services.
I have a B.S. in Elementary Education from the University of Oklahoma with a Secondary Endorsement for Math and a M. Ed in Education from Augustana University. I have two post graduate certificates in Special Populations and Student Support. I am a certified Executive Function Coach with EF Specialists, and a Certified ADHD Educator. My training includes extensive coursework in Trauma Informed Practices and Special Education Advocacy. I am a Professional member of the Association of Educational Therapist . I am committed to upholding and advancing the Code of Ethics and Standards for Professional Practice of the Association of Educational Therapists.
The Hidden Struggle: ADHD in Girls, Perfectionism, Burnout, and Identity Issues
Wednesday, December 6, 2023 by Julie Stoner | ADHD
The Hidden Struggle: ADHD in Girls, Perfectionism, Burnout, and Identity Issues
Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that affects millions of individuals worldwide. While it's often associated with hyperactivity and impulsivity, the manifestation of ADHD in girls is not always as conspicuous. In fact, many girls with ADHD grapple with a unique set of challenges, including perfectionism, burnout, and identity issues. This entry hits home as I do my own Identity work at the age of 47.
The Unseen Struggle
Girls with ADHD often go undiagnosed or are misdiagnosed due to the subtlety of their symptoms and the underlining societal values of the patriarchy. Unlike individuals who may display more overt hyperactivity, girls with ADHD often internalize and hide their struggles, and instead of acting out, they channel their energy into coping mechanisms like perfectionism and people pleasing. Unfortunately in our patriarchal society these are often seen as positive traits for girls and women. 
The Vicious Cycle of Perfectionism
Perfectionism becomes a double-edged sword for girls with ADHD. On one hand, it's an attempt to gain control over the chaos that ADHD can introduce into their lives. On the other hand, it intensifies the pressure to meet unrealistic standards, setting the stage for a perpetual cycle of striving for unattainable perfection.
This pursuit of perfection often leads to over commitment, overachievement, and a constant fear of failure. The relentless drive to excel becomes a mask, concealing the very real struggles with executive function, time management, and focus that are inherent to ADHD. As these girls strive for perfection, they unwittingly set themselves up for people pleasing and burnout.
The People Pleasing Trap
Frequently apologizing, taking on more than she can handle, nodding along with others' suggestions even when she disagrees, all while suppressing her authentic self in a constant quest for approval.
A people-pleaser is a person who puts others needs ahead of their own. We are highly attuned to others and often seen as agreeable, helpful, and kind. Our people-pleasing behaviors, stem from our heightened sensitivity to the emotional distress caused by past failures, rejections, and scrutiny (all our lives) for ADHD symptoms. In an effort to sidestep disappointing those around us and experiencing feelings of judgement, girls with ADHD often neglect their own needs and have trouble advocating for themselves, which can lead to a harmful pattern of self-sacrifice or self-neglect and burnout.
The Burnout Conundrum
Perfectionism, when combined with the inherent challenges of ADHD, creates a breeding ground for burnout. The relentless effort to meet impossibly high standards takes a toll on mental and emotional well-being. Fatigue sets in as girls push themselves to the brink, trying to keep up with the demands of academics, extracurricular activities, and social expectations. Never asking for or expecting outside help. 
Burnout, of course, exacerbates the symptoms of ADHD. Our concentration wanes, organizational skills falter, and the ability to manage time effectively diminishes... enter here... hours of TikTok scrolling. The very traits that initially masked the presence of ADHD become glaringly evident, leading to a potential spiral of shame and self-doubt and for some of us, the pursuit of another degree or certification.
Identity Lost and Found
As girls with ADHD grapple with perfectionism and burnout, issues of identity often come to the forefront. The discrepancy between the façade of perfection and the internal struggles creates a profound sense of imposter syndrome. These girls may question their worth, feeling that their achievements are merely a result of tireless effort rather than intrinsic ability or the opposite. They might endure a constant search for more credentials or 'proof' that they are knowledgeable, proof they are experts in a field, or belong within a chosen community.
