By Judith E. Lipson, M.A., LPC

I hope that one of the reasons that you follow my work is to continue to understand various ‘differences’ from a more expansive view. This article is about autism. It’s when we understand the “why” of something that we can truly learn to accept it for what it is. Autism is not a condition to cure, but rather it is a series of conditions that causes or allows the individual to interact with their inner and outer environment differently. Sometimes this brings about challenges, but that’s most frequently due to our rigid societal expectations and assumptions. Let’s all learn to recognize the aspects, and see the gifts that are part of this spectrum, so that we no longer view it as a “disorder”.

Q:  What is autism?
A:  Autism isn’t one condition. It’s a collection of related conditions that are so intertwined and so impossible to pick apart, that professionals have stopped trying. If you only check one or two boxes, then they don’t call it autism, they call it something else. Here’s a graphic of the various aspects. Remember that autism is a spectrum condition. Some individuals with autism (sometimes referred to as autistics) have less of one of these issues, or it may no longer be apparent. According to the DSM-5, autism is a life-long condition that can ease in intensity and life-challenging ways, but it doesn’t go away. And remember: If you’ve met one person with autism, then you’ve met ONE person with autism.

Q:  Is the person ‘an individual with autism’ or ‘autistic’?
A:  That’s actually a good question and you will get differing responses. Initially we referred to these folks as autistics. Then perspectives about disabilities changed and it was considered most appropriate to see them as individuals who are not defined by autism, but rather who have autism (recognizing that they have many other facets to define them). I work with a lot of folks on the spectrum, from many age groups, and am frequently told that they recognize how autism informs their daily lives, and thus very positively and proudly define themselves as autistic (along with their other descriptors of spouse, parent, employee, artist, writer, etc.)

Q:  I hear that it is harder to identify girls and women on the spectrum.
A:  It does seem to be more difficult since females present differently than males.

All the literature, clients that I talk to, and my experiences with my own clients acknowledge that recognizing and diagnosing autism in those who are born female can be more challenging. Some believe it’s because many girls seem to intrinsically find it easier to mimic peers as well as others’ socialization. Additionally, they are less likely to have the same types of areas of interests as their male counterparts, so their identity on the spectrum is less recognized.

My intention in this section is to provide you with a variety of links that can better inform you. I hope you find this information beneficial. I encourage you to reach out with questions, and to let me know about any professionals that you have met who are adept at diagnosing ASD in the AFAB (assigned female at birth) population.

From the article, Why Do Many Autistic Girls Go Undiagnosed? by the Child Mind Institute: “Autism is a developmental disorder that is marked by two unusual kinds of behaviors: deficits in communication and social skills, and restricted or repetitive behaviors. Children with autism also often have sensory processing issues. But here’s the hitch, according to Susan F. Epstein, PhD, a clinical neuropsychologist. ‘The model that we have for a classic autism diagnosis has really turned out to be a male model. That’s not to say that girls don’t ever fit it, but girls tend to have a quieter presentation, with not necessarily as much of the repetitive and restricted behavior, or it shows up in a different way.’ Stereotypes may get in the way of recognition. ‘So where the boys are looking at train schedules, girls might have excessive interest in horses or unicorns, which is not unexpected for girls,’ Dr. Epstein notes. ‘But the level of the interest might be missed and the level of oddity can be a little more damped down. It’s not quite as obvious to an untrained eye.’ She adds that as the spectrum has grown, it’s gotten harder to diagnose less-affected boys as well.”

In the article: Autism is Still Under-Diagnosed in Girls and Women, they propose four ways testing should change: “From an autistic woman’s perspective, the diagnostic assessments need rethinking:

• they should consider autistic strengths and not focus solely on deficits and impairments. Sometimes autism isn’t considered because of the presence of strengths
• they should incorporate the common lived experiences of autistic women. These have now been well-documented by autistic women, many with successful careers and yet areas of difficulty
• the differences between the presentation of autism in females and males should be reflected in the diagnostic criteria
• autistic people should be included in the design and content of diagnostic tests.”

Why Camouflage Autism? specifically talks about a female’s potential for camouflaging their autism.

Developing a Positive Sense of Identity by Dr. Michelle Garnett explains more about spectrum women developing a positive identity and includes many insights to recognizing ASD in females. It also discusses the benefits of identifying it earlier, as well as the uniqueness of having ASD as a woman.

Autistic Women in the Workplace provides guidance to identify one’s career, and to recognize greater understanding of the special challenges as well as the special gifts that autistic women (or women with autism) can provide. Gifts can include leadership skills, teamwork, communication skills, and work ethic. Some of these items might surprise you; I encourage you to read the article. The author also discusses guidance for receiving accommodations in the workplace.

And learn how to address social challenges at work as an autistic adult.

The Boston Globe article entitled What Happens to Autistic Children Once They Become Adults offers a bit more generalized approach to ASD and careers. This article highlights some amazing work programs that have been developed in Florida and Massachusetts.

There are many resources for folks with ASD who are in relationships. I happen to love this article since it approaches healthy relationship-building from both the ASD and neurotypical perspective. How to Be the Best Partner to an Autistic or Neurotypical Person is both enlightening and refreshing. 10 Things You Need to Know About Your Autistic Partner is also enlightening.

Anytime we talk about autism I think it is imperative to have an opportunity to better understand meltdowns. This article about meltdowns, written by one with autism, offers an outstanding opportunity to understand the process and the experience. By the way, this is not a quiz asking you to select the correct choice for each item. Rather, each issue provides a variety of ways to understand what is really happening. Please read each item (A through E) that completes each phrase so that you can better understand your family member who experiences meltdowns.

And here’s a related article about autistic burnout. The authors explain that it is different than depression (though depression might be incorporated in the symptoms) because there is increased sensory sensitivity and the need to isolate in order to recover.

