How One Psychotherapist’s Self-Discovery of ADHD Challenges Conventional Diagnosis and Celebrates Neurodiversity
Neurodiversity has only been a concept since the turn of the century and has been commonly used by professionals since 2010. This suggests that most education or mental health professionals have had to and, to a large degree, are still playing catch-up.
The only training they will have had will have been firmly rooted in the medical model of diagnosing autism, dyslexia, ADHD and other neurodevelopmental conditions in order to treat, cure or mitigate the symptoms.
The professions have had to make a massive shift in their thinking to embrace the neurodiversity model. As with any paradigm change, there will be dinosaurs and pioneers.
Some pioneers may have had their wings clipped by being taught by dinosaurs. Some major educational and mental health institutions are still controlled by dinosaurs, who may well temper the enthusiasm of new recruits flushed with pioneering spirit.
Before sharing my personal journey, I will outline a research conversation I had with ChatGPT, OpenAI’s language mode, which clarified how and when neurodiversity appeared as an idea. I asked questions regarding the history of the term Neurodiversity.
Before 2000, the professional training regarding neurodiversity, particularly in fields such as psychology, education, and healthcare, was primarily influenced by a medical model of disability. This perspective framed neurological differences — such as autism, ADHD, dyslexia, and other neurodevelopmental conditions — as disorders or deficits that needed to be treated, cured, or mitigated. The focus was often on identifying symptoms, diagnosing conditions, and implementing interventions aimed at helping individuals to adapt to societal norms or to “overcome” their differences.
The medical model has existed for around a century and still persists in some sectors despite a huge shift in understanding and research.
By the 2010s, “neurodiversity” had become a significant and recognized term in discussions about autism, ADHD, dyslexia, and other neurodevelopmental differences, extending into fields such as education, employment, and mental health. It emphasizes the understanding that neurodevelopmental differences should be recognized and respected as a social category, akin to ethnicity, socioeconomic class, sexual orientation, gender, or disability.
In my work as a psychotherapist, I am constantly aware of the friction between this medical model of dysfunction and the neurodiversity model of celebrating uniqueness.
On my own self-awareness journey, I have begun to recognise that there are parts of myself and my patterns of behaviour that could easily be interpreted as ADHD; however, these symptoms could also be interpreted as a trauma response, General Anxiety Disorder or a number of other diagnoses.
I scored high on an online ADHD test.
I took several online ADHD tests and consistently scored medium to high. It reaffirmed my suspicion that these tests were as reliable as gauging opinions over tea and scones with my mother and her friends.
While it wasn’t shocking to score high, I don’t feel the need for validation from a supposed professional. The whole process of diagnosis and labelling feels like it belongs to an outdated medical model when it comes to addressing mental health.
Back in 1965, at the age of 11, I was taken to the doctor. While I was considered bright at school, I couldn’t sit still. I was hyperactive and found it challenging to focus during dull lessons. This was two decades before ADHD was recognised in the UK.
In the eyes of the medical model, my behaviour probably appeared to be some form of anxiety disorder. I don’t recall feeling anxious, but how else could they explain this restless, nervy kid? So, they opted to sedate me, a treatment that, in modern terms, seems completely inappropriate and verging on barbaric.
What’s even more astonishing, however, is that despite these traits now being viewed through the lens of neurodiversity, 60 years later, there are still mental health practitioners and educators who only possess tools aligned with that outdated medical model, which tends to pathologise people, including those who are autistic or neurodiverse.
Recognising uniqueness
The alternative approach to diagnosing, putting into boxes, pathologising, judging and dismissing is to recognise and celebrate uniqueness.
This has always been the case with humanistic and holistic counselling or psychotherapy. We treat every client as a unique individual. We help to uncover and celebrate the authentic self. Diagnosis has no part in this process.
Clients often come to us previously diagnosed by professionals aligned with the medical model. It can be useful for the client as it gives them some search terms for internet research, but there is also a danger that they might focus solely on the pathologised parts of themselves.
It’s like they have been stamped with a barcode for easy internet access, and they slowly morph into a walking, talking version of that barcode.
Or, a gardener gives you an extensive list of all the weeds in your garden but neglects to mention all the beautiful, thriving plants that are also there. Armed with their list, you get a weedkiller that will destroy all the weeds, and your treatment takes down all the beautiful plants with it.
