Research conducted with neurodivergent young people has inspired the launch of a new toolkit on how to speak with them about co-occurring mental health challenges when they seek support.
The toolkit stems from a co-produced study which used digital storytelling with young people diagnosed with autism, attention deficit hyperactivity disorder, obsessive-compulsive disorder, Tourette syndrome and learning disability, about their experiences seeking mental health support.
The study was led by Dr Patrick Jachyra, a member of our Centre for Neurodiversity and Development, and conducted in partnership with the Province of Ontario Neurodevelopmental Disorders Network, Holland Bloorview Kids Rehabilitation Hospital and the Centre for Addiction and Mental Health in Canada.
Designed by young people, parents and clinicians
The strengths-based toolkit has been designed by neurodivergent young people, parents, researchers, and healthcare providers.
It provides healthcare providers with practical tools and insights to support conversations about co-occurring mental health challenges. This includes links to the digital stories created by neurodivergent young people to improve the understanding of their experiences to deliver compassionate and tailored care.
The toolkit also provides guidance on building partnerships with neurodivergent young people, different ways of communicating, support tools and working with young people to build their support team.
Placing neurodivergent young people at the centre of care
Neurodivergent young people are at higher risks of experiencing co-occurring mental health challenges.
They also experience significant system barriers to access help, support and high quality-care. The toolkit is designed to place neurodivergent young people at the centre of the care they receive.
The research also found that digital storytelling can have well-being benefits for neurodivergent young people.
It also showed that digital storytelling can help neurodivergent young people to communicate according to their individual needs, preferences and abilities.
This is particularly important to support those who communicate in ways other than verbal speech.
