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If you want to know more about my qualifications and experience, why I became a coach and my professional life before that read on…
I am a Certified Personal Development Coach in CBC (Cognitive Behavioural Coaching), Performance Coaching, Stress Management and Assertion and Communication Skills.


I have a Master’s Degree in Learning Disabilities, Cognitive Diagnostic Assessment, and Remediation, a Bachelor of Humanities Degree (summa cum laude) in English Language and Literature, a High School Teaching Certificate and RSA/Cambridge CTEFLA (Certificate in Teaching English as a Foreign Language to Adults). I also hold a Diploma with Distinction from the London School of Journalism in Freelance and Feature Writing and a Certificate in Coaching.

Lots of qualifications and years of training there…  What I cannot do as a coach is diagnose or confirm that a client has ADHD. I am trained in cognitive diagnostic assessment, therefore, I can recommend from the results of an informal assessment that a client organises a meeting with a health professional trained in ADHD diagnosis.

Also, I wish to emphasise here, as I do throughout this site,  for those who have ADHD, coaching of any kind is not a substitute for medication or other types of therapy. Coaching works alongside and provides strategies and solutions and creates self-awareness to help you improve your life. Coaching does not cure ADHD behaviour or symptoms, it helps you learn how to recognise, deal and change the way ADHD affects you and your environment and the way you approach your life.

Membership

If you want to know more about why I became a coach and my professional life before read on…

Life before Coaching Works

As I mentioned in the previous page we may be spending time together and you will be sharing things about yourself so let me share a little bit more about myself…

Before I branched out into Life and Personal Development Coaching, I had been in the profession of teaching, teacher-training and remediation for at least 20 years.  During my teaching and lecturing career, I specialised in the area of learning difficulties and learning disabilities in connection to foreign language learning. I taught students of all ages and also lectured on the subjects I was working in together with instructing and guiding practising teachers how to help and manage students with language learning differences.
Besides being a professional in this field, I also travelled the path personally by being part of family whose members had and have been diagnosed with learning disabilities, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). So you could say the only time I wasn’t experiencing and dealing with ADHD or learning disabilities was when I was sleeping.

Writing – the next stage

After leaving the education system, I retrained to be a writer and attained  a Diploma with Distinction in Freelance and Feature Writing from the London School of Journalism. For five years, I wrote about the subject of learning disabilities and ADHD and related topics. My goal was to spread my knowledge further afield.
You can find my articles in the Journal of Research in Special Educational Needs; Babylonia, the Swiss review of language teaching and learning – and in the three main commercial magazines for teaching English as a foreign language:
MET (Modern English Teacher)
ETP (English Teaching Professional)
ESL (English as Second Language)
and on web sites such as Decoded Science, Digital Journal, and my other site, Solving Language Learning Difficulties.

Why I became a coach

Eventually, I found writing to be a solitary choice of career.  I missed human interaction and I still had a strong desire to help and encourage others. I had enjoyed teaching and helping and guiding weaker learners of all ages immensely and had found great satisfaction in being part of someone’s journey towards achievement and success.
However, as a teacher / lecturer / teacher- trainer, I always felt that there needed to be more action between lessons, a more concrete structure put into place to help my students cope with life in and out of the classroom.
Understanding and lecturing about learning disabilities and teaching language and exam strategies had  left me wanting more, something else.  I  knew I did not want to  return to the confines of the education system and its definition of success. I began looking for a role that was more personal and facilitative however this time one that still involved personal development.   So, I chose to retrain and become a coach.
Having been used to studying and working within education systems and amongst academics, I chose to do my training at the Centre for Coaching because I was impressed by the high academic level and abundant experience of the staff there.

Moving into coaching was a career development opportunity for me and without a doubt, as I had discovered, life-management, performance and coping skills are essential not just for those with learning difficulties and learning disturbances but also for anyone who needs to enhance their individual skills, knowledge or work performance or make positive life changes.

Additional Information

By working in partnership, together we will find out what you need from coaching and how you will achieve it. We will determine what is your particular learning style so we can build a structured process that is individually suited to you. The word structure may sound a little off putting but without a framework to help you focus, plan and organise, you will not move forward; no change will take place. For coaching to work, for you to change and for change to take place, you will have to understand that commitment and sustained effort are required to succeed in any coaching programme.

Important and Legally Stuff

Codes of Ethics

I abide by the Association for Coaching Code of Ethics and Good Practice.

Professional Standards

If at any time I feel my qualifications, skills and experiences are inappropriate for the needs of the Client, I will refer or recommend the Client to those professionals  who are more suited, or to others offering specialist services and alternative support.

Confidentiality

To help with the coaching process, I will often take notes during sessions. You will also be asked to complete forms, questionnaires and information sheets. I keep appropriate and accurate records of my work with clients and ensure all documents and contents of coaching sessions remain confidential, are stored securely, and comply with the Data Protection Act.

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Open Minds Open Doors
Coaching Works

(Featured image adapted from an image by Lesley Lanir)
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