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

Neurodiversity is on the rise and Einstein is quoted as saying: “We cannot solve our problems with the same thinking we used when we created them”. I hope that this increase in numbers will help bring about the changes that I see needed in so many of our systems.

This article will focus on individuals on the autism spectrum, probably the most recognized neurodiverse group, who hold many promising traits to help our society move forward toward peace. Here is what I tend to see that makes me hopeful:

• When describing the right brain, Jill Bolte Taylor explained that it does not distinguish between self and other. So too are those on the spectrum likely to recognize the energy shared between self and others. Many parents describe their children as having the ability to know things about other peoples’ bodies or health. Even non-verbal kids may walk over to complete strangers and point to, or touch, a certain body part that is known to be (then or in the future as) pregnant, painful, or diseased.
• They have a tendency to express themselves authentically, with integrity and honesty, as opposed to using judgement. (Mommy that man is fat is an observational statement and not meant to carry judgement.)
• They most often have a well-developed ability to see the word visually, which provides a different vantage point for understanding and finding solutions.
• They have an ability to look at patterns, without boredom or tedium, to isolate accuracies and inaccuracies.

I know that there are other strengths in the autism community, and I hope that you will share them with me to then share with others.

There’s a famous (and very true) saying that “if you meet one person with autism, you have met ONE person with autism”. It reminds us that while there are many similarities that lead to diagnosis, or recognition, every individual is unique. This is why autism is recognized as a spectrum disorder.

Many individuals still think of autistics as non-verbal children or adults who rock and flap their hands. While these folks are still a part of the autistic community, there is a significant number of higher-functioning autistics. These individuals used to be identified with the diagnosis of Asperger’s Syndrome, but that terminology is no longer recognized and was merged into the general ASD (autism spectrum disorder) diagnosis in the DSM-5 ten years ago. Since this is a spectrum disorder, there are many individuals who fall within and in-between.

Most of the students that I worked with as an educator, and the clients that I work with now (pre-school through adulthood), are on the higher-functioning end of the spectrum. In addition to the standard developmental and personal topics that come with being human, my focus with them tends to be independent living skills, socialization, and work or school successes.

Society and our systems have failed to provide sufficient and adequate resources to give these higher-functioning individuals in the autism community the chances and the resources to be their best, most successful selves. This ultimately puts a drain on our financial resources as well as limiting our society’s growth potential. (Remember Einstein?)

And what about the more profoundly impacted members of the autism community? Once they age out of the educational community (20-21 in most states, 26 in Michigan) there just aren’t enough resources to care for them. As a result, many parents, especially those of the more profoundly impaired, never “retire” from their job of active parenting. What happens when they are too old to properly care for these adult children with their many needs? I recently watched a documentary called Beyond, which highlighted the difficulties that parents of non-verbal, dysregulated, adult children experience. It highlights the need for residential communities that are designed to recognize, understand, and properly address the sensory, communication, medical, and emotional needs of adults who are unable to live independently. These parents need emotional, financial, respite, medical/dental, and care-giving assistance.

Autism awareness and acceptance moves us to take care of each member of our community: the child, the student, the worker, the adult, and their family members.

And what of Einstein (who is believed to be on the autism spectrum)? When I meet with my neuro-diverse clients, I find that they desire a world of acceptance where all people display integrity and honesty and where there is deep caring for each other. It may not always sound or look like it to those of us who are neuro-typical (NT), but that is because most NTs only know how to see the world through their own limiting, fearful, and judgmental filters. This is why I write, speak, and do my work. My goal is to expand NTs’ understanding to better recognize everyone’s needs as well as their gifts.

