CURRENT UNDERSTANDINGS OF NEURODIVERGENCE AND PRACTICAL IMPLICATIONS

Dr Nick Davies, clinical psychologist

Friday 23 January 5.00 pm COURSE FEES R115; Staff and students R58

Neurodivergence refers to the naturally occurring variation in human brains, encompassing conditions such as autism, ADHD, dyslexia, dyspraxia, and others. Far from being mere diagnostic labels, these profiles represent fundamentally different – and equally valid – ways of processing, sensing and engaging with the world. This lecture will explore the many implications of neurodivergence, including information processing, executive functioning, energy regulation, and masking. It will also address the frequent co-occurrence of neurodivergent conditions and the close links between neurodivergence and mental health.

Drawing on current research, the lecture highlights shifting paradigms – from deficit-based models to strength-aware, neuro-affirming perspectives. Understanding how neurodivergent minds function allows us to reimagine environments that enable and empower, rather than disable and constrain.

Crucially, the lecture considers the practical implications of this evolving knowledge: what it means for educators, employers, clinicians and families to move beyond awareness toward meaningful inclusion. This lecture is for anyone seeking deeper insight into supporting neurodivergent individuals, and reshaping systems that too often fail to accommodate difference.

 

Recommended reading

Craddock, E. 2024. Raising the Voices of ADHD Women and Girls: Exploring the Co-occurring Conditions of Autism and ADHD. Disability & Society, 39(8), pp. 2161–2165. https://doi.org/10.1080/09687599.2023.2299342

Gillberg, C. 2010. The Essence in Child Psychiatry: Early Symptomatic Syndromes Eliciting Neuro- developmental Clinical Examinations. Research in Developmental Disabilities, 31(6), pp. 1543–1551. https://doi.org/10.1016/j.ridd.2010.06.002

McKinney, A, O’Brien, S, Maybin, JA, Chan, SWY, Richer, S and Rhodes, S. 2024. Camouflaging in Neurodivergent and Neurotypical Girls at the Transition to Adolescence and its Relationship to Mental Health: A Participatory Methods Research Study. JCPP Advances, 4(4), e12294. https://doi.org/10.1002/jcv2.12294

Nason, B. 2020. The Autism Discussion Page: On Stress, Anxiety, Shutdowns and Meltdowns. London/ Philadelphia: Jessica Kingsley Publishers.

(Also serialised at https://www.facebook.com/autismdiscussionpage)

Rajotte, E, Grandisson, M, Couture, MM, Desmarais, C, Chrétien-Vincent, M, Godin, J and Thomas, N. 2024. A Neuroinclusive School Model: Focus on the School, not on the Child. Journal of Occupational Therapy, Schools, & Early Intervention, 18(2), pp. 281–299. https://doi.org/10.1080/19411243.2024.2341643

 

Health professionals can earn CPD points for this session.

TO BOOK: https://www.webtickets.co.za/performance.aspx?itemid=1575452235

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