What's the difference between the brain of an autist, and someone who's experienced trauma?

Not as much as you might think.

Learn more here

“The good life is one inspired by love and guided by knowledge. Neither love without knowledge, nor knowledge without love can produce a good life.” - Bertrand Russell

Most people with identified EF challenges lose their one-on-one educator relationships after they reach 21 years old. Some people may have EF Challenges and never receive a diagnosis or supports.

Our brains have plasticity that allows us to develop new pathways can be made or restore lost pathways with relative ease, up until 30 years old.

The executive functioning system of the brain helps us understand new topics, focus on a task, and cope when things go wrong. It is our foundation {if we consider our brain a building}.

Many people who are atypical learners do not have strong executive functioning skills. This can be a result of a developmental difference, poverty, or trauma [or any combo].

We can strengthen executive function through practicing sports, movement like yoga or martial arts, artistic expression like singing, games like chess, or even spiritual practices like prayer or meditation.

Here are eleven metrics that can be improved by these practices.

Memory, Reflection, Self-control, Awareness, Resilience, Planning, Processing Speed, Positive Experience, Focus & Flexibility.

These components form the basis of our individualized coaching packages, specifically designed for atypical learners.

While some skills like Task Completion, and Planning have direct practices; skills like Resilience are more holistic, and are needed for any and all achievement.

Resilient individuals have a practiced capacity to more strongly identify with their positive outcomes; keeping them emotionally buoyant through adversity; they identify with their successes over their failures.

Resilience is directly correlated to having a committed educator or mentor relationships with authentic lived experiences with EF challenges.

HCDC_Levitt-Plasticity-Curve_SHARE-768x5

Metrics for Executive Function

Memory

Building systems to stay current in relationships and responsibilities.

Task Completion

Mastering a task helps build a mentee's confidence and independence.

Planning

Mentee's build strategies and tactics that work toward their outcomes.

Focus

Repetition and practice of multi-step tasks helps build focus and ease.

Reflection

Journal exercises & conversations about archetype, uncover personal outcomes and values.

Awareness

Like all people, mentee's have blind spots; bringing a fuller sense of self, and situation boosters engagement, and sensitivity.

Processing Speed

Mnemonic devices, and hand fasts, or other stims can help speed up processing times during sensory overload.

Flexibility

Mentees learn to return to the present task, after an interruption, or unexpected change of plan.

Self-Control

Redirecting the mentee to their prioritized outcomes helps reinforce healthy inhibition.

Resilience

Mentees who meet adversity with emotional scaffolding can minimize time lost in an upset and become less susceptible to future triggers.

Positive Experience

Mentees deserve experiences that demonstrate to them their gifts, character, and wholeness.

No two Session packages are the same.

CLICK HERE

FOR SAMPLE

TRUST in RELATIONSHIP

Principled Process

Hey Folks,

I'm starting this group {small at first} with the hope of growing it gradually. The main thing that will make this group of neurodivergent folks different is that I am implicitly including people with EF challenges and neurodivergence from trauma, and adverse conditions {like poverty, addiction, or involvement in the justice system}.

I believe whether people come to neurodivergence from nurture or nature, we have more challenges in common than differences. While I started DEEP BLUE to do one on one coaching, I quickly realized {I mean after many months} that my experience of EF challenges was more similar than different, to the clients with autism I was coaching.

The other realization I've had is that the buyers {of one-on-one coaching} are mainly parents of adult children with EF challenges. These adult children seem to me to be so close to "societal neurotypicalness" that they feel singled out as different, when their self perception is much closer to being "normal." {whatever that is!}

IE The adult child may ask.. "Why do people with autism have to follow a strict routine when non-conformists dont?"

My hope is to reposition DEEP BLUE as a resource for self-determination, supporting people with EF challenges {like myself} with an emphasis on peer-to-peer learning and advocacy.

In this way, neurodivergent people can contribute to a wider conversation of diversity, contributing their input, and supporting each other as we go.

Thanks for reading,

Peter Mike-Mayer

Founder

The Mission

to develop equity, to accompany neurodivergent folks, to a greater knowing of their gifts, and purpose.

Build a Bigger Table

We are better together, and have more in common than in difference. Resources are best when maximized and shared.

Radical Acceptance

We find purpose through knowing our unique contribution & gifts, rather than trying to change the hand we were dealt.

Equity

We all deserve a seat at the table, and the opportunity to live our dreams through support of our individual agency.

Accompaniment

People with EF challenges aren't broken and we're not here to fix them. We walk alongside our clients, learning together, with the relationship as our core curriculum.

Istvan Miké played professional club soccer in Hungary and Italy for nearly two decades.

After coming to the states, he coached three of his sons to become professional kickers in American Football.

My hope is to bring his caliber of coaching and leadership to my clients with autism and special needs.

1/1