Policies & Statements

Policy 1 – Neuroinclusive Statement

At ‘The Space Between Us’ we acknowledge and celebrate the diversity of human brains and thinking styles, promoting an environment where individuals, including those with neurodevelopmental conditions, feel valued and supported. 

Our practice aims to create environments that are welcoming and supportive for individuals with a range of neurodevelopmental experiences such as autism, ADHD, dyslexia, and others. 

We believe that neurodiversity is a strength, and we strive to leverage the unique perspectives and skills that neurodivergence creates.

As a rule in general we are neuro-curious regarding how each individuals neurodivergent experience integrates within the world around them?

• Key Principles of Neuroinclusion:
  1. Recognition of Diversity
     Acknowledging that people think, learn, and communicate in different ways. Please review our Diversity, Equity & Inclusion statement for more on this.
  2. Embracing Differences
     Valuing the unique strengths and perspectives that neurodiversity brings.
  3. Creating Inclusive Environments
     Making sure that spaces, policies, and practices are accessible and accommodating for all individuals. Please review our accessibility statement for more on this.

• Benefits of Neuroinclusion:
  1. Increased Creativity and Innovation
     Diverse perspectives can lead to more innovative solutions. 
  2. Improved Employee Engagement
     When people feel valued and supported, they are more likely to be engaged and productive. 
  3. Better Problem-Solving
     Diverse teams are better equipped to tackle complex problems. 
  4. Enhanced Workplace Culture
     A neuroinclusive culture fosters a sense of belonging and respect for all individuals. 

Here’s a more detailed explanation of some of the terms surrounding neurodivergent and neuroinclusive spaces.

Policy 2 – Diversity, Equity & Inclusion Statement

Following the organisational value set of KIIERA, the space between us is firmly committed to embrace diversity, equity & inclusion in all aspects of the relationships we build, and the services we provide. 

There are societal inequalities that exist across individuals, communities and systems that we engage with, which often place individuals across those experiences at a disadvantage and/or where they are misrepresented or misunderstood. 

It is our intent to ensure that all aspects of one’s identity and intersectionality are both seen, witnessed, and validated. 

Work is never complete, and there is always room for growth and development within diversity, equity & inclusion, therefore we will continually endeavour to reach this standard by:

• Keeping up to date with current literature and training in diversity, equity & inclusion
  This will involve reading, attending conferences, face-to-face and online training. This will also include writing and delivering training in this area as part of my neuroinclusive consultancy service. Most significantly, it means paying specific attention to lived experience, where I can apply this testimony to raise awareness.
• Reflect and learn
  Not only will we be committed to attending learning experiences, but applying this to our own practice, where we will reflect on positions that we may hold in relation to privilege, power, and oppression. As someone who researched positions of power and hierarchies within my doctoral research, I understand how personal bias can become an obstacle to diversity, equity & inclusion, and so this level of self-reflection is continuously applied.
• Respect from a non-imposing space
  We are determined to create a space where both the individual and ourselves can meet in finding a shared understanding, of what makes the space acceptable and non-imposing, while respecting each person’s divergent background. We will use the principles of ‘neurotransception’ to encourage a neutral non-imposing space, and will seek to further develop that concept. Please see a more detailed summary of Neurotransception.
• Promoting an intersectionality awareness
  This means being aware that an individual may experience multiple and overlapping discriminatory experiences regarding different aspects of their identity. Therefore, being able to create a spaciousness for the whole of the individual, allows for the person to be present in all of who they identify as, and how they may wish to express that.
• Being able to be an advocate for the people that I support
  We may have to challenge aspects of inequity that is brought into the space we inhabit, and while it will always be carried out in a respectful way, it is an attempt to break down systems of oppression that have been identified to be used by others
• Kindness and compassion within my interaction
  Kindness is one of our core values where we value compassion and connection over competition, which goes beyond empathy. This means that we meet different views and experiences with an authentic kindness and compassion, and strive to go further than merely acknowledging the difference, within our interaction. It is also at the core of neurotransception.

Policy 3 – Accessibility Statement

I have endeavored to make this website both accessible and easily negotiated in accordance with the Equality Act 2010  for those who may have a range of disabilities. This has involved:

• Navigating the website is arranged clearly for optimal ease.
• Content orientation will automatically adjust for different devices for optimal display, which has been tested by the website designer.
• Colour is not used as the only visual means of conveying information.
• Text content is readable and understandable.
• Users may adjust text for optimal size within their browser.
• Text spacing has been applied.
• Link text is clearly identified.
• Images are often accompanied by text descriptors unless decorative.
• Accessibility improvements.

