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.

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

Recent statistics indicate that 1 in 68 children are on the autism spectrum; however autistics are not the only ones who experience sensory overload.

It is very likely that you know someone professionally, in your social group, or in your family who is neuro-sensitive. Sensitives can be autistic or neuro-typical (without autism). Over the years in my practice I have seen many children and adults who are neuro-sensitive. As their prevalence increases, so does their sensory awareness and responsiveness.

There is much speculation as to why there are more individuals who experience the world in this way. It could be evolutionary, neurological or the additives, drugs and pesticides in our food network.

Regardless of the cause, with the increasing number of individuals affected, there is a responsibility to learn how to best support Sensitives. There are a number of traditional approaches provided by occupational therapists, behaviorists, and speech and language therapists. There are also less-conventional approaches. I wrote about these in Setting Boundaries and Energy Cleansing.

You are encouraged to increase your awareness of the many situations that can create difficulties for the neuro-sensitives in your life so that you can support that individual or help to bring about systems change.

SCHOOLS

Kids spend the majority of their day in these environments for twelve or more years. We can reduce their sensory impact and ease their experiences.

LIGHT SENSITIVITY: Fluorescent lighting creates visual and auditory challenges. Highly sensitive individuals are bothered by the pulsations that fluorescents emit, as well as the sound from light ballasts. Light sensitivity can also affect reading: ease, accuracy, memory, concentration, and comprehension. Using natural or incandescent lighting in schools and at home can increase your child’s relaxation, reading skills, and even their willingness to do homework.

RECESS AND PHYSICAL EDUCATION: Weak muscle tone and poor coordination increase the likelihood that sports and team activities may not be a positive experience. Loud echoing sounds, close proximity and lack of structure add additional difficulties. Encourage involvement in individual sports like swimming, bowling, tennis, golf, track, cross-country and martial arts.

SOCIAL: Educator Richard LaVoie explains that everything in school, and life, is a social decision. Social situations are typically not easy for Sensitives: should they attend to the words, the tone, the body language, or the energy of the speaker? These are rarely congruent. To assist, provide explicit instructions for nearly every social scenario. It’s not uncommon for them to fail to generalize one situation to another. For assistance, do an internet or book search for “social stories”.

MEDICAL

To avoid triggering an exaggerated startle response, explain the action and its purpose before physical contact, or when approaching with a medical instrument. Also, anatomical pictures trigger some Sensitives.

DOCTOR OFFICES: Try to arrive on time, ask to be brought into an exam room quickly, and to be seen promptly to avoid anxious waits, an overly stimulating waiting area, and possible meltdowns.

HOSPITALS: Imagine this scenario: A medical concern; agitation; bright fluorescent lighting; naked under the irritating fabric of an uncomfortable gown; sounds; communication challenges; lack of medical knowledge; presumed loss of rights; fear of stimming (self-soothing) in public; lack of privacy for solitude or toileting. Neuro-sensitives will require a great deal of support in these environments.

ENTERTAINMENT

Encourage social activities. Movies, bowling and even cruises are now offering autism/sensory-friendly options.

MOVIES/THEATER: Loud volume, darkness, and the expectations for silence and for sitting still for periods of time can seem impossible – and are likely to lead to meltdowns or “inappropriate behaviors”.

RESTAURANTS: With planning and instruction, the potential difficulties of too many menu options, the inability to sit still, and conversation challenges with wait staff can be made successful.

MALLS AND LARGE VENUES: Large expanses of space can make a neuro-sensitive unaware of their body and lose their sense of self. The emotions and energy of other people, bright lighting, fragrances, and temperature changes outside the different stores are physically uncomfortable and overwhelming to their senses.

EMOTIONS: Even exuberance and joy can over-stimulate their system.

Neuro-sensitives have a highly aroused nervous system and lack the ability to process the information from their bodies and their environment without triggering an over-reactive fight-or-flight response. It is imperative to remember that any subsequent behavioral outbursts are a reaction to their sensory system overload. These meltdowns are not the equivalent of tantrums.

Benjamin Franklin said, “An ounce of prevention is worth a pound of cure.” Teaching neuro-sensitives a variety of coping skills and encouraging them to use these strategies is extremely beneficial. When possible take the initiative to modify their surroundings by assessing the potential impact of the five senses, energy awareness, and empathy, as well as expectations for social interaction and communication.

Doing so for your neuro-sensitives will ease the situation and minimize or avoid meltdowns or discomfort.

