mental-health – Page 2 – I am James' mum

As simple as ABC? (addressing barriers collectively…)

Addressing Access Barriers Collectively “To share a little of each other’s world so that all might gain through a broadening of their horizons” (Grace, 2020)

Did you know that some groups globally do not have access to comprehensive communication and literacy education? Historically, this group of disabled individuals was termed ‘subhuman’ and ineducable. Thankfully, the mindsets that contributed to this bleak landscape for disabled people have changed substantially.

Yet, despite major advances in social equality and human rights for people with disabilities, many are still limited by either their capacity to learn or the methods in which they are being taught. In reality, it’s a combination of both.

My son is one of these children. He is the reason I read and research, advocating for collective consciousness and community change. I share my perspective as someone who is still trying to filter the pragmatics from the complexities encountered over the years, from one specialist to the next. After much exploration, we have finally settled upon inclusion as a universal/specialist approach to adopt and embrace.

My son is someone you could consider to be a ‘sensory being.’ This term, coined by Inclusion Specialist Joanna Grace, is used to describe individuals with multiple learning disabilities in a positive light—highlighting their primary experience of the world, which is sensory (Grace, 2017). While no label or terminology can fully encapsulate the essence of who a person is, this term is sufficiently descriptive of some of his abilities and challenges, and it can support a wider understanding of how to interact with him and others like him.

The core meaning of this term for me is being. According to the Oxford English Dictionary, “being” refers to the state of existing, a person or thing that exists, or the essence or nature of something. People with profound and multiple learning and physical disabilities exist and continue to live in a society that often misunderstands and mistreats them. The stories of abuse and neglect in care homes, at the most tragic end of the spectrum, are heartbreaking.

If my son is a ‘sensory being’ and I am a ‘linguistic being,’ we need to find a bridge. We must ‘share a little of each other’s world’ to both of our benefit. This helps us appreciate and celebrate each other’s essence, our humanity, our relationships, and our existence together. This brings us to core words and how they can be used collectively in the community to create that bridge.

Language, Interaction, and Being

By definition, the description ‘sensory being’ implies that language is elusive for this group of people. It highlights the delicate balance between using too much language or too little. Imagine being completely ignored on one end of the spectrum, or overwhelmed and confused by too many words and commands on the other. Where is the middle ground?

Observation, the selective use of core words, Intensive Interaction, and Augmentative and Alternative Communication (AAC) can be the bridge to understanding this balance. These techniques involve using fewer words but with greater meaning—focusing on the most important, essential vocabulary that can facilitate communication and connection.

Understanding where the child is in relation to the basic (typical) phases of communication development and function can help design the core words to use. For example, non-intentional communicators may use indiscriminate body motions, crying, smiling, or vocalisations. What should you look for? How is the communication related to a sensory responsiveness to something internal or environmental? When the child cries, what do they need? When the child smiles, what makes them happy? What sounds do you hear in their vocalisations—do they vary? How is the tone? What can we adjust in the environment to respond to their initial pre-intentional communication?

Core Words Modeling: Example core words could include: “I,” “see,” “you,” “hungry,” “tired,” “happy,” “hot,” “cold,” “thirsty,” “want,” “play,” “oh no,” “better,” “more,” “help,” “stop.”

These core words can offer children like my son the opportunity to express their needs, preferences, and desires.

Collective Community Change Through Core Words

The collective use of core words across communities can make a tangible difference. It means that children like my son don’t have to rely solely on a few specialists or carers for their communication needs. Over time, this creates a web of understanding, enabling people with sensory processing differences to experience consistent, meaningful interactions across various settings. It’s not just about teaching language—it’s about fostering mutual understanding.

This shifts the dynamic from a top-down “I speak, you listen” model to a more collaborative, two-way exchange of meaning.

Emotional Regulation and Well-Being

This approach doesn’t just benefit children with sensory or communication challenges—it can be adapted to support everyone across a broad spectrum of needs. When communities adopt inclusive practices, everyone gains by broadening their understanding of how people experience the world. Children with sensory processing differences often struggle with emotional self-regulation due to the mismatch between their sensory experience and their environment. Some responses to these frustrations manifest as self-injurious behaviours or physical reactions. By incorporating timely and fewer, well-chosen words and responses, we help them process their experiences in ways that feel safe and manageable.