It’s time for a new way. I invite you to get to know the autism community even if there is no one that you can get to know personally. (By the way, it is VERY likely that you already know someone, but don’t realize that they are on the spectrum!) Fortunately, there are other ways. Try:

• The Curious Incident of the Dog in the Night-Time by Mark Haddon (fiction, but I found it very realistic, and parents and professionals have loved it)
• Born on a Blue Day: Inside the Extraordinary Mind of an Autistic Savant by Daniel Tammet
• The Reason I Jump: The Inner Voice of a Thirteen Year Old Boy with Autism by non-verbal author Naoki Higashida
• Blogs or books by Rudy Simone and many other autistic writers
• com (“take it from us, we’ve lived it”)
• Temple Grandin’s My Life in Pictures (book or movie)
• Ron Suskind’s Life Animated: A Story of Sidekicks, Heroes, and Autism (book or movie)
• The Spark: A Mother’s Story of Nurturing, Genius, and Autism by Kristine Barnett
• Look Me in the Eye: My Life with Asperger’s by John Elder Robison

Now that you know a little more, consider asking yourself the following questions:

• What else do I need to know?
• How can I help?
• Is there a system that I can help to create, or to support financially or in another manner to facilitate better access for:
  • career/jobs access
  • affordable living accommodations
  • skill building
  • family support
  • respite care
  • educational support (K-12 and into adulthood)
  • appropriate dental and medical care that recognizes the special challenges of treating individuals with highly reactive sensory systems (think tastes, textures, lighting, medical instruments, difficulties with transitions, language barriers, etc.)

It is incumbent on each of us to change the experience for us all. This article has focused on our opportunity to get to know those on the autism spectrum so that they and their families can have an easier experience and be able to live independently when possible. My hope is that someday the qualities that lead to an autism diagnosis will be talked about in terms of strengths and challenges (we all have them!), and that we will interact with this community with understanding, strategies, supports, accommodations, and appropriate placements for the success of every 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.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

The more I understand about empaths, the more I learn concepts that I had never considered. Please read to the end for the newest information.

Empaths experience more than empathy. Empaths not only care about the others’ feelings, but also feel the other’s physical sensations and/or emotions in their own being. It’s a wonderful gift and is especially prominent in those who serve in the healing professions; yet this gift is often accompanied by the challenges that can arise when one feels deeply, intensely and expansively.

Unfortunately our society doesn’t talk about it (thereby normalizing it), nor do we teach our children to understand, accept and foster this gift, thus minimizing potential challenges.

How I have approached the challenges:

• Cognitively: It is not your role to take in the fullness of another’s experience so that they may be spared their own distress. As a healer (medical, spiritual, or even as a friend), you only need enough information to know what the individual experiences in order to direct them, or your healing modality, to their healing. For this to happen, you only need a little information. Think filling a thimble instead of a bathtub.
• Energetically: Now that you understand ‘why’ you needn’t bring it all in to you, it is often important to know how to modulate the entry. I use the visual model of the whale or dolphin’s blowhole, which opens after coming to the surface of the water, and closes before diving again. Since it is most likely that you access others’ energetic information at your gut, close your eyes and try to identify the size of your own ‘blowhole’. Then try closing it a bit, and opening it again. Just play with the idea and use your imagination. See how you feel when you are more open, and see if you feel differently when it’s more closed. Play with the concept and see what size works best for you, in this moment. Please note that some folks like a different concept for modulating their energy intake. Consider a screen/weave, or a color that is translucent (pink) to opaque (red). I have also had kids and adults choose ocean waves, firewalls (computer security concept), selectively permeable membranes (biology – cell membrane), force fields (Star Trek), and other ideas. Find what works for you.

During the last year, I have had clients (a couple adults, and even a 7 year old) who felt certain that it is their job to take others’ discomforts. They were not deterred by the teachings described above. So we took the following approach:

• If it is indeed your role to be the receptacle, must you KEEP their stuff for them? As these individuals acknowledged, from their own intuitive knowing, that they are to be the receptacle, but not maintain the input, they have used guided imagery to remove from their own system what has already accumulated. They instantly felt better.
• Can you create a way where you remain the receptacle, helping others to release, but then set a ‘drain’ within you for continual release from your own energy field? All of this is done with intention and imagination. See what resonates for you as you acknowledge your ‘receptacle’ and ‘drain’. The technique(s) that you develop today might change in the near or distant future.

