Behavioral concerns vs Neurodiversity: Engaging different segments of children and adolescents through therapeutic art
After sharing that I would be conducting two workshops for Bridging Talents Pte Ltd with my associates and friends, many have asked me what is the difference between engaging children and adolescents with behavioral concerns and #neurodiversity . Although these two situations may seem similar at first glance, there are some important underlying differences, and I shall explain it here.
The term neurodiversity or #neurodiverse refers to variations in the human brain and cognition, for instance in sociability, learning, attention, mood and other mental functions. It was first coined to describe people on the #autistic spectrum, and subsequently included other neurodevelopmental and/or neuropsychiatric conditions such as attention deficit hyperactivity disorder (ADHD), developmental speech disorders, #dyslexia , dysgraphia, #dyspraxia , #dyscalculia , #dyssomnia, intellectual disability, and global developmental delay.
Children and adolescents who are neurodiverse can't help being who they are, as the manifestation of different behaviour and sometimes difficult and disruptive behavior is not a function of their personal choice, but a function of how they are wired neurologically. Hence the traditional punitive and disciplinary action taken against these children or adolescents for their behaviour in school do not work, and can be perceived as overly harsh, #discriminatory and #bullying by the neurodiverse population, as they do not understand why they are being punished or targeted. Hence the intention to engage and support them through therapeutic art is for neurodiverse children and adolescents to receive support that honours their #authentic forms of diversity, self-expression, and being, rather than treatment which coerces or forces them to adopt the societal ideas of normality, or to conform to a clinical ideal. Therefore we want to #engage them authentically as a fellow individual who have difficulties expressing and regulating themselves, and guide them gently through therapeutic art.
On the other hand, most children and adolescents with behavioural concerns in the school context are not neurodiverse. Behavioural concerns often looks like these: #bullying, anger management difficulties, #impulsivity, #rebelliousness, school refusal, #absenteeism, #truancy, selective mutism, self-harm, #defiance etc. These may be symptoms of #trauma or adverse childhood experiences, and may require further investigation to uncover the root causes of their behaviour. These concerns fall within the realms of #disciplinary action and #counselling in school, where they can learn strategies to better express themselves in a social context. However they might not always want to express themselves verbally, because of the #defences that they put up to hide their #vulnerabilities and #hurt . Therefore art becomes a #gentle and non-judgmental inroad into their #guarded #minds and #hearts.
For #teachers, #educators, #counsellors, allied educators and social workers, if we are not aware of potential neurodiversity in the children and adolescents that we work with, we risk attributing the behaviour of neurodiverse individuals as disciplinary issues, thus relating to them in ways that are too harsh or punitive. For example, in ADHD, the symptoms of #impulsivity is often regarded as intentional defiance, and the individual often gets #misunderstood and #frustrated with the #intervention. Hence proper #diagnosis and #referral is very important.
How does therapeutic art help in these two distinct, yet occasionally overlapping group of children and adolescents? Art is a gentle, non-intrusive and non-judgmental. It allows for freedom of expression, joy of creation and the calm of regulation. It brings out the inner child, where it can let down its defences and face its vulnerabilities. It allows for playfulness and experimentations, both critical elements in the healthy development of the minds and heart of children and adolescents. For children and adolescents who have pent-up frustrations, or have no words to describe their experiences, art gives them an outlet of release and relief. Artmaking also helps anyone who have or are working with these children and adolescents. We can now look at the art that is created together, and see the world through the eyes of the children and adolescents. There is much to learn and uncover in the creations of children and adolescents, and we can learn the metaphors, symbols, or as I like to call it, "visual vocabulary" of the children and adolescents that we are working with.
If you would like to find out more about how to engage and support children and adolescents with neurodiversity and/or behavioural concerns through therapeutic art, join me on 6 December 2022 (Tuesday). More details can be found in the links below:
http://www.bridgingtalents.com/2022_Eliza_Behavioural_Concerns.aspx
http://www.bridgingtalents.com/2022_Eliza_Neuro-Diverse.aspx