Q:  Why does my student with autism make a prolonged noise when I begin to speak, but stops when I stop talking?
A:  Sometimes individuals are highly triggered by sounds, yet by covering it with something they can control (tapping, shrieking, etc.) it is easier for them to deal with the original sound.

Q:  I have been told that my student’s behaviors are stims. What does that mean? I feel that they are distracting and disruptive for my student and I want to know how to make them stop.
A:  Stims or stimming is shorthand for self-stimulating behaviors.  These are actually quite helpful for your student as they help them to soothe their (overly) reactive nervous system in the moment. I was at a conference once where the presenter suggested that we try to mimic these behaviors on our own to see how it feels. Most neuro-typicals do indeed find them soothing. Regardless, it is soothing for your student. I was also cautioned by this presenter to be careful when trying to stop a stim, as it will be replaced by something else, which might not be as socially or classroom acceptable. Here’s a graphic that explains more about stimming.

Q:  How do you teach appropriate eye contact?
A:  First of all, let’s understand the possible reasons why those with ASD or other individuals avoid eye contact:

• Some cultures discourage looking into another’s eyes.
• If the individual has misaligned eyes (eyes that don’t work together adequately), uncomfortable distortions can occur prompting them to avoid looking at an individual’s face. Misaligned eyes, which are typically not recognized by an untrained professional or without a neuro-vision exam, can also cause challenges with reading, eye-hand coordination, balance and/or depth perception. Click here for a questionnaire provided by a neuro-vision clinic.
• Individuals who have experienced abuse have often learned that it is safer to not look someone in the eyes.
• Intuitive, empathic individuals may avoid eye contact because they “know everything there is to know about the person, and feel it in their own body”. (I originally learned about this from a 17 year old student who explained this to me with those words.) The answer to the next question offers a strategy for this.

If it is still deemed appropriate to teach eye contact you can suggest that the individual make brief, but regular or occasional visual contact with the individual’s face, possibly looking at the eyebrows instead of the eyes.

Q:  How do I tune down how sensitive I can be?
A:  Part of this answer is energetic, part of it is how you think about things.

• You don’t need all the possible information to know how to respond, so bring in less.
• Turn down your senses just like you turn down the volume of the podcast or music that you are listening to.
• Understand that it is not your job to take care of everyone, or to ‘save the world’.
• Practice energy modulation and drain your receptacle. (Listen to this short clip to learn how.)
• Practice radical acceptance for having this gift.

Q:  I’m wondering how autism (ASD) and ADHD may be reflecting a more evolved state.
A:  The theory that I offer here is not based on research or data, yet I have heard it discussed by others. I believe the increase in the number of folks with ASD or ADHD may be related to the fact that they are neurologically more sensitive to their environment. We know that these folks tend to be Sensitives. It makes sense that if they are highly attuned to their 5 senses, then they are also sensitive to various factors in our environment. This includes a hyper-reactivity to sensory input as well as various chemicals, additives, and drugs in our food, air and water. All of this can lead to medical conditions as well as neurological over-stimulation leading to meltdowns and other difficulties.

There are also benefits with these heightened awarenesses. These individuals at their core often have a very evolved awareness of Oneness. They seem to have a clearer sense of peace, goodness, and compassion for others and are more in touch with our similarities than our differences. They have a very clear sense of right vs wrong and are often quite frustrated with the state of the world. Hence, I’m very pleased that their numbers appear to be increasing as we need citizens who are more prone to bringing light, goodness, and compassion to our systems as well as enlightened relationships with each other.

Hans Asperger said, “It seems that for success, in science or art, a dash of autism is essential. For success the necessary ingredients may be an ability to turn away from the everyday world, from the simple practical, an ability to rethink a subject with originality so as to create in new untrodden ways.”

And as stated by Albert Einstein, “No problem can be solved from the same level of consciousness that created it.”

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.JudyLipson.com for more information.

This article is for informational purposes and is not meant to replace medical care.

By Judith E. Lipson, M.A., LPC

All of us are energy, we are surrounded by energy, and we interact with it all as we attune to the energy within and outside ourselves. Some individuals are more aware of this attunement. I call these individuals, myself included, Sensitives. We are highly attuned to the five senses as well as energy, intuition and empathy. Others refer to us as Neuro-Sensitives or Neuro-Diverse. Some of these Sensitives are diagnosed with autism. In a recent course with Awesomism founder Suzy Miller I learned some new aspects for consideration.

Are you familiar with the book The Hidden Messages in Water by Masaru Emoto? In his fascinating study he placed water in a number of bottles and labeled them with words like love, war, peace, anger, etc. When he later looked at the water under a microscope he found that water that had been exposed to loving words showed brilliant, complex, and colorful snowflake patterns, while water exposed to negative words formed incomplete, asymmetrical patterns with dull colors. As a result of his study and the visual images, we can better understand how words affect energy, and thus ourselves and each other.

When you realize that everything is energy, it opens up interesting options for you to address certain issues. For instance, let’s imagine that you are a teacher and you are having difficulty with some of your students. Try this exercise: Create a paper doll cutout. Then select the child that you have the most difficulty with. On one side of the paper doll, write out all of the words that describe how you wish this kid would be. Put it on your refrigerator and read that wish list every day. You will likely notice that the child changes. But what has actually changed? Was it your energy changing when you encountered that child because you have filled yourself with these more positive thoughts? Or was it the child who felt the energetic shift through the ethers? I don’t think it matters. Give it a try.

Here’s a different application of the understanding of energy. It is said that neuro-diverse individuals may be able to alter and change things that come into their fields. As a result, they can modify themselves and/or the things that enter their fields. When they access something (like a supplement) they might take as much information from the item as quickly as they can, and then they no longer need it. This might explain why some individuals’ supplements and protocols are in a frequent and constant need for change.

