“Don’t start selling yourself short. If you look outside the impairment and work tenaciously, you can find a great and glorious life.” -- Dr. Ned Hallowell, author of ADHD 2.0
Origin of the Term
Judy Singer, an Australian sociologist, first used the term Neurodiversity in her sociology honors thesis in 1998.
In that same year, author and freelance writer Harvey Blume (whom Singer had corresponded with) popularized the word in his article titled,
"Neurodiversity" (The Atlantic, 1998).
There he states, "Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general."
He goes on to question, "Who can say what form of wiring will prove best at any given moment?"
For example, the fields of math and computer science may favor non-neurologically-typical minds.
Pathology or Natural Variation?
Writer Jesse Meadows, writer for medium.com, in her article "You’re Using the Word 'Neurodiversity' Wrong" says:
Neurodiversity is a paradigm, a lens through which we look at human neurology, and it stands in opposition to the pathology paradigm.
The pathology paradigm says: there is a normal, healthy brain and an abnormal, unhealthy brain. People with abnormal brains have something wrong with them and need diagnosis and treatment to become more normal.
The neurodiversity paradigm says: there is no such thing as a normal brain. Variation in neurology is natural, and none is more right or wrong than another.
Which Conditions are Included?
Typically, ADHD, Autism, Asperger's Syndrome, Dyspraxia, Dyslexia, Dyscalculia, Dysgraphia, and Tourette syndrome are included in the definitions of neurodiversity. But all authors do not agree and there is no gold-standard definition.
Below you will find a "Neurodiversity Table that lists these conditions, with short descriptions and their population frequencies. In that table, you'll also see some information on the term Asperger's Syndrome.
Can Life Coaching Help?
The short answer is yes. At a minimum life coaching can help neurodiverse clients increase their self-awareness, identify their strengths, boost their self-esteem, and adopt strategies that will lead to the best life possible.
This article, Managing ADHD Is Hard. These Coaches Want to Help, from the New York Times may provide more insight.
Evolution of the Pathology Paradigm
Although we are seeing some slow change in attitudes, we, as a society, generally look at ADHD, Asperger's Syndrome, etc., through the pathology paradigm lens. Why is that and how did we get here?
In the early eighteenth century and before, young men and women were taught by their parents or elders. Most of these "teachers" were farmers or artisans.
The learning process was either one-to-one or perhaps one-to-a-few. Students learned by doing, which often involved physical movement.
Because education was not regimented or standardized, learning style variations were not necessarily problematic.
Then came the Industrial Revolution (1760-1840), which created a huge demand for factory workers. An article on the business website qz.com
Modern Education System Was Designed to Teach Future Factory Workers To Be Punctual, Docile, and Sober") describes it this way:
Factory owners required docile, agreeable workers who would show up on time and do what their managers told them.
Sitting in a classroom all day with a teacher was good training for that. Early industrialists were instrumental, then, in creating and promoting universal education.
This led to the creation of "Factory Schools," a concept that originated in early 19th-century Prussia. Regimented education was provided by the state with dozens of students in each class. The classroom atmosphere was standardized and often impersonal.
Imagine the effect that had on learning. Higher numbers of children required rules, standardization, and conformity. Teachers had little time to support individual learning styles
and those who were not mainstream thinkers became outliers. Their difficulties with standardized curricula led to diminished self-esteem, feelings of failure, and social ostracization.
What Can Be Done?
The point here is not to bash the teachers or even the administrators, but to recognize what has happened and how it has painfully affected many millions of lives.
My personal experience coaching many clients who have either ADHD or Asperger's Syndrome is that they are often very bright or even exceedingly bright and highly creative.
Typically they do not see their strengths or believe in their abilities because they received constant negative feedback in their formative years.
The negative feedback may have come in the form of low grades on standardized tests, undue focus on their weaknesses instead of strengths, or countless corrections for exhibiting non-conforming behaviors.
Regimented education demands academic conformity, which, in turn, encourages students to value social conformity. That is to say, the "Factory School" model creates outliers both academically and socially.
This marginalization can and does crush the self-esteem of non-mainstream students to the point they do not value themselves or feel as though their strengths are worth developing --
when instead, these bright and creative people could be flourishing and contributing to society.
Of the neurodiverse conditions described above, I work with clients who have ADHD or Asperger's Syndrome.
Below you will find sections for both conditions with my perspectives on each, and how I help my clients create their best lives with new strategies and perspectives.
