neuro-sensitive

April May Be Autism Awareness Month, But It’s Time That We Achieve Autism Acceptance

March 16, 2023 By Judy Lipson

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 [Read more…]

It’s All About the Energy

August 31, 2019 By Judy Lipson

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 [Read more…]

Maslow’s Hierarchy and the 7 Major Chakras

March 20, 2018 By Judy Lipson

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

Maslow’s Hierarchy of Needs has always fascinated me. The premise is that you must have your Physiological needs (food, water, breath, sleep), and your safety needs (employment, health, prosperity) met before you have the ability to adequately experience Love/belonging (friendship, family). Once these three aspects of the hierarchy have been attained you can reach Esteem (confidence, achievement, respect of and by others, self-esteem), and ultimately Self-actualization (morality, creativity, spontaneity, life’s meaning). Maslow believes everyone seeks self-actualization though it may not always be achieved.

Educators recognize that basic needs must be met for effective education to take place, and that the brain’s mechanism for protection (the amygdala) decreases learning in a hungry, worried or frightened child. To approach this problem systemically many districts are now creating trauma-informed schools, which provide a layered approach for safety and healing. (TraumaAwareSchools.org) These trauma-informed schools are appropriate for all socio-economic areas and also support neuro-sensitives who deal with the continuous “little t” traumas of sensory overload.

Chakras

The seven major chakras:

1^st – the Root chakra is at the base of your torso. It is your connection to your tribe and relates to security, abandonment by the group, and physical survival.

2^nd – the Sacral or abdominal chakra relates to your relationships with family and others, and financial security.

3^rd – the Solar plexus chakra is just above the navel. This chakra deals with your relationship with yourself: personal power, honoring the self, etc.

4^th – the Heart chakra is in the center of your chest. It is your connection to love – for self and others.

5^th – the Throat chakra is in the front of your neck and deals with your ability to speak your truth. It also relates to will. (Do you yield your power too willingly to others? Do you adequately support your own needs? Do you exert your power too strongly?)

6^th – the Third Eye chakra is located between and just above your eyes in the center of your forehead. This chakra is identified as your connection to intuition and introspection.

7^th – the Crown chakra is located at the top of your head and connects you to that which you call the Divine.

If you are interested in learning more about chakras, there are numerous books and websites.

Chakras and Maslow’s Hierarchy [Read more…]

Sensitives: Tantrum Or Meltdown?

February 19, 2018 By Judy Lipson

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: [Read more…]

ACCEPTING YOUR CHILD’S DIFFERENCES

November 29, 2017 By Judy Lipson

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

Do you have a child (of any age) who is not like you?

I have worked with a number of families. Sometimes the client is the parent while other times the client is the child, or an adult child. Regardless, our conversations are often about scenarios that show how the child is wired differently from the parent; yet frequently neither really understands this. Here are the main topics that come up.

SOCIAL

I see a number of individuals who avoid social scenarios. They may only have a few friends, and may even avoid time with their family. This can be very disconcerting for a parent, and this is what I often hear:

“My child seems lonely, and I don’t want him/her to grow up alone.”

“Why is his/her school/college experience so drab? Why can’t s/he enjoy it? Why doesn’t my child go to school games and parties? College, tailgating, and parties were an amazing experience for me, and s/he is not participating!”

“Friends are important, and my child is missing out on social opportunities and experiences!”

If your child is a Sensitive (neuro-diverse) and experiences sensory overload, s/he will want more alone time and may seem more anxious, moody, or intolerant of others and their environment. It’s also possible that s/he misunderstands social scenarios and communication.

This child is not wired like you and does not receive the same pleasures in social company as you. As a matter of fact, I hear these individuals describe social activities as anything but fun. Let’s remember that they are very sensitive to the energies, the sounds, and the people in their environments. In addition to the sensory challenges they usually don’t have the social skill set that you (a neuro-typical) do, and they find every social or communication encounter as a potential landmine: “What do I say/do in this situation? Will it be right? Will they approve? Will they make fun of me (again)?”

Teaching these individuals the nuances of conversation, and developing their confidence and self-worth will significantly help, but they are still not wired like you. As a result, they will likely prefer more isolated experiences than you do. This does not mean it’s bad. They’re just different.

ACADEMICS/CAREERS

Parents hope and expect that their children will grow up to have amazing and prominent careers. Many families expect their children to go to college and study finance, business, law, medicine, etc. Graduate school is often an expectation. Yet, the academic experience of these different kids may not provide them successful college (or K-12) experiences.

For your student, [Read more…]

April May Be Autism Awareness Month, But It’s Time That We Achieve Autism Acceptance

It’s All About the Energy

Maslow’s Hierarchy and the 7 Major Chakras

Sensitives: Tantrum Or Meltdown?

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