Neuro-sensitives’ fields are more fluid/porous and they can live in multiple realities simultaneously (more on multi-dimensions in October). They perceive time differently and are not likely to see it in the linear manner that our society defines it. Many parents and teachers describe ADHD kids as seemingly unable to follow time requests. I’ve always felt that it is not about their unwillingness. They perceive time differently. We can begin to follow them into their “no time” experience by “feeling” our own experiences and being in the present. It is here that we can feel the presence of All That Is. If you need to encourage them to live in linear time, hold the sensory steps in your mind and visualize the possibility as you experience the situation in linear time. Be careful not to visualize their past actions of not being in time, because then they will be more likely to replicate the behavior that you don’t desire. Feel it how you want to see/feel it.

Neuro-diverse individuals have the ability to mirror or reflect back the various messages that they are receiving whether they or we are aware. Equestrians know that the emotional message that they transmit to their horses is reflected back with their horse’s behavior. Do you own a pet? You can use your pet, particularly a dog, to measure your own feelings. Ready to practice? Watch how your excited behaviors and words make your dog quite excitable? Want the dog to calm down? Intentionally calm your feelings and your body and the dog will calm as well. You can use your pet to provide you with feedback about the moods and messages that you are sending about them, or that you are feeling within yourself. This is especially useful when you live or work with neuro-diverse individuals.

I hope you are enjoying learning more about your autistic, sensitive, or otherwise-named neuro-diverse individual.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.

By Judith E. Lipson, M.A., LPC

“So called ‘late-bloomers’ get a bad rap. Sometimes the people with the greatest potential often take the longest to find their path because their sensitivity is a double edged sword – it lives at the heart of their brilliance, but it also makes them more susceptible to life’s pains. Good thing we aren’t being penalized for handing in our purpose late. The soul doesn’t know a thing about deadlines.”  Jeff Brown

When many parents bring their kids to see me, we discuss their children’s unique and wonderful traits. Yet many of these children are challenged to live their magnificence in the educational system in which they are provided. As a result, their parents, doctors, teachers, and others label them and sometimes even chastise or shame them for “not fitting in”. This experience often burdens these children for years after they have left their education behind. (I know because I often meet them as adults.)

The lucky ones will remember their gifts in these later years, and begin to feel comfortable and confident in their skin. As their confidence increases, so does their self-esteem. Suddenly these individuals “find themselves” and begin to experience successes – socially, professionally, personally. Society often describes them as late bloomers.

Wikipedia defines a late bloomer as a person whose talents or capabilities are not visible to others until later than usual.I’m glad that so many of these individuals are ultimately recognized as late bloomers, but why do they need to wait?

The number of kids being diagnosed on the autism spectrum or with ADHD or anxiety has increased significantly over the last decades. Many are questioning why this is, and I’m sure there is value in asking that question. But there is another question that needs to be addressed now: WITH SO MANY KIDS BEING RECOGNIZED OR DIAGNOSED, IS IT STILL TO BE ASSUMED THAT THEY ARE THE ERROR THAT NEEDS TO BE CORRECTED?

My goal with the students that I meet is to help them to identify, accept and honor their gifts, as well as to minimize the challenges that they experience. But it shouldn’t just be their responsibility to do the changing, and their true gifts shouldn’t have to wait to be recognized until they are AWAY from the system that pigeon holes them. It’s time that we do more to change our systems to better accommodate the changing child(ren).

One way is to recognize and honor the multiple intelligences as identified by psychologist Howard Gardner. When we accept that there are more ways to be intelligent than the traditional school models of verbal-linguistic and logical-mathematical, we provide an opportunity for more learners to soar. Here are the abilities that Gardner identified:

• Verbal-linguistic (words, language, reading, writing, telling stories, memorizing; this is measured in Verbal IQ assessments)
• Logical-mathematical (logic, abstractions, reasoning, numbers, critical thinking)
• Musical-rhythmic and harmonic (sensitivity to sounds, rhythms, tones, music)
• Visual-spatial (spatial judgment and the ability to visualize with the mind’s eye)
• Bodily-kinesthetic (control of one’s bodily motions, capacity to handle objects skillfully, sense of timing; includes sports, dance, acting, and making things)
• Interpersonal (sensitivity of other’s moods, ability to cooperate as part of a group)
• Intrapersonal (introspective and self-reflective capacities)
• Naturalistic (ability to recognize flora and fauna and to be able to relate information to one’s natural surroundings)
• Existential/Moral (though Gardner did not wish to include spiritual intelligence, he called it existential, and it’s best recognized as a source of guidance)

The concept of multiple intelligences is not new in the field of education. Educators have known about the prevalence of these multiple intelligences for decades, and we were encouraged to remember that some children learn differently. But it was assumed that the verbal-linguistic and logical-mathematical intelligences were the most prevalent and other types were in the minority. As a result, most teachers added some educational delivery or assessment methods to meet the minority’s needs, but it typically was only occasionally.

I’m not convinced that these kids are still the minority. (I would love to see some data on this). Regardless, I believe it’s time to change our educational system to further recognize these multiple intelligences and to more equitably provide educational delivery and assessment for all, with the addition of explicit social instruction.

Regardless of your political beliefs, our society seems to be focused on change – of financial systems, rights, and so much more.  How we perceive these kids and how we educate them should be one more.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.

By Judith E. Lipson, M.A., LPC

It wasn’t until recently that I learned that if I sit in a ‘mindful’ state and think of people or locations that I know well, I can “feel” each individual or space differently. I’ve come to think of this as being able to identify their primary, or signature, frequency. I realized then (at least at this level of my understanding) that each living thing and environment has its own frequency.

The majority of us move unthinkingly through life, interacting with each other and all the other things around us without this recognition. Yet we are all affected by these interactions, whether imperceptibly or noticeably. If you are an energy-aware individual you probably realize this, though you might not have thought of it in these terms.

