Seeing Oneself In Media I love to read. And to watch tv. One of these has been celebrated my entire life; the other has some shame around it. (But that is a subject for another blog post.) In this post, I want to talk about the joy of seeing oneself represented in the media one consumes. This is not a new subject, and many people have written about it before. My friend AJ did so not so long ago, and his article can be found here: https://edtrust.org/blog/disability-representation-accessible-representation/ . I have had a couple of experiences lately that have underscored this experience and so wanted to talk about it here. Throughout my life I have looked to books, tv shows, and music lyrics to help put words to my own experiences and to understand the experiences of others. Working with children and teens, I find insight into their lives by reading middle grade and YA novels. My own journey to understanding my nervous system, to discovering I’ve been Autistic all along, was greatly helped by reading books by Autistic authors (many of whom I discovered through the podcast “Aut-hour with Sara Gibbs”). And as I look back on some of the songs that I loved when I was younger–songs like “Fitting In With the Misfits” by E and “Senses Working Overtime” by XTC for example–I wonder why it took so long. I want to share some of the things I have read or seen recently in which I see myself or glimpse a moment to which I deeply relate. A Kind of Spark - If you’ve heard me speak about autism or being Autistic, I’m sure you’ve heard me talk about A Kind of Spark, the middle grade book-turned-tv-show that I deeply love. I had to include it on the list for those of you marking your bingo cards of “things Jenn will mention” (I see you, Tisha ). AKOS is good for the whole family. The tv show, which features a neurodivergent cast and crew, is able to show experiences such as meltdowns, sensory overwhelm, and autistic joy through use of sound and video. Both small details, such as the way Addie always tucks her feet under her, and larger scenes, like family dinner in which everyone gets their spaghetti in the way they need it, reflect lived experience of neurodivergence and competing needs. For readers, Elle McNicoll followed up AKOS with Keedie and the novella The Trouble with Nina so that both of Addie’s big sisters get their moment to shine as well. Detective TV Shows - I love a good murder mystery, whether in tv or book form. My grandmother shared Agatha Christie novels with me as a kid and I have loved them ever since. Clue might be my favorite movie of all time. Unsurprising, I think, when we note that the detectives we love all have a lot in common with your favorite Autistic person–good at pattern spotting because they notice ALL the details, good memory, ability to hyperfocus on things, specific wardrobe needs, easily overwhelmed, often unable to meet their own personal needs and so have a support person…. Recently my youngest and I have been watching Psych together: Shawn and Gus are the personification of AuDHD. I’m enjoying Elsbeth, Will Trent, High Potential, and was sad that The Residence wasn’t renewed. You may have heard me talk about Astrid before–the French detective show in which the title character is actually Autistic. The British have redone it as Patience. I haven’t watched it yet, but want to–the title character is played by Bonnie from AKOS! Astrid and Patience stand out as they acknowledge on screen that their best detective is Autistic. On most shows, we are given complex reasons as to why the characters are so good at putting the pieces together. Even so, we can still see ourselves in them. I recently watched an episode of Will Trent from season 2 in which Will goes to a wedding. He is uncomfortable outside of his typical uniform and you can see the anxiety and preparation he goes through to get ready to manage the potential overwhelm. In an episode of High Potential, the main character and her son have a heart to heart conversation. As it concludes, with her telling him he can always ask her anything, he seriously says, “Well, I have one more question,” to which she replies, “Is it about plumbing?” He smiles and returns to talking about his current special interest, sharing facts and things he has learned, which is an experience the parent of an Autistic or ADHD kid can relate to. Carl the Collector - A PBS kids show in which the main character, Carl, is Autistic. I only recently learned of this show and watched the episode “A New Friend” in which Carl meets Paolo, a non-speaking Autistic panda who uses AAC. The way the show normalizes different ways of existing in the world is incredible. A Witch’s Guide to Magical Innkeeping by Sangu Mandanna - This book came out in late 2025 and has become my favorite book ever. (This is a hard spot to land in. The last time I had a favorite book was high school: Mila 18 by Leon Uris.) It is a cozy story set at a magical inn where all are accepted for who they are, competing needs are managed so everyone gets what they need, and those who are a threat get lost whenever they are near. The book reflects the world I want to build and live in, where being oneself is not just okay, but celebrated. I can’t share more detail without spoiling the book. All I can say is that it is a joy and a balm, offering hope and affirmation. Against the backdrop of all the horrific and inaccurate things said by those in power about autism last year, these were just some of the examples in popular culture that offer the opposite perspective. They show a range of neurodivergent experiences and celebrate them without mythologizing them. You may have expected me to write as well about the new Barbie, but I started this post before she was announced. Instead, I’ll point you to this article by Sarah Kurchak: https://time.com/7346578/autistic-barbie-backlash-representation/ . You may have also expected me to mention Heated Rivalry. Sarah Kurchak has that covered as well: https://time.com/7344379/heated-rivalry-autism-shane/ . I’ll also leave you with a more current song: “Abstract Art” by Wrabel . Shared with me by my sister, it makes me think of all the amazing young people I know and all the others who don’t always know how to appreciate them.

