Affirming Approaches to Repetitive and Compulsive Behaviours

Repetitive behaviours are common, but can be difficult to correctly diagnose. In this webinar, you’ll learn how to navigate complexity and align your approach to meet your client’s needs by identifying the function of repetitive behaviours in their context.

When misunderstood and mislabelled, therapeutic approaches that target stimming, hyperactivity, compulsions, body-focused repetitive behaviours, and tics can be ineffective and harmful. Understanding the function of behaviour in context allows you to align your therapeutic approach to address the unmet needs of the individual.

You’ll learn how to help your clients understand their behaviour, identify their unmet needs, and take practical steps to meet them. This is self-compassion in action; an essential skill for lasting wellbeing that is built upon a simple, pragmatic, functional approach to repetitive behaviours.

Presented by an Autistic and ADHDer clinical psychologist, this 1.5-hour webinar will teach you how to:

• Identify the function of repetitive behaviours in adolescents and adults
• Distinguish between “disordered” behaviour and valid neurodivergent needs
• Use ongoing functional analysis as a dynamic tool to guide your therapeutic approach
• Empower your clients to honour their needs and practice self-compassion

This webinar includes exclusive resources to support you in further exploring the ideas and implementing new approaches in your practice.

Buy now to access:

• Exclusive workbook: Affirming Approaches to Repetitive Behaviours
• Copy of the slides
• Understanding and Celebrating Stimming e-Book
• Reading: Waizbard-Bartov et al. (2023) ‘Changes in the severity of autism symptom domains are related to mental health challenges during middle childhood’
• Reading: O’Loghlen, McKenzie, Lang & Paynter (2024) ‘Repetitive Behaviors in Autism and Obsessive-Compulsive Disorder: A Systematic Review’
• References for the webinar

Please note, this is an intermediate-level webinar. An understanding of the foundations of neurodiversity-affirming practice and the information processing differences that underpin neurodivergence, including Autism and ADHD, is assumed.