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ORCID
https://orcid.org/0009-0006-2897-2866
Date of Graduation
5-14-2026
Semester of Graduation
Spring
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Graduate Psychology
First Advisor
Debbie Sturm
Second Advisor
Cara Meixner
Third Advisor
Viki Kelchner
Abstract
Neurodivergent youth are becoming increasingly present in counseling settings, yet many counseling approaches have historically been shaped by deficit-oriented frameworks that conceptualize neurodivergence as something to be corrected. These perspectives may overlook the lived experiences and strengths of neurodivergent individuals. The purpose of this dissertation was to examine neurodivergence in counseling through three complementary manuscripts addressing conceptual foundations, youth perspectives, and counselor preparation. The first manuscript is a conceptual article that explores neurodivergent-affirming counseling and contrasts affirming frameworks with traditional deficit-based approaches. The second manuscript utilized a qualitative narrative inquiry design to explore neurodivergent youths’ perceptions of neurodivergence and the narratives that shape their lived experiences. Findings noted that while participants acknowledged challenges associated with being neurodivergent, they rejected deficit-based conceptualizations. The third manuscript utilized a quantitative design to examine play therapists’ knowledge, attitudes, and self-efficacy when working with neurodivergent clients. Results found that therapists generally reported affirming attitudes and high self-efficacy, though knowledge across neurodivergent conditions was moderate and uneven. Collectively, these findings highlight the importance of integrating neurodivergent-affirming frameworks into counseling practice and training.
