JRS Educational Therapy

Wednesday, August 14, 2024 by Julie Stoner | Executive Functioning

Spoon Theory is a metaphor often used to describe the limited energy resources available to individuals, particularly those with chronic illnesses or disabilities. When applied to neurodivergent individuals, Spoon Theory provides a framework for understanding and managing energy levels, especially in relation to work schedules. 

Understanding Spoon Theory in a Neurodivergent Context

• Spoons as Energy Units: In Spoon Theory, "spoons" represent units of energy. Neurodivergent individuals, such as those with ADHD, autism, or anxiety, may start the day with fewer spoons than neurotypical individuals due to the additional mental and emotional effort required to navigate daily life.

• Energy Depletion: Tasks that may seem routine to others, such as attending meetings, managing sensory input, or coping with social interactions, can consume more spoons for neurodivergent individuals. This can lead to faster energy depletion and an increased risk of burnout.

Influence on Work Schedules

1. Flexible Scheduling:

   • Peak Energy Times: Allowing neurodivergent individuals to work during their peak energy times can optimize productivity. For example, someone might have more spoons available in the morning and less in the afternoon, so a schedule that starts early and tapers off later in the day could be beneficial.

   • Reduced Hours or Split Shifts: Some might benefit from shorter workdays or split shifts, where work is broken up into manageable segments with extended breaks in between to recharge spoons.

2. Task Prioritization:

   • High-Energy vs. Low-Energy Tasks: Organize work by assigning high-energy tasks (e.g., intensive problem-solving, meetings) when the individual has more spoons available and reserving low-energy tasks (e.g., routine administrative work) for times when fewer spoons remain.

   • Task Rotation: To prevent rapid spoon depletion, vary tasks throughout the day. Alternating between mentally taxing and less demanding tasks can help preserve energy levels. 

3. Built-In Recovery Time:

   • Scheduled Breaks: Incorporating regular, scheduled breaks is essential. These breaks should be long enough to allow for spoon replenishment, whether through rest, physical activity, or other forms of self-care.

   • Mental Health Days: Allowing for mental health days or "spoon rest" days acknowledges the reality that some days will start with fewer spoons, making work unfeasible.  

4. Remote Work and Environmental Control:

   • Sensory Management: For some neurodivergent individuals, controlling the sensory environment (noise levels, lighting, etc.) is crucial for conserving spoons. Remote work or the ability to adjust the workspace can significantly reduce spoon expenditure.

   • Remote Work Options: Offering remote work can allow individuals to better manage their energy by eliminating the spoons spent on commuting and navigating a potentially overstimulating office environment.

5. Clear Communication and Boundaries:

   • Workload Management: Clear communication about spoon levels can help managers and colleagues understand when an individual may need to adjust their workload or take a break. This reduces the pressure to "push through" when spoons are low, which can lead to burnout.

   • Boundary Setting: Encouraging neurodivergent individuals to set and maintain boundaries around work tasks and hours can prevent overexertion and help in spoon conservation. 

Organizational Support

• Training and Awareness: Organizations can benefit from training programs that educate staff and management on Spoon Theory and its implications for neurodivergent individuals. This can foster a more supportive and understanding work environment.

• Personalized Accommodations: Tailoring work schedules and responsibilities to align with an individual's unique spoon levels can create a more inclusive and productive workplace, ultimately benefiting both the employee and the organization.
  

By integrating Spoon Theory into work schedule planning, neurodivergent individuals can achieve a more sustainable work-life balance, reducing the risk of burnout and improving overall well-being.

Wednesday, June 19, 2024 by Julie Stoner | Identity Work

The Importance of Identity Work on the Self-Concept of Neurodiverse Students

Understanding and fostering the self-concept of neurodiverse (ND) students is a critical aspect of creating an inclusive and equitable educational environment. Identity work—the process through which individuals explore, understand, and express their unique identities—plays a fundamental role in shaping how these students see themselves and their place in the world. Engaging in identity work helps ND students build a positive self-concept, which is essential for their overall well-being, academic success, and personal development. 

Defining Neurodiversity and Self-Concept

Neurodiversity refers to the idea that neurological differences, such as autism, ADHD, dyslexia, and others, are natural variations of the human brain. These differences should be recognized and respected as part of human diversity. Self-concept, on the other hand, encompasses an individual's perception of themselves, including their abilities, characteristics, and overall sense of identity.

