Name
Neuro-Informed Coaching: Functional Literacy is A Hidden Competency
Speakers
Elaine Taylor-Klaus, Touchstone Coaching & ImpactADHD® (dba ImpactParents.com)
David Taylor-Klaus, DTK Coaching
David Taylor-Klaus, DTK Coaching
Description
Should treating neurodiverse clients as if they’re neuro-normative be considered an ethical violation for coaches? You’re already coaching neurodiverse clients, who represent about 40% of the population, including all racial, ethnic, gender, socio-economic, and religious groups. They deserve coaches who are equipped to effectively serve them by honoring all of the ICF core competencies. When coaches aren't neuro-informed, the coaching partnership may be compromised before it begins, client outcomes are diminished, and clients are at risk of unintentional damage. This workshop introduces the fundamentals of Neuro-Informed Coaching as your starting point to adopt best practices inclusive of all clients.
Session Type
90-Minute Learning Lab
Learning Objectives
• Explore fundamental components of neurodiversity.
• Identify typical patterns and signs that clients may demonstrate neurodiverse traits.
• Understand when and how a client’s behaviors are impacted by neurodiversity, influencing their coaching engagement and outcomes, despite clear intention or desire for change.
• Illustrate ways to identify and explore aspects of neurodiversity in partnership with clients.
• Explore when to partner with and/or refer to other helping professionals.
• Recognize six key areas of executive functioning typically impacted in neurodivergent individuals, based on the research and framework developed by Dr. Thomas E. Brown, The Brown Model of Executive Function Impairment.
• Examine five key facets for motivating neurodiverse clients.
• Reflect on ways in which neurodiverse clients or coaches might process information differently from neurotypical clients or coaches.
• Discuss the need for continued education in neurodiversity and Neuro-Informed Coaching.
• Identify typical patterns and signs that clients may demonstrate neurodiverse traits.
• Understand when and how a client’s behaviors are impacted by neurodiversity, influencing their coaching engagement and outcomes, despite clear intention or desire for change.
• Illustrate ways to identify and explore aspects of neurodiversity in partnership with clients.
• Explore when to partner with and/or refer to other helping professionals.
• Recognize six key areas of executive functioning typically impacted in neurodivergent individuals, based on the research and framework developed by Dr. Thomas E. Brown, The Brown Model of Executive Function Impairment.
• Examine five key facets for motivating neurodiverse clients.
• Reflect on ways in which neurodiverse clients or coaches might process information differently from neurotypical clients or coaches.
• Discuss the need for continued education in neurodiversity and Neuro-Informed Coaching.
Content Theme
Coaching Practice
Content Level
Established