7 Play Therapy Parenting Tips for a Stressful Fall Parenting is hard work! By mid-October, the excitement of the new school year has worn off. Sports, extracurriculars, and homework are in full swing. Cooler weather means more time indoors and the holidays are right around the corner (hello more stress!). You often feel like you’re spending more time arguing with your child than enjoying them. This season can feel like a marathon for parents. Is this starting to wear you down? You’re not alone and we’ve got some things for you to try! Here are seven powerful parenting tips, grounded in evidence-based play therapy principles (Bratton & Landreth, 2019; Landreth & Bratton, 2019) and over a decade of experience working with children and families. These strategies are designed to help you stress less, connect more, and feel a little more confident in the chaos. 1. Focus on the donut, not the hole. It’s easy to get stuck on what’s going wrong. Between missed homework, messy bedrooms, and constant bickering, you feel exhausted. Focus on your strengths and your child’s strengths rather than the problems or conflicts in your parent/child relationship. When you focus on the “donut” (what’s there) instead of the “hole” (what’s missing), your relationship feels more connected. 2. Respond, don’t react. Your child’s big feelings don’t have to become your big feelings. When your child escalates, you don’t need to as well. Try to take a deep breath and slow down before responding. This helps your child to feel more in control by showing you can handle the big feelings and be the thermostat, bringing the temperature back to what is comfortable for everyone. 3. You can’t give away what you don’t have. When your tank is empty, you can feel like you’re doing everything wrong. But if you can’t offer patience and acceptance to yourself, how will you be able to offer it to your child? Small acts of self-care like five minutes of quiet, a walk, or texting a friend can help you refill so you can show up more for your child. 4. Keep it short and simple. If you can’t say it in 10 words or less, don’t say it. This is especially true in the middle of a meltdown. When you over-explain yourself to a child, your message can easily get lost. 5. Praise effort, not the product. Instead of “great job,” try: “You didn’t give up even when it was hard!” Keep your praise focused on how your child did something rather than the outcome. Praising effort helps kids develop confidence, perseverance, and the joy of doing things because it feels good to them (not to please others). 6. Let your child show you what they’re capable of. In other words, don’t do things for your children that they can do on their own. As tempting as it is to step in, self-efficacy equals confidence! 7. It’s not what you do that matters most, it’s what you do afterward. No parent is perfect and ALL parents make mistakes. The way you repair and recover from those mistakes is an important example for your child…never be afraid to say “I messed up” and explain how and apologize. When you lose your cool, own it: “I shouldn’t have yelled. I’m sorry. Here’s what I’ll try next time.” Repair builds trust and models accountability. It also shows just how much your child matters to you that you are willing to make this effort. The Bottom Line Ready for some good news? Parenting isn’t about perfection, it’s about connection. When you focus on connecting with your child, you create a safe space where your child feels seen, understood, and loved. Remember, what your child needs most is you. If you’d like more support or want to learn more practical tools for connecting with your child, reach out to us at Seven Corners Psychotherapy. We’re here to help parents and kids feel more grounded, connected, and understood. References: Bratton, S. C., & Landreth, G. L. (2019). Child-Parent Relationship Therapy (CPRT) Treatment Manual: An Evidence-Based 10-Session Filial Therapy Model (2nd ed.). Routledge. Landreth, G. L., & Bratton, S. C. (2019). Child-parent relationship therapy (CPRT): An evidence-based 10-session filial therapy model (2nd ed.). Routledge.