How I preserved my uniqueness
Teachers saw my creative leanings as a bunch of weeds. At options time, they refused to allow me to do Music, Drama, and Art. I was forced to study science and academic subjects. The result was that I gave up trying and left school with a miserable handful of mediocre results.
Twenty years on, I taught myself jazz piano to a professional standard, became a music technology teacher, worked professionally as a performing storyteller, and began creating my business as a drum circle facilitator. Forty years later, I am earning money by writing about therapy, art, and creativity.
No matter how I look at it, the whole school system seemed designed to prevent me from fulfilling my full potential. It invalidated my creativity and passion in training me to comply with societal norms.
I am very grateful that my creative leanings and passion were supported at home and in the community through Drama clubs, Choirs, and youth Club talent competitions. We had a beautiful baby grand piano that I spent much time with, and my need to emulate Jimi Hendrix’s guitar playing was mostly tolerated.
So, free from the constriction of school, I was able to fly a little freer, but the legacy of that time was that I have always felt that society would frown upon my need to go my own way, create my own path, and ultimately be myself—until now, of course.
Embracing Neurodiversity: Celebrating Uniqueness and Unlocking Potential
In my work as a counsellor, I come across children and adults of all ages who are diagnosed, self-diagnosed, and undiagnosed with a whole range of things related to Neurodiversity.
They are all unique and have a clearly individual understanding of how their minds and bodies work a little differently from what they perceive to be the societal norm. They all also have unique and different perceptions of societal norms.
People often fixate on discovering what’s wrong with them. But when did we lose sight of what’s right? Imagine if we redirected that energy towards uncovering and nurturing our unique talents instead of striving to fit into an arbitrary ‘normal.’ Such a shift could propel humanity forward in a gigantic evolutionary leap.
Turning an ocean liner around.
Shifting paradigms from viewing people as problems in need of fixing to valuing their unique differences is a monumental undertaking. It’s akin to steering an ocean liner in a new direction — a slow, laborious task demanding patience, persistence, and substantial effort.
When trying to redirect something as vast and entrenched as societal perception, there will be challenges from all sides. In Mental Health and education, challenges persist, and outdated models have been engraved into the DNA of our mental health and educational institutions.
Where can we begin?
As with any massive process of change, we have to start with ourselves. Are you celebrating your own uniqueness or constantly trying to fit in? Once you appreciate what it looks like for yourself, you can begin to recognise environments where it is happening for others.
Is your local school an environment that nurtures creativity, individuality and diverse ways of thinking? Does it foster growth and success for all individuals or just those that fit in?
Does your workplace plod along a well-worn path of expectations, or is it open to flexible working patterns and accepting diverse approaches?
Our uniqueness is a source of strength
I hope I have been clear that I am not claiming to have ADHD or not to have it. I really am not bothered about the boxes the medical profession tries to force us into. I am not an advocate for getting or not getting a diagnosis that is entirely up to the individual.
We shouldn’t need a certificate to show that we should be accepted for our strengths and diversity. I can see a future where neurodiversity is fully embraced and individuals are empowered to thrive authentically, contributing their unique talents to a more inclusive and understanding society, but I can’t predict a timeline for that.
I caught a glimpse of this paradigm shift 35 years ago while working at The Cotswold Community, a therapeutic children’s home for boys. There, a child-centred approach permeated every aspect of care and education. Tailored programs were created for each individual, both in their daily care routines and academic curriculum.
I witnessed children flourishing in this carefully managed environment. The work was held fast by a highly skilled therapeutic team working on psychodynamic principles headed up by Barbara Dockar Drysdale. Any sniff of behavioural principles, punishment or reward was swiftly banished under her watchful eye.
Sadly I had to leave for family reasons and I have been searching in vain for a similar environment in the intervening time. I have seen behavioural approaches take hold in all sectors of education and mental health, often for economic reasons, and the results have been catastrophic for many.
My hope is that the neurodiversity movement is at the forefront of a period of profound change where the medical, evidence-based approach to mental health is eclipsed by humanistic, experience-based models where individuals are empowered to thrive authentically, contributing their unique talents to a more inclusive and understanding society.
Each step towards embracing neurodiversity brings us closer to realizing the full potential of every unique mind.