Books like Nadia Revisited — picked by fans

I’ve had a life-long love affair with the arts. I intended to become an artist, but ultimately became a psychologist researching psychological aspects of the arts. My first book, Invented Worlds, examined the key questions and findings in the psychology of the arts. In Gifted Children: Myths and Realities, I wrote about gifted child artists. My Arts & Mind Lab at Boston College investigated artistic development in typical and gifted children, habits of mind conferred by arts education, and how we respond to works of art. The walls of my home are covered with framed paintings by young children, often side by side paintings by professional artists.

I’ve had a life-long love affair with the arts. I intended to become an artist, but ultimately became a psychologist researching psychological aspects of the arts. My first book, Invented Worlds, examined the key questions and findings in the psychology of the arts. In Gifted Children: Myths and Realities, I wrote about gifted child artists. My Arts & Mind Lab at Boston College investigated artistic development in typical and gifted children, habits of mind conferred by arts education, and how we respond to works of art. The walls of my home are covered with framed paintings by young children, often side by side paintings by professional artists.

I’ve had a life-long love affair with the arts. I intended to become an artist, but ultimately became a psychologist researching psychological aspects of the arts. My first book, Invented Worlds, examined the key questions and findings in the psychology of the arts. In Gifted Children: Myths and Realities, I wrote about gifted child artists. My Arts & Mind Lab at Boston College investigated artistic development in typical and gifted children, habits of mind conferred by arts education, and how we respond to works of art. The walls of my home are covered with framed paintings by young children, often side by side paintings by professional artists.

I’ve had a life-long love affair with the arts. I intended to become an artist, but ultimately became a psychologist researching psychological aspects of the arts. My first book, Invented Worlds, examined the key questions and findings in the psychology of the arts. In Gifted Children: Myths and Realities, I wrote about gifted child artists. My Arts & Mind Lab at Boston College investigated artistic development in typical and gifted children, habits of mind conferred by arts education, and how we respond to works of art. The walls of my home are covered with framed paintings by young children, often side by side paintings by professional artists.

I grew up undiagnosed autistic. I got excellent grades and never caused much trouble, so no one could tell what was going on inside. But sensory overload and confusion over social dynamics kept me in a bewildering muddle. Books and stories are what helped me through! But there were no stories featuring neurodivergent kids like me, so, as an adult, I resolved to write some. I want to bust stigmas and write honest, fun, heartfelt stories for kids who might be going through their own ‘bewildering muddles.’ Now, I'm an award-winning author of several children's novels and a picture book. I'm also co-founder/editor of A Novel Mind, a web resource on mental health and neurodiversity in children's literature.

As a young businessperson in London in my early 30s, I was as ignorant of neurodiversity as much of the rest of the world. In the mid-2010s, I got fascinated by the topic thanks to conversations with autistic family members, who encouraged me to bring some of my expertise in corporate diversity programs to the field of “neurodiversity at work”. The topic of neurodiversity chimed with me, too, as I’d suffered a traumatic brain injury in a serious car accident, and there were aspects I could relate to. I founded neurodiversity training company Uptimize to help ensure organizations across the world understand how the importance of embracing and leveraging different types of thinkers.

I always look for an escape from reality, but it’s not always because the world gets exhausting and I need a change of scenery. Sometimes, I’m looking to learn. As an autistic person, people can be very confusing to me. I love a book that throws something new at me to try and figure out how a certain person functions, or why they think/feel the way they do, and if I can’t do it on my own, I can discuss the book with friends and family and create a discussion through the medium of storytelling and novel writing. Autism can be very debilitating at times, so an escape is always a handy thing to have!

My journey began as a high school camp counselor at the Ability Center of Greater Toledo in Ohio. As I worked with children who had neurodevelopmental differences and collaborated with a co-counselor who had cerebral palsy, I saw how people with differences were marginalized and devalued despite being insightful, empathetic, passionate, funny, and talented. My appreciation for their strengths and perspectives shaped my approach as a pediatric neurologist, BCBA, neuroscientist, researcher, and founder of Cortica, which is focused on a whole-child, neurodivergent-affirming approach to care for autism and other neurodevelopmental differences. Reading is an important way for me to stay connected to the strengths-based lens I began cultivating in my teens.

I am a professor of psychology and psychiatry at Cambridge University. I've been conducting autism research for 40 years, and this has taken me deep into understanding how the mind works, in both autistic and neurotypical people. I've focused in particular on two aspects of the mind, empathy and systemizing, to understand how these develop, how individual differences in these arise, and how we can celebrate such neurodiversity and provide support for people who struggle with these. My research spans psychology, neuroscience, genetics, endocrinology, clinical practice, education, and vulnerability. 

In 2011, after years reporting on media and technology for Wired, I published The Art of Immersion, about how digital technology is changing the way we tell stories. Then I joined Columbia University’s Digital Storytelling Lab, started the executive education course Strategic Storytelling, and put together the toolkit that inspired The Sea We Swim In. The ostensible subject of all this was storytelling, but the common thread, I came to realize, was the role stories play: They facilitate pattern recognition, the skill we need to make sense of our random world. The pattern that’s governed the past 15 years of my life, in other words, has been pattern recognition.