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My Approach

 The process:

  • We start by booking an online introductory meeting (about 30 minutes in length) so that I can understand your goals, barriers, and coping strategies.

  • I recommend meeting online once a week thereafter.

  • Each week, depending on your goals, and situations which arise during the week, we discuss different aspects of the executive functions. We learn more about how they impact your life by identifying and recognizing your inherent coping strategies. We learn more specific and efficient strategies to become more capable of overcoming the barriers. Then, we make a plan for accountability. 

  • After our meeting, I will send you an email with notes from our meeting (for you to review if you wish) as well as a reminder of the strategies we're working on that week. This email helps with memory and accountability. 

  • We then check in the following week to see how the strategies are working, make adjustments as necessary, and move on to overcoming a new barrier when you're ready. 

Everything we discuss is completely confidential. Safety and consent are my top priorities. If you ever feel uncomfortable or if you don't want to discuss something that arises during our meetings, you can feel confident that your emotional well-being will be respected without question. 

Many of my students work with me throughout the year, even when those who are in school, in order to continue practicing their executive function strategies. 

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As a baseline, it's essential to understand what neurodiversity means and what executive functions are. 

So what are executive functions? 

It's a term to describe skills that enable us to be self-sufficient and independent:

  • Inhibitory control - The ability to adapt and control our thoughts, actions, reactions, and emotions depending on the environment and situation. 

  • Working Memory - The ability to retrieve information and to follow multi-step directions.

  • Cognitive flexibility - The ability to adapt our behaviours as needed based on changes in the environment.

  • Metacognition - The ability to be self-aware, to understand our own thoughts and thought processes.

  • Emotional regulation - The ability to respond appropriately and to manage our emotions.

Just like some people have a body built to run marathons, some have a brain that more easily knows how to manage and streamline their executive functions. Some people can train really hard, even without the natural ability, and learn to run marathons. In the same way, people can train to use their executive functions in a more productive and strategic way. 


You can strengthen your executive functions, but it takes practice.

What about neurodiversity?

Neurodiversity is a relatively new term. According to Merriam-Webster, the first known use was in 1998. The simplest way to understand the concept is that the average person has what we call a "neurotypical" functioning brain, and those whose brains function differently are considered "neurodivergent". People with an ADHD or ASD diagnosis are considered to be neurodivergent. Most neurodivergent people struggle with executive functioning skills.

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We all deserve to thrive

I believe that all minds deserve the right to function and thrive.

I have seen firsthand in schools how the negative stigma of neurodiversity affects children. I have seen the long-term implications of this phenomenon by working with many university students who were subsequently not taught adequate skills to manage their work in post-secondary. These adults all have brilliant minds that shine through when given the skills they need to succeed.

Every day it is my intention to find new and better ways to assist a wide range of neurodiverse people in achieving their goals and dreams. To get to a place where they are confident in their abilities and where they can use their unique way of seeing their world to make it a better place. 

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