Forum for Activities

Re: Personal Motivation

Wed, 04 Feb 2026 13:20:27 GMT

by Anita Jane Davies.

Personally professional learning is not something that is undertaken on a course, it is something that we live, test, questions and integrate. In recent years this has become tightly bound to who I am becoming as a practitioner. I am less interested in learning new tools and gaining certificates, for the most part, and more about reflection. This reflection considers how my way of seeing each client has changed. What assumptions am I having to adjust or unlearn, what have I become more confident in not doing to protect my own boundaries and beliefs.
My evolution into a confident and effective practitioner has been led by my re-orientation and rediscovery of what my own values, ethics and stance are. I refuse to collect models to toss out to clients in a set pattern. Everything I learn is tested again lived experience, is checked to ensure it is neuro=affirmative and adapted when required.
My professional learning journey has become one of ongoing refinement of professional judgement, identity and ethical stance and I achieve this through lived practice, critical reflection and integration.
I recently embarked on a coaching qualification that should have been everything the ND coaching sector needs, sadly it overpromised and underdelivered in a number of ways. This experience was challenging yet ultimately generative and has had a positive overall effect on me as a practitioner. While elements of the programme felt limited in depth and insufficiently aligned with a neurodivergent-affirming, practitioner-led approach, this dissonance itself became a catalyst for learning. The qualification provided formal exposure to ADHD-specific frameworks and language, alongside significant informal learning through peer discussion, observation, and reflective comparison with my existing coaching practice. Critically evaluating areas of misfit prompted deeper interrogation of deficit-based assumptions and sharpened my professional judgement regarding ethical application of models with neurodivergent clients. Importantly, the relationships formed with peers on the programme have become an enduring source of professional learning, offering ongoing dialogue, challenge, and mutual reflection beyond the formal boundaries of the qualification. These professional-peer connections continue to support my development as a practitioner, reinforcing learning as a socially situated and evolving process rather than a discrete outcome. Although the programme did not fully meet my expectations, it contributed meaningfully to my development by clarifying my coaching stance, reinforcing the importance of critical reflection, and accelerating my transition from technique-led learning to integrated, values-driven specialist practice.

Personal Motivation

Wed, 04 Feb 2026 12:44:38 GMT

by Anita Jane Davies.

For as long as I can remember I have wanted to pursue doctoral level study, however, despite that desire I did not have the confidence in my own ability for many years. With over 20 years experience leading teams in higher education I have always been a passionate coach and teacher. I started and failed to complete a number of postgrad qualifications during this time but undiagnosed neurodiversity and that youthful feeling of being 'too busy' living my life meant I was never able to perform to the best of my ability or complete the programmes.

I left HE just over 8 years ago to raise a family and pursue other interests. What followed includes a deep exploration of roles that did not suit my brain or my drive, a diagnosis of ADHD with suspected Autism, COVID and several periods of burnout inbetween. During the last burnout I experienced. approx 4 years ago. I finally took the time to really reflect on where my strengths lie and what needed to change. This led to my return to coaching fulltime and the growth of a business that finally suits my needs as well as allowing me to deliver the very best support to clients.

Despite being a well qualified and experienced coach I was still struggling with imposter syndrome so I began the MA Coaching and Mentoring initially to prove to myself (mostly) and also to others that I am competant in my role. With the support of my own personal growth and reflection, support from some great teachers and tutors and effective ND support for learning I was able to excel in my studies for the first time in my own memory. As a result of this support and my own determination I finally felt able to apply for and secure my place on the doctorate and begin the process of transition from reflective practitioner to practitioner researcher.

Re: Introduction

Wed, 28 Jan 2026 13:15:39 GMT

by Laura James.

Thank you for sharing this, Anthony. Some great examples of learning discussed