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

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, school may be boring or confusing, or both. Educators have known for decades that children learn best via different preferred methods. Your child may learn best visually (books and worksheets), by listening (lecture/discussion), or kinesthetically (movement and hands-on). Some prefer to learn in groups, while others (see the social issues above) learn best when they work alone. Unfortunately, our schools don’t fully allow for these differences. In order to successfully navigate the school years your child probably requires a lot of your help.

College can be a more positive experience for your different child. Encourage the selection of classes that are enjoyable and interesting that are offered at times that match their sleep/wake rhythms: this may be one class per day, avoiding morning classes, etc. S/he may need to live at home initially to continue to benefit from your supports or might do best in a single dorm or even an apartment.

College students are often expected to take a very large credit load to be considered full time. Your child may only be able to handle 1-3 courses. The needs of each child are unique. Regardless, your child may still require your guidance for executive functioning skills (organization, lists, time management, etc), which you have been providing since it is not their strength.

This child may be incredibly wise and academically brilliant, but not be best suited for the career choices that you dream of for your child. I recently had a college student explain that the traditional liberal arts classes became boring much too quickly and this student failed to find the purpose in attending and learning. This same student realized that a course like Computer Design (CAD) provides more immediate feedback of progress and accomplishment, and with this information has renewed interest in pursuing a college education and degree.

If you were the parent of this student would you be able to release your own dream for this child’s career? What if the child’s preferred interest was something like culinary? If you find yourself living your own dreams vicariously through your child, you are cheating both of you of a full life experience.

HELPING YOU FIND PEACE WITH IT ALL

HAVE APPROPRIATE EXPECTATIONS – What does your child need to develop to his or her fullest potential? This might not be what you needed as a child, teen or young adult; and it may not be what your child’s siblings or other family members need(ed).

ACCEPTANCE – When you have complete acceptance of your child, as they really are, then you can better provide them with what they need. (Please note that most neuro-diverse kids have a built-in radar detector for being judged and will be more apt to reach their potential when you can truly accept them for who they are.)

BOUNDARIES – Just because you fully accept your child as s/he is doesn’t mean that there are no rules or expectations. Make sure that your rules are appropriate for your child’s age and developmental level, and recognize the difference between willful disregard and sensory overload. The latter might draw your child into acting-out behaviors or withdrawal, but your child is being self-protective rather than being manipulative. Then follow up with….

CONSISTENCY – Sometimes it’s appropriate to be flexible, but also remember that your child may require or appreciate knowing what to expect. Without being rigid about your rules, be sure that you follow through. All children appreciate knowing the expectations and the possible consequences. Don’t threaten a consequence that you can’t, or shouldn’t, follow.

Hopefully this guide to understanding and accepting your different child provided insights. I welcome hearing about your own experiences.

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.

Are you ready to live your authentic life?

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

The next time you are in the presence of an infant or young child observe the authenticity with which they approach life. If something brings pleasure, they fully radiate joy, and if something is not making them happy, they will certainly express that as well. The real beauty is that they can swiftly return to joy with incredible ease.

Many of you inadvertently lost touch with your authenticity after the socialization process. Seemingly insignificant conversations might have affected your ability to know and remember yourself. An example might be when you were told to hug your visiting aunt. When you said that you don’t like getting close to your aunt, the adults in your world insisted that you ignore your feelings and go hug her anyway. Each time you saw yourself discounted for the ‘greater good’ there was the potential to lose a bit of your authentic self.

Another common situation was when, as a child, you were intuitive or knew things that your adult caregivers didn’t remember, didn’t believe, or feared. Could you see auras? Did you know things about people? Could you predict the future? The child is reliant on physical and emotional safety from others, so you may have discounted your abilities and suppressed them in order to be or feel safe.

As an adult you can understand the bigger picture that you could not know or understand as a child. Now you can understand that adults did not know better. Had they known differently, they would have acted differently; had the child understood that they could have maintained internal and external integrity, they would have.

Recognize that your inner child still reacts to these original experiences. Intentionally rewrite your internal dialogue to reflect your new, more expansive understanding. Change your beliefs and change the paradigm; give your authentic self the permission it has been craving to be expressed.

BECOMING AUTHENTIC

Are you ready to return to your authentic state? Indigo children and adults, and the autistic clients I see, seem to have a head start on authenticity. Indigos live life emphasizing the importance to not suppress. They have a trait, which our societal paradigm describes as rebellious, that doesn’t tolerate inconsistency. When understood accurately, Asperger and autistic clients demonstrate a verbal honesty and congruence between actions, speech and their inner experience.

Maybe you have recognized the desire to be authentic as a thought:
I want to live life more fully.
I am ready to do what I’m here to do.
I want to be who I Am.
I sense that I’m to do something significant.

