Author: iamjamesmum

Listening and Evolving Care: Insights from Dr. Donna’s Talk at the British Club

  1. Dr. Donna’s story
  2. Evolving medicine, treatments and definitions
  3. Medical advancement and longer lives
  4. Equality and values
  5. Cosmetic Pharmacology
  6. Stigma, holistic care and self-determination
  7. Compassion and care
  8. Societies shape systems

I had the pleasure of joining Dr. Donna at the British Club today for her fascinating talk. She covered a range of crucial topics. This included the current ageing and low birth rates in Thailand. She also discussed occupational health and depression. Additionally, she talked about COVID-19 and the rise of new treatments like Ozempic.

One of the most significant points she made was the role of healthcare professionals in listening. It’s essential to speak the same language as patients, and this is not simply a linguistic issue. Truly hearing their struggles is crucial. Understanding their journey is equally important, whether it’s a health challenge or a mental block.

Dr. Donna’s story

Dr. Donna’s story is quite remarkable. Her career and qualifications are impressive, and the way she sought to address the needs of an expatriate community in Thailand is commendable. It’s clear that her decision to study for the Thai medical exam and open her own clinic was driven by a genuine desire to help others. Her approach to meeting the specific needs of newcomers to the country reflects a thoughtful and purposeful career path. It’s certainly a story worth hearing.

Evolving medicine, treatments and definitions

Dr. Donna reflected on how opinions and practices that were once widely accepted are now evolving. She noted how people’s opinions, knowledge and needs shift, and that the terminology surrounding these needs is also changing. Our collective views have changed significantly. This is true in many areas, including ethnicity, marriage, ageing, and healthcare definitions. It also applies to issues surrounding modern medicine and treatments. This change speaks to the broader discussion of healthcare advancements and the challenges they impose on a country’s economy.

The discussion about the word geriatric led me to think about the evolving terminology surrounding special needs. The term “geriatric” was once used to classify someone as elderly at age 60. Later, that age was stretched to 70, and then no longer used. Similarly, the term sub-human was used many years ago to classify people with disabilities, particularly intellectual disabilities. Disabled has become special educational needs and disabilities (SEN or SEND). The dilemma around terminology is significant. How can we describe important characteristics without causing offense? How can we avoid creating poor self-regard? This is especially important considering a growing population of adolescents with disorders. We need to understand and address their needs, especially from a cultural perspective. Personally, I believe the description should at least, not include a deficit label.

Medical advancement and longer lives

The parallel between the ageing population and the special needs community and effect is also notable. Advances in healthcare allow children and adults, who might not have survived in the past, to live longer now. This population includes those with Profound Intellectual Learning Disabilities also described as people with Complex Learning Disabilities and Profound and Multiple Learning Disabilities/Differences. Much like the increasing ageing population, this group requires more medical professionals specialising in their care. Similar challenges arise in the availability of trained providers.

Equality and values

The topic of human inequality is also relevant. In the history of medicine, if a doctor inadvertently caused the death of a patient, they would be sentenced to death. However, if the person was a slave, the doctor was not punished in the same way. The doctor would simply be ordered to replace the worker. During the COVID-19 pandemic, a Do Not Resuscitate (DNR) order was issued for individuals classified as PMLD (Profound and Multiple Learning Disabilities). This raised questions about the societal value of their lives.

Cosmetic Pharmacology

Conversations with Dr. Donna are always interesting, and today’s meeting sparked thoughts about cosmetic pharmacology. This term refers to people self-administering substances like stimulants or relaxants without medical oversight. For example, some people use methylphenidate, a stimulant, to improve concentration. The moral question here lies in the danger of unregulated drugs—whether they’re used for beauty, cognitive enhancement, or anything else. The risks are real, and without professional guidance, there could be disastrous consequences. This is also similar to the lack of regulation in non-invasive beauty services, where improper oversight can lead to complications.

Stigma, holistic care and self-determination

The stigma surrounding issues like mental health, labelling, and cosmetic enhancement procedures can be overwhelming. I have found that people may feel reticent to share their experiences. Mental health issues and seeking support to focus or look and feel better are not things to be ashamed of. In fact, these decisions can have a profound, positive impact on one’s self-esteem and overall well-being.

There’s often an underlying pressure to conform to certain ideals, which can lead to feelings of shame or embarrassment. Cosmetic pharmacology, when approached responsibly, can enhance potential. It can also aid in self-actualisation and personal growth when done under the care of a medical professional. Dr. Donna highlighted a key point: people need support in complex situations. This is especially true when they struggle mentally to make changes themselves. People should be empowered to make choices that help them feel their best, without fear of judgement.

Compassion and care

Dr. Donna’s work is undoubtedly a privilege to be a part of and a testament to what compassionate, well-rounded healthcare can look like.

As someone who’s lived in Thailand for a while, I’m particularly grateful for Dr. Donna’s practice, which offers a rare combination of beauty care and medical services under one roof. Her holistic approach to healthcare resonates with those of us familiar with a more integrated system. This community-based system is common back home in the UK. Her model offers a blend of accessibility and support. It includes online consultations and home visits for those unable to visit the clinic in person.

For me, her clinic is a practice that truly puts the patient’s needs first. This approach is all too often overlooked in modern, private healthcare systems.

Societies shape systems

These issues impact how societies shape systems. They reflect not only medical advancements but also evolving social and cultural understandings. We are increasingly aware of the value of all people, and neurodiversity, whether they are disabled, brilliant, or otherwise. The inclusion and visibility of people and families with disabilities is particularly close to my heart. Each person helps shape the world we live in. They also influence the future of healthcare and humanity.

Knowing Dr. Donna is truly a privilege. Her support as a healthcare provider is inspirational and empowering.

References:

Aging and Low Birth Rates in Thailand:
World Bank, UN Population Division.
Thailand’s fertility rate has decreased in recent decades, which raises concerns about the country’s ageing population.

Ozempic:
NHS Choices, British Medical Journal (BMJ).
Ozempic (semaglutide) is prescribed for diabetes but is also used for weight loss.

Listening in Healthcare:
NHS Leadership Academy, British Medical Association (BMA).
The importance of effective communication and listening in healthcare to improve patient care.

Geriatric Terminology:
British Geriatrics Society, National Institute for Health and Care Excellence (NICE).
The changing definition of geriatric in medical contexts and age classifications.

Historical Use of “Sub-human”:
Disability History Scotland, UK Disability History Archive.
The use of dehumanising terminology to classify people with disabilities in history.

