Liliana Diaz is a professional coach with more than five years of practice working with neurodiverse people who face challenges with executive function deficits, ADHD, learning disabilities, and related difficulties. She draws from first-hand experience with her son and husband, both living with ADHD. Through her years as a mathematics teacher in Venezuela, and in supporting her son through school and university, she has developed a deep understanding of what it takes for students to overcome challenges and achieve success.
Liliana trained as a professional coach with the Adler School of Professional Coaching (ATC designation) and subsequently earned the Associate Certified Coach (ACC) credential from the International Coaching Federation. She also holds a certificate in Cognitive Behavioural Therapy (CBT) from CounselCareCanada. She became an Edge Foundation-trained ADHD coach (focusing on university and high school students), and expanded her scope to include parents through PTS Coaching’s Professional ADHD Parent Coach training.
She previously earned a bachelor’s degree in economics from the University of Zulia in Venezuela, graduated as a mathematics teacher from Pedagogical Institute in Lima, Peru, and qualified as a Certified Public Accountant (CPA) in Canada.
She brings a wealth of experience and relevant skills from her earlier career in finance at major Canadian financial institutions, where her main focus was on implementing policies and regulatory compliance across bank operations in many countries. These implementations required high levels of organization, planning, and follow-through, earning buy-in and commitment from stakeholders, and leading/coaching her multicultural and multidisciplinary team to successfully complete projects and realize goals.
Liliana developed a keen interest in coaching while helping to address challenges related to ADHD experienced by her partner and son. She became an advocate, navigating obstacles in the school system, arranging for accommodations, and working with teachers to create conditions for success. Subsequent to expanding her family support circle to include an executive function and performance coach, she saw the benefits that coaching provided to her son and its positive impact on family dynamics.
After changing careers, she has focused on helping neurodiverse post-secondary students and young adults with executive function deficits, ADHD, and related challenges to succeed academically, build useful skills and strategies, and improve their overall performance and quality of life. She has also worked with families of clients, helping them to provide support and structure to facilitate success and family harmony.
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