To become Who You Really Are – a Spiritual Being having a Human Experience – it is necessary to integrate the Spiritual with the Human. These traits include:

CONSCIOUSNESS: Open to the possibility of knowing. This is more than your brain’s memories and knowledge. This is accessing your intuition and your gut instinct. It is not necessary to force this connection; it is already available.

COMPASSION: Bring the heart and brain into energetic alignment and cooperation. Consider Heart Math’s Quick Coherence Technique: Focus your attention on your heart. Now have your breath focus in your heart. Then, remember a very positive emotion to bring about Heart Feeling. Repeat this sequence.

VESSEL: Your body is not the enemy. It allows you the opportunity to experience All That Is. This is a difficult concept for Sensitives who experience frequent sensory overload. Learn to accept your body and to use its sensations as a method of communication.

Have you been living your life with the focus on one to the exclusion of the others? It is not uncommon to see clients who wish to focus exclusively on meditation and spirituality, who emphasize the cerebral, or who focus primarily on the body to the exclusion of the rest. None of these aspects are bad. Your goal is to find balance for all.

BENEFITS OF AUTHENTICITY

As you learn to speak and act in congruence with your values and personal needs, you may notice that your core anxiety diminishes, which increases inner peace. Authenticity can also affect your self-worth.

Living an authentic life allows you to live life in flow and in Oneness. When you stop seeing the world from the polarity of separation the veil of illusion is lifted. Your fears and worry will reduce intensity or cease to hang on. From this place of greater peace, authenticity and oneness, you can then spread peace and love.

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.

While chances are good that you or someone you know has ‘anger issues’, there is much more to anger than you probably realize.

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

In our society, most people are not in touch with the majority of their emotions. You are likely familiar with joy and happy, and sometimes even bliss. You can recognize sadness, and will likely assume that you or someone else is experiencing grief after a significant loss. You probably know about numerous other emotions, but primarily as a definition. Most people do not know what they are really feeling, especially when it comes to what our society refers to as the negative emotions.

Anger is certainly recognized by society as a negative, yet it also seems to be the most accepted, or expected, of emotions. This is especially true of men who are discouraged from expressing sadness, worry, and many other feelings. Historically, it has been frowned upon for women to express anger, yet increasingly women do so as well.

An interesting fact is, though incredibly prevalent, anger is not a primary emotion. Actually, it is the expression of other emotions. It is only when you identify that underlying experience and its corresponding response, that you can stop your explosions.

The next time you begin to feel the buildup of anger, I urge you to look deeper to find the origin. Here are a number of emotional possibilities that can guide you to the root of your anger:

• SADNESS can lead to anger if you don’t allow yourself to acknowledge and express the sorrow.
• FEAR (False Evidence Appearing Real), WORRY, and ANXIETY are very uncomfortable and create inner tension. Some people are more prone to release this tension with tears, some with movement, and others by striving to control their world. When this control is not successful (it rarely is), angry outbursts are often the result. Therefore, fear is one of the first emotions that I look for when I see anger.
• FRUSTRATION occurs when you think you are trapped and disempowered.
• DISAPPOINTMENT with self, others or scenarios (real or imagined).
• EMBARRASSMENT leading to anger can be a cover story for shame, anxiety, or perfectionism.
• JEALOUSY can really be a questioning of your own sense of value.
• HURT feelings are often your “inner child” (see below) being triggered, leaving you feeling vulnerable.
• Being MISUNDERSTOOD can be an indicator of not being seen as Who You Really Are.
• GUILT’s purpose is to learn from an experience. One’s perfectionism (and subsequent shame) can lead to anger.
• SHAME is one of the most complex. Author/psychologist Dr. Brené Brown explains: “Guilt says: I made a mistake. Shame says: I AM a mistake.”
• SENSORY OVERLOAD is when you are overwhelmed by the five senses or by an onslaught of emotions, triggering excessive inner tension that explodes as anger.