Use of the Term “Disabled”:
Disability Rights UK, Scope.
The evolving terminology from “disabled” to “special educational needs” and related terms.

Profound Intellectual and Multiple Learning Disabilities (PMLD):
NHS Learning Disabilities, National Development Team for Inclusion (NDTi).
Terminology and care for individuals with profound intellectual and multiple learning disabilities.

Medical Inequality and Historical Punishments:
History of Medicine, Journal of Medical Ethics.
Historical examples of doctors facing different consequences depending on their patient’s status.

COVID-19 and PMLD DNR Orders:
BBC News, Disability Rights UK.
The ethical controversy over Do Not Resuscitate orders for individuals with disabilities during the pandemic.

Cosmetic Pharmacology:
British Journal of Psychiatry, UK Drug Policy.
The rise of self-administered substances for cognitive enhancement and beauty purposes.

Regulation of Non-Invasive Beauty Services:
British Association of Dermatologists, Health and Safety Executive (HSE).
Regulation gaps in non-invasive beauty treatments and their health risks.

Holistic Support in Healthcare:
National Institute for Health and Care Excellence (NICE), The Royal College of General Practitioners (RCGP).
The rise of holistic care and integrated services in healthcare settings.

Glossary of Terminology

  1. Geriatric:
    Traditionally used to describe elderly individuals, the term geriatric has been evolving in medical contexts, and is now being replaced with more inclusive language.
  2. Special Educational Needs and Disabilities (SEN, SEND):
    This term refers to students who have difficulties learning in comparison to others of the same age. It encompasses a wide range of conditions, from mild to profound, and includes conditions like autism, dyslexia, and learning disabilities.
  3. Profound Intellectual and Multiple Learning Disabilities (PMLD):
    Refers to individuals who experience severe intellectual and developmental impairments. People with PMLD typically have complex health and care needs. They may require assistance with most aspects of daily life. This includes communication, mobility, and personal care.
  4. Complex Learning Disabilities:
    Children and young people with complex learning difficulties and disabilities (CLDD) include those with co-existing conditions (e.g. autism and attention deficit/hyperactivity disorder (ADHD), multisensory impairment, Social Emotional Mental Health issues (SEMH)) or profound and multiple learning disabilities (PMLD).
  5. Cosmetic Pharmacology:
    A term that refers to the use of substances, that are self-administered without medical oversight, and are often used for cognitive enhancement or cosmetic purposes, such as weight loss.
  6. Ozempic:
    A medication that contains semaglutide and is primarily used to manage type 2 diabetes. However, it has recently gained attention as a treatment for weight loss. This has raised ethical questions regarding its use for non-diabetic patients, and it also raises medical questions for those not classified as obese seeking cosmetic enhancement.
  7. Do Not Resuscitate (DNR) Orders:
    A medical order to not initiate CPR or other resuscitation measures if a patient stops breathing or their heart stops beating. These orders are sometimes applied to patients with PMLD. This has raised significant ethical questions about the value and rights of individuals with disabilities.
  8. Mental Health Stigma:
    Social stigma surrounds mental health issues. This can result in individuals being judged, excluded, or discriminated against. This stigma can affect people’s willingness to seek help. It also influences how they are treated by others, particularly in the context of healthcare.
  9. Medical Inequality:
    Refers to the disparities that exist in healthcare, based on factors like race, class, gender, disability, and other social determinants. Historical examples demonstrate the devaluation of certain groups in medical practices. Slaves or individuals with disabilities are examples.
  10. Holistic Support:
    An approach to healthcare that focuses on treating the whole person, not just the illness or symptoms. This involves considering physical, emotional, social, and mental well-being. Care should address these multiple aspects of a person’s health.
  11. Non-Invasive Beauty Treatments:
    Refers to aesthetic procedures that do not require surgery or significant medical intervention. Examples include botox, dermal fillers, and laser treatments. Despite being minimally invasive, these procedures can still pose health risks when not properly regulated.
  12. Profound Intellectual Learning Disabilities (PILD):
    This term may refer to individuals with deep cognitive and developmental impairments. It is similar to PMLD. However, it can encompass a broader category of intellectual disabilities, focusing on those with more profound challenges.

Agency, inherent yet fragile

Anxiety and agency are two concepts deeply entwined in our daily lives.

  1. Reclaiming Agency: A Key to Mental Well-Being
  2. The Cyclical Nature of Anxiety and Burnout
  3. Action-Based Storytelling and Engaging in Collective Action
  4. Remembering Our Agency in a Challenging World

Our sense of agency is foundational to our mental and emotional well-being. It’s not just about taking action—it’s about choosing which action to take. Agency is about exerting influence over our environment and shaping our responses to the world around us. It’s an inherent part of being human, like sight, taste, and touch. However, like any other ability, agency can be impaired. Just as a physical impairment to one of our senses can disable us, losing agency can cause significant distress. This can result in burnout, anxiety, or even depression.

Anxiety is often that weight on our shoulders. It is a feeling of unease, worry, or fear about events that are about to happen. It might happen. Anxiety can be a natural response to stress. Sometimes, it signals that the body needs attention.

Agency, on the other hand, is our ability to make choices and exert control over our lives. It’s about taking action and feeling empowered to influence the outcome of events.

Fragile, yet inherent. When these two concepts collide, things can get complex. Anxiety can diminish our sense of agency, making us feel powerless and overwhelmed.

Reclaiming Agency: A Key to Mental Well-Being

Anxiety and burnout affect our well-being. Anxiety—particularly chronic anxiety—can significantly impact our ability to make decisions. It can also hinder us from taking meaningful action. In my own experience, I find that my sense of agency fluctuates. This is true both as an individual and as a parent/agent to my son James. It changes based on external stressors. The demands on me can feel overwhelming, and when burnout sets in, my ability to act diminishes dramatically. Click here to read my personal account of burnout.

Many neurodivergent individuals face this struggle. It is a continuous cycle of anxiety, stress, and exhaustion. This cycle ultimately leads to burnout. The resulting fatigue makes it hard to engage in self-care. It also makes it hard to rest or participate in social engagement. Over time, these unaddressed stressors can erode our sense of agency, leaving us feeling stuck and powerless.

The key to reclaiming agency is recognising our triggers. We need to allow ourselves time to recover, reflect, and reconnect. It is important to do this before we face the challenges ahead. It’s important to remember that this cycle doesn’t just apply to individuals; it affects entire communities.