It is our goal to continually improve accessibility, and therefore please let us know if you find any barriers or if you have any suggestions in how access could be improved. Please do get in touch – I try to respond within 14 days for all accessibility inquiries, as this gives us some time to review any recommendations.

Policy 4 – Net Zero Policy

While it’s extremely challenging to achieve complete carbon neutrality for any service, including psychotherapy, it’s definitely possible to significantly reduce a psychotherapy service’s carbon footprint and work towards net-zero emissions. This involves implementing various strategies to minimise environmental impact and offsetting any remaining emissions through sustainable initiatives.

Here’s how ‘the space between us’ educational & psychotherapy services can strive for carbon neutrality:

1. Reducing Emissions:

   • Promote Teletherapy:
     Encourage the use of online therapy sessions to reduce travel-related emissions , however making sure to offer a hybrid of both online and face to face for those who require that choice.
   • Optimise Office Space:
     Implement energy-efficient practices, such as using energy efficient lightbulbs, LED lighting, optimising heating and cooling, and promoting remote work when possible.
   • Sustainable Procurement:
     Choose eco-friendly products and services, like recycled paper and sustainably sourced materials.
   • Reduce Waste:
     Implement a comprehensive waste management system, including recycling or using non-paper based products.
     
   • Encourage Sustainable Travel:
     Promote walking, cycling, or public transportation for clients. The situation of the premises has access to the 5A/5B bus route which has the most number of frequent Belfast buses that directly pass by the premises. I also will explore options for carbon-offset travel for those who need to travel long distances.
     
   • Low-Carbon Interventions:
     Utilise psychotherapy techniques with a smaller environmental footprint, such as social prescribing and green care, when appropriate. This may include offering outside therapy beside a an array of close by local parks and playing fields for those who would like to make use of this service.

2. Offsetting Remaining Emissions:

   • Support Carbon Offset Projects:
     I will be making a small percentage donation to Invest in projects that remove or prevent carbon emissions, such as reforestation or renewable energy initiatives at the end of each financial year. All clients will be provided with the option in the feedback process if they want part of their fee to be allocated towards such projects, where a list of specific projects will be named, and the project with the greatest allocation of requests that is currently in use, will receive that donation.
     
   • Promote Local Initiatives:
     When possible, I will attempt to partner with local organisations to support sustainability efforts in the community.

3. Integrating Sustainability into Operations:

   • Develop a Green Plan:
     I will develop an ongoing and working plan outlining specific goals, actions, and timelines for reducing the service’s environmental impact as set out in this policy, and make adjustments with new advances in thriving for a net-zero environment.
   • Educate Staff and Clients:
     Raise awareness about the importance of sustainability in any of the services when appropriate and encourage participation in eco-friendly practices.
   • Track and Report Progress:
     Monitor and report on the service’s carbon footprint and sustainability efforts to ensure accountability and continuous improvement. This will include a small summary at the end of each financial year in what I have been successful in achieving.

4. Collaboration and Advocacy:

   • Partner with Other Organisations:
     I will where possible collaborate with other healthcare providers, community groups, and environmental organisations to share best practices and amplify impact.
   • Advocate for Policy Changes:
     I will continue to support policies that promote sustainability and environmental responsibility.

   By implementing these strategies, ‘the space between us’ educational and psychotherapy services can significantly reduce its carbon footprint and contribute to a more sustainable future. While achieving complete carbon neutrality may be challenging, the goal is to minimise environmental impact and offset remaining emissions through meaningful and verifiable actions.

Cookie Policy

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Further Reading

Below is a list of resources that I have been able to review that have provided me insight into how I can ensure I respect the intersectionality of everyone whom I may engage with.

Books and Chapters

Caldwell, P. (2014) The Anger Box. UK. Pavillion

Murray F. (2020). Neurodiversity is for everyone. In D. Milton, S. Ridout, N. Martin, R. Mills, & D. Murray (Eds.). The Neurodiversity Reader, (pp. 105–109). Pavilion.

Pearson , A. & Rose,. K. (2023) Autistic Masking: understanding identity management and the role of stigma. UK. Pavillion

Quarmby, K. (2011) Scapegoat, UK, Portobello Books

Shakespeare, T. (2006). Disability Rights and Wrongs. Routledge.