What does it mean to be neurodiversity affirming? A lot of people are using the phrase “neurodiversity affirming” these days. Having a new understanding of autism and ADHD, and saying that one is affirming, have become buzzwords among professionals. The phrase is even applied to programs that use techniques that have been shown to cause harm, like ABA. So how is one to know what a provider or practice means by “neurodiversity affirming”? Well, one easy way to is to check out Sonny Jane’s wonderful graphic here. It is a checklist of things that potential clients can ask providers to help determine if they are truly neurodiversity affirming or if they are just using affirming language without an understanding of the neurodiversity paradigm. I’ve also written out some of my own thoughts on what it means to be neurodiversity affirming and how we put that into practice at SCP. - We believe in the neurodiversity paradigm. According to the neurodiversity paradigm, there are many different ways that brains/nervous systems exist and there is no ‘wrong way’ for a brain/nervous system to be. No one way of being in the world is better or worse than another. And yet we are explicitly taught otherwise! Our culture clearly believes that there are right and wrong ways to be in the world. Thus, in order to believe in the neurodiversity paradigm, we have to see this as a social justice issue (to quote Christina Hegemeier of https://www.kaleidoscope-arttherapy.com/ ). We have to interrogate our internalized ableism and unlearn all we have been taught about how one is supposed to be in the world. - We understand that neurodiversity is all of us. It includes every person and every way of being, including those that align with the dominant neurotype (sometimes called neurotypical or neuronormative). When one says they are neurodiversity affirming, they are saying that they accept everyone exactly as they are. Period. They are saying they trust each person they work with to be the expert on themselves and that what is right for one person will be wrong for another and vice versa. - We understand that neurodivergence is a HUGE umbrella term. It isn't just autism and ADHD, but includes all kinds of things, including anxiety and depression. It is important not only to understand this, but also to understand the vocabulary around neurodiversity. Nick Walker talks in depth about it here: https://neuroqueer.com/neurodiversity-terms-and-definitions/ . Using language correctly usually shows that someone is doing the work to internalize the neurodiversity paradigm (and someone who is internalizing the neurodiversity paradigm will be using the language correctly)! For example, the affirming way to talk about autism is just to use the word autism or say someone is autistic. Those still using “ASD” or “on the spectrum” may not have done the work to understand the neurodiversity paradigm to be truly affirming. - We believe that even if we don’t understand why someone is doing what they are doing, they are doing the best they can with what they have. And if they say it is going the way they want it to, we believe them. If they want to change it, we work with them to figure out what would be better for them in their experience of themselves and the world, rather than according to external ideas about the right or wrong way to do things. We also understand that all parts of who a person is contribute to how they are in the world. That a person’s race, gender, culture, and socioeconomic status contribute to how they need to move through the world and that they are the best person to decide how that impacts their choices. So we will work with someone to help them know and trust themself, but not be prescriptive about how they show that to others. So how do we merge these beliefs and understanding into practice? When we say that Seven Corners Psychotherapy is neurodiversity affirming, we mean that we accept everyone who comes to us for therapy, exactly as they are. We believe that each person is an expert on themself and however their body/mind works is exactly right. We believe that our job as therapists is not to change anyone, but to help them understand themselves, their nervous systems, their needs and their goals so that they can decide what they need to thrive. We do not use any behavioral approach - ABA, SPACE, CBT, DBT - as the basis for our work. Anything that has behavior change *as its goal* is not part of our work here. Often, people’s behavior does change after their therapeutic work at SCP, but that is a side effect of knowing and trusting oneself. Change is not the goal in and of itself. In these cases, the behavior that was happening is no longer needed; it was present before as an important message to those around that something wasn’t right. There is a saying that autism + environment = outcome and so our work with people is understanding not only the person but also their environment and its impact on them, We do use some of the tools found in behavioral programs in our work. There are many CBT and DBT skills that we will incorporate into work with a client. For example, if a client wants to work on identifying coping skills when they are dysregulated, we will do that work with them using these tools. However, we are not relying on the underlying behavioral system that says there is a right or wrong way to cope, to be supported, or to express one’s feelings. Want to know more? Here are some great places to start learning more about being neurodiversity affirming: Neuroqueer Heresies by Nick Walker The whole book, but to start: - https://neuroqueer.com/throw-away-the-masters-tools/ - https://neuroqueer.com/neurodiversity-terms-and-definitions/ - https://neuroqueer.com/neurotypical-psychotherapists-and-autistic-clients/ Plus the podcast: - https://genderstories.buzzsprout.com/156032/11266756-neuroqueer-theory-with-nick-wal ker “What Does Neurodiversity Affirming Mean?” Free e-book: https://autisticrealms.com/product/what-does-it-mean-to-be-neurodiversity-affirming/ Sonny Jane - The Lived Experience Educator https://www.livedexperienceeducator.com/resources