One concrete example is the improvement in my son’s regulation when I observe he is feeling overwhelmed. With the use of core words and signs like “calm,” “quiet,” or “break,” I can observe my own physiological change in response to the imminently stressful situation, and regulate both his and my own emotions more effectively. This emotional vocabulary isn’t just about words—it’s about co-regulation, modelling, and giving him the tools to communicate complex feelings and navigate the world with more agency and confidence.

Research has shown that using techniques like Intensive Interaction or AAC can significantly improve emotional regulation, well-being, and communication, while supporting literacy development and addressing the challenges of isolation and frustration that often accompany communication difficulties.

Universal/Specialist Approach: A Path Forward

The inclusive, universal/specialist approach we’ve adopted is about meeting children where they are, regardless of their individual challenges. For my son, this means embracing both specialised interventions (such as speech therapy or sensory integration techniques) and community-wide approaches that empower everyone—adults and children alike—to communicate more effectively.

Advocating for a Broader Understanding

I speak from a place of lived experience. As a parent advocating for my son, I experience firsthand the overwhelming range of emotions that come with being misunderstood or trapped inside a mind and body without an outlet. I know that interpreting my son’s behaviour is not just about finding a right “way.” It’s a constant journey of learning and unlearning, filtering through the complexities of the systems around us to arrive at a place where inclusion, understanding, and respect are the foundation of how we interact.

Sustainability, Suicide and Self-Esteem

Advocates Apparel is joining the Women Change Makers Fair. We aim to celebrate neurodiversity and its crucial role in shaping a more inclusive, sustainable future. Our focus is on raising awareness of the strengths and unique perspectives of neurodivergent individuals. Embracing neurodiversity, our goal is to drive innovative thinking, creativity and increase well-being. We strive to create lasting change for everyone.

What Does a Sustainable Future Mean to You?

For me, a sustainable future is about safeguarding human well-being alongside protecting the physical environment we live in. It means prioritising mental health—especially for children and individuals at risk of suicide, trauma, and isolation. A sustainable future for me involves empowering people with the tools to understand themselves. This creates self-sustaining ways to regulate and educate. It’s also about supporting people and organisations dedicated to providing these resources and creating supportive communities.

Avoiding a Growing Health Emergency with Awareness, Advocacy, and Affirmation

Suicide rates are a growing global concern, especially among young people. This growing population of individuals feeling disillusioned or in a state of malaise points to the need for urgent action. One major cause for this sense of disconnection might stem from unrealised expectations. The rise in deficit labelling and diagnoses may be compounding this issue. Many children, young people, and adults may feel they have failed to meet societal ideals. These ideals are either their own or those imposed by parents or society. Ironically, even those who achieve their goals also report feelings of emptiness. Ultimately, the rising sense of dissatisfaction stems from a loss of positive identity.

A Social Shift in Mindset

At Advocates Apparel, our products are designed to promote solidarity in understanding and the need for change. The logo is the message we share the same values and passions.

The neurodiversity movement calls for people to aggregate, understand, and affirm human variation and differences in different areas of ability. With this collective understanding and agreement, we can shape and influence access to appropriate resources. We can provide teaching materials. We can advocate for better social systems. We aim to create communities where people feel accepted for who they are. We have made great strides throughout history in achieving historic shifts in gender equality. Now is the moment to stand up for neurodivergent individuals. They are the largest, most underrepresented, and diverse group in our society.

Ultimately, understanding neurodiversity parallels understanding the things in life we can change, can’t change, and aspire to change. The neurodiversity mindset is a huge shift in thinking. It needs mass agreement to make this change. This change is like the issues of sustainability and gender equality shifts we have seen. It takes an enormous effort. If enough people believe it’s possible, we can create a brighter, more empathetic understanding of neurodiversity. This understanding encompasses all its forms and variations. By changing how we understand and support it, we can make a significant impact.

Our Products: Advocacy-Inspired Products for a Sustainable Future

Our products are designed to celebrate neurodiversity while promoting sustainability. Each item is crafted with advocacy in mind, blending creativity, functionality, and eco-conscious materials. By supporting these products, you’re not only embracing diversity but also contributing to a more inclusive, sustainable future. Whether it’s art, accessories, or tools, every piece reflects the power of individuality and environmental responsibility.

