When it comes to improving mind health and emotional well-being, talk therapy offers a wide array of therapeutic approaches tailored to diverse needs and challenges.

This guide explores the main types of talk therapy, breaking down what each one offers and how they work to support mind health.

Dialectical behaviour therapy (DBT)

DBT is a behavioural approach to therapy that helps people who experience emotions very intensely and to improve emotional regulation. Patients will learn new ways of coping to replace any current unhelpful behaviours.

Therapists include techniques from mindfulness-based cognitive therapy, as well as practical exercises and acceptance techniques.

Eye movement desensitisation and reprocessing (EMDR)

A relatively new therapy, EMDR helps you talk very gradually about an experience of trauma in a safe, controlled environment, and then uses eye movements to help ‘desensitise’ the memory of the experience.

Cognitive behavioural therapy (CBT)

CBT can help people develop awareness of how they feel and create a stronger sense of control over their thoughts and actions.

This can make it easier to question, slow down or divert unhelpful behaviours, and develop skills in self-awareness, self-control and self-acceptance over time.

Mindfulness-based cognitive therapy (MBCBT)

A new variant of CBT (Cognitive Behavioural Therapy), MBCT uses mindfulness to help people recognise their thoughts, feelings, and behaviours in order to give them more control over how to think and act.

Person-centred therapy

Person-centred therapy focuses on the ‘actualisation’ of the client – that is, for the client to become as much themselves as possible.

This approach is much more client-led than some other approaches, with a focus on increasing self-awareness and independence.

Integrative therapy

In integrative therapy, the therapist uses several approaches together to find the right approach for the client.

For example, they may start from a person-centred position, listening to why the client is in therapy and what they hope to achieve. They may then draw on CBT tools, such as challenging automatic negative thoughts, to help them tackle these obstacles in a different way.

Solution-focused therapy

Solution-focused therapy describes any work that starts when the client and practitioner agree at the beginning of therapy to work towards a specific goal.

Solution-focused therapy can be ‘brief’ or limited to a certain number of sessions, which is sometimes called ‘solution-focused brief therapy’ (SFBT).

Art therapy

Sometimes it can be easier to express feelings by showing them through creative work, rather than talking about them.

Art therapists train specifically to help people use art techniques (painting, drawing, photography, sculpture, or collage, for example) to explore responses to the challenge that brings them to therapy.

Psychodynamic

Psychodynamic psychotherapy focuses on creating insight into the unconscious, subconscious or ‘hidden’ feelings, thoughts, memories and experiences that might affect how a person thinks, feels, and acts.

Psychotherapy

Psychotherapy is a relational form of therapy that helps people gain insight into their feelings, memories, and experiences, in order to help them reach their own conclusions about how to cope with changes in life, including mind health problems.

How ProblemShared can help

ProblemShared’s network of qualified talk therapists brings together expertise from across all of the types of therapy mentioned in this article.

Whatever approach resonates with you, our professionals are equipped to provide personalised support tailored to your needs, helping you find the path that feels right for you.

Please visit our talk therapy page for more information on our service.

_{*This article was reviewed by Kerry Gardner, Head of Assessment Services at ProblemShared.}

One of the biggest barriers for neurodivergent people entering the workforce is non-inclusive interviews.Interviews typically place an emphasis on conversational ability, social skills and body language. neurodivergent candidates often show differences in these areas and so reasonable adjustments need to be considered to give them a fair chance so reasonable adjustments need to be considered to give them a fair chance.

Organisations can get ahead of the curve by adopting an inclusive approach to neurodiversity from the beginning. Here are some tips to help your company to conduct more inclusive interviews to support the neurodiverse workforce.

Before the interview

To help candidates prepare and set themselves up for success before the interview starts, here are some things to consider:

• Provide clear directions to the interview, including photographs of streets and transport stations.
• Provide clear instructions on how to get into the building and where they need to go when they arrive.
• Share any interview questions in advance and allow them to bring reminder notes.
• Allow adequate time for replies during the interview.
• Let them know the name and job role of anyone they’ll be meeting during the interview beforehand.

• Provide a timetable for what will happen in the interview. For example, ‘we’ll spend the first ten minutes talking about you, then spend ten minutes talking about your technical experience’.
• If possible, provide access to a quiet space where your candidate can avoid auditory, visual, or social stimulation before and after the interview if required.
• Ask your candidate if they’d like to be accompanied by someone they know during the interview.
• Ask about communication preferences. Some people might prefer to support their spoken language with the option to write for example.

The right environment

Neurodivergent people often experience sensory issues. They may be distracted by noise, lights, and the surrounding environment, so if you’re hosting an in-person interview, it may be beneficial to ensure the interview room is as distraction-free as possible.

Here are some suggestions for getting the setting right:

• Provide a notebook in case your candidate wants to make notes. This can help them organise their thoughts when giving detailed answers.
• Invite them to move around during the interview, or factor in short breaks, if your candidate finds it difficult to sit still for periods of time.
• Don’t expect eye contact. Neurodivergent individuals may find this uncomfortable, or it may impact their concentration.