Addressing these identity issues involves not only recognizing and understanding the intersection of ADHD, perfectionism, and burnout but also fostering an environment that embraces neurodiversity and dismantles the values of the patriarchy. Providing support, accommodations, and a safe space for these girls to express their unique strengths and challenges can be transformative. 
Breaking the Silence
It's crucial to break the silence surrounding ADHD in girls and to dispel the myth that it only presents in stereotypically hyperactive ways. By fostering awareness, encouraging early diagnosis, and embracing a holistic approach to support, we can empower girls with ADHD to navigate their unique challenges, break free from the shackles of perfectionism, and forge a path towards self-discovery and acceptance.
Check out this Video from How to ADHD: Dealing with Imposter Syndrome (ADHD Storytime)
Navigating the Labyrinth
Saturday, December 2, 2023 by Julie Stoner | Executive Functioning
Navigating the Labyrinth: Executive Dysfunction and the Classroom Learning Management Systems Nightmare
Since the Pandemic, education has undergone a radical transformation with the integration of various Classroom Learning Management Systems (LMS). These systems are designed to streamline the administrative processes by providing students and educators with a centralized hub for assignments, grades, communication, and resources. However, for individuals grappling with executive dysfunction, this seemingly organized approach can quickly transform into a labyrinthine nightmare. 
Executive dysfunction, a common aspect of conditions like ADHD, autism, and certain mental health disorders, refers to difficulties in initiating, planning, organizing, and completing tasks. In the context of navigating multiple LMS, this challenge becomes all too real for students who are already wrestling with the demands of academia.
The Overwhelming Maze of Platforms
Imagine a student juggling multiple courses, each with its unique set of requirements, deadlines, and learning materials spread across different learning management systems like Power School, Google Classroom, and Schoology. For neurotypical students, it might be an inconvenience, but for those with executive dysfunction, it can be an overwhelming, paralyzing experience.
Each platform demands a different set of cognitive processes: remembering login credentials, understanding navigation structures, adapting to various interfaces, and deciphering different communication channels. For someone with executive dysfunction, these seemingly simple tasks become formidable obstacles that hinder their ability to engage with the learning materials effectively. 
The Challenge of Consistency
Consistency is a cornerstone of effective learning, but the constant shift between platforms disrupts this crucial element. Executive dysfunction often results in difficulties in maintaining a consistent routine and adapting to changes swiftly. The inconsistency in the structure and organization of different LMS exacerbates these challenges, making it difficult for students to establish a reliable study routine.
Moreover, the varied expectations set by different educators on these platforms further complicate matters. Some may prefer discussions within the platform, while others rely on external tools. This inconsistency creates an additional layer of complexity, leaving students with executive dysfunction struggling to meet the diverse expectations across their courses.
The Burden of Multitasking
Multitasking is a skill that many students are expected to master in today's educational landscape. See the Myth of Multitasking However, for individuals with executive dysfunction, the demand for multitasking can be an insurmountable hurdle. Navigating multiple LMS simultaneously requires the constant shifting of attention, rapid context switching, and managing multiple sets of information—an overwhelming burden for those already grappling with executive function challenges. 
Overcoming the LMS Nightmare
Acknowledging the unique challenges faced by students with executive dysfunction is the first step toward creating a more inclusive learning environment. Schools should consider implementing strategies such as:
1. Unified Platforms: Advocating for or implementing a unified LMS across courses can significantly alleviate the cognitive load on students.
2. Consistent Communication: Encouraging educators to adopt consistent communication methods, expectations, and organizational tools can provide much-needed clarity for students.
3. Flexible Deadlines: Recognizing that executive dysfunction may lead to difficulties in time management, providing flexible deadlines can help alleviate stress.
4. Accessible Resources: Ensuring that learning materials are easily accessible and organized within the LMS can assist students in maintaining a structured approach to their studies.
Final Thoughts
The intersection of executive dysfunction and navigating multiple classroom learning management systems paints a vivid picture of the challenges faced by students in the digital age. By fostering understanding, implementing inclusive practices, and advocating for systemic changes, we can work towards a more equitable and accessible education for all. The digital labyrinth need not be insurmountable; with the right support, students with executive dysfunction can navigate it successfully.