The Cyclical Nature of Anxiety and Burnout

Prolonged anxiety can impair decision-making and worsen mental health, eventually leading to burnout or depression. This cycle isn’t just an individual struggle—it’s one that affects many people in the community, carers and teachers alike. The relentless pressure of unmet needs and demands can cause a profound sense of helplessness. This is especially true when it feels like there’s no time to step back and reset.

I often think of Virginia Woolf’s description of anxiety, where time feels so unbearable that survival seems impossible. These feelings aren’t new or uncommon, particularly among individuals who identify as neurodivergent. Anxiety and burnout can take a toll. They create a state where the ability to act feels paralysed. Even the smallest decisions seem monumental.

Strategies to Reclaim Agency and Overcome Anxiety


Action-based storytelling focuses on what actions we take to improve a situation. It avoids perpetuating a narrative of hopelessness. In the context of climate change, we can change the conversation. We can move away from impending doom and highlight stories of action. These can empower us to see a path forward and remind us that we can make a tangible difference.

Action-Based Storytelling and Engaging in Collective Action

Focusing on actions we’re already taking can be beneficial. This includes activism, sustainable practices, or little things like using a reusable straw when we can. These actions can help us feel that we are actively contributing to change.

Collective action helps individuals feel less isolated in their struggles and provides a sense of shared agency. This could be through online groups, social media platforms, or in-person meetups. For example, I’m learning Makaton. I am inviting others to join me. This amplifies our shared messages around inclusion. It also supports the well-being of children like my son, as well as other families.

Click here to read my summary of the Mental Elf podcast. The podcast discusses agency and action-based storytelling. It also covers anxiety and collective action from a psychological and climate-based perspective.

The Oldies and Goodies: Tried-and-Tested Techniques We Often Forget

  • Let Go: In times of burnout or anxiety, it’s crucial to simplify and focus on the essentials. Prioritise what really matters: nutrition, relationships, rest, and recuperation. By doing this, we create space for recovery without the weight of unnecessary demands.
  • Reflect: Identifying the triggers—both external and internal—that contribute to feelings of anxiety or burnout is a vital step. Taking time to reflect on your emotional and physical states can help you spot patterns and avoid further overwhelm.
  • Rest: Rest is not a luxury—it’s a necessity. For neurodivergent individuals, the mental and emotional toll of continuous anxiety and stress can be unsustainable. Regular rest is essential to restoring a sense of agency. You can achieve this by engaging in hobbies, spending time with loved ones, or simply taking a break.
Remembering Our Agency in a Challenging World

Our agency is at the heart of our mental and emotional well-being. It allows us to make decisions, take action, and feel empowered in an uncertain world. Anxiety, burnout, or eco-anxiety can strip us of this sense of agency. We may feel powerless in such situations.

The path to reclaiming our agency lies in recognising the importance of rest and regulation. It also involves engaging in action-based storytelling and participating in collective action. By doing so, we can ensure that we make meaningful progress. We can do this without sacrificing our mental health. Rebuilding our agency—whether individually or collectively—helps us take control of our lives and move toward a more sustainable, empowered future.

Agency, Burnout, and Action

  1. The Sense of Agency
  2. Shifting the Narrative and Collective Agency

Lately, I’ve noticed that my mind is tired. I’ve been sleeping either too little or too much. I feel happy one moment and easily agitated the next. I overthink, then become saddened and overwhelmed —all in quick succession. My energy, resilience, and motivation are low, and my perspective is clouded. I tend to underestimate my energy levels. I also overlook my ambitions. I forget that change rarely happens quickly or in a straight line. These feelings are clear signals of burnout, and as a result, I metaphorically fell over.

Burnout can affect neurodivergent individuals, neurotypical people, and those on the spectrum. It’s something caregivers and teachers experience as well. I’m grateful I was able to retreat and recover, taking a full day off duty. It was a much-needed day of respite, allowing me to reset. Now, I find myself writing again about agency and my special interests… as a reminder for the next time this happens.

The Sense of Agency

To recover it was important for me to reclaim my sense of agency. The concept of sense of agency is powerful for me. It’s something inherent to us as humans, much like our sense of sight, hearing, or touch. But when we’re in a state of burnout, our sense of agency can feel impaired. It is similar to how someone might feel helpless if they lost their sight or hearing.

Our sense of agency is shaped by many things: our personal narrative, environment, the people around us, and societal structures. It’s not fixed. It’s a dynamic force that can be reactivated. It is like a muscle that needs rest and care to function at its best. People on the neurodivergent spectrum and caregivers often face systemic challenges. These challenges can strip away their agency. This is especially true when mental health or burnout is involved. These individuals are navigating a world that doesn’t always support or understand their needs.

Resting and redirecting my mind helps, click here to read my blog post ‘Agency and Anxiety’.

Shifting the Narrative and Collective Agency

When we acknowledge the commonalities faced by those dealing with neurodiversity, caregiving, and mental health challenges, we open our minds. This understanding creates space for empathy. We also foster collaboration and action.

The history of social movements shows us how powerful collective agency can be. We are working to tackle global challenges like climate change. We also face mental health crises and systemic inequalities. We must recognise that these issues are interconnected. Our personal struggles—whether related to neurodiversity, caregiving, or burnout—reflect broader societal issues. By recognising this, we can change the narrative towards a more positive, neuroaffirming perspective.

We are all part of a larger agency—society. Our individual actions, when combined, can have a profound effect on the world around us. This understanding supports the neurodiversity movement. It empowers individuals to recognise their value and demand inclusion. This shift can create spaces for neurodivergent individuals to find their rightful place in society.

Click here to read more about Neurodiversity affirming messages and practices.

‘Eco-Anxiety to Agency – mental health in the age of climate change’

A Reflection Upon the Mental Elf Podcast: Dr. Elizabeth Marks and Dr. Chris De Meyer

Climate change is one of the greatest existential threats of our time. Its impacts are increasingly being felt not only in the environment but also on our mental health. As the climate crisis continues to unfold, eco-anxiety—anxiety related to environmental degradation—has become recognised in populations causing significant personal distress. This anxiety impacts how we think and feel. Its intensity varies depending on factors such as where we live, our social position, and the media we consume.

The Media’s Role in Climate Anxiety: Fear vs. Hope Messaging

Fear-driven messaging has been prevalent for decades, but this approach can escalate anxiety, leaving us feeling overwhelmed and powerless. Fear can provoke an emotional response but often without clear actionable steps, can lead to paralysis or disengagement.