• If possible, provide fidget toys or stress balls to reassure your candidate by making them feel more comfortable and to reassure them that you are neuro-inclusive company.

Fair Questions

Neurodivergent candidates may struggle with open-ended and hypothetical questions, and with switching between formal and informal tones. It may also take them longer to process questions. Quick thinkers can talk rapidly and get distracted, so they may stray off topic.  

Here are some suggestions when preparing interview questions for neurodivergent candidates:

• Be specific with your questions. For example, ‘what information governance processes did you use in your last job?’ may elicit a better response than, ‘what would you do to look after people’s data?’
• Consider asking focused questions rather than generalised ones. For example, ask for specific examples instead of saying ‘can you give more detail?’  

• Be prepared to accept literal responses. For example, if you ask, ‘how did you approach your last role?’ you may get a literal answer like, ‘by bus and then I walked.’
• Try to avoid long questions that contain multiple clauses. Your candidate may have difficulty focusing and waiting for the question to be finished, especially if they struggle with processing information.
• Multiple choice and psychometric tests can be discriminatory. It’s much more beneficial to provide an alternative style of assessment.
• For written tasks at interview, 25% extra time is a reasonable accommodation to allow for processing and answering questions.
• Be prepared to prompt your candidate or repeat your question if you need more information, and let them know when you have enough information.

• Ask the candidate if they would like any reasonable adjustments for their interview.  

Considering neurodivergent jobseekers is a shift away from old-fashioned thinking, where the interview process was mainly designed with ‘neurotypical’ candidates in mind. It’s important to understand bias and be aware that we can all function in different ways, and that performance in an interview does not necessarily reflect on how a person will perform in the role.

To make sure you retain your neurodivergent talent it will be necessary to apply these principles throughout the onboarding and retainment process too. Make sure your workplace is neuro-inclusive by offering continued support from the beginning of their contracted time with you, as well as beforehand during the interview process. This should include additional support for the individual through any required assistive technology, workplace adjustments, and by making sure that all your staff are aware of and understandneurodiversity and have inclusive attitudes from the start.

What is the SNAP-IV form?

The SNAP-IV form is an ADHD report scale for children. It’s comprised of 26 statements, each of which is rated on a 4-point scale. It screens for signs of inattentive, hyperactive, impulsive, and oppositional or defiant behaviours, and classifies them based on severity.  

You need to give 2 copies of the SNAP-IV self-report form to your GP in order for them to refer your child to our service.

Who should complete each copy of the SNAP-IV form?

• The first copy of the SNAP-IV form needs to be completed by the parent/guardian of the child or young person who is seeking an assessment.  
• The second copy of the SNAP-IV form needs to be completed by the teacher of the child or young person who is seeking an assessment.

Where can the SNAP-IV form be accessed?

• The blank SNAP-IV form can be downloaded from the self-report forms section of our Right to Choose homepage.
• You will need to download 2 copies of it.
• You should then give both completed SNAP-IV forms to your GP when you ask for your referral to our service.

‍

Why does the SNAP-IV form matter?

The SNAP-IV form is an important screening tool used to identify children who may benefit from an ADHD assessment. By gathering information from both parents or caregivers and teachers, the SNAP-IV form allows clinicians to learn more about the child’s behaviours, experiences, and challenges across a range of settings, including school, home, and social environments.  

How do you fill out the SNAP-IV form?

You can choose to either fill out the SNAP-IV form digitally or manually on behalf of your child. If you wish to fill it out digitally, you must have access to Adobe Acrobat.

When filling out the questionnaire, take some time to read each of the 12 statements carefully. Tick the box that most accurately represents how you feel about each statement, in reference to the child that you are completing it for. When you have completed the form, click the “Finish and save” button to save the file.  

How to approach your child’s teacher or school and ask them to complete the SNAP-IV form

Since ADHD characteristics often impact performance and behaviour in the classroom, teachers and teaching staff are often the first to recognise these signs. If this is the case, your child’s teacher will already be aware of the situation, and will hopefully oblige to support you throughout the ADHD assessment process.  

Whether they are currently aware of the situation or not, the insights your child’s teacher can provide about their experiences and behaviour in the classroom are invaluable. Therefore, it is crucial to get them involved in the ADHD screening process at an early stage.  

Here are a few helpful tips when asking your child’s teacher or school to complete the SNAP-IV form:  

1. Schedule a meeting. Schedule a meeting with your child’s teacher and the school’s SEN lead so you have plenty of time to discuss the screening process with them. The school staff will likely have experience filling out the SNAP-IV form, so they may be able to guide you through the process.

2. Plan for the meeting. Before meeting with your child’s teacher, ensure you fully understand the SNAP-IV form and make a note of any concerns or queries you have.

3. Listen actively and make notes. Remember that you and your child’s teacher want the same thing for your child - to be happy and successful at school. Jot down any key points from the discussion to draw on later.

4. Request their support. Explain how important it is for them to complete the SNAP-IV form based on their observations in the classroom.  Offer to provide them with any additional information or insights that might be helpful.

5. Ensure they have access to the SNAP-IV form. Make sure that they know how to access the form. You may wish to provide them with a paper copy in advance so they can review the questions and familiarise themselves with the form before completing it.

