Bespoke Members
Introduction
This session will focus on how we can frame our Interpersonal Psychotherapy (IPT) practice to be truly neuroinclusive. Across mental health services, we are seeing increasing recognition that neurodivergence isn’t an exception, it is a significant part of the clinical landscape and workforce.
This webinar will explore how IPT’s relational focus, structure, and collaborative stance can be revisited and, where appropriate, adapted to work effectively and constructively with neurodivergent adults.
We will consider how social communication differences, sensory sensitivities, and executive function profiles intersect with IPT’s techniques and pacing.
The aim is not to bolt on “accommodations,” but to rethink how core IPT processes – diagnosis, engaging the interpersonal network, expressing emotions and improving communication can flex to respect and respond to the needs of different neurotypes.
We will use clinical examples to explore language, session structure, and the shared meaning-making process in a neurodiversity-affirming way.
We will explore how small shifts in formulation and supervision framing can transform therapeutic engagement and alliance.
By the end of the session, we’ll have a clearer sense of what neuroinclusivity looks like in practice, not just in principle.
The event will be equivalent to 2.3/4hrs of CPD.
Content
Context setting - Overview of neurodiversity paradigm and its relevance to IPT practice.
What is it to be neuroinclusive - From awareness to adaptation: language, stance, and relational safety.
Reconsidering IPT foundations Revisiting core processes (diagnosis, engaging the network, focus on feelings and communication) through a neuroinclusive lens.
Neurodevelopmental differences and interpersonal processes - How neurodivergent profiles shape communication, emotional burden, and interpersonal experience.
Group reflection - Identifying potential therapist biases and mismatched expectations when working with neurodivergent people.
Supervision focus - How supervisors can frame neuroinclusive fidelity and reflective questions in practice and case discussions.
Integrating sensory and executive function considerations - Planning environment, task load, and transitions in sessions.
Linking to evidence base - Brief review of current research on neurodivergence and talking therapies.
Neuroinclusive with colleagues – Recognising the opportunities and challenges in our professional teams
Consolidation and action planning - Each participant identifies one practical adaptation for their casework and teamwork.
Q&A and close - Final reflections, feedback, and signposting to further resources.
Learning Objectives
By the end of the half-day webinar, participants will be able to:
1. Explain key neurodevelopmental factors (e.g., communication, sensory, and executive function profiles) that influence IPT engagement and process.
2. Adapt core IPT techniques and focus areas to be accessible, flexible, and affirming for neurodivergent clients.
3. Integrate neuroinclusive principles into case formulation and supervision, maintaining fidelity while enhancing fit.
4. Apply practical strategies for communication, emotional regulation, and environmental adjustment that promote therapeutic safety and alliance.
Training Modalities
This training will be a combination of didactic teaching, Q&A, reflections from participants in the chat, polls, and videos.
Key References
McGreevy, E., Quinn, A., Law, R., Botha, M., Evans, M., Rose, K., Moyse, R., Boyens, T., Matejko, M., & Pavlopoulou, G. (2024). An Experience Sensitive Approach to Care With and for Autistic Children and Young People in Clinical Services. Journal of Humanistic Psychology, 0(0). https://doi.org/10.1177/00221678241232442
Davis et al (2018) The Multicultural Orientation Framework: A Narrative Review. Psychotherapy Vol. 55, No. 1, 89–100
Pearson, A., & Rose, K. (2021). A Conceptual Analysis of Autistic Masking: Understanding the Narrative of Stigma and the Illusion of Choice. Autism in Adulthood, 3(1), 52-60. https://doi.org/10.1089/aut.2020.0043
Bertilsdotter Rosqvist, H., Pearson, A., Pavlopoulou, G., & Bottema-Beutel, K. (2025). The social model in autism research. Autism, 29(9), 2201-2204. https://doi.org/10.1177/13623613251357648
Pearson et al (2022) ‘Professionals are the hardest to trust’ Supporting autistic adults who have experienced interpersonal victimisation. DOI: 10.31219/osf.io/5y8jw
About the presenter
Dr Roslyn Law is a Consultant Clinical Psychologist and Honorary Professor at UCL. She works as an IPT practitioner, supervisor and trainer at Anna Freud, London, where she is the lead for IPT training across the lifespan. She was the author of two IPT self-help books, the IAPT Curricula for IPT practitioner and supervisor training, and was chair of the curriculum review for IPT-A training in CYP-Psychological Therapies. She has used IPT in a number of clinical and research settings, including primary care with anxiety and depression, schools, and in specialist services for eating disorders, post-traumatic stress, sexual health and children and families. Dr Law has also trained in CAT, EMDR, Exposure therapy and CBT for trauma.
Who should attend
This half-day workshop is suitable for those who have completed IPT practitioner accreditation. The workshop is open to recently qualified and more experienced staff looking for a refresher.