6/7/2016 F o ste ring Stude nt Se lf-De te rmina tio n a nd E - - PDF document

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6/7/2016 F o ste ring Stude nt Se lf-De te rmina tio n a nd E nha nc ing L e a rning thro ug h Co a c hing Jo di Sle e pe r-T riple tt, MCC,BCC, SCAC JST Co a c hing & T ra ining Christina F a b re y, M.E d., PCC, BCC, ACAC

SLIDE 1

6/7/2016 1

F

ste ring Stude nt Se lf-De te rmina tio n

a nd E nha nc ing L e a rning thro ug h Co a c hing

Jo di Sle e pe r-T riple tt, MCC,BCC, SCAC JST Co a c hing & T ra ining Christina F a b re y, M.E d., PCC, BCC, ACAC Dire c to r, Ce nte r fo r Advising a nd Ac hie ve me nt Gre e n Mo unta in Co lle g e

Wha t is Ac a de mic Co a c hing ?

Ac a de mic c o a c hing e mb ra c e s the ide a ls a nd c o re

c o mpe te nc ie s o f b o th life c o a c hing a nd ADHD/ E F / L D c o a c hing . We fo llo w the stude nts’ a g e nda , suppo rting stude nt-dire c te d c ho ic e s.

n a c a de mic c o a c hing , we ho ld o ur stude nts mo re a c c o unta b le a nd usua lly ha ve a tig hte r pla n with mo re fre q ue nt c o nta c t tha n in g e ne ra l life c o a c hing .

Shifting to a Co a c h Appro a c h

T ra ditiona l Approa c h Coa c hing Approa c h Pro fe ssio na l vie we d a s a n e xpe rt who se a dvic e is vie we d b y the stude nt a s c ritic a l to the stude nt de c isio n-ma king pro c e ss. Stude nt vie we d a s a n e xpe rt wo rking in pa rtne rship with the pro fe ssio na l fa c ilita ting the de c isio n-ma king pro c e ss. Pro fe ssio na l he a rs the pro b le m fro m the stude nt a nd de te rmine s wha t a ppro a c h a nd skills stude nt ne e ds a nd the n te a c he s stude nt. Pro fe ssio na l he a rs the pro b le m fro m the stude nt a nd pro b le m-so lve s with the stude nt to c re a te a wa y to e xpe rime nt with a so lutio n. Pro fe ssio na l do e s mo st o f the ta lking ; stude nt liste ns. Stude nt do e s mo st o f the ta lking ; se rvic e pro vide r liste ns a nd e xplo re s with stude nt. Pro fe ssio na l ha s a ll o f the a nswe rs. Stude nt is who le , c re a tive , a nd re so urc e ful a nd c a n g e ne ra te his/ he r o wn a nswe rs. Stude nt me e ts with pro fe ssio na l o nc e a we e k. Stude nt me e ts with pro fe ssio na l o nc e a we e k with re g ula r c he c k-ins b e twe e n se ssio ns.

SLIDE 2

6/7/2016 2

Wha t is the Be ne fit o f Shifting ? DS Pe rspe c tive

“T he re sult o f shifting to a c o ac hing mindse t] is that stude nts are mo re fo c use d and the ir g o als are mo re c le arly de fine d. T he re ’ s an e nhanc e d re ne wal o f e ne rg y aro und the ir ac ade mic s. T he stude nts witho ut a do ubt c o me to my o ffic e kno wing that the y are c le arly in c harg e . T he stude nts are far mo re c o nfide nt no w and are e mpo we re d.”