To explore this awareness try the following exercise:

Quiet your mind and think of an individual you know well. Imagine in your mind how it feels to be in their presence. Don’t overthink this exercise and don’t spend a long time thinking about the person. Whether or not you have this awareness yet, release your attention on this person, and think of a different person now. See if there might be a subtle difference in how the energies feel. Shift back to the first, and then to the second. If you‘d like you can switch your attention now to a third and then fourth individual, or even a pet.

You are not seeking how they feel emotionally, nor how your emotions feel in their presence, you are sensing the subtle vibration/frequency that you recognize as you bring your awareness to each. As you switch your attention from one being to the other, you might notice the subtle shifts that occur in your awareness, even if you can’t yet identify what it feels like. Sensing that there is a difference may be all that you get.

Now try this same exercise, but with locations that you have visited – specific cities, favorite landmarks, types of geographic areas.

Play with the exercise. You are potentially developing awareness. Please don’t judge yourself if you can’t do it. Maybe you are still developing your intuitive muscles, or maybe my instructions didn’t match your learning style.

Hopefully this exercise has made you more aware of the subtleties that people sense around them, whether you understand it at the thought level or experience it at the energy level.

As I work with the continuum of neuro-sensitive individuals who come to see me, I am learning that their ability to sense these subtleties also spans the continuum, and that some individuals are able to sense subtleties of frequencies that I do not (or that I have not yet recognized). As examples: I have had clients become physically and emotionally distracted when my space heater cycled on or off. Others have described having difficulty passing by the various store entrances while walking through malls. Whether it’s different lighting, music, temperature or something that is not tangible to our senses, their system is challenged to effectively make the adaptation from one source to the next. A very young client of mine reads the heart-space of each of the people with whom he comes in contact, and struggles with the fact that not enough are openhearted.

What they are teaching me is that their ability to easily adapt and transition from one frequency or field to the next is not easy. Unfortunately, society (parents, educators, etc) evaluate neuro-sensitives’ experiences from a neuro-typical perspective, and assume that what is happening is wrong and must be fixed.

I am therefore sharing this knowledge with you so that we can all learn how unique their neurology is, and to realize that it is not a fault that requires fixing. First, accept who they are and acknowledge their gifts. Next, collaborate with them to determine how they can best move through the various energy fields with grace and ease.

It is not uncommon for neuro-sensitives to be described as ADHD. When there is an abundance of energies and vibrations within the body, and the individual cannot readily access an organizational pattern for it all, the body may want to distract from the experience (inattentiveness) or physically try to shake out the crinkles to bring the vibrations into alignment (hyperactivity).

Encourage these individuals to move the energy throughout their body via: traditional exercise, tapping (EFT/emotional freedom technique), dance, yoga, tai chi, etc. These are excellent ways to move and organize the vibrations. Teach them to use the strategies above on a daily basis when they are not in school or at work, and to try more subtle versions (tapping, isometric exercise, brief movement opportunities like getting a drink, sharpening a pencil, etc) so that the vibrations don’t build up to an uncomfortable level.

As a result of the difficulties, neuro-sensitives often experience anxiety. Feeling different vibrations, without a more complete context of understanding, can feel and look like anxiety.

If you think this might explain some of your anxiety, recognize that the changing vibrations that are felt within are different energies or frequencies from outside you. Don’t try to modulate them to your previous state; homeostasis is not the goal here. Allow for the recognition of the changing vibrations even if you don’t know where they come from, or why they are there. Let them all flow through without attachment. Accept their presence with equanimity (a form of acceptance of what is). Let them pass through. Don’t pinch the energies and keep them immobile via too many whyquestions or by focusing on the perceived discomfort. Just allow. It is my belief, and my early experience on this issue, that the perceived discomfort / anxiety will pass much more rapidly.

I believe we all know neuro-sensitives. I encourage you to resist judging and labeling these neuro-diverse individuals through the neuro-typical lens. If you have anecdotal stories or questions related to the neuro-sensitives in your life, I hope that you will share.

If the content of this article intrigues you, consider attending a workshop that two colleagues and I have collaboratively created. Transcending Autism and Sensory Issues: Using Intuition and Energy to Address Neuro-Sensitives will be live this November (2018) in Ann Arbor, MI. Further information will be available on my website soon!

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.

By Judith E. Lipson, M.A., LPC

Are the generations evolving?

Who are these young people who are changing paradigms?

I’m technically part of the Baby Boomer generation. As teens and young adults many of us were called hippies. Though I was aware of hippies during my teen years and wore a few hippie-type outfits (although a true hippie would have scoffed), I know I was not a hippie. But I did agree with many of our generation’s mottos, particularly: “Question authority”, and “Make love, not war”. We were very proud of ourselves for seeing the world differently, and not bowing to the establishment’s pre-conceived notions. We really believed things would be different and that we were the ones to make that happen.

Fast-forward to the subsequent generations. The Center for Generational Kinetics believes that “generations are not cute stories or catchy memes, but groupings of people who help us to see them and the world differently – and more clearly. They make their mark on society and history.” According to the Center:

• Baby Boomers were born 1946-1964
• Gen X was born 1965 to 1976
• Millenials (also called Gen Y) are currently the largest group of employees and consumers and were born 1977 to 1995
• Gen Z was born 1996 to the present.This group is recognized by the fact that 9/11 has always been a memory to them.

Unfortunately, Gen Z seems to have another tragedy in common as well. As I listen to today’s children and teens, one key component of their life is that they all have been affected by the 1999 mass shooting at Columbine High School. These students’ school experiences have not only included annual tornado and fire drills, but intruder drills as well.

WHEN CONVENTION MEETS METAPHYSICS

Since the Millenials are identified as the largest group born to the previously largest population – the Baby Boomers, it seems apparent to me now that many of those hippies of generations past were likely the early waves of Indigos (see box for additional information).