On the other hand, hope-driven, compassionate messaging can inspire positive change. A global survey of 10,000 children and young people found that many respondents experienced sadness. Over half of them felt despair due to the ongoing climate crisis. But when these messages included a clear call to action—emphasising collective efforts and solutions—responses were far more positive.

For example, Greta Thunberg’s media presence has ignited youth activism by offering a pathway for action, empowering individuals to contribute. Her presence embodies how agency in climate action helps reduce feelings of helplessness and eco-anxiety.

Brain Development & Messaging: The Impact on Youth

Adolescents are particularly vulnerable to media’s impact. This is especially true for those between the ages of 10 and 15 during their critical period of brain development. Negative or fear-based messaging can worsen eco-anxiety in young minds and influence how they perceive their future. A steady stream of doom-and-gloom content without solutions can contribute to long-term mental health struggles. Instead, it’s essential to provide hopeful, action-driven narratives to help young people build resilience.

Building Resilience in Youth: Validating Emotions and Balancing Activism

Validating emotions is one of the most important aspects of building resilience in the face of eco-anxiety. Rather than dismissing feelings of anger, fear, or sadness, we should acknowledge them as legitimate responses to climate change. This approach empowers young people to advocate for change while protecting their mental well-being.

Dr. Marks and Dr. De Meyer emphasise the importance of self-care and balance in climate activism. If we’re emotionally drained from engaging with the overwhelming reality of the climate crisis, we risk burnout. Taking time to engage in restorative practices is vital.

Fear, Loss, and Perspective: The Need for Empathy

Chronic fear of climate change can become overwhelming, but it’s essential to recognise that eco-anxiety is a rational response to the ongoing environmental collapse. Fear doesn’t need to be pathologised—rather it should be understood as part of a collective societal issue.

For example, communities facing direct climate effects—such as floods, wildfires, or hurricanes—often experience heightened psychological distress. The real fear and impact of loss—of home, health, and income—amplifies eco-anxiety. It is crucial to address the economic and mental health needs of these communities to help them heal and rebuild.

Empowering Agency: Turning Anxiety into Action

Inspiration from History: Social movements highlight the power of collective action. They include gender equality, disability rights, and racial justice movements. These movements empowered marginalized communities. Similarly, we can draw strength from history for our climate and neurodiversity awareness activism. By working together, we can build resilience in our communities and address the current climate of crisis.

The neuroscience of agency suggests that a sense of control and empowerment is key to overcoming eco-anxiety. When individuals see their actions having an impact, it reduces feelings of helplessness. Small acts—whether it’s reducing waste, supporting eco-friendly businesses, or advocating for climate policies—reinforce the power of individual action.

The Power of Action: Transforming Fear into Collective Impact

Dr. Marks and Dr. De Meyer underline the power of collective action in mitigating climate change. Actions such as reducing fossil fuel consumption create a shared purpose. Also, protecting natural ecosystems and adapting to extreme weather events contribute to this. Participating in these actions can significantly reduce feelings of helplessness. Retelling these stories reduces eco-anxiety. They impact our own actions.

Key Takeaways:

  • Eco-anxiety is a natural response to the climate crisis, but we can combat it through hope-driven messaging and collective action.
  • Fear-based messaging alone isn’t enough to inspire change—action-oriented messages motivate lasting change.
  • Empowering individuals and communities through agency—even through small steps—helps reduce eco-anxiety and brings a sense of purpose.
  • Validating emotions and promoting self-care can help us maintain mental health while engaging with climate issues.

The Benefits of Makaton Signing, Engagement, and Inclusion

Makaton sign language uses the body to aid communication. It’s similar to an  extension of the natural gestural body language we use when we travel – trying to make ourselves understood. It is known in Special Educational Needs and Disabilities (SEND) as an AAC tool.

The Benefits of Makaton: Engagement, Inclusion & Communication for All

  1. Keeps Focus and Enhances Engagement
  2. Increased brain activity promoting cognitive growth
  3. Develops hand-eye coordination and fine motor skills
  4. Kinesthetic Learning beyond Key stage 2
  5. Introduces diversity into communication
  6. Supports Mental Health and Wellbeing
  7. Reduce isolation
  8. Better Outcomes
  9. Builds Empathy and Understanding
  10. Conclusion


Makaton is more than just a sign language system—it’s a powerful tool for connection.  Makaton blends signs, symbols, speech, and body language to support and enrich communication for everyone, not just those with speech challenges.

Keeps Focus and Enhances Engagement

Makaton signing helps children maintain focus by adding a visual and physical element to communication. For example, Sarah, a young girl with ADHD, found it difficult to sit still and concentrate during lessons. By incorporating Makaton signs into classroom instructions, Sarah was able to focus better. She could follow along because the signs added meaning. They acted as a physical memory anchor (muscle memory). Sarah could associate this with the verbal instructions, making them easier to remember.

Increased brain activity promoting cognitive growth

Makaton offers benefits to all children, not just those with specific communication challenges. Studies have shown that children who use sign language, including Makaton, exhibit increased brain activity. These activities occur in areas related to language development, promoting cognitive growth. Learning signs connects words with physical actions, enhancing learning through multisensory experiences and offering a deeper understanding of the world.

Develops hand-eye coordination and fine motor skills

Makaton encourages the development of motor skills, which contribute to the creation of new neural pathways in the brain. This leads to improvements in problem-solving, language comprehension, and memory, benefiting children across various developmental stages

Learning fine motor skills, which are essential for cognitive development. Fine motor activities, such as hand-eye coordination and finger movements, play a crucial role in neural development. They support children’s ability to learn. They help them solve problems and communicate effectively.

Kinesthetic Learning beyond Key stage 2

Makaton enhances kinesthetic learning by linking physical actions with words. This makes the learning process more interactive and accessible for all children. Beyond Key Stage 2, this can greatly influence children’s ability to learn new concepts. The impact is especially evident when they can connect movement and gesture with content. Kinesthetic learning, which involves physical movement, helps reinforce memory and understanding by engaging multiple senses.

For example, a child learning about “weather” could sign different types of weather (e.g., “sun,” “rain,” “cloud”) while physically mimicking actions, such as moving hands to imitate the rain or spreading arms to show the sun. This connection between action and word supports content learning. It strengthens the child’s ability to recall and understand the concept.

Introduces diversity into communication

Makaton introduces diversity into communication, making learning more accessible to all children and creating a joyful, inclusive environment. Whether it’s the joy of signing a song or the excitement of learning a new word, Makaton enriches children’s lives in meaningful ways.

