FAQs
FAQs with Sarah Mae Simcoe
Q. Why did you decide to start Thinker's Theatre?
A: "I was inspired to develop and design a new way to share the invisible concepts and ideas from psychology. Thinker's Theatre was an extension of the way I work in my private practice with children and families. I guess it’s my small way to support a need I saw for play-based, game-based designed learning to support kids that were just as interested as others in knowing more about how they think, feel, and act, though needed ways to access and engage in groups - by doing, interacting, observing, and moving - to inspire this learning. Some kids were, from my experience as a clinician, not really finding their place within the traditional workbook-style group programs – where theory is popped into a structured, module-style, or workbook, and delivered in a traditional seated teacher-student learning space. My experience working as a clinical psychologist and my academic research led me to understand that a more fluid, creative, and experiential approach could offer engagement, learning, and connection for those kids, and others, including myself!"
Q. Tell me about models for social skills activities with autistic children and how does the Thinker's Theatre method do things differently?
"If skills for being more social are something that a child wants to develop in a specific way that matches their specific needs – great! Like, building a lasting friendship with a peer, resolving a conflict or disagreement with their sibling, or understanding their internal experiences at different ages and stages, whatever the social landscape that is desired, Thinker's Theatre is not a rehearsal space for social ‘should and shouldn’ts’ or crafting a child’s behaviour to meet societal expectations. Rather exploring the unique ways, a child, teen, or adult may express themselves, their motivations, and interactions with others and the world. Understanding there are dimensions to each of us, expressed positively and socially, rather than an imposed view of outside expectations. Family and culture influence us, vastly. So, it seems unrealistic to have one blanket skill or group of skills that I could aim to teach a group of kids. I do know that there are a lot of beautifully rich evidence-based programs, insightful and well-intentioned workshops, and therapy models available to families and to children. These have been wildly beneficial and practical to many. However, I do find joy in evolving unique social abilities with children, that meet real-life scenarios for them. Thinker's Theatre is about designing environments that facilitate play-based organic and natural interactions between children based on their motivations, to either step into the spotlight, or step back and flow into their preferred tempo and process. It’s so lovely to see neurokin experience connection, in their own way, and own time – with greater reassurance and appreciation for each other’s style – an extraordinary, bedazzling, and extraverted style, or a deeper and observant, quieter, and introverted type."
Q. What does research tell us about autistic connection and friendship, and how does this differ from your experience?
"That children are capable and clever in forming connections and friendships, though in their unique ways. Research shares that many autistic children form friendships from a base of shared interests, and this mirrors my clinical observations over the past decade, though it’s only an angle of the broader picture. Studies encourage our clinical observations that autistic friendships often depart from what's considered 'usual' and may be less about regular social interactions and catch-ups, and more about a shared fascination or understanding in specific ways, and mutual interests. It’s very inspiring - autistic children may not converse often but may feel deeply connected due to their shared passion for certain topics. In my clinical, and personal life, this unique way of closeness is profound and often overlooked. I've witnessed incredible connections among autistic children – this makes it more important in being able to recognise and value the diversity of their social interactions."
Q. How do you see play and imagination in neurodivergence?
"This connection may be overlooked in a more typical social setting. Connection may be discovered in shared moments of fascination, mutual understanding, or the joy of pursuing a common interest. Play and imagination have a meaningful role – two of my favourite ingredients that bring people together. In an imaginative setting, children may often feel less pressured to adhere to 'typical' social rules and can express themselves more freely, unmasked (though, still dramatic, if it feels right!). This can provide a portal for connection and friendship to flourish in an organic, spontaneous way."
Q. What connections have you observed in autistic children?
"Perhaps it’s an unfitting notion that autistic peers are inherently disinterested in social connection or “prefer to play alone”. I have seen a profound capacity in forming bonds, and in unique ways. An example - a shared fascination with a certain game or interest often becomes the bridge that links children, creating friendship based on shared interests and joy, together. This connection may not mirror traditional friendships but is equally meaningful and brightens their week, and their world when you ask the kids – this can make the most memorable moments in childhood."
Q. What is your background in supporting neurodivergent children? Why does this bring you joy?
"A personal and professional one… of continuous learning, curiosity in complexity, and continually asking questions. I’m in awe of each child I work with, their family, therapy crew, and learning teams – all sharing a positive commitment to their growth. I’m grateful to be part of a professional team, as a psychologist, and a personal team, as a friend, family member… lived experience and looking in the mirror each morning! It is incredibly fulfilling to see sparks of self-expression, creativity, and connection in a child previously misunderstood or underestimated. There is a shared joy that inspires me - a dedication and commitment to enhancing ways of working and understanding the divergent ways our brains and bodies think, feel, and interact with the world around us."
Q. How have you delivered the Thinker's Theatre experience? What did this involve?
"One of my favourite recent memories is Thinker’s Theatre being hosted by Spectrum Adventures – wow, what a wonderful camp! This was an immersive experience – we explored moments of multi-sensory and experiential learning. We used evidence-based therapy tools, with a meaningful emphasis on play, exploration, and game-based design – these elements respect (my… I mean, our) diverse learning, energy, and sensory needs. We used technology and multi-media, invited parents to play & be involved (a highlight & always super fun!), and importantly, the children's ideas and creativity. It was a co-created and collaborative approach to ensure that each session design connected with the uniqueness and diversity of each group and energy needs. Workshops are a space that mimics a child’s everyday setting, and each invented & imagined scene, themed situation & atmosphere can be transported back home – for each child and family to use and enjoy! There’s a range of tools and technologies we shared - performance, puppetry, lighting, sound, costumes, characters, digital media, and creativity. As a trauma-informed and relational approach to self-expression and self-acceptance, this encouraged belonging and friendship. Interactive sessions have a way of transporting groups of children, and adults, into fictional places and imaginaria which boost spontaneous interactions, puzzle-solving, creative code-breaking, and communication. A novel environment sharing stories and nudging narratives to safely explore real experiences and imagined adventures, with neurokin – the workshops are a space to create memories and bonds that can then teleport to their everyday life."