This nine-module program provides a comprehensive foundation in neurodivergent-affirming practice, integrating current research, lived-experience knowledge, and applied clinical frameworks. Topics include masking and social survival strategies, sensory processing and regulation, communication diversity, ADHD and AuDHD, executive functioning, trauma and the nervous system, systemic barriers, gender and psychiatry, and the construction of “normality.”
The Australian Edition includes localised content on NDIS Functional Capacity Assessments, Centrelink and DSP documentation demands, Australian workplace and communication norms, TAFE/VET learning environments, and culturally safe practice considerations. These additions address common gaps in Australian clinical training and support practitioners in applying neurodiversity-affirming approaches within local therapeutic, educational, and community contexts.
Learning outcomes include increased competence in culturally safe, non-pathologizing, autonomy-supportive practice; improved understanding of sensory and executive functioning differences; enhanced ability to recognise and respond to masking and burnout; and greater confidence in adapting practice to meet the needs of neurodivergent adults in Australian service systems.
Neurodivergent Rising is a nine-module professional training program that supports practitioners in understanding masking, sensory processing, executive functioning, communication diversity, trauma, and identity through a neurodivergent-affirming lens. The course integrates research, lived experience, and applied frameworks to strengthen culturally safe, ethical, and contemporary practice with neurodivergent adults.
This course promotes ethical, culturally safe, and neurodivergent-affirming practice by integrating trauma-informed principles, lived-experience perspectives, and current research on masking, executive functioning, and sensory processing. It addresses diversity through an intersectional lens, including disability, culture, gender, and communication differences. Emerging practice areas such as autonomy-supportive care, non-pathologizing frameworks, and strengths-based approaches are embedded throughout the program.
Presenter:
Kristina Kyser, PhD, is an educator, curriculum developer, and former Registered Psychotherapist with 13 years of clinical practice. She holds a PhD in English Literature and designed and taught courses at the University of Toronto, Canada before training as a clinician. She has advanced training in psychodynamic psychotherapy, trauma-informed practice, and experiential modalities. She is herself AuDHD and brings both lived experience and current neuroscience research to her neurodivergent-affirming work.
Her work integrates research, lived experience perspectives, relational clinical frameworks, and systems-based analysis to support more ethical, culturally safe, and neurodivergent-affirming practice. She has participated in international clinical research and facilitated workshops, supervision, and professional education for clinicians and for the broader public.
Disclaimer:
The content of this endorsed CPD course is provided by the external course provider. Attendees are encouraged to approach the material with an open mind and consider diverse perspectives, particularly those from lived experiences related to the topics discussed. For feedback regarding the course, please contact the course provider directly.