I have been referring to the amazing students who organized the March for Our Lives as Indigos. I now believe that this name is not sufficient for this amazing group of youth. This new group has the same compassion and empathy as the Crystals (see box), coupled with the fire of the Indigos, and the desire for societal change that was initiated by the hippies. This new group also has stamina, persistence, and of no minimal importance, a superb ability to connect with each other. They are the full package, and they are getting it done!

An example: I spoke with an 8th grader (from Connecticut) in Washington DC the day after the March For Our Lives. We were all in line to visit the Holocaust Museum in DC. We noticed in conversation that she demonstrated maturity far greater than her years (we assumed she was a high school senior or early college student). She was eloquent, articulate, and passionate. She told us: You think my generation just sits on our phones, but we use these phones to connect with each other and to communicate. This is why in only 40 days there were 800+sister marches across the US and the world, including the continents Canada, Africa, Europe, Australia, and Asia. Those numbers speak to the ability of social media and the power of these kids.

A further example is her explanation of why she was in line to enter the Holocaust Museum. Although only 14, she realizes that those with first hand memories and knowledge of the Holocaust are nearly gone. She has decided that she should experience the knowledge so that the lessons are not forgotten!

This was not the only type of communication that was happening. I felt it at the march, and I’ve talked to others who participated in various marches, or who watched them on TV. We could feel the palpable connections that were being made between each of us, and with the speakers. We were each connecting to each other around a common theme. We were experiencing Oneness – across a crowd, across the airwaves of television, across hundreds of thousands of people, and across vast distances.

EMBRACE CHANGE

The oneness that we experienced at the march is just one example of what these Star Children (see box) can offer us. There is no coincidence that many of these kids’ grandparents are the baby boomers, creating a generational bookend for these amazing children. We thought WE invented the word change. Seems that THEY are the change we have been waiting for.

And with this recognition comes the potential for a new way of looking at this amazing young generation. Many of the current paradigms and systems that we have may actually be inappropriate for them. For instance, I’ve noticed when working with the children who have Crystal characteristics that the trends of parenting and guidance seem different. The parents’ and teachers’ roles have traditionally been to teach the kids in the ways of the world, but things seem different with this new generation. They have a much stronger sense of self. They are not afraid to have a different opinion as if they know its importance in creating change. As I work with families I observe how the children and teens are frequently teaching the parents a new way of being, of understanding, and of relating.

Be cognizant that it might be time for teachers and parents to take on new roles. I often tell kids that they (the child) have very important information, and new methods of inter-relating. Yet their parents know best the ways of “this” world and “this” society. The kids are here to create and guide us through massive changes, while adults can mentor the youth to navigate the existing currents.

A new shift may be at hand. If the adults sitting in power positions aren’t going to adequately help our youth to navigate our society towards the changes that they are here to develop (peace, oneness, compassion, etc) then they will go around us. The kids seem to have the stamina to play the long game, though it needn’t take long. The process may feel harder for adults who traditionally practice resistance to change. So please, if you are a baby boomer (or member of any other generation) I encourage you to embrace the change that is upon us with the memory that THESE CHANGES ARE EXACTLY WHAT WE WANTED!

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Doreen Virtue, a teacher of metaphysics, has identified the following groups:

• Indigos, born 1975 to 1995, have a masculine energy, with warrior traits of willfulness and natural leadership. They are often sensitive to chemicals, including their own body chemistry. Because of their anger and angst, they need outlets for their great energy, and often result in an ADHD diagnosis. As a group they hope to rid the planet of corruption and greed, and usher in cooperation and integrity. I describe them this way: I know I’m here for a purpose. I know that the way we treat each other and our Earth is supposed to change. I’m tired of waiting. Let’s get on with it!
• Crystals, born 1995 to 2015, have a feminine energy – calm, sweet, and quiet. They are often so quiet that they are diagnosed with autism or Aspergers. Crystals prefer to communicate telepathically or through music to convey their deep and complex feelings. They are often even more sensitive to chemicals than Indigos.
• Rainbows, born 2012 and later, have a perfectly balanced male and female energy. They are wise and serene with a greater recognition of the collective consciousness. Like indigos and crystals, they are psychic and can read people’s feelings. Whatever loving thoughts, feelings, and actions are sent to them are magnified and returned a hundred-fold.
• The term Star Children can cumulatively describe all these types of children, and can also refer to those who sense a connection to other worlds. Star Children are seen as having the abilities to tackle issues in non-traditional and unconventional ways. Their skills often include: telepathy, pre-cognition, telekinesis, remote viewing, intuition, energy healing, and channeling.

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Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.

Can you please tell us about your field of expertise, and explain your personal mission?

My field of expertise is working with individuals (students of all ages, as well as adults) who have characteristics or diagnoses of ADHD, anxiety, Autism Spectrum, Aspergers Syndrome, learning style differences and other IEP or 504 conditions. My intention when providing psychotherapy or academic support is to facilitate each client’s journey toward their most complete expression of their truest self.

What is your background and what led you to this business?
I am a Licensed Professional Counselor. My primary career for over 30 years, was working in public education (special education and counseling). I had begun my private practice, Spiral Wisdom LLC, in 2002. When I was recently offered an opportunity to expand the time dedicated to my business, I welcomed the opportunity to increase the number of students and schools that I could assist – offering academic strategies, recommending accommodations / modifications for teachers and parents, and providing counseling to improve student’s self-esteem and motivation. Devoting more time to my business has also allowed me to expand the holistic and metaphysical aspects of my therapy practice. When appropriate, I utilize Guided Imagery. This is a meditative state that allows people to access their Inner Wisdom, heal their Inner Child, and access past (life) experiences. Since clients are able to share their experiences verbally during the Guided Imagery, I can effectively guide their journey into self-understanding.