Interest versus Focus (click image to enlarge)
Just as was discussed above, ADHD can be viewed through a lens of pathology or neurodiversity:
- According to the Center for Disease Control, "ADHD is one of the most common neurodevelopmental disorders in childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors
(may act without thinking about what the result will be), or be overly active."
- The ADD Coach Academy defines ADHD this way, "Attention Deficit Hyperactivity Disorder is a unique brain wiring which requires engaged interest with a clear, purposeful intention
in order to activate and access attention so an individual can manage the brain’s executive functioning."
- Instead of the term ADHD, author Edward Hallowell (in his book ADHD 2.0) uses the acronym VAST: variable attention stimulus trait.
He chooses to avoid the words "deficit" and "disorder" and for every problematic trait, he describes a useful counterpart (see the ADHD Traits.
You can see that the CDC description leans toward the pathology lens. Although the second description does not mention the benefits (e.g., heightened creativity and the ability to hyperfocus)
it frames ADHD more positively as an issue of "interest" rather than "focus."
Tom Brown, PhD., in his book, A New Understanding of ADHD in Children and Adults: Executive Function Impairments, says:
Virtually all persons diagnosed with ADHD have a few domains of activity in which they demonstrate none of the executive function impairments that they suffer in most other situations.
Typically these individuals report that they have no difficulty in focusing and working effectively on tasks that interest them. They tend to be unable to mobilize such interest voluntarily or upon direction from others. It is activated spontaneously or not at all.
But regardless of which lens you choose, I help my ADHD clients in the same ways. My coaching model contains eight ways to improve one's life.
These are described here: Growth and Transformation Model.
By building an awareness of strengths, creating a sense of values, meaning, and purpose, and developing a sense of metacognition and mastery, all in a very structured way, I find my clients feel more organized from the inside out.
This leads to increased motivation and development of "wherewithal" to put time-management and organization strategies into place -- strategies that were previously difficult to implement.
With regard to "metacognition and mastery," I help my clients develop techniques that make mundane activities more interesting. Increased interest leads to better focus.
For example, "How can you gamify this? How can you make it fun? What can you do to put yourself in the manager's seat and do the best job possible?"
And finally, a good place to get started in your understanding of the various ADHD traits, along with their usefulness and associated problems, is by viewing the "ADHD Traits" chart below.
The chart will help you to understand the paradoxical opposites ADHD minds contend with. These opposites can be challenging and confusing but also, as ADHD 2.0 authors Hallowell and Ratey put it, "exciting and groundbreaking."
According to the Asperger's page on the autism-society.org website,
There are still many professionals who consider Asperger’s Disorder a less severe form of autism.
What distinguishes Asperger’s Disorder from classic autism are its less severe symptoms and the absence of language delays.
Instead of aloofness, individuals with Asperger’s Disorder usually want to fit in and interact with others, but often they don’t know how to do it.
That is how I see Asperger's Syndrome. Not just a milder form of autism but a set of traits with significant differences. Just as with ADHD clients, I work with Asperger's clients to build on strengths and establish a sense of values, meaning, and purpose.
But with more emphasis on breaking out of rigid thought patterns that are not serving them. This requires (on my part) compassion, trust-building, and conveyance of "best possible life" knowledge in a structured and rational way.
ADHD and Asperger's Syndrome
There are differences between ADHD and Asperger's Syndrome but also large degrees of overlap in both the traits and the difficulties they pose.
According to CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder),
More than half of all individuals who have been diagnosed with ASD also have signs of ADHD.
In fact, ADHD is the most common coexisting condition in children with ASD. On the flip side, up to a quarter of children with ADHD have low-level signs of ASD, which might include having difficulty with social skills or being very sensitive to clothing textures, for example.
What is important to me, is not whether there is a formal diagnosis that prefers one label or another -- although that can be both important and necessary when trying to find support services. But for my coaching, I say, "What are your personality traits,
both strengths and weaknesses? What can we do to build on the strengths? What can we do to navigate or minimize the weaknesses? How do we boost your self-esteem so you feel like making the effort? What knowledge can I provide to help you grow?"
Diversity does not necessarily equal disability. In her talk, Elisabeth communicates how it is to be autistic yet lead an independent and successful everyday life.
Although parts of her talk about Asperger's Syndrome, it generally applies to all forms of neurodiversity.