What Neurodivergent People Need to Know About Joining the Military

10/10/24 • 33 min

On episode 245, Emily talks with Dr. Brandi Walker, a retired Army clinical psychologist, about her experience as a psychologist in the military and the challenges faced by neurodivergent individuals. They talk about her journey of transitioning from a fuel handler to a psychologist, and when and how she developed an interest in ADHD. There are policies and limitations for recruits with ADHD or autism, and they talk about the implications, along with the waiver process that’s involved. Dr. Walker talks about the experiences of neurodivergent military members, and they have solid advice for young neurodivergent individuals considering joining the military.

Takeaways

Being a psychologist in the military is a rewarding experience but also comes with challenges due to the shortage of providers and the responsibility of caring for soldiers while also being a soldier.
Joining the military with a diagnosis of ADHD or autism requires meeting specific criteria and may involve the need for waivers depending on the severity of symptoms and the individual's treatment history.
Neurodivergent individuals in the military often find themselves masking their symptoms, but the structured and direct communication style of the military can also be beneficial for some individuals.
Military members who are parents of neurodivergent children face additional challenges due to frequent moves and the lack of a strong support system, but building routines, seeking support, and leveraging strengths can help create a supportive environment for the child.
Young neurodivergent individuals considering joining the military should prioritize self-care, have open conversations with their providers, and explore alternative paths if medication is necessary.

Pre-order Emily’s new book with Amanda Morin, Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported now! Release is set for January.

Dr. Brandi Walker is a retired Army Clinical Psychologist and faculty member at Womack Army Medical Center at Fort Bragg, NC. She also coaches military leaders and their teams in an effort to target the reduction of mental health challenges for servicemen and women. Dr. Walker maintains her earnest desire to further what is known about ADHD, and continues to provide therapeutic expertise and researched-informed support to families and individuals that are impacted.

She has spent the last seven years working with various hospitals, clinics, and schools conducting research on children with ADHD, family and sleep variables, and environmental factors. She has initiated the Prince George’s County (Maryland) CHADD Chapter and CHADD’s Southern Regional Support Center, and serves as Chair Past of the Diversity in the Military Committee of the American Psychological Association's Society of Military Psychology (Division 19). She is a Howard University and University of Maryland alumna, and runs a private consulting practice.

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Takeaways

Being a psychologist in the military is a rewarding experience but also comes with challenges due to the shortage of providers and the responsibility of caring for soldiers while also being a soldier.
Joining the military with a diagnosis of ADHD or autism requires meeting specific criteria and may involve the need for waivers depending on the severity of symptoms and the individual's treatment history.
Neurodivergent individuals in the military often find themselves masking their symptoms, but the structured and direct communication style of the military can also be beneficial for some individuals.
Military members who are parents of neurodivergent children face additional challenges due to frequent moves and the lack of a strong support system, but building routines, seeking support, and leveraging strengths can help create a supportive environment for the child.
Young neurodivergent individuals considering joining the military should prioritize self-care, have open conversations with their providers, and explore alternative paths if medication is necessary.

Pre-order Emily’s new book with Amanda Morin, Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported now! Release is set for January.

BACKGROUND READING

ADDitude Magazine Webinar and other helpful links

Instagram

Facebook

Previous Episode

You Can’t Cut Corners on Executive Function Skills

On this episode, Emily Kircher-Morris and Carrie Bonnett discuss the intricacies of executive functioning, its significance in academic and life success, and the challenges faced by neurodivergent individuals. They explore strategies for improving executive functioning skills, the importance of emotional regulation, and the need for educators to understand and support students struggling with these skills. Emily and Carrie also talk about the importance of motivation, making invisible tasks visible, and the journey of learning and adapting strategies to enhance executive functioning. That’s all on episode 244!

Takeaways

Executive functioning skills are crucial for getting important tasks done.
Many people struggle with executive functioning, especially neurodivergent individuals.
Teaching executive functioning involves education and strategy development.
Motivation often comes after starting a task, not before.
Chunking tasks into smaller steps can reduce overwhelm.
Making the invisible visible helps manage tasks and time.
Emotional regulation is closely tied to executive functioning skills.
Negative messaging about executive functioning can impact self-efficacy.
Educators should focus on understanding and supporting students' unique needs.
It's important for students to know they are not alone in their struggles.

Remember, you have until 11:59 pm Pacific time on Friday night, October 4th to join our Educator Hub! Remember that this is the final chance to sign up until after the holiday season. If you’re an educator, you should look and see if this community might be helpful in making your classroom a more neurodiversity-affirming place. Click here to check it out.

Carrie Bonnett earned her BBA in Marketing from the University of Notre Dame. However, her career trajectory shifted after a transformative volunteer experience at an underserved school, where she discovered a passion for teaching. This newfound passion led her to pursue a graduate degree in teaching at the University of Portland.

Over the course of her 20-year career in education, Carrie has taught in both private and public schools across the United States, working with diverse student populations. Her experience includes supporting and teaching executive functions, even before she had a formal understanding of the concept. She has served as a classroom teacher at both the middle and high school levels, as well as a substitute teacher for all grades. Currently, she is an adjunct instructor at the University of Portland, where she teaches early-career teachers.

She holds endorsements in Social Science and English Language Arts and is a certified teacher in the State of Oregon. Additionally, she has received training in the Seeing My Time® curriculum.

BACKGROUND READING

Carrie’s website

Next Episode

Challenging What We Know About Autism and PDA

Dr. Donna Henderson joins Emily Kircher-Morris to talk about the changes in the assessment process for autism, the importance of empowering therapists to diagnose autism, and the need for equity in masking. Their conversation also explores the double empathy problem and the challenges of balancing unmasking with the needs of neurodiverse individuals in educational settings. They also discuss the PDA profile and its place within the autism spectrum. That’s all waiting for you on episode 246. This is a reprise of an earlier chat.

Takeaways

The assessment process for autism is evolving, with a shift towards understanding subjective experience rather than relying solely on test scores.
Therapists are adapting by relying less on formal tests and more on interview skills and understanding inner subjective experiences.
Empowering therapists to diagnose autism is important for identifying and supporting individuals who may have been missed in the past.
Masking and camouflaging are complex behaviors that can have both benefits and drawbacks, and it is important to find a balance that respects individual needs and promotes equity. Pathological Demand Avoidance (PDA) is not simply about avoiding demands, but rather an overriding biological drive for autonomy.
Misdiagnosis and labeling are common for PDAers, leading to potential negative consequences, especially for minority boys.
Understanding the core features of PDA, such as difficulty coping with demands, a wide variety of coping mechanisms, and challenges with social hierarchy, is crucial for accurate diagnosis and support.

For details about our courses for teaching twice-exceptional learners, click here.

Dr. Donna Henderson has been a clinical neuropsychologist for over 30 years. She is passionate about identifying and supporting autistic individuals, particularly those who camouflage, and she is co-author (with Drs. Sarah Wayland and Jamell White) of two books: Is This Autism? A Guide For Clinicians and Everyone Else and Is This Autism? A Companion Guide For Diagnosing. Dr. Henderson provides neuropsychological evaluations and consultations for children, adolescents, and adults who would like to understand themselves better. She is a sought-after lecturer on the less obvious presentations of autism, autistic girls and women, PDA, and on parenting children with complex profiles. She also provides case consultations and neurodiversity-affirmative training for other healthcare professionals.

BACKGROUND READING

Donna’s website

Is This Autism?