How does holistic health apply to your business and your lifestyle?
I look at my clients as whole beings – recognizing the many facets that have created who they are (society, family, peers, self, soul purpose). I also strive to recognize and identify any difficulties that may be apparent with other systems (i.e.: educational, of which I have considerable knowledge). I also apply mind/body/spirit principles during counseling. In my own life, I strive to be environmentally responsible and take a holistic approach to my health. I am aware of the mind – body connection for myself and use spiritual principles to direct my activities and personal inner voyage.

What makes your business unique and sets you apart from your competition?
Trust: My clients (adults and children) feel at ease in my presence and trust me with the uncomfortable aspects of themselves.
Intuition: I hear the client’s words, but I also hear the messages between the words and in their body language.
Gestalt: When evaluating an educational or therapeutic situation, I look at the gestalt (how the parts contribute to the whole; recognizing that the whole is greater than the sum of its parts).
Knowledge: I have worked as a special education teacher, teacher consultant and crisis counselor in the schools. I have worked with children of all ages from elementary thru senior high, and assisted with their transitions to college. I have been the 504 building coordinator and the building Accommodations Coordinator for ACT testing. I am a Licensed Professional Counselor.
Experience: 30 years in various schools has provided me with the knowledge of what is really important to help a student to succeed, what they likely encounter in classes and curriculum, and what types of accommodations the staff will find reasonable and realistic.
Communication: I have a gift for explaining a situation or an individual – to that client, their family, and to the school people – in a way that is understood.

Does this (your services) work for everyone?
I am most effective with verbal clients. When working with non-verbal clients (for instance a child with autism) I support the client indirectly by providing the family and educational system with information to help them to understand the child and with effective, reasonable interventions to be considered.

Has the recession impacted your business, and if so, how have you adapted?
I am a fee-for-service provider and have always been aware of financial challenges that face families. I am able to reduce my fee when necessary. Also, I can offer a reasonably priced, one-time consultation with a student and provide academic strategies and numerous recommendations.

Is there anything you wish people knew about your business that they probably don’t know?
I provide Guided Imagery for people prior to medical procedures, I facilitate a parent support group, teach a meditation class, have a professionally recorded Meditation CD, and speak on many topics including There Are No Lazy Students, anxiety, bullying, the inherent gifts of autism, and de-stressing methods.

What is one of your favorite stories about a client who benefited from your service?
An adolescent student with significant ADHD was brought to me for strategies and recommendations. On-going support was requested to increase motivation. During these sessions the student began to talk openly. As the underlying issues were revealed, he learned to express his feelings. As his anger decreased, his ADHD symptoms reduced. Subsequently his school performance and relationships (with family and peers) improved.

What resources would you recommend for those who would like more information about your field?
I love the following books:
Dr. Hallowell and Dr. Ratey’s Delivered from Distraction (ADHD adults and children)
Doreen Virtue’s The Care and Feeding of Indigo Children
Dr. Brian Weiss’s books including Many Lives, Many Masters

You may have received a diagnosis of ADHD from a professional, sat in a meeting regarding your child’s diagnosis and realized that you have the same qualities, or you read about ADHD and knew that this is your story.

By Judith E. Lipson, M.A., LPC

I’ve never liked the term ADHD. Attention Deficit Hyperactivity Disorder focuses only on the negative aspects of this group of traits. But, since the term provides a meaningful shortcut in discussions about educational settings, employment, and other conversations, I use it.

When working with clients, or presenting to parents and professionals, I focus on the qualities of ADHD. These can include difficulty with:

• Time management
• Organization
• Attention to details
• Following directions

• Driving – directions, impulsivity or inattentiveness
• Self-esteem and motivation
• Writing – organization of thoughts, fine motor challenges
• Reading – light sensitivity, avoidance
• Anxiety

Consider also the gifts that come with ADHD. You are often intelligent inventors, entrepreneurs, and creative original thinkers excelling in non-traditional learning or work environments. You have compassion, live in the present and easily inter-connect with others. You see the big picture and motivate others with your enthusiasm and energy.

Some adults notice that their ADHD, which was a significant challenge in school, is no longer much of a problem. These individuals have usually found a job where movement is allowed, spontaneity and novelty are frequent, and detail work is at a minimum.

Others experience ADHD significantly impacting their life and find the need to take medication during their adult years. Some adults take it daily while others have determined with their physicians that the only time they need ADHD medication is when they have a very detail-oriented activity to complete.

With or without medication, it is important to use strategies that correspond to your gifts. Here are a number of strategies that adults have found helpful. Remember that you might wish to personalize them for your style.

USE A CALENDAR (paper or digital) to keep track of your appointments and deadlines. Carry it with you at all times.

TO-DO LISTS I used to carry a small pad of paper to list and check off items. In today’s digital world there are many free apps for smartphones to assist you. Since I forget to look at them, I now use the “all-day” portion of my iPhone calendar to list these specific tasks on the day that I’m most likely, or most need, to complete them. I use the calendar’s specific time slots for appointments.

ACKNOWLEDGE COMPLETION of your to-do items for personal reinforcement. I place an X in front of each to-do item to confirm its completion.

LONG TERM PROJECTS Chunk these into manageable tasks. I find it helpful to not only put in the due dates, but also to note the day I will tackle each project/task.

SET ALERTS If you are going to need an hour to arrive at your destination, be sure that your alert notifies you sufficiently in advance of departure time. It’s also wise to set an additional alert the day (or hours) prior as reminder.

ALARMS Set multiple alarms, possibly across the room. There are also vibrating-pillow alarm clocks. You might awaken a half hour prior to your get-up time to take your ADHD medication; then when the real alarm goes off it is easier to engage the day.

ORGANIZATION and CLEAN UP

• The entire project does not need to be completed in one attempt.
• Begin at a specific section like your desk surface or kitchen countertop, or start in a corner and move around the perimeter of the room.
• Instead of saving stacks of magazines to read later or keep for reference, access articles and information from the web.
• Use a dark bag for garbage. A clear or different color can be used to collect items for donation. Everything else gets put away.
• Use totes, buckets, crates, etc. to store groups of items together.
• Provide visibility for what you use often.
• If you are a collector limit items to a specific area/bucket. No room for new items? Sell or donate.
• Give yourself an incentive for each completed task.