Our way

When I use Makaton  in public with others, becomes an emotional bridge. It allows others to acknowledge James’ communicative capacity. It gives them a model they may use if they wish to acknowledge James’ presence. They can also use it if they wish to communicate differently.

Supports Mental Health and Wellbeing

For children like James, who struggle to express their emotions verbally, it can be beneficial. It also supports verbal children to express their feelings and needs. The pressure of producing verbal speech and expression is removed, reducing anxiety and frustration.

I began modeling and practising Makaton signs with James in a natural way, which is known as non-direct teaching. As a result, he became more comfortable trying to sign himself. As I learned more, I signed more. It doesn’t matter if his signs are not correct. It is difficult for him. The feedback is his attention, fueled by engagement, confidence, and well-being.

The emotional support of adult modelling encourages a safer environment where children can explore communication openly and without correction.

Reduce isolation

One of the most profound benefits of Makaton is its ability to break down communication barriers. Without accessible communication methods, children can easily feel isolated and disconnected from their peers. Makaton empowers children by offering a means of interaction, even at a basic level. A simple gesture, like a wave or a sign for “hello,” can reduce feelings of loneliness and exclusion.

Better Outcomes

A study by the National Institute of Health found that inclusive communication strategies in schools led to better academic outcomes. These strategies also fostered a greater sense of belonging among students with special needs.

Builds Empathy and Understanding

Makaton signing is not just for children with communication challenges. It can also benefit all children. It fosters empathy and a deeper understanding of communication differences. When children engage with different methods of communication, they become more aware of others’ needs. They also develop greater respect for diversity. This cultivates an environment where empathy and inclusion thrive, preparing children for a diverse world beyond the classroom

Conclusion

We can create environments where all children have the opportunity to engage. They will learn and thrive by incorporating Makaton into everyday routines. The benefits of Makaton extend far beyond communication, promoting a world that celebrates diversity and inclusivity.

In environments where inclusive communication methods like Makaton aren’t used, children may feel disconnected from their peers. However, teaching Makaton ensures that all children, regardless of their communication abilities, can participate in learning and social activities. This inclusive approach fosters a sense of value and support, leading to improved self-esteem and social skills.

Makaton is one example of a low technology Augmentative and Alternative Communication method (AAC).

As simple as ABC? Addressing Barriers Collectively

As simple as ABC? (addressing barriers collectively…)

P-p-pick up a penguin, phonology, philosophy, presence and policy.

Trigger Warning: This text contains references to derogatory and emotive language that may be distressing or upsetting.

As the year ends, I begin preparing for the festive season. I will use our Makaton signs for Christmas carols. This will demonstrate a different way of learning language and communication.

  1. Phonology
  2. Makaton
  3. P, p, p – Prophecy, Policy, Political Correctness, Progression, Pygmalion, Presentation, Philosophy, Pathology, Perceptions, Problems
  4. Self-Fulfilling Prophecy

Phonology

refers to the sounds we make, hear, and understand from the words we use. This is also known as pronunciation or speech sounds. It is crucial for understanding each other when communicating verbally. This applies when communicating with others in the same language or another language.

Stuttering (no longer an official diagnosis) could be described as a speech disorder or impediment. I prefer to call it a characteristic that affects pronunciation or phonology. If you belong to my generation and were raised in England, you might recall the chocolate biscuit bars called Penguins. The manufacturer, McVities executed a genius marketing campaign that caught the publics attention. In fact, it was so memorable I still buy and remember it 40 years later. It also provides a perfect example of a phonological difference. This difference is present in some populations of people: the prolongation or delay to a part or start of a word. The key points highlight that problems with phonology make communication difficult. Thankfully, it can be transient and is no longer diagnosed as a disorder! (Yet it is still classified in the DSM-V as a Childhood-onset Fluency Disorder).

Makaton

sign language uses the body to aid communication. It’s similar to an extension of the natural body language we use when we travel and try to make ourselves understood. It is known in Special Educational Needs and Disabilities (SEND) as an AAC tool. We use it to aid and augment communication. It is an alternative to speech and written communication. However, it is often used in conjunction with these more standard techniques for learning.

Makaton benefits all children by promoting focus, motor skills, and cognitive development while encouraging empathy and inclusion. By incorporating Makaton into daily life, we create an environment where learning is accessible, diverse, and enriched, benefiting everyone through different ways of connecting and expressing themselves.

Click here to read Benefits of Makaton Signing, Engagement, and Inclusion.

Another key aspect of the “P-p-p Pick up a Penguin” song is its memorability! Perhaps it was the catchiness of the tune or because it was so amusing and different, it became so popular.

In terms of inclusion, promoting learning through song and sign is not a new concept. Yet it is has not yet become mainstream, memorable or universal enough that more people know it well. I spend quite a lot of time learning it, forgetting it and trying again. Like I do with most of my learning, especially Thai language… My understanding improved when I started making my own learning resources, specifically short videos that cater to my attention span, learning style and time constraints, and then use in songs. I share these on my social media, as I learn.They are a little rough and ready but they do the job and I don’t have the time.

Numerous benefits for institution-led Makaton learning are highlighted in the podcasts below. I will summarise them in a link below.

P, p, p – Prophecy, Policy, Political Correctness, Progression, Pygmalion, Presentation, Philosophy, Pathology, Perceptions, Problems

A quick discussion and play on the p, p, p theme – more “P” words.

In my opinion, when we label children as disordered and deficient, we create a ‘Pygmalion’ effect. This refers to an imposed identity, potentially through negative medical labelling. It is sometimes used in the context of a self-fulfilling prophecy. In this context, a belief or expectation about a person or situation leads to behaviours. As I like to break down words and phrases to understand them a quick Google search explains prophecies ‘as any statements or beliefs about the future, past, or present’. These statements ‘may or may not involve supernatural elements’. In social contexts, “self-fulfilling” describes something that becomes true because of the actions and beliefs built around it. For example, if a teacher believes a student is talented, they may give that student more attention. This extra attention leads the student to perform better, which then confirms the teacher’s belief.

A person’s potential can therefore be predicated upon the perception of themselves imposed by others. It is so powerful that sometimes policies are built around such perceptions.