Together, we can build a world where every mind is valued and empowered to contribute to a more sustainable tomorrow. Let’s affirm the power of diversity, inclusion, and equality for all people.

References

Agency, inherent yet fragile

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

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

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

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.

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 🙂

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.

Rethinking Spectrum ‘Disorders’

When Labels Become a Societal and Personal Identity: The Impact of Psychosis and the Schizophrenia Spectrum

Severe psychosis is a complex and multifaceted condition that has long been misunderstood. This post collates expert opinions from Professor Robin Murray, Dr Soumattra Datta, and Associate Professor Keri Ka Ye-Yee Wong, to offer a deeper understanding of the schizophrenia spectrum and neurodiversity.

In his podcast for The Mental Elf, ahead of his keynote talk, Professor Sir Robin Murray reflects on his 50 years of experience as a psychiatrist and researcher. A key takeaway from his reflections is his challenge to the validity and existence of schizophrenia as a diagnostic label.

For decades, the diagnosis of schizophrenia has carried a heavy stigma, akin to other such deficient, permanent, and debilitating labels—both in society and within the medical community. A diagnosis of schizophrenia often meant a lifetime of institutionalisation or heavy reliance on medication, with little hope for recovery.

Given my current knowledge, I was alarmed by the idea of youth diagnosis. In a 12-minute video, Dr Soumattra Datta discusses the misdiagnosis of psychosis in adolescents. He explains the transient and differential understanding of managing psychosis in this population. Dr Datta refers to this as ARMS (At Risk Mental State) and suggests preventative and follow-up measures, along with the dangers of misdiagnosing. In fact, the prevalence rate of schizophrenia in children is only 1 in 10,000, so care must be taken when applying such labels. Additionally, he mentions that neurotypical children can have hallucinations too, often as part of an overactive imagination or transient experiences.

The Spectrum Concept

The concept of “spectrum” in mental health disorders, such as schizophrenia spectrum disorders, refers to a range of conditions that share common symptoms or characteristics but can vary in severity, presentation, and impact on daily functioning.

Keri Ka Ye-Yee Wong discusses the core symptoms of schizophrenia spectrum, how they can present, and how these symptoms will vary across individuals. The key takeaway is for families to explore symptoms and ask: Are the delusional beliefs held with conviction? When provided with an alternative explanation, does the child change their mind? Are the hallucinations intense, frequent, or impairing the child’s daily functioning? Have the symptoms persisted for more than 6 months?

Core Symptoms:

Delusions: Fixed, false beliefs, such as persecutory (feeling others are out to get them), referential (believing ordinary events hold special meaning), somatic (believing something is wrong with their body), or grandiose (having beliefs in special powers or missions).
Hallucinations: Perceptions of things that aren’t present, such as hearing voices, seeing things (e.g., ants crawling on the skin), or smelling non-existent odors. Heightened sensory perception can sometimes blur the line between real experiences and hallucinations.
Disorganized Thinking: This may manifest as jumping to conclusions or incoherent speech, making it difficult to follow a conversation or thought process.
Abnormal Motor Behaviors: This can range from hyperactivity to being mute, showing a lack of movement or response.
Negative Symptoms: These include a reduced range of emotions (blunted affect), poor eye contact, and social withdrawal.

The Impact of Diagnosis: The Dangers of Labelling and the Evolution of Psychiatric Understanding

Sir Murray advocates for a more nuanced understanding of severe psychosis. He encourages clinicians and the public to recognise that psychosis exists on a continuum, with varying degrees of severity and a range of potential causes. He emphasises that psychosis is not a static condition; it can change over time, influenced by treatment, environment, and individual factors.

He discusses the damage of prematurely diagnosing a permanent, degenerative condition. This can lead to hopelessness for those affected and their families. Professor Murray’s work over the past 50 years demonstrates the evolution of psychiatric thinking.

