Neurodivergence expands beyond identity and resists definition. Regardless of where you are located across the continuum of neurodiversity – as questioning, self-diagnosed, community diagnosed, undefined, or neurotypical, accessing de-pathologizing, de-stigmatizing, and neurodivergent-centered psychotherapy is designed to strengthen the integrity of your relationships to yourself and others.

Holding it Together offers Neurodivergent psychotherapy that combines evidence-based practise with practise-based evidence that is firmly rooted in knowledge and practises developed by communities with lived experience of neurodivergence, madness, disability and illness, including but not limited to: BIPOC communities and movements, the independent living movement, disability justice and anti-poverty organizing, psychiatric survivor, and autistic liberation movements.

I work with a diversity of clients with:

  • Autism spectrum disorder (ASD)
  • Attention deficit hyperactivity disorder (ADHD)
  • Learning Disabilities
  • Giftedness
  • Dyslexia, Dyscalculia, Dysgraphia, Dyspraxia, Dysnomia
  • Non-verbal learning disabilities (NVLD)
  • Executive Dysfunction
  • Memory Issues
  • Intellectual Disabilities
  • Oppositional Defiance Disorder
  • Obsessive Compulsive Disorder
  • Obsessive Compulsive Personality Disorder
  • Rejection Sensitivity Disorder (RAD)
  • Post-Traumatic Stress Disorder (PTSD and C-PTSD)

Related to the following:

    • Demand Avoidance
    • Perfectionism
    • Procrastination
    • Rejection Sensitive Dysphoria
    • Focus, energy, efficiency,
    • Motivation
    • Time management & organizational skills
    • Self-Awareness of struggles & strengths
    • Understanding & preparing for psycho-educational assessments
    • Understanding the relationships between neurodivergence, mental health, learning and communication disabilities
    • Identifying, healing from, and protecting against:
        • Educational Trauma and Oppression
        • Disablism & sanism & neurotypical oppression
        • Autistic Burnout
    • Masking and Unmasking
    • Self-Advocacy, disclosure, and navigating accommodations
    • Cultivating interdependence through self-care and community care

Learning and Communication Disabilities are commonly perceived to be markers of intellectual weakness. That’s simply not the case! In fact, in order to meet the formal diagnostic criteria for a learning disability you must be of average or above average intelligence.*

Having a learning disability means that you process or express information in unique, diverse, or non-traditional, ways that are often unique and innovative, rather than deficient. It may mean that you use different processes to get to the final product. It can be very challenging to identify and develop your unique approaches within traditional educational and workplace settings that expect you to conform to the formal procedures and processes designed for neurotypical people. Often times, as a result of facing institutional and attitudinal barriers, neurodivergent people are not able to develop their unique gifts, and have to rely on their areas of struggle, rather than strength.

* Intelligence here is measured according to IQ texts, which have been critiqued for measuring culturally-specific knowledge rather than problem-solving, analytical, and critical thinking abilities and creativity.