Seven Corners Psychotherapy has a new internship program! We are excited to announce the launch of our new internship program at Seven Corners Psychotherapy. This is an exciting step forward in our ongoing mission to provide quality, accessible mental health care, while also supporting upcoming therapists that are joining the field. Our program is overseen by seasoned Seven Corners Psychotherapy therapists Sydney Smedley and Izzie Moreno-King, and is designed to offer new professionals a wide range of valuable learning experiences. Our interns will have many opportunities to deepen their clinical skills, broaden their understanding of therapeutic practices, and engage meaningfully with the clients they serve. One huge benefit of interning at our practice is the access to all of the trainings available through the Seven Corners Psychotherapy Training and Supervision Institute (read more about that HERE !) This week, we welcomed our very first intern, Anna Garibaldi, to the team. Anna comes to us from Marymount University and is excited to get started with this part of her journey. Anna loves to be active and is happiest in the kitchen and on the tennis court. She loves to cook, and to bring friends and family into the kitchen to assist. On the weekends, you can find her playing tennis and pickleball or watching professional sports, including football, baseball and tennis. When asked why she chose to pursue this profession, Anna says: ”I have always valued people and relationships throughout my life. Connecting with others and supporting friends and family through difficult times has always felt very rewarding. The opportunity to witness positive change in those around me inspired me to pursue counseling as a profession. Having spent time in education and coaching, I am equally comfortable with children, adolescents and adults. I'm looking forward to the meaningful work and the deep sense of purpose that comes with helping others become the best version of themselves.” As part of our dedication to increasing accessibility of care to all, sessions with Anna are available now and will be offered at a reduced rate. This will allow clients to receive high-quality, compassionate support at a lower cost, while also supporting Anna’s growth as a therapist. We are excited to begin this new chapter and look forward to expanding the program in the future. If you or someone you know is interested in working with Anna or learning more about our internship program, don’t hesitate to reach out to admin@sevencornerspsychotherapy.com .

Meet Sarah Harig! At Seven Corners Psychotherapy, every therapist brings a unique blend of experience, empathy, and insight to the work they do, and Sarah is no exception. Sarah is a Licenced Professional Counselor (LPC) and a Registered Play Therapist Supervisor (RPT-S) and she is known for her warm, grounded presence. She has made it her mission to create spaces where children feel truly seen, celebrated, and safe. Originally from Roanoke, Virginia (home to the world’s largest free-standing, illuminated star!), Sarah has always been rooted in community and connection. Growing up as one of five and spending much of her life volunteering, she developed an innate sense of compassion early on. “I’ve always had a heart for helping others. Caring for people has always been a part of who I am.” That calling eventually led her to play therapy, a field that resonated with her belief in the power of letting people know that they are heard, including those who communicate in ways beyond words. For Sarah, walking alongside a child on their journey is more than just a professional practice…it’s a privilege! She brings this same level of care and intention to her work with children’s caregivers, helping them build a strong, trusting foundation with their children. “I became a play therapist because I believe every child deserves someone who can truly listen to their story in the way most comfortable and natural to them. Play gives us that bridge, and I knew I wanted to be part of that process” Recently, Sarah has found particular fulfillment in creating therapeutic environments where children feel safe enough to be their authentic selves, especially in a world that can often feel overwhelming. She enjoys having the opportunity to support not only the child, but the entire family system. Her work is driven by the belief that healing happens in relationships, and she offers every child and caregiver the space to grow within that connection. In a world that often asks children to be small, Sarah shows up to work each day and offers them the tools, space, and encouragement to take up space exactly as they are. Sarah serves as President of the Virginia Association for Play Therapy , where she has a focus on continued development of play therapists within the field of play therapy and advancing play therapy as a whole. Additionally, Sarah, along with SCP owner Jenn Glacel, runs the Seven Corners Psychotherapy Training and Supervision Institute, where she supports the learning and growth of other clinicians who share a passion for working therapeutically with children and young people. When she's not in the therapy room, Sarah loves spending time with her nephews, diving into a good book, cheering on UVA sports, and watching reality TV. She can also often be found on a mission to discover the best mint chocolate chip or chocolate peanut butter ice cream! Whether she’s working with a kiddo, offering guidance to caregivers, or supporting fellow therapists across Virginia, Sarah is always focused on the strength that comes from allowing others to feel seen.You can find more about Sarah, including information on how to reach out, here . Read more about the Training and Supervision Institute here .