For ND students, self-concept is often influenced by societal attitudes, educational practices, and the presence or absence of supportive environments. Negative stereotypes and misconceptions can severely impact their self-esteem and self-worth, making it imperative to address these issues through intentional identity work. 

The Role of Identity Work in Shaping Self-Concept

1. Affirmation of Neurodiverse Identities: Identity work involves recognizing and celebrating the unique strengths and perspectives of ND individuals. When students see their ND traits as valuable contributions rather than deficits, they begin to develop a more positive self-concept. Affirmation can come from inclusive curricula, representation in media, and the presence of role models who share their neurodiversity.

2. Building Self-Awareness: Engaging ND students in identity work cultivates self-awareness. By understanding their own neurological profiles, students can better articulate their needs, strengths, and challenges. This self-knowledge empowers them to advocate for themselves in educational settings and beyond.

3. Challenging Stigma and Misconceptions: Identity work helps to dismantle harmful stereotypes and misconceptions about neurodiversity. By creating spaces where ND students can share their experiences and narratives, educators and peers can challenge biases and promote a more accurate understanding of neurodiversity. This cultural shift not only benefits ND students but also fosters a more inclusive school community.

4. Promoting Resilience and Self-Efficacy: When ND students engage in identity work, they develop resilience and a sense of self-efficacy. Understanding that their neurodiversity is a part of who they are, rather than a flaw to be fixed, enables them to approach challenges with confidence. This mindset shift is crucial for academic persistence and personal growth.

5. Fostering Inclusive Educational Practices: Identity work also informs and improves educational practices. Teachers who understand the importance of ND identities are more likely to adopt inclusive teaching strategies that cater to diverse learning styles. This can include differentiated instruction, the use of assistive technologies, and the creation of sensory-friendly classroom environments. 

Practical Approaches to Identity Work

To effectively support the self-concept of ND students through identity work, educators and schools can implement several practical strategies:

• Inclusive Curriculum Development: Integrate materials and resources that reflect the experiences and contributions of ND individuals. Teach multiple strategies for learning new concepts. 

• Professional Development: Train educators on neurodiversity and inclusive teaching practices.

• Student Support Groups: Create safe spaces for ND students to connect, share experiences, and support each other.

• Parental Involvement: Engage parents and guardians in conversations about neurodiversity and identity work, providing them with tools to support their children’s self-concept at home.

• Mentorship Programs: Establish mentorship programs where ND students can connect with ND adults who have navigated similar experiences. 

Conclusion

Identity work is a powerful tool in shaping the self-concept of neurodiverse students. By affirming their identities, building self-awareness, challenging stigma, promoting resilience, and fostering inclusive educational practices, we can create a more equitable and supportive environment for all students. This approach not only benefits neurodiverse individuals but also enriches our educational systems and society as a whole. 

Wednesday, April 17, 2024 by Julie Stoner | Educational Therapy

Responsive vs. Directive Communication by Play.Learn.Chat

Directive Communication 🧑 ➡️ 👧

A more 'traditional' approach: Often involves instructing children on how to behave, act and respond. Adults are in charge, adults have all the power.

Problems with Directive Communication:

Diminishes experiences: Makes children feel their experiences, feelings and perspectives are unimportant or invalid. Reduces self-concept and self-confidence. This can lead to poor mental health outcomes.

Invalidates feelings: Sends a message that their experience of the world and their own body and mind are not to be trusted, so they loose trust in the messages they perceive. Removes the ability to self-advocate if they can't even figure out what support they should ask for or need.

Responsive Communication🧑 🔄 👧

Empathetic, respectful approach: Focuses on listening (seeing, perceiving... not just with your ears!), viewing the child’s perspective as true for them and valid. Interactions start and continue by following what the child is thinking, telling us, and communicating in any way (behaviors included).

Benefits of Responsive Communication:

Validates experiences: Recognizes the legitimacy of a child’s feelings and perspectives, even if they fluctuate and even if they seem very different to what you would have expected.

Enhances understanding: Encourages a deeper empathy towards what the child is actually experiencing.

Supports self-advocacy: Helps children develop the ability to advocate for themselves by reinforcing their confidence in their own experiences.