‘Political Correctness’ is a term supported by radical policies that refers to the use of inclusive language and the avoidance of language or behaviour that can be seen as marginalising or insulting. This is crucial for groups that are disadvantaged or discriminated against, especially those defined by ethnicity, sex, gender, sexual orientation, or disability. This term has been around since the 1980s, and why I advocate for the use of neurodiversity-affirming language instead of derogatory and debilitating labels. It is more politically correct.

Considering the impending neurodiversity acceptance revolution, it is useful to understand historical labels for neurodiverse and disabled people. Some were called “feeble-minded,” “retarded,” “spastic,” and were thought of as useless at the extreme end of the scale. In addition, people used words like “chink,” “paki,” “nigger,” and “faggot.” in the contexts of bullying, shielded racism or cruelty.

I use them here to express the emotive quality of words, how they depict different eras and mentalities, and their subsequent disuse. I witnessed this progression and evolution of language and social conscience firsthand. I am thankful for the cultural revolution and appreciate the prevailing predominance of positive promotion of all people in the population. There is an increasing understanding and respect for difference. Yet, I was shocked to hear the word “retard” spoken from a young man’s mouth just a few weeks ago. This seems specifically relevant, as Joanna raises this controversially in her podcast ‘R is for Rosie’ (linked below). She notes that it is still used as a basis for humour. Consequently, it is prolonged and propagated by some people in some homes.

The final “P” word for this piece will be philosophy. The nature of our current reality (metaphysics) shapes our experience. The scope and limits of human knowledge (epistemology) are defined at a particular point in time. The principles of right and wrong (ethics), taught to us by our parents and public policy, guide us. The structure of reasoning (logic) and our appreciation of the beauty of our environment (culture) define who we are. These aspects define the meaning of life and affect how we exist and coexist.

In the context of disability, there appears to be a misbalance between values and pathology, perceptions and problems. This leads to discussions on the next play on the “P” word: the Pavlov’s Dog experiment and learned helplessness. To be continued 🙂

Self-Fulfilling Prophecy

The self-fulfilling prophecy can be observed in various contexts, including education, relationships, and organisational settings. It demonstrates how our beliefs and expectations can shape reality through our actions and interactions.

Self-Fulfilling Prophecy In Psychology: Definition & Examples

Merton’s work highlighted the power of social expectations in shaping individual and group behaviour, making the concept crucial for understanding social dynamics and interpersonal relationships.

Pygmalion – My Fair Lady, George Bernard Shaw, another phonological, musical story, and Christmas classic 🙂

Sustainability, salt and the single most important source of brain damage

Did you know that iodine deficiency is the single most preventable cause of brain damage worldwide?

  1. The Connection Between Iodine and Brain Health
  2. The Role of Soil, Water, and Climate in Iodine Deficiency
  3. Climate Change and Mental Health
  4. A Simple Solution: Iodized Salt
  5. The Interconnection Between Iodine, Water, and Health Equity
  6. The Path Forward: What Can We Do?
  7. Conclusion
  8. Links

Recently, I had the privilege of meeting Dr Rani, a public health expert working with at-risk populations here in Thailand. She shared some of her inspiring work in delivering iodine to communities, helping combat the effects of iodine deficiency as part of the International Support Foundation.

I met Dr Rani through the We-Woman Network, a knowledge-sharing group that promotes kindness, connection, learning, sharing, and empowerment. It was through this network and meeting its founder Dr Manisha Bose I was inspired to write this blog today. Her vision to connect people through meaningful exchange is inspiring. We are joined to celebrate and enrich each other.

The Connection Between Iodine and Brain Health

Iodine is essential for the thyroid gland to produce hormones that regulate vital processes in the body, including brain development. Hyperthyroidism and other thyroid-related issues are directly linked to iodine deficiency.

The result? Brain damage that is often irreversible and entirely preventable.

But why does iodine deficiency persist, even with knowledge and solutions available? The answer lies in sustainability and accessibility.

The Role of Soil, Water, and Climate in Iodine Deficiency

In many parts of the world, especially in riverine and agricultural areas, iodine levels in the soil have been depleted due to practices like overgrazing, deforestation, and unsustainable farming. The loss of iodine in the soil means that local food sources—especially those grown in these regions—are severely lacking in iodine. This deficiency affects anyone in the food chain who consumes these products.

As global demand for cheaper and faster food production increases, the cycle continues—leading to malnutrition, impaired cognitive function, and socioeconomic disparities. People in impoverished regions are the hardest hit. This is particularly true in rural areas with limited access to iodized salt or iodine-rich foods such as milk, yogurt, and cheese. Other iodine-rich foods include seaweed, certain fish and seafood, such as cod, tuna, and shrimp, as well as beans and fruit.

Climate Change and Mental Health

The links between climate change, resource depletion, and brain health cannot be ignored. As the environmental crisis worsens, it’s crucial to understand its long-term implications on human cognitive function, particularly in the next generation. This issue raises some very important points about protecting our children’s mental health. Eco-anxiety—the difficult emotions caused by direct or indirect exposure to climate change—has a significant impact on our sense of agency, or our ability to individually and collectively navigate the challenges we face in an increasingly uncertain world.

A Simple Solution: Iodized Salt

The solution is simple and cost-effective: iodized salt. By adding just a small amount of iodine to the salt we consume, it’s possible to eliminate iodine deficiency globally. Salt is a common part of our daily diet, and widespread iodine fortification can have an immediate and lasting impact.

The World Health Assembly made a recommendation back in 1991 to target this global health crisis. This initiative has led to significant improvements over the last few decades. However, many pockets of the world still suffer from iodine deficiency. Statistics from Southeast Asia between 1994 and 2006 showed that 30% of the population was affected. This remains a concern for Southeast Asia today. To put it into perspective, this represents 503.6 million people at risk of preventable brain damage.

The Interconnection Between Iodine, Water, and Health Equity

Ensuring access to adequate iodine intake is as important as access to safe drinking water (which is crucial to maintaining normal brain function). Yet, disparities persist, and it is shocking to discover that safe drinking water and sanitation are still out of reach for billions.

In her talk, ‘Water is Life’, Marisha Wojciechowska discussed how the climate story is, in fact, a water story. She highlighted that in 2021, 80% of natural disasters in Southeast Asia were storm and flood-related, affecting 43 million people and causing economic damages in excess of 35 billion USD.

The Path Forward: What Can We Do?

  • Improve Salt Iodization: Ensuring that iodized salt is used in food manufacturing and animal consumption (since we are what we eat) can drastically reduce IDD.
  • Support Local Solutions: Identify areas where iodized salt is not available and work with communities to provide affordable access.
  • Raise Awareness: Promote the understanding that iodine deficiency is preventable, and advocate for its inclusion in public health policies.