Recently, I have been learning about energy frequencies and vibrations. It only partially reflects the procedures and explanations that I have previously taught about energy modulation. It is raw, and there is more for me to learn, but I’ll share it with you now:

When information is shared, received and interpreted, all at the level of frequency, there is less chance for misunderstanding (every stage of transmutation risks altering the message). Additionally, by drawing it into the denser levels of your three-dimensional self in order to “understand”, there is the risk of the body not being able to properly handle it. This can lead to physical or emotional challenges.

In metaphor, let’s compare frequency information/communication to the states of water. Think of frequencies as being the energetic equivalent of a gas. Thus frequencies can enter and leave your system with ease. When you attempt to understand the message of a frequency and draw it into the levels of words or emotions, you drop it to the level of a liquid. As a liquid, the message now has less ease to flow through the system. As it slows and is “seen” by the body, it might even drop its density to more of an ice/solid as the individual purposely or accidentally strives to understand it even more.

If we can remember that in order to understand, we do not need to dwell on that information, running it back and forth through the mind, and through our past, current and future experiences, then it can be understood in its purest state — that of energy/frequency/vibration (the metaphorical gas). This is why the exercise of ‘finding the space between the molecules’ works so nicely. We are taking these extremely dense/now-solid structures that have been formed in the body, and recognizing them as energy/vibrations/frequencies once again. In doing so, they change their state and bring the system to ease once again.

Since I work with a lot of individuals on the autism spectrum, I have considered the application of this concept with this population. Those who are looked at as having developmental delays may actually be exquisitely able to understand their world via frequencies. Their challenge has been to understand the denser neuro-typical styles of communication and language. Dr. Temple Grandin, who is autistic and known for her work with animals, famously describes her life in pictures (in the biographic novel and movie – Thinking in Pictures). She is extremely adept at accessing verbal communication (and the energetic experience of animals) by translating it into pictures. Although this is still dropping the original transmission of frequency and vibration to a denser state, doing so with pictures seems to be less dense than words/language.

I also work with a lot of clients who deal with anxiety, and wonder if a major difference between humans and animals is that when animals experience fear, it is pure and kept at the level of frequency/vibration. I frequently teach anxiety in terms of the prey animal that has a near miss with a predator. The prey narrowly gets away, and then it shakes itself (shaking off the trauma) and moves on with its day seeking food, etc. The rabbit doesn’t sit there thinking, Wow, that was close. I wonder if the fox will catch me next time. I hope that I can get away then. By bringing in thoughts to describe emotions humans anchor these emotions into a denser state.

Since empaths are attuned to the energetic frequencies and vibrational aspects of others, they absorb others’ emotions readily. Going full circle to the beginning of this article, learning to retain the frequencies in and outside of us in a “gaseous” state, will allow us to live in a greater state of ease.

As always I look forward to your thoughts and questions regarding this information so we can all learn and develop our gifts.

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

Last month’s article, Neuro-Sensitives and Sensory Overload, focused on how parents and professionals can reduce the sensory burden that neuro-sensitive children and adults experience every day of every week during various activities in their lives: medical, social, entertainment, school, shopping, etc.

As a continuation of that information, this month’s article will focus on the resulting behaviors that occur when the Sensitive, or their parent/professional, cannot adequately reduce the overwhelming level of sensory input. Certainly different individuals have different tolerances, but sensitives and empaths who understand this phenomenon, and can communicate it, have all described their meltdowns, or of recognizing its approach.

For non-Sensitives, even those who conceptually understand empathy, it may be hard to understand that someone can experience this extent of sensory sensitivity. As a result, since many parents and professionals can’t see it coming, they don’t know how to recognize these sensory meltdowns. In fact, frequently it is assumed that the individual is having a temper tantrum. However, tantrums and meltdowns are triggered by different things and require different responses.

