5.4e Communicating information and facilitating learning

KEY ISSUES

Neurodivergent people process information in different ways and may require additional time to process new information or more contextual information if what has been presented was not clear. Some Neurodivergent people may say they have understood information when, in fact, they do not. This could be for fear of getting it wrong or because they have been ridiculed previously for seeing something in a different way. Further to this, psychoeducation content, programme skills and tools can be challenging if metaphors or abstract concepts are used to represent real world relationships, issues and solutions.

PRACTICAL TIPS 

Providing information

• Speak clearly.
• Consider pace of information delivery – and give adequate processing time (Pauses, silences, waiting – is how regulation and self-awareness are developed). 
• Be clear and direct: avoid metaphors, idioms, and implied meanings.
• Where possible, written descriptions and information should be used alongside visuals to ensure different ways of understanding and processing information are catered for.
• Be prepared to provide more context and/or be asked for more information.
• Do not use stacked or nested questions: these can elicit a scripted response. 
• Include frequent breaks for processing.

Checking understanding.  

• Make sure the client has fully understood: this could be during group work or checking in during a one-to-one session.
• Give one question at a time and lots of processing time: give a direct question; pause; watch what’s happening.  
• Reflect back what the client has said (using exact words or paraphrasing).
• Do not bombard with further information or questions: use prompts such as ‘are you still thinking’?
• Modelling responses:
  • Use these as a point for discussion and reflection as opposed to giving abstract activities or open-ended questions (e.g., asking people to reflect on their own or their partner’s feelings).
• Watch out for scripting: adapt your question accordingly.
• Potential exploratory questions:
  • Tell me about a time when you could have used this technique in the past? 
  • If you had this knowledge in the past, how could this have helped you to understand (your behaviour, your partner, etc.)?
  • Using your own words, please summarise the key points we have been discussing during this session/ activity.  
  • What is the most important learning you have taken from today, and why? 
  • If you were going to teach somebody else about this topic, what would you tell them?
  • Which aspects of our discussions feel similar to your experiences within your own relationship(s) and which feel different?  
  • Can you think of a time when understanding this earlier might have changed how you responded?
  • What situations from your past come to mind now that you’ve explored this idea?
  • How does this relate to what you experience/your life?
  • How would you explain this idea in your own words?
  • What part of this learning feels most useful or important to you personally?
  • Can you describe how this topic applies specifically to your own situation/life?
  • What’s one thing you will do differently now, based on what you’ve learned?
  • How could you apply what you have learned to your daily life and relationships?
  • If you were to use this strategy next week, what would that look like?
  • If you had to give someone advice based on what you’ve learned, what would it be?
  • What felt most surprising or unexpected during this session?
  • Which parts of what we discussed reflect your own experiences – and which don’t?
  • How is your experience similar to or different from the examples we’ve looked at?