Information processing: the way in which our brains take in information from around us (through our senses) and combine it together, before deciding how to respond.

Neurodivergence: marked difference from the norm in the way your brain processes information, and therefore your experience of the world. 

Neurodivergent: a person who is markedly different from the norm in the way their brain processes information. They may have a diagnosis, like ADHD, autism, dyslexia or a learning disability, or they may not. Some people with psychiatric diagnoses like schizophrenia or bipolar disorder may also identify as neurodivergent, others may not. 

Neurodiversity: the phenomenon of variability between people in how our brains process information and therefore experience the world. 

Neurotypical: the group of people who form (we think) the majority worldwide, whose brains tend to process information similarly to each other. Neurotypical people have an advantage over neurodivergent people in that systems in the world (like our education system) were often designed by people like them, for people like them. 

Neurotype: a term which can be used to describe a category of person. Within that category, people are relatively similar to each other in how their brains process information. “Neurotypical” is an example of a neurotype, and so is “autistic”. 

Neurodivergent traits are characteristics typically associated with cognitive disorders such as those listed above. It is common for an individual to experience traits associated with more than one neurodivergent neurotype. These traits can significantly affect the wellbeing and daily interactions of neurodivergent individuals. However, not all of these effects are negative, some neurodivergent traits may very well improve certain aspects of a person's life.

It is important to note that, like a soup, these traits vary in presence and intensity from person to person; while one may be extremely empathetic, another may find it hard to share another person's feelings. This list is a broad introduction to neurodivergent traits, but is not exhaustive.

If you believe you experience significant symptoms of a neurodevelopmental disorder, it is important to talk about these concerns with a health and wellness provider such as a doctor, counselor, psychiatrist, or other professional.

Challenges

Some challenging traits may include:

• Communication difficulties

• Trouble with concentration and memory

• Sensitivity to sensory input (hypersensitivity)

  • Sensory issues can present through discomfort when exposed to certain types and intensities of texture, light, sound, and other sensory inputs. These sensitivities may cause physical pain for the individual

  • Hypersensitivity may result in sensory overload which may present through extreme anxiety and difficulty communicating

  • Differences in sensory processing may also include hyposensitivity (lower than normal sensitivity)

• Difficulty adapting to change

• Difficulty managing emotions and impulses

• Repetitive body movements or vocalizations

  • E.g., hand flapping, scratching/rubbing skin, rocking, repeating words or sounds, etc.

  • Though they may cause social challenges, it is important to note that repetitive behaviors are not intrinsically negative. For example, stimming is commonly used as an easily accessible method of communication for neurodivergent individuals

  • Stims are used as an outlet for strong emotions or stress. They are easier to control but often feel relieving, like scratching an itch

  • Tics are usually harder to control or entirely involuntary, like a sneeze

Strengths

Despite hinderances, cognitive differences offer many unique skills and strengths that can be applied to a number of situations. Some traits include:

• Ability to focus on a task for an extended period of time (hyperfocus)

• Pattern recognition

• Observational skills and attention to detail, noticing sounds or other small details others do not

• Innovation and creative thinking

• Extreme empathy and emotional awareness

• Strong sense of justice

• Just as neurotypicals do, neurodivergent individuals all have their own unique strengths and talents independent from their diagnosis

Everyone, regardless of whether they are neurodivergent or neurotypical, camouflages to some degree. Camouflaging functions to put forth a particular image depending on the context. For example, when being interviewed for a job, a person might put on an act of confidence to affect their interviewer's perception of them.

In the context of neurodivergence, camouflaging functions to suppress neurodivergent traits in social situations to avoid being treated differently. Camouflaging can often become an automatic process as the individual is socialized to behave in ways not in accordance with their authentic self. 

There are three main subtypes of camouflaging based on the research of Dr. Laura Hull of the University of Bristol. These subtypes include:

• Compensation — Strategies used to compensate for social difficulties

  • E.g., observing others to learn social cues and expectations, imitate others' body language and speech, deliberately practice facial expressions and body language, etc.

• Masking — Strategies used to suppress neurodivergent traits

  • E.g., monitoring and adjusting expression in social situations, conscious effort to make eye contact, hyperawareness of impressions made on others, etc.

• Assimilation — Strategies used to blend in to uncomfortable social situations

  • E.g., need for others' support when socializing, avoiding social situations, performing an inauthentic expression of self when socializing, etc. 

Overall, camouflaging can be damaging to health and well-being. Camouflaging can lead to delayed diagnosis as the individual suppresses behavior associated with diagnostic criteria, feelings of disconnection from identity and close friends, and mental exhaustion (Silvertant, 2020).

Despite the development of information and research about cognitive differences, there are still many misconceptions about neurodivergence. While many of these notions amount simply to being uninformed, there are a range of misconceptions that have the potential to be detrimental to the well-being of neurodivergent individuals.

Neurosoup aims to provide readily accessible information about neurodivergence to clear up these misconceptions and prompt further action for neurodiversity.

Some misconceptions include:

• Neurodivergent people experience their conditions in the same way

  • Drawing back to the soup metaphor- the nature of neurodivergence and neurodiversity emphasizes how each individual's brain and cognitive functioning is unique to them. Even if individual cognition weren't considered, the external factors of someone's life forms their singular lived experience.

• People grow out of neurodivergence or neurodivergent conditions can be cured with treatment

  • As neurodivergence arises from an individual's brain, neurodivergence is innately intertwined with the individual. While treatment and medication can help manage certain conditions, there is no cure to any form of neurodivergence. 

• Neurodivergent people are stupid

  • Intelligence is not something that is easily measured. Neurodivergent individuals have different skills just like everyone else. Some people are good at math, others are good at sports, music, art, or any number of other sets of knowledge and skills. 

• Neurodivergent people lack empathy

  • While some neurodivergent people may struggle with expressing emotions or may communicate them in a way that is difficult to recognize, neurodivergent people care for other people to the same or greater degree than many. While some individuals might struggle with empathy specifically, they may have great capability for sympathy or compassion.

A theme among many misconceptions is that neurodivergent individuals lack complexity and fit wholly into stereotypes about their condition. No neurotype is one-size-fits-all and every person has their own struggles and strengths.