THE DIFFERENCE BETWEEN TANTRUMS AND MELTDOWNS

STEP ONE: UNDERSTAND SENSORY OVERLOAD

Sensitive children are hyper-aware of their surroundings. To better understand their experience, think about the input that they receive from all five senses, and realize that they have minimal ability to decrease or minimize it. Additionally, they are often intuitive, and as empaths they are highly aware of others’ emotions to the point that they feel these emotions in their own bodies.

Unfortunately most empaths don’t realize this is occurring. They either assume they are feeling an intensification of their own emotions, or they just react. Empaths who understand what’s occurring describe their experiences as more than empathy. (Empathy is described as, “I can imagine how it must be for you.”)

Here are some statements that empaths have told me to describe being an empath:

• I’m in a room with others and I feel their feelings.
• My anxiety (or worry, sadness, anger) becomes so intense that I need to leave the room.
• When I look in their eyes I feel like I see their soul.
• I’m exhausted whenever I am with others, especially in groups.
• When I look in their eyes, I know everything there is to know about them, and I feel it in my own body.
• I feel like it’s my job to take away their problems or ‘hurts’.
• Being an empath helps me do my work because I know things that my client, student or patient has not verbalized.
• Being an empath helps me because my child cannot verbalize what s/he needs, but I somehow know, and now I can explain it to others.

STEP TWO: MELTDOWN – THE PHYSICAL EFFECT

When sensitives or empaths don’t understand what is happening, and haven’t yet learned sufficient skills for modulating their experiences it is quite overwhelming. Remember that their sensory bombardment is continual and for the most part unrelenting.

Meltdowns are a sensory response occurring at a physiologic (physical body) level and occur when the body is overwhelmed by multiple stimuli and cannot cope with one more entry.

STEP THREE: WHY IT LOOKS LIKE A TANTRUM

What makes it especially confusing is when there are verbal overlays that sound like what our society has taught us are tantrums. For instance, the Sensitive child who is screaming for one more candy, or 5 minutes more time, is doing so because that issue became the one experience that they can identify or recognize (as opposed to a myriad of unrecognized sensory experiences), and they are hoping to control this one thing because they know subconsciously that they just can’t handle one … more … thing.

This is such an important part of understanding meltdowns, because meltdowns are NOT tantrums. Tantrums are willful and potentially tactical.

To recognize meltdowns, and not assume tantrum, it is important to learn about your individual’s sensory experiences. Think about how they usually respond in various environments: sounds, lights, activity, smells, tolerance of clothing and other tactile experiences, and even human touch. And remember that to the amygdala, that part of the brain that evaluates every type of sensory input to keep us safe, one’s emotions – our own and those of others – are also evaluated to assess potential threats.

STEP FOUR: WHAT TO DO WITH A MELTDOWN

The best advice is prevention. As you become more adept at being the detective of your individual’s sensory experiences, you will become better able to reduce their overload experience and thus the subsequent meltdowns. When that is not sufficient or possible, realize that the meltdown is the body releasing energy and tension and has to run its course. Provide a safe and supportive environment for your individual.

For generations our society has taught that children should listen and follow directions and that any counter-response should be met with consequences or discipline. Looking at things differently allows us to realize that meltdowns are a Sensitive’s unconscious and unplanned way of responding to a physiologic need to reduce their physical tension.

STEP FIVE: THE AFTERMATH

Apologies are heartfelt and real. Since this is a physiologic response, there’s no need for punishment. Be careful if you try processing what has occurred. Many Sensitives are unable to recognize the buildup in their systems and can re-trigger easily and quickly.

Professionals, families and neuro-sensitives are striving to find ways to reduce sensory receptiveness and increase sensory tolerance. Diets, education, cognitive behavioral therapy, energy work, craniosacral therapy, prismatic lenses and noise-reducing headphones are just a few of the things that are being tried. I hope to bring more information about options and successes in the future.

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

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.