Meet Sydney Smedley! At Seven Corners Psychotherapy, we are so glad to have Sydney Smedley as a part of the team! Sydney is a Licensed Professional Counselor who brings warmth, authenticity, and deep empathy to her work with kids, teens, and adults. Her background includes a Bachelor’s Degree in Criminal Justice and a Master’s in Clinical Mental Health Counseling. She enjoys working with children, teens, and adults, working together with her clients to move towards and deepen self-awareness and healing. Sydney works from a client-centered approach, consistently creating an affirming space for clients to explore identity, emotions, and life transitions. Whether it’s through non-directive play therapy with her little ones or through reflective conversations with teens and adults, Sydney’s goal is always to meet each person with curiosity, respect, and compassion. When working with children, she uses play and art to engage in Child Centered Play Therapy and then also comes alongside the grown-ups in the child’s life to help them become the primary agent of change and build more secure attachments between them and their child. When asked why she chose this profession, Sydney says, “I have deep empathy for others and craved a line of work that would allow me to spend time building authentic relationships, provide care, support, and unconditional acceptance to others and their inner world/experiences” . Lately, Sydney has really enjoyed the continued knowledge and insight she receives from her clients, as well as her insightful conversations with other affirming providers. A fun fact about Sydney is that she used to be a college athlete and she really enjoys working with other collegiate athletes that may be struggling with anxiety, identity, sports performance, and end-of-career transitions In addition to working with clients one-on-one, Sydney really thrives at leading group work. She runs multiple groups for autistic young people, using the Neurobears model. These spaces encourage exploration of identity, self-advocacy, and peer connection within a fun, accepting environment. Check out more about Sydney here and read more about her Middle School Neurobears group here !

Meet Jenn Aguirre! She is one of the wonderful therapists on the SCP team, whose compassion and creativity shines through in each session. Jenn is a Resident in Counseling and a trained Art Therapist and is able to bring a blend of empathy, insight, and artistic expression to her work with clients. Sometimes she is working with a child through play therapy and other times she is helping a young adult find their voice through art, but no matter what, she always maintains a goal of helping people feel safe, seen, and supported. Originally from Southern California, Jenn holds a B.A. in Psychology with a minor in Fine Arts from California State University, Northridge. Jenn made a big move across the country to pursue her Master’s in Art Therapy at George Washington University. Accompanied by her dearly loved cat, Sophie (a loyal travel partner and a constant source of comfort), Jenn settled in the Northern Virginia area to begin this next chapter of her career. When she’s not in the office, you’ll likely find her strength training at the gym, exploring local coffee shops for yummy seasonal drinks, or catching up on the latest anime series. _____________________________________________________ Hear from Jenn! Q: Why did you choose this profession? A: I had wanted to become a therapist since I was in high school. I was very much a people's person and enjoyed cultivating the sense of belonging in my communities. However, I felt that pursuing traditional talk therapy was not my style and didn't reflect all I had to offer. I was very much an artist in my childhood, and loved doing art projects more than essays. I found it to be my strength and an area I proudly achieved in, while also creating art to cope with the stressors of life. The field of art therapy was a perfect fit to what I was seeking to be my long term career. I knew how much art can be used as a tool in place of speaking, taking the pressure off of vocalizing about past traumas and present concerns. Art could also be used as a tool to emotionally regulate and ground oneself when other strategies don't do the trick. I perused this path to share and let others know that there are a variety of therapeutic options to pick from to begin, or further aid, their path to becoming a better version of themselves. Q: What have you enjoyed most about your work lately? A: I've enjoyed seeing my clients bring in a concern they are "stuck" with; where there are no other options to explore, and the path looks like it may never change. I enjoy that when they further process and explore these types of concerns, they are able to trust themselves in the process and problem solve for themselves. It's a myth that therapists tell their clients how to "fix" themselves. The most beautiful work happens when the client is accepted for who they are and begin trusting themselves to determine what is right for them. _____________________________________________________ What sets Jenn apart is her ability to meet clients exactly where they are. Whether she’s using expressive art to help a child communicate feelings they can’t yet put into words, or creating a safe and supportive space for someone walking through life transitions, Jenn brings a warmth and empathy to her work. Her clients often walk away from sessions feeling heard and empowered. Jenn has three groups coming up for Fall 2025, called Art Therapy: Expressing Neurodivergence . These groups are separated by age group for preteens, teens, and young adults. It is her goal to provide a space where group members can share their neurodivergent narrative and be heard and seen. She also has afternoon availability and limited morning availability for new clients. You can read more about Jenn and find out how to get in contact here .

