In this episode of the Good Inside with Dr. Becky podcast, Becky Kennedy and Alex Reed delve into the concept of neurodivergence and explore the significant overlap between recognized neurodivergent conditions like ADHD and autism, and what Kennedy terms "deeply feeling kids" (DFKs) — children who struggle intensely with emotional regulation, even if they don't meet clinical diagnostic criteria.
They discuss common traits across the neurodivergent spectrum and DFKs, including difficulties with emotional regulation, sensory overload, and explosive behaviors. Kennedy and Reed emphasize the need for specialized parenting approaches tailored to these children's unique needs, moving away from traditional strategies that often escalate challenging situations. The conversation also touches on the importance of parental self-regulation and gaining an empathetic framework for understanding a child's experience, with or without an official diagnosis.
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Alex Reed explains neurodivergence encompasses conditions like autism, ADHD, and mood disorders where a person's behaviors significantly differ from societal norms, affecting around 15% of people. Becky Kennedy introduces the concept of "deeply feeling kids" (DFKs) - children who struggle with intense emotions and regulation but may not meet clinical diagnostic criteria.
Kennedy discusses her child exhibiting DFK traits like struggling with transitions. Reed notes DFKs have considerable emotional responses that resemble neurodivergent conditions, suggesting interventions for neurodivergent kids could also help DFKs. He emphasizes the importance of diagnostic labels for accessing support.
Both neurodivergent and DFK kids often exhibit impairments in regulating emotions, leading to low frustration tolerance and mood lability. Reed attributes this to impairments in the prefrontal cortex brain region.
In response to triggers like demands or transitions, these kids may have outbursts like tantrums, screaming, or covering their ears when overwhelmed by sensory input, indicating they've reached their limit.
Traditional strategies can escalate behaviors in neurodivergent and DFK children. Kennedy suggests avoiding shaming "front door" methods in favor of indirect "side door" approaches. Reed advocates tailored interventions to build skills and manage dysregulation moments without escalation.
While interventions can't "cure" neurodivergence, Reed and Kennedy recommend equipping parents with strategies to improve regulation in kids exhibiting subclinical or diagnosed struggles alike.
When parents understand their child's experience and regulate their own emotions, Kennedy notes they can approach the child warmly yet firmly without escalating conflicts.
Reed and Kennedy agree having a framework for a child's needs, even without a diagnosis, provides immense relief for parents and informs effective strategies.
1-Page Summary
Alex Reed and Becky Kennedy discuss neurodivergence and introduce the concept of "deeply feeling kids" (DFKs), providing insight into the experiences of children who significantly diverge in behavior from societal norms or struggle with intense emotions.
Neurodivergence encompasses a range of conditions where individuals' behavioral and developmental patterns notably differ from dominant societal standards.
Reed explains neurodivergence affects about 15% of people, encompassing autism, ADHD, learning disabilities, intellectual disabilities, and mood disorders like anxiety. Neurodivergence presents consistent features across populations, suggesting it could be a natural variation rather than an anomaly. Reed notes the positive aspect that neurodivergent conditions can be evolutionarily beneficial, challenging the negative stigma often associated with these conditions.
Unlike neurodivergent conditions, DFKs are children who face intense emotional experiences and struggle with emotional regulation, but do not necessarily fulfil specific clinical diagnostic criteria.
Kennedy introduces DFKs while discussing her child's challenging experiences with transitions and low frustration tolerance. Many parents can identify with the traits displayed by DFKs, and although these children do not always align with formal diagnoses like ADHD, their experiences are valid and require attention.
Reed elaborates on DFKs as a subclinical category of children who have considerable emotional responses. Similarities in traits between DFKs and children with neurodevelopmental diagnoses suggest that interventions beneficial for neurodivergent children could similarly aid DFKs. Kennedy paints a clear picture of a DFK's reaction to stress, which might in ...