Learn to defuse and neutralize your anger with these steps and ideas:

• To familiarize yourself with the precursors, go through each of the emotions above and identify an example that occurred at some time in your life.
• Plan to identify your anger-precursor any time that you explode, or even better, when you feel anger mounting.
• Learn ways to release your inner tension. These are similar to the strategies for decreasing stress and anxiety:
  • MEDITATION or MINDFULNESS
  • BREATH-WORK
  • RELAXATION
  • REFRAMING YOUR INTERNAL DIALOGUE by recognizing truth instead of assumptions
• Learn to express yourself to others assertively, not aggressively.
• Be willing to acknowledge your true self so that you know what you really need rather than “being the good boy/girl” and “not making waves”.
• Recognize that many of the emotions listed above are carry-overs from your childhood. This is called your “inner child” and s/he thinks s/he is warning you about events in the now, but s/he only has the perspective of the powerlessness of childhood. S/he needs to be assured that you, the adult, have the ability to handle this situation from an adult perspective. And you do!
• Write a letter that is NOT sent, expressing how you feel. If you prefer a more verbal method, do this orally (without the person present).
• Release the inner tension and your deepest feelings with singing, art, or movement such as exercise or dance.
• Share your frustrations and hurts as they occur while they are still small, bearable and manageable, so that you don’t need to experience the erupting volcano.

Please seek the assistance of a professional if you are unable to identify your precursor emotions, you can not defuse your angry response, your anger leads to the damage of property, you find yourself wanting to hurt yourself or others, or you find previous traumas being triggered. Emotions are neither good nor bad, so enjoy learning and identifying!

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

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.

Published in Eydis Magazine October 2015

Which are you? The answer might surprise you.

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

Society understood introverts and extroverts simply. Those who were outgoing and comfortable in social situations were called extroverts. Those who were shy and reserved were deemed introverted. Interestingly, Carl Jung, who first talked about introverts and extroverts in the early 1900s, did not intend that people would be one or the other. He recognized it as a continuum.

During my childhood and early adulthood years, I identified myself as an introvert. It was not a description that I recognized approvingly because others led me to believe that this was not the best way to be. In my mid-adult years, I noticed that I was far more comfortable with people – 1:1 or in groups. I wasn’t certain why this changed, but I recognized that I was not the same person I had been. I began to consider myself more an extrovert and was pleased with the change since societal belief, along with my own discomfort, had led me to believe that extroverts were the proper way to be. How sad that this judgment of introverts/extroverts seems to have habitually continued to this day.

Is any part of my story like yours?

A new recognition of myself has emerged in recent years. I wonder, do you note this familiarity? I still find myself loving the company of others, but I often feel a great need to be alone. It all made sense a few years ago when I read a new (not exactly new, it was what Jung was saying all along) description of introverts and extroverts. The terms introvert and extrovert don’t describe your comfort level or involvement with others, but rather your method for recharging your mind and spirit. Introverts recharge alone, extroverts recharge with other people. With that in mind, how would you describe yourself? Do you want or need quiet after a stressful experience? When you have been with a crowd of people, do you crave solitude or silence? Do you desire the companionship of others to re-energize?

Are you a Sensitive? If you are, then you receive substantial input through visual, auditory, tactile, smell, and emotions during everyday activities. What that means is that it’s common for you to need ‘downtime’, therefore appearing like an introvert. This is not a bad or good thing, but it is important to know if this is who you are. When you are aware of your needs you will have less judgment about your actions. When you release these judgments, you can accept your true self and provide adequate self-care since you will no longer be fighting against your truest inclinations. Self-care means that you realize when you need to take downtime. Plan for it and don’t be embarrassed by it. Accept it.

As youths, introverts can seem invisible and therefore overlooked, or appear weak, and thus become vulnerable to bullying. Introverts reflect on new information at length and react relatively slowly. Extroverts are geared more for action, so they reflect and react at nearly the same time. This difference may lead introverts to be judged, or judge themselves, for not responding quickly enough. Extroverts often have a higher activity level, and their quicker processing and willingness to volunteer may make them stand out socially and academically.

As a result, in the workplace, extroverts are more likely to volunteer for multiple committees, be more social, and take on leadership roles. They may overpower certain clients or colleagues who try to keep things “strictly business”, and they can burnout due to over commitment. Introverts often prefer to work in solitude and can get angry if interrupted. They may wait for an assignment to be refused by others before stepping up. In leadership positions, introverts can utilize their impressive concentration and problem-solving skills, providing detailed, well thought-out plans. They make good diplomats since they are observing from a distance and can remain emotionally uninvolved.

It is important to realize that neither introvert nor extrovert is better than the other. Know who you are and honor your temperament. Recognize, understand, accept and support who you are to experience a greater sense of peace in your life.

SUPPORTING INTROVERTS:

• Respect their privacy
• Privately reprimand or teach new skills
• Let them observe new situations
• Provide thinking time and don’t interrupt
• Offer transition time and notifications
• Encourage one similar best friend and don’t force more
• Don’t try to make them an extrovert

CARING FOR EXTROVERTS:

• Respect their independence
• Compliment publicly
• Accept and encourage enthusiasm
• Understand when they are busy
• Let them dive right in

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.