Online Master Classes

All master classes are 90 minutes and take place using Zoom.



Recordings of Previous Master Classes

Recordings of previous master classes are available.

  • Coaching Twice-Exceptional Clients (Coach demonstration not recorded for client confidentiality)
  • Coach Approach to Working with Neurodivergence and Overwhelm
  • Turning Cons of Neurodivergence to Pros Without Toxic Positivity
  • Neurodivergent Reflections: Flat Mirror or Funhouse Mirror?
  • Self-Presentation and Neurodivergent Masking: What’s the Difference?
  • Ethical Issues in Neurodiversity-Inclusive Coaching




Ethical Issues in Neurodiversity-Inclusive Coaching 

Tuesday, March 5, 2024 at 8:00 pm ET
Monday, March 11, 2024 at 11:30 am ET

Neurodiversity-inclusive coaching raises all the usual coaching ethics questions from the ICF Code of Ethics. And it also requires even deeper thought about how to coach this already-marginalized population without doing harm. 

For example: 

  • How much knowledge about neurodiversity do I need to coach neurodivergent clients? 
  • Should neurotypical coaches avoid coaching neurodivergent clients or vice versa?
  • Is it ethical for me to help clients hide their neurodivergence more effectively?
  • When should I refer to a specialist, and how do I choose one?

In this course, we will identify some of the ethical issues that come with neurodiversity-inclusive coaching and how to work through them.

By the end of this session, you will be able to:

  1. Identify some of the ethical issues specific to practicing as a neurodiversity-inclusive coach
  2. Have conversations about ethical boundaries with your neurodivergent clients
  3. Recognize when to bring ethical issues to coaching supervision or refer to other professionals 


REGISTER FOR MAR 5 REGISTER FOR MAR 11

Neurodivergence and Trauma-Awareness For Coaches

Tuesday, April 2, 2024 at 8:00 pm
Monday, April 8, 2024 at 11:30 am

Most neurodivergent adults have some amount of developmental trauma due to childhood difficulties of navigating cultures designed to work for a majority of kids. 

Any coach seeking to work with neurodivergent clients must have a basic understanding of how trauma affects the coaching process, when to refer clients for therapy, and how to ethically coach a client with trauma.

Many neurodivergent people are undiagnosed or will not self-identify to a coach. Because of this, trauma-aware coaching is needed in general practice as well as with identified neurodivergent clients. 

By the end of this session, you will be able to:

  1. Recognize when trauma may be impacting a coaching session or relationship
  2. Use trauma-informed coaching practices to avoid doing harm to a client
  3. Know when to partner with a therapist or refer


REGISTER FOR APR 2 REGISTER FOR APR 8

Coaching for Communication Across Neurotypes

Tuesday, May 7, 2024 at 8:00 pm ET
Monday, May 13, 2024 at 11:30 am ET

Neurodivergent clients often have received feedback that they do not communicate well. This may look like an ADHDer who needs to share all of the context, an autistic person who does not read between the lines, or a gifted person who skips steps in their explanations. 

In fact, when a group of common neurotypes is put in a room, so-called communication problems disappear, and neurodivergent people are able to communicate well with others who think like them. This exemplifies the double-empathy problem, the idea that neurodivergent people may be speaking a different language, in a way, than others.

Coaches who are not accustomed to neurodivergent thinking may find neurodivergent clients to be “too much” or “all over the place” because of their nonlinear thinking and communication. To coach neurodivergent clients, we must be able to follow their hops and skips in conversation and know when and how to ask clarifying questions that do not force them into linearity.

By the end of this session, you will be able to:

  1. Understand the double-empathy problem and how it affects coaching
  2. Ask questions to help bridge any double-empathy problem between you and your clients
  3. Know when to bring a coaching challenge to your mentor or supervisor or refer to a specialist


REGISTER FOR MAY 7 REGISTER FOR MAY 13

Gender and Neurodiversity in Coaching

Tuesday, June 4, 2024 at 8:00 pm ET
Monday, June 10, 2024 at 11:30 am ET

Gender diversity is sometimes viewed as a form of neurodiversity. Autistic people are more likely than neurotypical people to be gender diverse and gender-diverse people are more likely to have autism than are cisgender people.

Neurodiversity-inclusive coaches must be able to recognize the frequent co-occurrence of gender non-conformity and neurodivergence and learn how to work with it. Without this awareness and skill, coaches may be doing a disservice and even harm to their clients unknowingly.

In this class, we will practice gender-aware coaching practices that are open and welcoming to clients with all gender identifications, whether expressed, masked, or unconscious. 

By the end of this session, you will be able to:

  1. Recognize the challenge gender-norms pose to many neurodivergent people
  2. Use gender-inclusive language in your coaching 
  3. Recognize when to bring ethical issues to coaching supervision or refer to other professionals


REGISTER FOR JUNE 4 REGISTER FOR JUNE 10

Asynchronous Development in Neurodiversity-Inclusive Coaching

Monday, July 8, 2024 at 11:30 am ET
Tuesday, July 9, 2024 at 8:00 pm ET

Cognitive, emotional, and behavioral lines of development occur independently of each other. Neurodivergent individuals frequently experience unique patterns of asynchronous development due to their particular neurodivergences. 

The vast range of neurodivergent developmental experiences can make effective coaching more difficult. 

As coaches, we strive to meet our clients where they are. Asynchronous development challenges our assumptions about human development and makes it harder to understand where our clients are. By incorporating the lens of asynchronous development, we learn to separate developmental areas. This allows us to see and reflect our clients more clearly, offering thema flat mirror rather than a funhouse mirror.

In this class, you will learn:

  1. How to distinguish between different areas of development
  2. How to use that information to better take the client’s perspective
  3. When that perspective is too different from our own and requires a specialist or coaching supervision to parse the situation


REGISTER FOR JULY 8 REGISTER FOR JULY 9

Neuroscience of Neurodivergence for Coaches

Tuesday, August 6, 2024 at 8:00 pm ET
Monday, August 12, 2024 at 11:30 am ET

Different human beings process information in different ways–that’s the basis of the neurodiversity lens. Sometimes, these differences challenge our ability to understand, empathize with, and communicate effectively with one another.

Neuroscience offers a brain-based way of examining and identifying these differences. 

Using neuroscience to inform our coaching practice requires us to examine what neuroscience tells us, what neuroscience can’t tell us, and how to use this knowledge in a coaching relationship.

By the end of this session, you will be able to:

  1. Distinguish between what neuroscience can and cannot tell us
  2. Use neuroscience to inform your coaching practice in two ways
  3. Recognize when using neuroscience would do more harm than good


REGISTER FOR AUG 6 REGISTER FOR AUG 12