Marisha recommends implementing grey and green solutions to address the direct impacts of flooding on humanity. Examples of green solutions include planting more mangroves, while grey solutions involve building storage systems to capture excess rainfall. One example of a grey solution is the manmade lake at Benjakitti Park in Bangkok.

On a smaller scale, individuals can choose to reduce, reuse, and recycle where possible. Another piece of advice that I picked up was simple and will help me save my water bill too. This simple action allows us to do our part in conserving water right from our homes.

Sustainable water solution tip. Placing a 2-liter bottle of water in the flush tank prevents the entire 5-6 liters of water from being wasted.

Conclusion

Iodine deficiency and sustainability are interlinked global challenges. Iodine deficiency is entirely preventable, yet millions continue to suffer from its effects. Addressing sustainability is not only about health. It also involves breaking the cycle of poverty. It ensures that future generations have the mental capacity to thrive. Ultimately, it’s about creating a more sustainable and fair society

Supporting Neurodiverse Learners: Building Self-Esteem

Commonalities in Dyslexia, Language Processing, Developmental Delays: Building Self-Esteem

As a parent and advocate, I’ve spent a lot of time reflecting on how we can better support neurodiverse learners—children who face challenges with language processing, reading, comprehension, and communication. Through my journey with James, combined with the expert insights I’ve encountered, I’ve realised that many learning differences, such as dyslexia, developmental language disorder (DLD), ADHD, and autism spectrum disorder (ASD), have more in common than we might think. Instead of focusing on their differences, I believe we should bridge the gaps in understanding these conditions and take a more inclusive approach to learning, one that helps improve self-esteem and empowers neurodiverse learners.

Common Threads in Learning Differences

Reflecting on SENDCAST episodes featuring Louise Selby and Dr. Helen Ross, alongside research from Jill Boucher and Maggie Snowling, I’ve noticed a common thread in how learning, communication, and attention difficulties manifest in children with different diagnoses. A helpful approach is to understand that many of these conditions stem from shared challenges in processing language, not deficits in intelligence.

For example, dyslexia is often misunderstood as simply a reading disorder, but it’s more about how a person processes and decodes language. Dyslexic learners often struggle with phonics and word recognition, but this difficulty is not a reflection of intelligence. Likewise, developmental language disorder (DLD) isn’t a cognitive issue but involves challenges with syntax, semantics, word retrieval, and pragmatics (as highlighted in Maggie Snowling’s paper on Developmental Dyslexia and Specific Language Impairment: Same or Different?).

Interestingly, ASD is often treated as separate from language disorders, but Jill Boucher points out that this division can blur the lines between appropriate interventions. For example, in my studies of Intensive Interaction, I’ve observed that teaching non-verbal or minimally verbal children with autism using rigid, speech-focused methods can suppress their communicative intent. Nurturing their communication and language skills in a more holistic way—such as using Intensive Interaction techniques—could yield better results.

Additionally, Rita Jordan, in her work on autism with severe learning disabilities, highlights how children with autism may have fewer opportunities for language exposure and interaction, especially when learning disabilities are misunderstood or not specifically addressed. She suggests these children may experience limited exposure to natural language and meaningful communication, often due to inappropriate interventions. As a result, these children miss crucial opportunities for language development. Without this foundation, they may fall further behind their peers, even in basic social communication skills. This underscores the importance of creating learning environments that promote language development through natural interactions and respectful communication.

It’s essential to recognise that ADHD, ASD, and DLD share overlapping challenges in language comprehension, working memory, and social communication. Professor David Daley reminds us that children with ADHD or ASD may exhibit developmental delays, meaning their brain maturity often lags behind their chronological age. Their defiance, indifference, or struggles to learn are not personal choices but responses to cognitive and language processing differences.

The Power of Morphology in Supporting Learners

As Louise Selby explains in her discussions about dyslexia, traditional phonics approaches don’t always work for all learners, especially those with DLD, ADHD, and ASD, who may struggle with phonemic decoding. Morphological instruction, on the other hand, provides children with a meaning-based strategy for word comprehension. This approach is effective for all learners, not just those with language difficulties, as it helps children build a deeper understanding of language and the structure behind it.

Moreover, morphology can be particularly useful for learners who struggle with reading comprehension. For instance, a child who understands that “un-“ means “not” or “happy” means a positive emotional state can more easily figure out the meaning of unfamiliar words. Given that around 80% of English words are made up of morphemes, this strategy works for a wide range of learners, including those who may not typically be diagnosed with learning disabilities but still struggle with word meaning.

Bridging the Gaps and Improving Self-Esteem

One of the most concerning issues for children with learning differences is the impact on their self-esteem. Labels like dyslexia, ADHD, and autism can make children feel “less than” their peers, and over time, they may internalise these negative labels. In her SENDCAST talk, Dr. Helen Ross discusses the profound mental health effects of a dyslexia diagnosis, where children may begin to see themselves as “lazy” or “dumb” simply because they process language differently.

As a parent, it is heartbreaking to see any child begin to doubt their worth. Understanding the brain’s differences in processing language is key. We need to shift the conversation away from deficits and focus on a child’s unique strengths.

That’s why I created IAMJamesMum.org—to share our story and advocate for neurodiversity. By celebrating the idea that being different is not a deficit, we can help children build their self-worth and embrace their strengths, not just in language, but in all areas of life.

A Holistic Approach: Inclusive Practices that Celebrate Neurodiversity

In my view, the best way to support neurodiverse learners is through a holistic, inclusive approach that recognises the shared experiences of children with different neurological profiles. Instead of treating each condition in isolation, we need to adopt universal strategies that support all learners. This might include explicit teaching methods, a focus on morphology for language learning, and meaningful, context-rich environments where all learners can thrive.

I’m also passionate about the work of Hope Haven, which is working to build a model for welcoming and inclusive spaces for the SEND community. By creating environments where neurodiverse children feel valued and accepted, we help them not only build academic skills but also foster emotional resilience and improve self-esteem.

Moving Forward Together

The neurodiversity movement, championed by Advocates Apparel, Hope Haven, and this blog, is about creating a world where differences are celebrated and neurodiversity is recognised as a strength. Let’s continue to work together to bridge the gaps in understanding and build a more inclusive and supportive world for all neurodiverse learners.