Life with ADHD means you have likely experienced a number of incidents that led you to feel less than others. School, social events, family, and bullying can make you believe that you don’t fit the expectation and must not be okay. This is not true!!

Honor who you are, display your gifts to the world, and present yourself confidently to the younger generation and your peers. It’s time to be proud of Who You Really Are.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.

As a spiritual being having a human experience, it’s important to care for all aspects of your being.

By Judith E. Lipson, M.A., LPC

You are more than a physical structure. There is energy in and around your body. Clinicians who study acupuncture follow the energy along meridians to look for blockages or sluggish movement. Correcting these can improve health, pain and mood. Also within the physical body are chakras – energy centers. Each chakra corresponds to specific physical structures of the body as well as to emotional and psychological processes; and is also linked to a symbol, name, musical tone and color. There are seven major chakras: the root chakra at the base of your torso, abdominal, solar plexus, heart, throat, third eye at the center of the forehead, and the crown chakra at the top of your head.

Those who are hyperaware of the traditional five senses as well as the sixth sense of intuition, empathy and energy are considered Highly Sensitive People. If you are a Sensitive, other peoples’ energy fields as well as the electro-magnetic fields of your environment likely affect you. When all of this inundates your energy fields, it can lead to emotional distress, physical tension and even illness. There are a number of practices that you can use to clear or balance your energy:

FOR THE SELF

DURING A SHOWER use the water to wash away all uncomfortable emotions and tensions from the day. Have it all flow down the drain.

IN A RELAXED STATE, IMAGINE A SPONGE passing from head to toe on all sides of your body. As the sponge moves down, it removes the excess tension, emotions, energy, and any challenges that had accumulated throughout your day.

PLACE A BUBBLE of pink or white light around your body to keep “other” separate from “self”. You may visualize any color, a balloon, ball or even a force field around yourself.

CHAKRA BALANCE: In meditation, bring your attention to each chakra beginning at the root. Use your own intuition to balance the hue, density and size. Strive to bring balance to each. (You can find CDs or individuals to facilitate this process.)

HUM THE MUSICAL SCALES to balance the chakras via vibration. It isn’t necessary to know which note corresponds to each chakra. Deeply hum the scales and feel the vibrations within your body.

RELEASE OLD TRAPPED EMOTIONS that congest the energy. You don’t need to remember, you just need to release. This can be done through exercise, movement to music, massages and bodywork.

SEA SALT baths: a 10-minute soak helps to remove any released energies or toxins.

DRINK WATER to help the body move energy and toxins.

ENERGY MODULATION: If you are an intuitive or empath, you can feel others’ energies and emotions within yourself. It is important to learn how to regulate the input. First try to identify where you sense this energy entering. Most clients tell me that it enters at the abdominal or heart level. Find an image that allows you to have a “selectively permeable membrane” at that location. Consider visualizing the blowhole of a whale or dolphin, the weave of a fabric, screen or grid, or the adjustment of a color’s hue. I have had a computer expert describe it as a firewall. Others see it as a swirl that needs to slow or quicken. What’s important is that you select a method that resonates with you and practice shrinking and enlarging your portal while in a relaxed state. Then, set your intention when entering a challenging environment or when feeling overwhelmed, to shrink the size of your portal.

FOR THE HOME OR SCHOOL

You can additionally assist yourself and others by decreasing the amount of excess energy in your surroundings. The individual is then better able to neutralize his or her own vibratory fields.

SMUDGING is used to move the accumulated energy in one’s environment. Dried sage, cedar or sweetgrass is lit, extinguished, and the smoke is moved through the rooms, especially in corners. Please be cautious with the fire and note if anyone is sensitive to fragrances.

TUNING FORKS work in the same manner as smudging, but the tone that is emitted moves the energy.

COLLECTING AND REMOVING EMOTIONAL ENERGY: Ground yourself, use your intention, and invite the excess energies of the room or home to a location that is not immediately near you. Depending on what resonates with you, direct these energies to depart through the ceiling, a window, or to the ground. This is especially helpful when someone is triggered by anger, fear or agitation of others in the space.

Your energy fields are affected by many factors. I encourage a regular practice of cleansing to influence the ease vs. dis-ease of your life.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.

Are you, or is your loved one, a Six-Sensory?

By Judith E. Lipson, M.A., LPC

Sensitives come in all ages, sizes, races and faiths. They can look like everyone else, and yet stand out by being empathic, compassionate, creative people. Sometimes they are at peace with these gifts, but for others it creates inner turmoil and can lead to minor or significant difficulties.

To additionally complicate the situation, some Sensitives have anxieties and/or ADHD and may even be on the Autism Spectrum. They often love nature and animals. They tend to seem older than their years, or may be characterized as ‘old souls’. They are often right-brain thinkers who are creative and artistic. They are deep thinkers and tend to be bright. In school or the workplace, they may be unsuccessful or seem unmotivated because of the mismatch between their learning style and the system.

Sensitives may be argumentative and headstrong. They are frustrated with our society because they came into the world knowing how things should be in our institutions, systems and relationships. Yet as children they don’t have the power to create this change. Their ability to comprehend their world may be great, but their ability to cope with this awareness is compromised because they have neither the life experience nor the emotional maturation to handle what they know.

Sensitives may feel misplaced and alone. They frequently verbalize their dislike for (or discomfort with) their school, peers, and/or community. Their belief is that few individuals truly understand them and think as they do. Their feelings of personal isolation and different-ness can lead to anxiety and depression, then be exacerbated by the “negative emotions” they absorb while in the presence of others.