Remember that your child’s teacher is there to support their academic and emotional growth. With that in mind, many teachers will be happy to help you through the ADHD assessment process.

‍

What is Right to Choose?  

If you are referred by your GP for specialist treatment, such as an ADHD or autism assessment, you have the legal right to choose which provider oversees your care, as long as you are a registered NHS patient in England.

If you suspect that you or someone close to you might have autism or ADHD, it can be difficult knowing where to start with seeking a diagnosis. The good news is that through the NHS Right to Choose scheme, your GP can refer you to ProblemShared for an assessment and ongoing support.  

This article will guide you through the process of asking your GP to refer you to our service.

The Right to Choose referral process, step by step

Firstly, you need to complete a self-report form. You will need to fill out the self-report form for your suspected neurodevelopmental condition. You should choose the self-report form that is relevant to your age:  

Autism self-report forms

• AQ-10 for adults aged 16 and over
• AQ-10 for children aged 12-15
• AQ-10 for children aged 7-11

ADHD self-report forms

• ASRS for adults aged 16 and over
• SNAP-IV teacher and parent rating scale for children aged 7-15

If you are seeking an assessment for both autism and ADHD, you will need to complete two forms in total; one for autism, and one for ADHD.

All of our self-report forms can be found on our dedicated Right to Choose homepage.

Next, you need to speak to your GP. Get in touch with your GP and ask them to refer to you to the ProblemShared Right to Choose service. You will need to give your completed self-report form(s) to your GP before they can make the referral.

Then, wait for your GP to refer you. Your GP will now complete our digital referral process. You will receive an email when they have done so, asking you to provide some enrolment information.

Once you have provided the enrolment information, we will review your referral. If your referral is accepted, you will be notified by email and informed of the next steps in the assessment process.

Handling the conversation with your GP

The idea of advocating for yourself in medical spaces can be daunting. When the time comes to ask your GP to refer you for a neurodevelopmental assessment, it’s normal to feel a bit overwhelmed.

So that you can feel as prepared as possible, we’ve put together some tips on how to have the conversation with your GP:

• Use our pre-formatted GP letter. It explains everything your GP needs to know about the NHS Right to Choose scheme, and includes instructions for how they should refer you to our service. It’s been designed specifically to answer common questions GPs might have about the process, and makes the communication as simple as possible.

• Bring your completed self-report form. Make sure to give your completed self-report form to your GP when you ask to be referred, to avoid delays to the process. Feel free to bring other types of evidence which may demonstrate the challenges you have faced, such as a diary of symptoms.

• Take your time. Your GP is there to facilitate your healthcare needs and listen to you. It's highly likely that they will have had similar conversations with other patients before. Don’t be afraid to ask your GP for exactly what you want.

What to do if your GP refuses your request

If your GP questions or refuses your request, this could be for several reasons, including the following:

• They haven’t heard of the NHS Right to Choose scheme
• They have concerns about funding  

In both cases your Right to Choose is not disqualified, and you can direct your GP to the NHS information on patient choice here.

There are, however, a few clinical reasons for refusal which are valid.  

Genuine exclusions

You do not have the legal Right to Choose if:

• You are non-verbal and/or selectively mute
• You are not fluent in English
• You have a diagnosis of global development delay or a diagnosed intellectual disability (IQ below 70)

• You are currently receiving treatment for an active eating disorder, and/or in active family-based therapy or eating disorder therapy
• You are a person who is looked after, or under the guardianship of a local authority
• You are currently receiving treatment for drug or alcohol addiction
• You have experienced a current, or recently (within 3 months) resolved, psychotic episode
• You have a significant visual or hearing impairment
• You are undergoing safeguarding investigations
• You currently have high levels of risk in terms of your behaviour and mental health
• You require emergency treatment
• You have already received care or treatment for the neurodevelopmental condition for which you are seeking an assessment
• You are detained in a hospital under the Mental Health Act 1983, or on a Community Treatment order
• You are seeking a second opinion assessment, and have already been assessed for autism within the last year (this does not apply to assessment for ADHD)
• You do not have access to a laptop or computer (please note that an iPad which is at least 10” in size and can be propped up to be used handsfree can also be used to access our service, but handheld devices such as mobile phones cannot)
• You do not have access to an internet connection in a private place
• You or your child are not willing to conduct the assessment with your camera turned on for the duration of the assessment
• You are currently serving a prison sentence, or are on temporary release
• You serve in the armed forces
• You have had a head injury, brain surgery, or have a neurological condition that has left you with significant cognitive impairments
• You are unable to look after your self-care needs, or the needs of your dependants (e.g., washing, feeding, not taking prescribed medications)

Looking ahead

If you receive a diagnosis following your assessment with us, we offer a range of ongoing support options to our clients. We can prescribe medication where appropriate, and provide psychoeducation workshops where you can learn more about your diagnosis with our team of expert clinicians.

In the meantime, if you have any questions about Right to Choose, referral, or the assessment process in general, you can head to the support resources section of our homepage, or explore our FAQs.