THREE PILLARS
Developmental
Ethics
Self-Reflective
TPD
Vertical Development
Embodied Cognition
Creativity Coaching
Agile Coaching
Systems Coaching
DBT
Internal Family Systems Therapy
Acceptance and Commitment Therapy
Rites of Passage
Theatre as ritual container for transformation
Improvisation for self-awareness
InterPlay and the Ethic of Play
Too many coaching programs aimed at coaching neurodiverse populations are based in outdated understandings of neurodiversity and healthy development.
Neurodiversity is a universal human phenomenon that crosses all racial, ethnic, gender, socio-economic and/or religious boundaries. Clusters of identifiable patterns of neuordiversity—such as ADHD, autism, learning disabilities, giftedness or other exceptionalities—include patterns of mental processing that impact the effectiveness of specific coaching and teaching methods.
What works for coaching neurodivergent people works for coaching all people, whereas many of the assumptions embedded in traditional coaching practices don’t work or actively cause harm to neurodivergent people. All coaches should have an understanding of how neurodiversity impacts the coaching relationship, how to recognize their own limits as coaches, and how to grow.
Many people with unidentified neurodivergent processing come to coaching because of challenges related to a mismatch between how they have been taught and how they learn, or with self-esteem issues due to a history of misunderstanding their own mental processing. A coach uninformed about neurodiverse differences in processing information or initiating change not only can fail to actively support a client in achieving desired results, but runs the risk of damaging a client’s self-esteem and impeding their progress.
Because all models need a cool graphic!
distribute widely under a creative commons attribution without changes license
assign as suggested prereading for lots of classes; require for certification
long enough to make sense
short enough to be readable