The Role of Neurobiology in Psychosis: Brain Changes and the Impact of Medication

A central aspect of Professor Murray’s work is his exploration of the neurobiological underpinnings of psychosis. Regarding the evidence of brain changes in people diagnosed with schizophrenia, he suggests that these changes are not necessarily indicative of a progressive, degenerative disorder. Traditionally, the brain changes seen in schizophrenia include a reduction in cortical volume and an increase in fluid-filled spaces, known as ventricular enlargement. These changes have been interpreted as evidence of a deteriorating condition. However, Professor Murray challenges this interpretation. He suggests that these brain changes may not be caused solely by the illness itself. Other factors, such as the effects of long-term medication, could contribute. Antipsychotic drugs, commonly prescribed to manage symptoms of psychosis, are known to have neurological side effects. Some studies have shown that antipsychotics can cause structural changes in the brain, which may be misinterpreted as signs of the condition itself rather than a side effect of treatment.

In addition to medication, lifestyle factors such as smoking, poor diet, obesity, lack of exercise, and high blood pressure all contribute to brain changes that can exacerbate the symptoms of psychosis. Professor Murray’s work highlights the importance of taking a holistic approach to managing psychosis—one that addresses not only the biological aspects of the condition but also the social, environmental, and lifestyle factors that play a role in its onset and progression.

Can Severe Psychosis Be Managed Without Medication?

While recognising that medication can be useful for some individuals, I strongly believe that it should not be the first or only line of treatment for any type of psychosis. As someone who currently relies on antidepressant and ADHD medication, I also know the dangers of over-reliance or the use of something not targeted to the problem.

When medication is prescribed without any other holistic intervention, there is a danger of an over-reliance on medication to address mental health, often overlooking the potential for recovery through non-pharmacological treatments.

Early intervention, psychosocial support, and therapies such as Cognitive Behavioural Therapy (CBT), Cognitive Remediation Therapy (CRT), and family therapy have been shown to be effective in reducing the severity of psychosis and helping individuals manage their symptoms.

Professor Murray advocates for a shift in focus from simply managing symptoms to addressing the root causes of psychosis. For example, he highlights the role of social isolation, drug abuse (particularly cannabis and cocaine), and childhood trauma as key contributors to the onset of psychotic episodes. By addressing these underlying factors, rather than just medicating the symptoms, individuals can experience a more meaningful recovery.

Reducing the Impact of Psychosis: Neurological Acceptance and Holistic Care

Accepting that neurological differences, such as those seen in psychotic disorders, should not be viewed solely through a pathologising lens and understanding that brain changes may be part of a person’s neurodevelopmental makeup, rather than a sign of irreversible disease, can lead to a more compassionate and less fear-driven approach to care.

In addition to medication, Professor Murray advocates for a range of interventions, including psychoeducation, lifestyle modifications, social support, and psychotherapy. By offering a broader spectrum of treatments, we can better support individuals experiencing severe psychosis, while also reducing the stigma and fear associated with psychological challenges.

Conclusion: The Importance of Rethinking Labels

The work of Professor Sir Robin Murray represents a pivotal shift in our understanding of severe psychosis. His research highlights the complexity of psychotic experiences, urging us to move beyond simplistic labels like schizophrenia and recognise psychosis as part of a spectrum of mental health conditions that can be managed with a variety of treatments.

Professor Murray does not focus solely on medication or accept a grim prognosis. Instead, he advocates for a more compassionate, holistic approach to care. This approach addresses not only the biological factors but also the psychological, social, and environmental influences that shape mental health.

The work of professionals like Professor Murray serves as a reminder that severe psychosis is not an inevitable degenerative disorder. It can be understood, managed, and even mitigated through a more nuanced understanding of the condition. A more personalised approach to treatment is essential for meaningful recovery and improved outcomes.

For further insights on managing schizophrenia spectrum disorders in children and adolescents, please visit Schizophrenia Spectrum Disorders in Early Childhood, Management of Psychosis in children and Adolescents and The Mental Elf Podcast.

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Psychotherapist Mamta Bajaj is a psychotherapist, clinical trauma counsellor, and CBT therapist based in Bangkok. She runs a non-profit organisation in Thailand that facilitates discussions on gender-based and sexual violence trauma.

Access her Anxiety Mantras and techniques for managing intrusive thoughts at Three Point Counselling.

Additionally, she offers a free 20-minute counselling session for well-being, alongside CBT, ERP, Humanistic, Somatic, and Mindfulness therapies that align with the messages in this post, based on my own experience and thoughts on how best to support families facing crisis.