Note: this is a LIVE Class version of my live Anti-Anxiety Practices for Neurodivergent Teens. I also offer an asynchronous FLEX Class version, where the content is pre-recorded, and I check in regularly and am available to answer questions throughout.

Do anxious thoughts try to boss you around? Do you wish you could take back control?

In this class, we'll talk about some of the reasons anxiety thinks it can run the show (the brain science), and why it's not the monster it's often made out to be (the psychology). We'll practice six fun and easy techniques to get anxiety to loosen its grip.

Class 1:
Intro and what to expect in this class.
What anxiety is and what it isn't: the daily practical aspects and a little brain science.
Technique 1: "Heart Circling," a mildly calming experience of physical compassion.
Some theory: Clean Pain vs. Dirty Pain 
Technique 2, putting theory into practice: "I'm having the thought that…”, in which I notice that what I'm thinking is just a thought.

Class 2:
Technique 1: “Name your story,” in which we title a cluster of painful thoughts like a story, to refer back to later like a work of fiction.
Some theory: The 4 Categories of Human Experience
Technique 2, putting theory into practice: “The Observer,” in which we watch ourself worrying and create an imaginary safe space for those worries to live.

Class 3:
Technique 1: “A Variety of Vocalizations,” in which we playfully take some of the pain out of that tired old thought by laughing at how silly it can sound.
Some theory: More tips on how to find that painful thought
Technique 2, putting theory into practice: “Sensory Drenching,” in which the regret or embarrassment etc. from the past, and anxiety about the future, give way to the physical realities of the present moment.


—•—•—•— What to expect in this class —•—•—•—

At the beginning of each class, we will start with an easy technique that doesn't need much intro, then we'll talk a little about some theory, then students will get a chance to put that theory into practice with a second technique, first with guidance and then on their own. 

No one will be put on the spot or asked to share anything they don't freely volunteer. My intention is to practice these techniques on the day-to-day annoyances of common life, not the deep topics that are best reserved for therapy. If some students start to share more personal stuff, I will redirect to more general, or lighter, territory.

This class is a welcoming place for diverse learning and communication styles. Students are welcome to participate with camera on or off, to communicate via chat or voice or listen quietly, to move around or doodle or stimm, and to request accommodations as needed.


—•—•—•— Why I made this class —•—•—•—

I struggled with anxiety (and depression) for decades. These techniques weren't the only things that brought me out of that, but they did help, and continue to help me on a daily basis to get through the parts of life I still find challenging. Now I teach them to my private practice coaching clients, who often find that one or two resonate especially well.

My hope is that by presenting six different tools, everyone will find at least one or two that help them, even a little, to deal with day-to-day life.


—•—•—•— A few other notes —•—•—•—

This group is a welcoming place for LGBTQIA+ teens (cis, trans, nonbinary, and gender expansive teens welcome), for neurodivergent teens of all varieties, including those on and around the Autism spectrum (no diagnosis needed), ADHD, OCD, Highly Sensitive (HSP), Sensory (SPD), Tourettes, and teens with sensory processing differences, highly sensitive persons, and anyone else wishing to get a handle on anxiety.

This is not intended as therapy or medical intervention of any sort. It is a recognition that all of us struggle at different times in our lives to keep painful thoughts at bay, and that there are some pretty simple (though powerful) tools that can aid in that process so we can function better on a day-to-day basis.

The techniques presented here are largely based on the work of Steven Hayes PhD, who developed ACT (Acceptance and Commitment Therapy), and Russ Harris, MD (ACT Made Simple). I have applied these introductory tools successfully for years in my experience as a teacher and professional coach working with teenagers and adults on the Autism spectrum and with other neurological and sensory differences, and in my own life.