Ah, back to school season. That magical time of year when the Target aisles are overflowing with pencil cases, your kid suddenly outgrows their shoes overnight, and you're caught somewhere between relief and full-blown panic. Whether your child is skipping toward the school doors or clinging to your leg like a koala, this transition can stir up a lot (for them and for you). Let’s talk about how to soften the shift, hold space for all the feelings, and ease into this school year with more confidence and connection. 1. Start the Conversation Begin talking about school before it starts. Even if your child has done this before, it helps to name what will be new (teacher, classroom, routines, classmates, etc). This gives their brains time to warm up to the idea (kind of like when you need to emotionally prepare for Monday meetings starting Sunday afternoon). When kids know what to expect, it reduces their anxiety. 2. Make Space for All the Feels Your child may be excited, nervous, or both. All feelings are valid. Instead of trying to fix or distract from the discomfort, listen with curiosity and compassion. If your child isn’t pouring their heart out, that’s okay too. Sometimes the best way to talk about feelings with your child is by modeling how to yourself. For example: “I’m a little nervous about how fast the mornings go. but I’m excited to see what kind of cool things you’ll learn this year.” By being open yourself, you’re showing them it’s safe to have mixed emotions and that talking about feelings with a safe person is the best way to process them. 3. Let Their Fears Be Heard Your child might need to have their fears heard. If your child says something like “What if no one talks to me?” or “What if my teacher is mean,” try not to rush into fixing it. Validate before you do any reframing. For example, “You’re really worried about what might happen” or “That would really hurt your feelings.” Once your child feels heard then they’re in the headspace to go into problem solving mode. Support them in coming up with solutions and trusting their ability to cope. You’re helping them build resilience, not by promising it’ll never be hard, but by showing they can handle the hard with support and that their feelings are normal and valid. 4. Regulate Yourself First (and then together) Transitions can bring up stress for all of us. If your child is struggling, check in with yourself too. Are you feeling overwhelmed or anxious? Your kids feel everything you are holding. If your own anxiety is on the rise (understandable when your to do list includes buying all.the.supplies. and mentally preparing for never ending homework and lunch packing), it’s worth tending to your nervous system too. Whether that’s a five minute walk after dinner, a dance break in the kitchen, or texting your parent group chat, it matters. Modeling taking care of your own feelings can help your child feel safer and see ways they can take care of their own. 5. Keep the Vibe Hopeful (but also realistic) You don’t need to pretend everything will be rainbows and unicorns, but you can gently guide your child’s focus toward what feels enjoyable or familiar. Is there a favorite friend they might see? A subject they love? A playground space they will run to first at recess? Look for the small things that help build excitement. You’re not trying to paint a perfect picture but you are reminding them that even through their anxiety, there are also things to look forward to. 6. Start Resetting Routines Early and Slowly Start shifting bedtime, meal routines, and screen time gradually. Practice morning routines so the first day doesn’t feel so overwhelming (the change of going back to school is shock enough). Think about after school time too; a snack and 10 minutes of connected time with a special adult can go a long way in helping kids decompress after school. 7. Remember This Is a Big Deal for You Too You’ve spent the summer doing the mental gymnastics of camp drop-off, snack negotiations, and fielding SO MANY QUESTIONS. Whether you’re grieving the quiet or counting down the days until it returns, both are valid. Transitions don’t just impact kids. They stir things up for adults too. Give yourself some grace. You’re doing better than you think. Deep breaths, snacks for everyone, and a reminder that back to school doesn’t have to be perfect to be good. -- If this season feels heavier than expected…maybe your child is especially anxious or the family energy is just off, know that support is out there. Sometimes working with a therapist is exactly what is needed. At Seven Corners Psychotherapy, we’re here to support you and your family through transitions big and small. We support children and parents in navigating life’s changes with more ease, connection, and confidence. Don’t hesitate to reach out to us if you find yourself needing that extra support.

