Part 1/2: Assumptions, Interventions, and When Good Intentions Go Bad
This post comes out of an online discussion involving a number of therapists who work with neurodivergent (ND) clients, many of whom are themselves ND or are parents of ND children. There was a lot of frustration expressed. I have summarised the discussion here and added some thoughts of my own.
I sense a wave building around this topic. Personally, it’s helping me crystallise some of the thoughts I’ve been having since long before I trained as a therapist but, until recent years, I was not able to name.
Why am I interested in this?
I am late-diagnosed ND. This has been highly impactful. As a previously undiagnosed ND client in therapy, I found myself on the receiving end of some of what you read here. And before I found greater understanding, as a therapist I may have also enacted some of these things myself, or at least believed in them.
PLEASE NOTE
• This article cannot be exhaustive, and cannot be a full-on explainer – it could easily be a long form essay or a book – but I hope it will be a conversation starter. In part two I will link to further resources.
• The main focus of this post is on working with adults rather than children.
• The online discussion focused mainly on autism, ADHD and AuDHD, so those identities are the priority here, but the neurodivergent umbrella (which covers both developmental and acquired neurodivergence) is way more expansive. However, many of the scenarios I describe here could apply across the board.
• If I have linked to an article on a particular website, it doesn’t mean I agree with everything else on that website.
• For brevity I will often be using the acronym ND in this article, short for ‘neurodivergent’ or ‘neurodivergence’. (NT = neurotypical).
‘Wait! You can’t be talking about MY modality, surely?!’
If you are a therapist reading this you may already be feeling on the defensive, so please give yourself some time. And, actually, there is no need to descend into modality wars – because there is literally no therapeutic modality that cannot be used harmfully with a neurodivergent client!
Any therapeutic modality (as well as the therapy world itself) may become ossified without constant self-reflection and consideration of the shifting social context as well as increasing awareness of neuro difference. For example, out in therapy land you will find folks who believe that, for example, Unconditional Positive Regard and Attachment Theory, are immutable concepts like the sun rising again.
Also – and this is really important – a lot of therapy research has been carried out by, and with, white neurotypical people, which potentially limits their value to many.
Much of what I’ve written below fits within the contemporary definition of gaslighting. The word has come a long way since the old movie, Gaslight. In essence, it’s about misusing power over another person by telling them that they don’t know their own mind.
This list is long. I’ve laid it out as simply as possible.
ONE – RIGID ADHERENCE TO MODALITY
I go into further detail in the sections below, but here are some obvious ones:
(a) Being determinedly non-directive despite the client needing, and requesting, structure and clarity.
(b) Not answering direct questions from the client without going into a whole ritual dance of ‘I wonder why you are asking that’ first is often unhelpful. [This is similarly unhelpful when a client is also GSRD (Gender, Sex and Relationship Diversity) identified and may welcome a therapist explaining or disclosing.] Psychoeducation is valid and may bolster a client’s sense of autonomy. For example, if someone is having issues at work, they may need help to understand the covert meanings of what is going on, and so start to protect themselves from power games played by colleagues. A client may feel abandoned if the therapist does not support them when they ask about something.
(c) Therapist silence can be highly detrimental. The inherent slipperiness of the blank screen technique can simply be torture to an autistic client who may be seeking rules to work by, or an ADHD client experiencing RSD (Rejection Sensitive Dysphoria).
(d) Relying on specific jargon, eg ‘splitting’, when the client shows strong emotion; or if they are talkative, being told this is ‘ego defence’ or ‘resistance’. (The irony of this rigid adherence may not be lost on an autistic client who may have previously been criticised for their ‘rigidity’.)
(e) CBT-style thinking: No one (ND or not) should be encouraged to see their thinking as defective, and be encouraged to change their behaviour as if they are the one at fault, when the issues are likely their environment and lack of accommodations.
TWO – THERAPIST ASSUMPTIONS
(a) ‘Of course it’s not autism or ADHD – it must be trauma!’
Being autistic or ADHD does not mean the person is automatically traumatised. But due to the way ND people are often treated from a young age, they are very likely to be traumatised because of this. Being either diagnosed and stigmatised, or living undiagnosed and spending life thinking they are defective or useless – that for sure is trauma.
(b) ‘Of course it’s not autism or ADHD – It must be attachment issues!’
