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What is Somatic ADHD & Autism coaching?

Somatic coaching for ADHD and Autism involves a holistic approach that integrates body awareness, movement, and mindfulness techniques to support individuals in managing the challenges associated with these neurodivergent conditions. The focus is on enhancing self-awareness, self-regulation, and overall well-being through a mind-body connection.

 

Key aspects of somatic coaching for ADHD and Autism include:

 

1. Body Awareness:Promoting awareness of bodily sensations, movements, and postures to foster a deeper connection with oneself.

 

2. Mindfulness Techniques:Incorporating mindfulness practices to help individuals stay present, manage stress, and enhance attention and focus.

 

3. Sensory Integration:Addressing sensory sensitivities and exploring techniques to manage sensory experiences for improved comfort and functioning.

 

4. Emotional Regulation:Developing strategies to navigate and regulate emotions, providing tools for individuals to better understand and manage their emotional responses.

 

5. Movement and Expression:Using movement as a means of expression and a tool for self-regulation, allowing individuals to explore and understand their unique ways of moving.

 

6. Trauma-Informed Approach:Recognising the impact of past experiences and incorporating trauma-informed principles to create a safe and supportive coaching environment.

 

Somatic coaching acknowledges the interconnectedness of the mind and body, recognising that physical experiences can profoundly influence mental well-being. By integrating somatic approaches into coaching sessions, individuals with ADHD and Autism may find support in developing coping mechanisms, improving self-esteem, and enhancing overall life satisfaction.

How we work together

My mission is to ensure that neurodivergent teenagers and those who care about them feel genuinely seen, heard, and valued.

I achieve this through engaging workshops and public speaking events that promote awareness and create a culture of inclusivity within families and communities.

 

My coaching method is grounded in a profound understanding of trauma's impact. I incorporate somatic body-based strategies to help my clients reconnect with their bodies and emotions. This approach is especially valuable for neurodivergent individuals, who may find it challenging to process certain thoughts and feelings.

 

Drawing inspiration from experts like Stephen Porges and his “Polyvagal theory”,Bessel van der Kolk's "The Body Keeps the Score," and attachment theory, my coaching sessions are tailor-made experiences. I never aim to "fix" but rather co-create solutions through a collaborative partnership.

 

Above all, I firmly believe that the heart of effective coaching lies in the relationship between the client and the coach. Over time, I cultivate a safe and trusting space where psychological safety thrives, enabling clients to explore, grow, and flourish without fear.

 

If you're searching for a warm, empathetic, and effective coach who not only possesses professional expertise but also walks the path of neurodiversity themselves, I'm here to be your dedicated partner on this incredible journey of embracing neurodiversity and unlocking the boundless potential within each individual.

Teacher & School CPD

The average time a child has to wait to get help with a mental health issue is 3 years*. And so with children spending 195 days a year in school it makes sense that while these vitally important relationships are being formed with key staff, the school environment constantly improves in strengthening its knowledge base when it comes to mental health and their knowledge of mental wellbeing. I can help.

 

Together, we will work as a school to:

  •  empower teaching staff with practical strategies and tools to identify, manage and communicate children’s challenges;

  • develop further self awareness so as to be able to reflect and respond to challenging situations rather than react;

  • strengthen the school culture around the values of person centred care, empathetic listening and embodiment.

* Kahn, L. (2016). Missed Opportunities: A review of recent evidence into children and young people's mental health. The Centre for Mental Health (UK). 

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