Sensitives are often referred to as Six-Sensory Beings because of their heightened awareness of the six senses, sometimes in varying amounts:

• Touch: The individual complains about irritating fabric, embroidery, tags or the sensation of water on the skin. Some are uncomfortable being touched by others.
• Hearing: This individual hears everything (other than directions to clean their room or put out the garbage). Certain tones can be distracting or even distressing. I had a student who was bothered by the classroom TV’s high-pitched sound. In a noisy classroom or environment the individual can have difficulty distinguishing a specific voice in the midst of others, or might feel the need to tune everything out. 
• Taste: Flavors or textures can limit the types of foods eaten.
• Smell: Sensitivity to chemicals or fragrances.
• Seeing: These individuals will take in their entire visual surroundings and notice all the details.
• Sixth sense: Intuition and the awareness of others’ energies and emotions. Sensitives don’t necessarily realize that they are sensing the emotions of others. In fact, their anxiety, anger or sadness might be coming from people in their surroundings.

Understanding the Sensitives in your life allows you to avoid focusing on what seemed to be undesirable traits and provides the opportunity for empathy and acceptance for yourself and others. Here are ways to support these individuals:

• Teach them that being different is not bad.
• Allow them to verbalize their experiences.
• Keep your own energy and emotions calm when communicating, especially when offering criticism or suggestions.
• Focus on their gifts: compassion, empathy, creativity, intelligence, rather than any challenging behaviors.
• Help them realize that they may be affected by the moods of family, peers or even people that they don’t know who are nearby.
• Provide structure and familiar routines.
• Encourage breath-work and relaxation.
• Teach grounding techniques for anxiety, agitation or hyperactivity: Sit or stand with your feet on the ground. Imagine the trunk (torso) of your body is the trunk of the tree. Feel the strength of the tree move down through your legs and feet (the roots), anchoring you into earth.
• Use your own energetic skills to clear the negative energies from physical spaces (more about this in a future article).
• Find a mentor or counselor who understands Sensitives’ six-sensory experiences and who can teach them how to set verbal, physical and energetic boundaries and to recognize their inherent gifts.
• Continue to educate yourself about Highly Sensitive People, Indigo Children and Crystal Children.

I believe Sensitives will help us to create a peaceful world that promotes and maintains ecological and social responsibility. We who are Sensitives and we who understand Sensitives have an extraordinary opportunity to parent and mentor these Six-Sensories to achieve their destiny. I hold the Sensitives in my life (and yours) in love and light. May we all know and attain our highest purpose. 

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.

There are no lazy students, but there are kids who learn differently.

By Judith E. Lipson, M.A., LPC

At one time teachers taught from the front of the classroom to students who were expected to remain quietly seated at desks placed in rows, listening silently to the teacher’s instruction, or reading from their text. Most educators now recognize that this is an ineffective educational environment, one which frustrates students, teachers and parents because it does not meet most students’ learning styles.

The prerequisite to understanding learning styles is to accept that people process information and express what they have learned differently. Parents know that each child has a different personality, a different way to approach problems and a myriad of other differences. It is equally important to recognize that children and their parents often have different learning styles. When there is a mismatch between parent and child, the parent sometimes expects the child to “get-over-it and get serious”. Instead, they should support and tutor their children with the method that best matches their individual style.

Each student should know their learning style and use their strengths to compensate for an instructional mismatch. I usually ask my students: “If you could choose, would you prefer to learn from a teacher who stands in front of the class and teaches from lecture and class discussion, the teacher who hands you a worksheet and book and leaves you alone, or a teacher who provides projects?” The student who prefers lecture/discussion is primarily an auditory learner, the one who likes books and worksheets may be visual, and the student who likes projects is likely tactile or kinesthetic. But don’t be fooled by that simplicity. There is frequently a blend, and a preference. And there are other considerations, i.e.: the student could avoid discussion or projects due to shyness and discomfort. Therefore, these questions are only a guide.

Additionally, some students are global thinkers who look at the big picture and think out-of-the-box. Others prefer to work in the structured world of details, lists and clear expectations. Learners can be creative – music, visual arts, poetry, etc. Many learn best when they use their hands and incorporate movement with instruction.

Dr. Howard Gardner has identified multiple intelligences. Success does not just come from IQ. He points out that of the 9 intelligences (listed below); linguistic and logical are the most commonly used in our classrooms. The others also predict long-term success, yet they are not emphasized in schools. As a result, students can lose sight of those gifts.

• Linguistic – spoken and written word
• Logical– reasoning and problem solving
• Kinesthetic – movement and interaction with the environment
• Existential – connecting to larger understandings
• Interpersonal – interaction with others
• Intrapersonal – feelings, values and attitudes
• Visual – seeing and imagining
• Rhythmic – sound and patterning
• Naturalist – categories, classifications, and hierarchies

Thankfully, teachers are now taught the importance of meeting the educational needs of all students, and many classrooms use cooperative learning groups and other alternatives for instruction and assessment. But these opportunities are not consistent in all classes, and because of the repeated use of traditional and standardized tests including Core Assessments, MEAP and the High School Michigan Merit Exam (ACT/MME); many of our children are unable to demonstrate their competency using these forms of measurement. This often creates a disinterest in school learning.

When “bright but unmotivated” students, or those who have been diagnosed with ADD/ADHD or Asperger’s Syndrome, can make it beyond school and become successful adults, they are often society’s CEOs, inventors, futurists, artists, musicians, etc. Having different strengths among co-workers is valued.

• Problem Solvers
• Writers
• Idea People (short term)
• Futurists (long term)
• Organizers and Developers
• Explorers
• Negotiators
• Directors
• Communicators
• Team Builders

Many teachers are already striving to reach and teach all learners. As parents and community members we can support them. Encourage legislators and schools to support an educational system that addresses all learning styles and supplies the needed resources for our educators to provide instruction and evaluation that enable every child to succeed.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.