Neurodivergent-Affirming Care

THERAPY FOR NEURODIVERGENT ADULTS

Psychodynamic Therapy for Neurodivergent Adults

I offer psychodynamic psychotherapy to neurodivergent adults who are Autistic, ADHD, AuDHD, and PDA. I view neurodivergence as a distinct brain style and an integral part of a person’s identity, and not a disorder that needs to be “cured” or changed. Every behavior serves a function, and is deeply rooted in how a person processes, experiences, and responds to the world around them. Psychodynamic psychotherapy, in the context of a neurodivergent-affirming lens, offers the opportunity for insight, emotional healing, self-awareness, and self-compassion, while paving the way for lifelong change.

Support for Late-Identified & Self-Identified Adults

Many adults arrive in therapy after years of feeling different, misunderstood, or like they were somehow failing to keep up — only to later discover, through self-recognition or formal evaluation, that they are Autistic, ADHD, AuDHD, or PDA. This process of late identification often brings a complicated mix of relief, grief, and the need to reframe a lifetime of experiences through a new, more accurate lens. I support adults in this process of self-discovery — making sense of masking, burnout, and past misdiagnoses, rebuilding a sense of identity that isn't rooted in shame or self-blame, and developing a life that genuinely fits who they are.

PDA PARENT COACHING & SUPPORT

What is PDA?

Pathological Demand Avoidance (PDA) is a profile of autism characterized by an extreme, anxiety-driven need to resist and avoid everyday demands and expectations — even ones the person wants to meet. Because PDA can present quite differently from more commonly recognized autism profiles, and often includes social skills that mask underlying distress, it frequently goes unrecognized or is misunderstood entirely. Many PDA children are misdiagnosed with Oppositional Defiant Disorder (ODD), and their behavior is misread as manipulative, willful, or disrespectful. In reality, PDA is rooted in the nervous system's threat response — this is a child who can't, not a child who won't. Their resistance is an involuntary survival response to a perceived loss of autonomy or control, not a conscious choice to defy.

How I Support PDA Families

Parenting a PDA child often requires an approach that looks different from traditional parenting strategies, which can inadvertently escalate anxiety and shutdowns rather than ease them. I help parents understand the anxiety-driven nature of PDA, move away from reward-and-consequence models that tend to backfire, and instead build connection-based, low-demand approaches rooted in collaboration, autonomy, and trust. In my work with families, I incorporate the PDA Safe Circle™ approach, a neurodivergent-affirming framework that helps parents understand and expand their child's capacity for safety and regulation, identify and reduce the everyday "threats" that shrink that capacity, and build sustainable accommodations rather than relying on compliance-based strategies. This includes practical strategies for daily life at home, guidance for navigating school accommodations, and ongoing support as your understanding of your child's needs continues to evolve.

NEURODIVERGENT-AFFIRMING PARENT SUPPORT

As a neurodevelopmental specialist, I provide parents with counseling, guidance, consultation, and coaching, supporting children who are Autistic, ADHD, AuDHD, and Twice Exceptional (including children with a PDA profile — see above for more on my specialized PDA support). I do not employ behavioral interventions such as ABA (Applied Behavior Analysis), and instead help parents build understanding, connection, and communication strategies that honor how their child's mind and nervous system actually work. Rather than focusing on compliance or "fixing" behavior, I help parents get curious about what's underneath it — what a child's actions communicate about their internal experience, needs, and capacity in any given moment. I support parents with coordinating with school counselors, collateral therapists, teachers, and evaluators, as well as reviewing developmental evaluations and service recommendations.