Defining and understanding neurodivergence and "deeply feeling kids" (DFKs)
Neurodivergent conditions and deeply feeling kids (DFKs) often have common traits related to emotional and behavioral regulation. This article explores these similarities, particularly in the context of ADHD, a neurodevelopmental condition, demonstrating how both groups may struggle with similar challenges.
Symptoms of ADHD, as with many other neurodevelopmental disorders, are linked to impairments in the brain's prefrontal cortex. These impairments can manifest as challenges in emotion regulation, resulting in symptoms like hyperactivity, impulsivity, inattention, and difficulties with emotion regulation.
DFKs, like children with neurodivergent (ND) diagnoses such as ADHD, often share common traits, including low frustration tolerance, irritability, and mood swings. Both DFKs and children with ND diagnoses may encounter difficulties when trying to regulate their emotions, and as such, can experience overwhelming sensations due to sensory sensitivities.
Becky Kennedy notes that frustration is among the most commonly experienced emotions. Having the ability to tolerate frustration is crucial as it enables an individual to handle their frustrations in socially appropriate ways rather than exhibiting outbursts.
Alex Reed comments that the challenging symptoms associated with neurodivergent traits can be hard to manage in the society we live in. Though not central to an ADHD ...
Common emotional and behavioral traits across neurodivergent conditions and DFKs
Alex Reed expresses discomfort with traditional interventions for autism and highlights the need for new approaches rooted in research on attachment, development, and relational methods. Becky Kennedy and Reed both emphasize that children who are deeply feeling or experience neurodivergent conditions such as ADHD often require tailored strategies that avoid escalation and shame.
Children with emotional regulation struggles, whether diagnosed or undiagnosed, frequently need specialized interventions beyond traditional parenting techniques. For children who are profoundly feeling or have ADHD, Kennedy discusses the ineffectiveness of direct, or "front door," strategies, suggesting more indirect, "side door" strategies to relate to the child's experience without triggering shame or sensory overload.
For example, Kennedy mentions the importance of developing frustration tolerance in children, a skill vital for managing emotions and behaviors. She also touches on the quest to help these children feel capable, stressing the delicate balance between making necessary accommodations and avoiding over-modification of the child's environment, which could inadvertently convey fragility.
Reed underscores the point that interventions are not about curing autism or ADHD but rather providing parents with a set of tools to better manage moments of their child's dysregulation. He recognizes that finding the right intervention can involve trial and error, which may be a taxing and confidence-eroding process for parents.
Kennedy shares her personal experience with deeply feeling kids reacting negatively to approaches that worked with her other children. In some cases, these children can perceive intended support as exacerbating and may even reject the parent's attempts at help, asking them to step back.
Challenges with typical parenting approaches for neurodivergent and DFK children, and the need for specialized interventions
Alex Reed and Becky Kennedy underscore the vital role that parental self-regulation and understanding play when raising children who are neurodivergent or deeply feeling kids (DFK).
Kennedy points out that parental self-regulation is particularly crucial for parents of deeply feeling or neurodivergent children. These children may escalate situations more intensely; thus, it is essential for parents to manage their own emotions to maintain a supportive environment. Not blaming themselves for their child’s struggles is also emphasized, highlighting the need for warmth and firmness.
To support their children effectively, parents must be calm and grounded, especially during challenging moments like tantrums. By doing so, they can prevent becoming overwhelmed and reactive. Kennedy draws an analogy to a pilot managing a flight's atmosphere, suggesting that a parent's emotional state can significantly shape the child's environment.
Understanding the child’s specific challenges and needs allows parents to cater their approach to each child, avoiding escalation and rejection that might arise from traditional strategies. Kennedy recognizes that deeply feeling children may require different approaches than other children.
By achieving clarity on what triggers a child’s behavior and knowing the appropriate strategies to use, parents can feel immediate relief and hope. Kennedy stresses that even before any behavioral changes occur in the child, a new perspective or framework can change how parents see their child and the world.
Reed highlights the importance of u ...
The critical importance of parental self-regulation and understanding in supporting neurodivergent and DFK children
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