Accepts and appropriately follows all IAAC Ethical Guidelines and Code of Conduct: (see Code of Ethics document ). 

a.  Understands and exhibits, in own behaviors, the IAAC Ethical Guidelines and Code of Conduct.

b.  Understands and offers, when appropriate, information regarding the differences between AD/HD Coaching, consulting, psychotherapy and other allied professions.

c.  Exhibits sensitivity to special confidentiality concerns of individuals with neurobiological conditions.

 

Ability to keep abreast of the complex and continually evolving field of AD/HD, including co-occurring conditions: 

a.  Understands theoretical models of AD/HD and executive functioning (e.g., Barkley, Brown, etc.).

b.  Reads peer-reviewed research on AD/HD.

c.  Stays abreast of constantly expanding body of information on professional skills and AD/HD (e.g., attends AD/HD Coaching conferences, workshops and trainings, reads books and articles, etc.).

d. Comprehends multi-modal treatment plans for AD/HD, and is familiar with alternative treatment protocols.

e.  Knows about FDA approved medications for the treatment of AD/HD. DOES NOT OFFER MEDICAL OR PHARMOCOLOGICAL ADVICE.

f.  Understands AD/HD symptoms, including but not limited to those outlined in the current version of the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association.

g.  Utilizes the AD/HD Coaching skill set in both a life coaching context and in the context of the AD/HD knowledge base.

h.  Demonstrates the ability to articulate and utilize a conceptual framework for AD/HD Coaching that is the foundation of session-by-session coaching.

i.  Supports clients to self-advocate or advocate for a dependent child.

j.  Assists clients to understand their needs and the requirements under disability law in order to get their needs met.

k.  Understands the rights of individuals with AD/HD and the services (accommodations) available to them in workplace and educational settings.

Ability to work as part of a multi-modal team and/or communicate effectively with other AD/HD professionals:

a. Identifies and collaborates with allied professionals for the client's benefit.

b. Knows where, how and when to refer clients to allied professionals (physicians, therapists, psychologists, counselors, educators, advocates, attorneys, etc.).

Demonstrates the AD/HD Coaching requirements for new clients and for maintaining ongoing clients.                 

a. New Clients:

i.   Discusses agreements with new clients about the AD/HD coaching process and  relationship.

ii.  Evaluates potential for collaboration and goodness-of-fit for the partnership.

iii. Defines parameters, expectations and logistics of AD/HD Coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate).

iv. Clarifies what is and is not being offered (e.g., not therapy, tutoring or consulting).

b. Ongoing Clients:

i.  Elicits, clarifies and comes to agreement about agenda for each session.

ii. Establishes measures of success for each coaching session.

iii. Notices shifts in coaching priorities and when needed requests clarification of the session's agenda.

Demonstrates the ability to create a safe and respectful environment:

a. Establishes trust with the client.

b. Establishes clear agreements and keeps promises.

c. Demonstrates understanding of, and respect for, client's learning style, pace, information processing needs, and life challenges.

d. Provides ongoing support for and champions new behaviors and actions, including fear of failure and undertaking difficult challenges.

e. Asks permission to coach sensitive topics.

f. Communicates that reaching behavioral goals is a process that takes place over time (e.g., learning to follow-through).

g. Demonstrates the ability to be engaged and fully present.

h. Creates the atmosphere of a "learning laboratory" in which both success and failure are seen as learning opportunities.

i. Acknowledges client's difficulties and successes.

j. Is confident and flexible, takes risks, uses own intuition as a guide, and demonstrates detachment from outcomes.

k. Uses lightness and humor, as appropriate.

Ability to hear the full text and subtext of client communication:

a. Attends to client's agenda (not AD/HD Coach's agenda) and brings client back to stated agenda as needed.

b. Discerns and reinforces the essence of client communication in the context of client values, goals, feelings and beliefs.

c. Hears both what is and is not said.

d. Helps client focus on core issue(s) and learn to bottom line, rather than engaging in long descriptive stories. (Acknowledges that bottom-lining can be a learning process).

e. Clarifies understanding of client communication through summarizing and paraphrasing.

f. Notices client's structure of interpretation regarding how life works and what is and is not possible.

g. Supports client examination of both big picture and details and asks clients to move back and forth between long-term and short-range goals, plans and actions.