A marathon; a mountain summit; a long distance hike: some things are just…hard. Not because something is wrong. Not because someone is broken. But because some goals are hard. And reaching them can take everything you’ve got. If we’ve done nothing else in the past few posts, we hope to have illustrated how complex Masking can be. Chronic masking – especially when it’s unconscious – is a recipe for burnout, nervous system overload, and a very painful loss of self. We also talked about times when neurodivergent people might choose to ignore or delay unmasking because the unmasking would be too painful for themselves or others. But. There’s one more aspect of masking that also deserves its own moment in the spotlight. Because sometimes masking is a conscious, goal-oriented strategy. A tool. A choice. A means to an end. And sometimes that end is one worth pushing for. When someone decides they want to run a marathon, nobody expects that process to be easy. We assume they’ll have to give things up. We assume they’ll be tired, sore, grumpy, laser-focused. We assume that friends will stop hearing from them as often. That they might cry. Or get injured. Or question the whole thing. And we still cheer them on. We recognize the difficulty of the effort, and we call it noble. We celebrate the moment when they cross the finish line, even if they crawl. We honor their decision to run the marathon (even when we would never in a million years run a marathon!). What we don’t usually do is shame them for trying to run the marathon, berate them when they injure themselves, or tell them that running a marathon is too hard of a goal and they should give it up. Now, imagine that same marathon is a neurodivergent person working toward a neurotypical benchmark: an advanced diploma, a prestigious college, a high-demand job. There’s daily training (in the form of masking, pushing past sensory limits, scripting social interactions). There’s fatigue. Sacrifice. Strain. And afterward? A need for deep recovery. This person isn’t “faking it.” They’ve made a strategic decision to do something hard—even painful—because it matters to them. And just like the marathoner, they know the toll. They also know the finish line. Yes, there may be harm along the way. Performing in a world that is not designed for neurodivergent folks is a challenge. But that doesn’t make the pursuit illegitimate. To think that a neurodivergent person shouldn’t do hard things or shouldn’t be allowed to do hard things (because their life is ‘hard enough’) is insulting at best and ableist at worst. Masking in pursuit of a neurotypical goal may cause the person harm. But that’s part of being humans who strive to do hard things. Effort is what makes a goal real. And worth cheering for. We’ve worked with teens who chose to stay in demanding schools even after realizing how profoundly their environments were affecting their nervous systems. Not because they were in denial, but because they had a goal—and that goal was clear, meaningful, finite and theirs to choose. We’ve worked with parents who saw their kids’ anxiety spiking but also saw the fire in their eyes when they talked about getting into a specific college. And they chose to support them through the hard with eyes open, rather than trying to pull them off the course mid-race. This doesn’t mean we ignore signs of distress. It doesn’t mean we pretend that masking isn’t painful. It means we respect the agency of people who choose to do hard things, even if those things aren’t sustainable forever, and even if we don’t agree with their choices. Because here’s the key: sustainability isn’t always the point. Sometimes the point is to accomplish the thing. And then rest. Just like (most) marathoners don't go for another 26.2 miles the next morning, neurodivergent folks who push hard for a goal may need serious downtime afterward. And that’s not a sign of failure. That’s the natural rhythm of effort, endurance, and recovery. 🌱 Two things to try at home: * Name the goal—and the finish line. If your child (or you!) is pushing hard right now, talk about why and when it will be over. Knowing that there's an endpoint can make the pain feel more purposeful. * Plan for the recovery. Build in rest before you think it’s needed. Talk openly about burnout. Normalize the idea that doing hard things means you’ll be tired—and that nothing about that is shameful or weak. A quick word about burnout. It is a real possibility for neurodivergent folks who are working hard to accomplish their goals in systems that aren't made for them. And, whether someone goes into burnout is their own business. Sometimes burnout is a consequence of achieving a goal. And it’s up to the person whose life it is to decide whether burnout is “worth it” or not. ✨ If you're trying to figure out whether your child (or you!) are in a season of “worthwhile hard” or “unsustainable hard,” let’s talk. That’s exactly the kind of thing we can work through in a 1:1 coaching or therapy session. Not all pain is a red flag. Sometimes it's just part of the climb. This blog post was co-written by: Gabriele Nicolet, MA, CCC-SLP Jennifer Glacel, LCSW, RPT-S gabrielenicolet.com sevencornerspsychotherapy.com