Vermeulen, P. (2012). Autism as Context Blindness. Autism Asperger Publishing Company.

Articles

Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18–29. https://doi.org/10.1089/aut.2020.0014

Chapple, M., Davis, P., Billington, J., Myrick, J. A., Ruddock, C., & Corcoran, R. (2021). Overcoming the Double Empathy Problem within pairs of autistic and non-autistic adults through the contemplation of serious literature. Frontiers in Psychology, 12, Article 708375. https://doi.org/10.3389/fpsyg.2021.708375

Crompton, C. J., Hallett, S., Ropar, D., Flynn, E., & Fletcher-Watson, S. (2020). ‘I never realised everybody felt as happy as I do when I am around autistic people’: A thematic analysis of autistic adults’ relationships with autistic and neurotypical friends and family. Autism: The International Journal of Research and Practice, 24(6), 1438–1448. https://doi.org/10.1177/1362361320908976

Davidson, J., & Henderson, V. L. (2010).‘Coming out’ on the spectrum: Autism, identity and disclosure. Social & Cultural Geography, 11(2), 155–170. https://doi.org/10.1080/14649360903525240

Fletcher-Watson, S., & Bird, G. (2020). Autism and empathy: What are the real links? Autism, 24(1), 3–6. https://doi.org/10.1177/1362361319883506

Hallett, S., & Kerr, C. (2020). ‘You need support, validation, good coping skills. You need and deserve acceptance’: Autistic Adult Experiences of Counselling. Autistic Mental Health & Autistic Mutual Aid Society Edinburgh (AMASE). https://www.autisticmentalhealth.uk/counsellingreport

Kimber, L., Verrier, D., & Connolly, S. (2023). Autistic people’s experience of empathy and the autistic empathy deficit narrative. Autism in Adulthood. http://doi.org/10.1089/aut.2023.0001

McKenzie, J. (2015). Recognizing decentered intersubjectivity in social experience. Emotion Review, 7(1), 73–78. https://doi.org/10.1177/1754073914545361

Miles, A. (2014). Addressing the problem of cultural anchoring: An identity-based model of culture in action. Social Psychology Quarterly, 77(2), 210–227. https://doi.org/10.1177/019027251452406

Milton, D., & Moon, L. (2012). The normalisation agenda and the psycho-emotional disablement of autistic people. Autonomy, the Critical Journal of Interdisciplinary Autism Studies, 1(1).

Milton, D., Mills, R., & Pellicano, E. (2014). Ethics and autism: Where is the autistic voice? Commentary on Post et al. Journal of Autism and Developmental Disorders, 44(10), 2650–2651. https://doi.org/10.1007/s10803-012-1739-x

Milton, D., Heasman, B., & Sheppard E. (2018). Double empathy. In: F. R. Volkmar (Ed.) Encyclopedia of Autism Spectrum Disorders (pp. 1–8). Springer.

Milton, D., Gurbuz, E., & López, B. (2022). The ‘double empathy problem’: Ten years on. Autism, 26(8), 1901–1903. https://doi.org/10.1177/13623613221129123

Mitchell, P., Sheppard, E., & Cassidy, S. (2021). Autism and the double empathy problem: Implications for development and mental health. The British Journal of Developmental Psychology, 39(1), 1–18. https://doi.org/10.1111/bjdp.12350

Ogawa, S., Iriguchi, M., Lee, Y. A., Yoshikawa, S., & Goto, Y. (2019). Atypical social rank recognition in autism spectrum disorder. Scientific Reports, 9(1), Article 15657. https://doi.org/10.1038/s41598-019-52211-8

Pearson, A., & Rose, K. (2021). A conceptual analysis of autistic masking: Understanding the narrative of stigma and the illusion of choice. Autism in Adulthood: Challenges and Management, 3(1), 52–60. https://doi.org/10.1089/aut.2020.0043

Rifai, O. M., Fletcher-Watson, S., Jiménez-Sánchez, L., & Crompton, C. J. (2022). Investigating markers of rapport in autistic and nonautistic interactions. Autism in Adulthood: Challenges and Management, 4(1), 3–11. https://doi.org/10.1089/aut.2021.0017

Zeldovich, L. (2018, November 10). How history forgot the woman who defined autism. Scientific American. https://www.scientificamerican.com/article/how-history-forgot-the-woman-who-defined-autism/