There was particularly pronounced anger in the group about this, particularly from parents of ND children. I go into more detail on this in part two, on negative outcomes. There are many critiques of attachment theory and it is not an immutable law.
(c) ‘Isn’t this client just avoidant?’
The alleged avoidance may actually be alexithymia. Lack of ability to name feelings is one reason why an ND person may find life difficult, and be bullied and abused because they are simply unable to express what they are feeling or protest against it. Also, when you have been stigmatised because of who you are, you may well have learned to hold back as an aspect of masking, for safety.
If the client says they don’t know the answer to something, or cannot name how they are feeling, this is not an invitation for the therapist to start pushing them as if they are hiding the truth from themselves.
(d) Assuming deficits rather than differences
Using the medical model of cognitive or behavioural deficits, while not understanding, say, sensory processing differences or monotropism, is not helpful, and neither is assuming the client is broken or disordered and needs fixing. The therapist may rigidly adhere to the DSM, which assumes a deficit model. The therapist may try to get the client to change or deny their ND characteristics, and when this doesn’t work the ND client leaves feeling broken (see part two). This will not help a client work on undoing the internalised ableism they are likely experiencing.
(e) Not understanding the autistic sense of injustice and moral injury
‘I can’t understand why you’re still angry about that!’ It is infantilising and frustrating when a therapist regally waves away a client’s lingering sense of injustice. (Poorly held therapy may of course incite this feeling in the client also.) This may be compounded by the power dynamic between therapist and client, highlighted by, for example, gender, race or class differences.
(f) Assuming the client is ‘nervous’ or ‘anxious’
It’s important not to assume the client is nervous just because they are stimming in various ways, or they are talking a lot about special interests, which a therapist may dismiss as ‘obsessions’. Also many ND people may process what’s going on for them out loud and rapidly in a way that may seem over detailed, or a distraction, to a therapist who is not aware. If a client talks fast this may just be how they talk, rather than a sign that they are stressed and need to calm down.
(g) Infantilising the client for their ‘compliance’
A client who pays on time and turns up on time may be held to be ‘compliant’. This in autistic people may be viewed as something childlike or even negative rather than cooperative.
THREE – UNHELPFUL INTERVENTIONS
(a) ‘You’ve got to make them feel the feelings!’
Many ND clients are already feeling a lot of feelings and a therapist pushing them to feel more will not be therapeutic. Ditto the technique of goading the client into anxiety or anger in order to get them to have the feeling again in the ‘safe space’ of a transferential relationship in the therapy room.
Also, a client may express feelings via all sorts of media, metaphor, simile, imagery, sounds, movements, creativity as a whole, and their special interests, rather than direct description.
(b) ‘Let’s do some meditation!’
Speaking as someone who experienced the query ‘Have you tried meditation?’ many times in a therapeutic context, there are actually many people who cannot sit still and focus inwards, and for whom this may be actively detrimental. Focusing on the breath or doing body scans (see below) may be traumatic and bring up bad memories. In fact, meditation can be anything you want it to be, eg dancing or cleaning, but this is rarely pointed out. When I explained that traditional meditation methods did not work for me, there was often an implication that I just hadn’t tried hard enough, which is often directed at ND people.
Similarly with guided visualisations – someone who is aphantasic or hyperphantasic may struggle.
(c) ‘Let’s do a body scan!’ or ‘Let’s explore your bodily felt sense!‘
Many ND people struggle with interoception and may be unable to access what is apparently being asked for. Also, someone with sexual trauma (of which there is a higher than average incidence among autistic girls and women) may find themselves going into a fawn (compliant) response when asked to do things with their body, which will leave them feeling worse afterwards.
(d) ‘Why aren’t they looking me in the eye? I need to do something about this.’
The therapist may interpret a client not looking them in the eye as denial, avoidance or dishonesty. Actually, eye contact is not the universal positive this would seem to imply. In many cultures it is seen as disrespectful to look someone in the eye, particularly someone in authority. Some ND clients who struggle with eye contact will simply evolve a way of staring at a point on the therapist’s forehead and hope that it’ll do – thereby distracting them from the work.
(e) Pathologising a client being late for sessions
Again this is treated as if it must be avoidance, when it may be executive functioning or memory. Some people with ADHD really struggle with this.