   Speaks clearly and honestly:

a. Uses language that is clear, unambiguous and to the point and encourages client to be clear and to the point in articulation of thoughts.

b. Champions courage.

c. Challenges client assumptions and limiting beliefs.

d. Identifies and models the ability to initiate shifts in conversation.

e. Increases client awareness of transitions in conversation.

f. Articulates purpose of coaching exercises, strategies, and practices.

g. Provides clear and supportive feedback.

h. Reframes and offers different perspectives to increase awareness.

i. Encourages full self-expression. (Ability to create an environment that allows clients to be completely open.)

Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client.

a. Asks questions that reflect an understanding of the client and the particular content under consideration.

b. Asks questions that reflect active listening and generate possibility, self-awareness, options, and learning for the client.

c. Uses inquiry as the primary AD/HD Coaching methodology and refrains from telling clients what to do.

d. Asks questions that reflect understanding of the big picture, not just the details.

e. Asks questions that evoke client's self-understanding and knowledge of how AD/HD impacts the particular client.

f. Empowers client to take time needed for processing questions and their answers.

g. Asks questions that help client focus or refocus on the topic being discussed.

Ability to assess client's knowledge of AD/HD in general and how AD/HD impacts the specific client:

a. Explores client's factual understanding of AD/HD.

b. Explores unique impact of AD/HD on the particular client.

c. Clarifies that AD/HD is a biological issue, not a moral defect.

d. Provides resources and information as needed.

Explores client self-concept (traits, strengths/challenges, styles) along with client's structure of interpretation about the way the world works and how the client functions in the world: 

a. Explores if/how executive functioning impacts client's day-to-day performance.

b. Helps client explore the concept and practice of self-regulation.

c. Assists client in understanding their unique capacities, characteristics and styles, and how these factors relate to the demands and expectations of the environment.

d. Encourages client to clarify and use strengths, talents, values, and interests rather than focusing on problems, difficulties and limitations.

e. Sees patterns (behavior, thinking, emotions) and makes interpretations.

f. Explores client's communication patterns.

g. Explores relationship between client's self-perceptions and the way the client is perceived by others (work, friends, family, educational settings).

h. Explores client's typical and fixed ways of perceiving himself/herself and the world.

i. Explores the differences between facts and interpretation of facts, and demonstrates the ability to challenge client's assumptions and interpretation of facts.

j. Explores and develops client's sense of positive self-regard.

 

Ability to develop and maintain an effective coaching plan: 

a. Effectively prepares, organizes and reviews with client information obtained during sessions.

b. Facilitates the client's ability to focus on the coaching plan and remains open to adjusting actions based on the coaching process.

c. Holds both the client's bigger vision and details and facilitates both.

d. Develops the client's ability to make decisions and address key concerns.

e. Notices that planning may be overwhelming and encourages the client to stay in the process.

f. Requests a concrete plan for execution of actions designed by client.

Ability to assist client in identifying and taking actions that will effectively lead to agreed-upon coaching results:

a. Clearly requests client to design actions that will move them toward stated goals.

b. Brainstorms and explores strategies (actions) that will facilitate client goal achievement.

c. Acknowledges clients for what they have done, not done, learned or become aware of since the previous AD/HD Coaching sessions(s).

d. Understands how perfectionist tendencies can impact a client's performance.

e. Notices whether coaching plan includes a system to monitor follow-through and the tools required to establish and meet time lines.

f. Works effectively with client experiencing difficulty getting started, maintaining motivation and/or momentum, and completing actions.

 

Holds attention on what is important to the client and supports client to take action: 

a. Co-creates "between-the-sessions" aspects of AD/HD Coaching partnership and incorporates any agreed-upon actions into coaching plan.

b. Supports client in developing skills needed for self-directed action.

c. Assists client in selecting and using self-monitoring tools.

d. Constructively addresses client concerns about follow-through.

e. Routinely revisits AD/HD Coaching plan and assesses progress toward goal achievement.

f. Fosters client's ability to follow-through and take consistent action.

g. Acknowledges that greater support, additional resources and more frequent feedback may be necessary.

h. Effectively organizes and manages client information and demonstrates awareness of client's status with respect to stated goals.