Resources to Explore:

  • Advocates Apparel: Supporting the neurodiversity movement with pride.
  • Hope Haven: Celebrating neurodiversity through inclusive environments.
  • SENDCAST Podcast: Insightful discussions on SEND, dyslexia, ADHD, and inclusion with experts like Louise Selby and Dr. Helen Ross.
  • ACAMHS Learn: Free CPD sessions on ADHD, autism, and more, providing professional development in neurodiversity.

Additional References:

  • Dr. Helen Ross, Trustee of the British Dyslexia Association www.helensplace.co.uk
  • Louise Selby, author and dyslexia specialist www.louiseselbydyslexia.com
  • Maggie Snowling, Professor at the University of Oxford, world-leading expert in language disabilities, including dyslexia
  • Jill Boucher, Professor of Developmental Psychology, City University London
  • Rita Jordan, Professor of Autism Studies, University of Birmingham

The Mental Health Crisis: Is It Really an Epidemic?

The growing number of diagnoses, particularly in Western societies, has coincided with a global rise in mental health problems. According to the World Health Organisation, mental health disorders are now the leading cause of disability worldwide, with conditions like depression, anxiety, and psychosis becoming more prevalent. This increasing trend has been described as a “mental health epidemic,” but is it truly an epidemic of mental illness, or is it more about the way we have come to understand and categorise mental distress?

The sharp rise in diagnoses cannot solely be attributed to an actual increase in mental health problems. The growth of the mental health industry, has created a system in which many individuals are identified as having disorders, even when their experiences may not be pathological in the strictest sense. It’s possible that these tools have created a self-fulfilling prophecy, where people who might have otherwise adapted to challenges in their lives are now labelled as “sick” and in need of treatment.

In many cases, the over-categorisation of human emotion and behaviour risks turning normal human experiences—such as grief, stress, or anxiety—into clinical conditions. This can make people feel as though they are constantly battling mental illness, even when their symptoms may be part of the natural human condition.

Over-Categorisation and the Medicalisation of Human Nature

As psychiatric diagnostic tools have become more refined, the scope of what is considered a mental health disorder has expanded. Normal human experiences such as anxiety, sadness, or stress—common reactions to life events like a job loss or the death of a loved one—are increasingly being labelled as clinical conditions. The fine lines between what constitutes normal psychological distress and what qualifies as a diagnosable disorder are often blurred.

In fact, the DSM-5 has faced criticism for contributing to the over-diagnosis of relatively minor or transient conditions. For instance, what was once considered a natural response to grief, such as sadness after the loss of a loved one, can now be diagnosed as major depressive disorder if it persists for a certain length of time. Similarly, the increasing number of disorders in the DSM-5 has led to concerns about pathologising normal human behaviour. Conditions like generalised anxiety disorder or attention-deficit hyperactivity disorder (ADHD) may be diagnosed even when symptoms do not meet the clinical threshold, leading some to question whether psychiatry is over-complicating what are essentially variations of human experience.

This trend towards over-diagnosis is not just an issue for the individual, but has wider societal implications. When everyday experiences are medicalised, individuals may begin to see themselves as inherently “broken” or diseased, rather than recognising that their struggles are part of the complex fabric of being human. This pathologisation can also lead to unnecessary treatment, with people turning to medication or therapy for what might simply be a temporary emotional response.

The Need for a New Paradigm in Psychiatric Research and Practice

Given these concerns, it is clear that the field of psychiatry is at a crossroads. The historical foundations laid by Kraepelin were vital in moving psychiatry toward a more structured, scientific understanding of mental illness. But as diagnostic tools have become more detailed and comprehensive, we must ask whether we’ve reached a point where standardisation has gone too far, leading to an over-medicalisation of everyday human struggles.

The current mental health crisis calls for a shift in perspective. Instead of focusing solely on labels and diagnostic criteria, we need to look more holistically at the causes of mental distress. Environmental factors, social isolation, economic instability, and the impact of climate change are critical components that cannot be ignored. Mental health must be understood not just as a set of symptoms to be categorised and treated, but as a complex interplay of biological, psychological, and social factors.

Kraepelin’s Legacy: The Birth of Psychiatric Classification

Emil Kraepelin is widely regarded as the father of modern psychiatric classification. His work in the late 19th and early 20th centuries marked the beginning of a systematic approach to understanding and categorising mental disorders. Kraepelin introduced the concept of longitudinal observation, classifying mental illnesses not just by their symptoms, but by their course over time. His descriptions of conditions like schizophrenia and bipolar disorder are still influential today.

However, Kraepelin’s methods were based on clinical observation and lacked the statistical tools and diagnostic criteria that we now use. His classification system was relatively broad. It relied on subjective assessment and description. Consequently, it was more prone to variation. It was also less reproducible than modern systems. Moreover, Kraepelin’s view of mental illness as a form of biological degeneration has been largely debunked. Advances in neurobiology and genetics prompted this change. Contemporary research, such as that led by Professor Robin Murray, has shifted the understanding of psychosis and other disorders from a purely biological model to one that considers genetic predisposition, environmental stressors, and socio-cultural factors.

Despite its limitations, Kraepelin’s pioneering work laid the foundation for the DSM (Diagnostic and Statistical Manual of Mental Disorders). It also laid the groundwork for the ICD (International Classification of Disease). Psychiatric diagnostic tools have evolved over the years. The classification of mental disorders has become increasingly standardised. It has also become increasingly complex. These developments have allowed for clearer communication. They have also improved treatment protocols. However, they may have led to the overcomplication of human nature. This has fueled a mental health crisis. Many are questioning whether we have over-medicalised the human experience.

These standardised systems have undoubtedly improved diagnostic accuracy. They have also improved communication among healthcare providers. However, they bring their own set of challenges, particularly in the context of the mental health crisis we face today.

Conclusion: From Kraepelin to Today – Rethinking Mental Health Diagnosis

By over-categorising human experience and medicalising normal emotional responses, we risk turning ordinary human struggles into clinical conditions, exacerbating the very mental health crisis these tools were designed to address.

As we move forward, we propose a more balanced approach. This approach respects the complexities of human experience. It also ensures that serious mental health conditions are properly diagnosed and treated. The challenge is to develop a mental health framework that promotes well-being. It should reduce the stigma of seeking help. Additionally, it must foster a deeper understanding of the socio-environmental factors that contribute to mental distress. Ultimately, we need a new paradigm for understanding psychiatric challenges. This new paradigm should value neurodiversity and human complexity. It must support holistic treatment and provide a more compassionate, less pathologised view of mental health.