(f) Pathologising a client’s special interests
Someone might have an aspect of social justice or any kind of politics as a special interest. If this makes the therapist uncomfortable this is for them to work on.
(g) Expecting homework tasks to be completed
Many clients struggle with homework for all sorts of reasons. Making non-completion (non-compliance?) a thing may add to client stress. There may also be echoes from challenging schooldays here, as well as the impact of PDA (conventionally known as Pathological Demand Avoidance, but also known as Pervasive Drive for Autonomy).
(h) Suggesting the ND client has a personality disorder or other pathology
While this takes us closer to psychiatry, it’s still worth remembering that ‘personality disorder’ as an idea is often used harmfully, and the diagnosis of BPD/EUPD is often used stigmatisingly against young women, queer and trans clients, People of Colour and ND clients when, ironically, it is often trauma that is manifesting. Similar applies when suspecting the ND client is a ‘narcissist’.
FOUR – WHEN GOOD INTENTIONS GO BAD
(a) Not raising the possibility that a client may be neurodivergent
Generally clients are open to hearing this. Yes, it has to be done with care as most therapists are not qualified to diagnose – but it can absolutely be explored. But withholding this possibility may cause harm to the client in the long run.
(b) Not wanting to label the client
Following on from the above, some therapists cling to the idea of ‘Why do we need labels?’ [See also: working with GSRD clients] and it generally comes from a place of privilege (or structural social advantage). This may cause them not to suggest a client may have ND traits. Actually, labels help people find their peers and make adjustments to their lives where they can, and feel as if they aren’t going mad. This can also help prevent burnout from trying to survive in a neurotypical world and keeping up with neurotypical peers.
(c) Normalising the client as a therapeutic goal
A therapist’s goals may be to make the client fit better into society. This may come from a place of good intention, by wanting to rescue the client from their struggles. However, this is likely to result in the client masking even further, on top of what they are already doing. Therapists need to understand ND masking rather than pathologise it.
(d) Assuming that the client always has the answer
This may appear to contradict some of what I am saying, but sometimes the client does not have the answer because they may not be aware they are autistic or ADHD and so may not have the answer that needs to be voiced. Open-ended questions may not always be helpful here.
(e) Assuming that all ND stereotypes apply to all ND people
Such as: Autistics have no empathy and are good with numbers; ADHD people are lazy and lose their keys all the time and can’t sit still. Assuming all ND people are the same does not help. For example, autistic people are often hyper-empathic and this contributes to many challenges of burnout and sensory processing.
(f) Therapist has previous knowledge about autism but their knowledge is outdated
This is why many autistic and ADHD people refuse to engage with trainings, seminars or research where those teaching or writing are not autistic, ADHD or otherwise ND themselves. Also, some organisations/individuals are still promoting ABA (Applied Behaviour Analysis) therapy which is held in very low regard in the autism community.
(g) Lack of understanding of the Neurodiversity Paradigm
This may manifest as dismissing neurodivergence as a ‘young people with green hair on the internet thing’. [See also therapist’s attitude to gender variance; and there is a high correlation between gender variance and neurodivergence.] The therapist may infantilise a client who wants to explore themselves, or try to debate them either about the diagnosis they have received, or their self-diagnosis. Another issue is not understanding why a person might choose to self diagnose, or why they may have no option otherwise.
(h) Issues in the therapy room or when working online
A practitioner may think they have made their therapy room more inviting, but this is not necessarily the case. Bright fluorescent lights, ticking clocks, scented air fresheners, flickering lights or candles, insisting that the client remains sitting still in their seat and that the seat is directly facing the client, may all cause stress. Online, insisting the client is not lying in bed. [I’m also aware of challenges to this – that sometimes changing position can be helpful.] Insisting that the client leave their camera on.
CONCLUSION TO PART ONE
I can hear many theoretical objections to the above already! But remember this is real examples from real people we are talking about. Other ND folks may have had better experiences than the above, and there is no perfect therapy.
In part two [coming soon] I am looking at negative outcomes, suggestions of what you can do next, and a list of resources.








Today I’m talking about the repetitive sexual conveyer belt that we can find ourselves on if we pay too much attention to cultural influences and not enough to our own needs.