Anto nia Me ssuri, Dire c to r o f the Offic e o f Ac c e ssib ility Se rvic e s

St. Mic ha e l’ s Co lle g e

Co a c hing Re se a rc h L inke d to Se lf-De te rmina tio n T he o ry

1. Ma itla nd, Ra de ma c he r, Ric hma n (2014) Co a c hing a nd Co lle g e Suc c e ss Unive rsity o f No rth Ca ro lina a t Cha pe l Hill. Jo urnal o f Po stse c o ndary E duc atio n and Disability. Vo lume 27(1), 2. Pa rke r, F ie ld-Ho ffma n, Sa wilo wsky & Ro la nds. (2011). Se lf-Co ntro l in Po stse c o nda ry Se tting s: Stude nts' Pe rc e ptio ns o f ADHD Co lle g e Co a c hing . Jo urnal o f Atte ntio n Diso rde rs 17(3) 215232. 3. Pa rke r, D. R., & Bo ute lle , K . (2009). E xe c utive func tio n c o a c hing fo r c o lle g e stude nts with L D a nd ADHD: A ne w a ppro a c h fo r fo ste ring se lf-de te rmina tio n. L e arning Disabilitie s Re se arc h & Prac tic e , 24(4), 204-215.

SLIDE 3

6/7/2016 3

Ma itla nd, Ra de ma c he r, Ric hma n. 2014

Stude nts re po rte d tha t c o a c hing e nha nc e d the ir se lf- de te rmina tio n in five wa ys. T he inte rve ntio n e nha nc e d the ir a uto no my b y pro mo ting the ir se lf-a wa re ne ss, b o lste ring the ir se lf-e ste e m, inc re a sing the ir e ffe c tive ne ss in wo rking to wa rd g o a ls, stre ng the ning the ir a b ility to e sta b lish mo re re a listic g o a ls, a nd e nc o ura g ing the ir c ritic a l re fle c tio n o n the ir g o a l- a tta inme nt e ffo rts.

Pa rke r, F ie ld-Ho ffma n, Sa wilo wsky & Ro la nds. (2011)

All c o a c he s use d the JST

Co a c hing Mo de l.

As the c o a c hing pro c e ss unfo lde d, stude nts

b e c a me mo re se lf-re g ula te d. In a dditio n, the y g a ine d a b e tte r unde rsta nding o f the impo rta nc e o f pa ying a tte ntio n to all a spe c ts o f the ir live s, no t just a c a de mic s.

Stude nts impro ve d in the a re a s o f skill, will a nd se lf-

re g ula tio n, a ll o f whic h a re ke y to b e c o ming se lf- de te rmine d.

Pa rke r, D. R., & Bo ute lle , K . (2009)

A purpo sive sa mple o f se ve n o f the se stude nts pa rtic ipa te d in two inte rvie ws. All se ve n de sc rib e d hig hly se lf-de te rmine d a ppro a c he s to g o a l a tta inme nt tha t the y a sso c ia te d with c o a c hing . T he se stude nts a lso re po rte d tha t, in c o ntra st to tra ditio na l c a mpus se rvic e s, c o a c hing fo c use d prima rily o n suppo rting the ir e me rg ing a uto no my, he lping the m de ve lo p a nd ma na g e the ir e xe c utive func tio n skills a nd pro mo ting the ir se lf-e ffic a c y a nd c o nfide nc e a b o ut future suc c e ss.

SLIDE 4

6/7/2016 4

Se lf-De te rmina tio n & Co a c hing Skills

mpowe rs vs. e na b le s

Inc re a se s se lf- a dvoc a c y
Builds a wa re ne ss thro ug h re fle c tion

Co mpe te nc e

Stude nt a lwa ys in c hoic e - the ir a g e nda
Pro mo te s sa fe risk-ta king a nd e xpe rime nta tion
Use s powe rful que stions g uiding e xplo ra tio n

Auto no my

ng a g e s in a c lo se , trusting re la tionship

Suppo rts stre ng ths a nd va lue s
L

iste ns a c tive ly to stude nt’ s pla c e

Re la te dne ss

T he Co re o f “Co a c h Spe a k”

Ope n-e nde d Que stio ns
Avo id a sking “Why”
I

nvo ke Curio sity

F
c us o n the Stude nt’ s Ag e nda
K

e e p it Simple

Pe rspe c tive s - Wha t Do Yo u Se e ?

SLIDE 5

6/7/2016 5

Po we rful Que stio ns

Coa c hing Sc e na rio:

A first-ye ar stude nt c o me s into yo ur o ffic e and de sc ribe s a c o nc e rn that he is having in his E ng lish c lass. He has a larg e pape r that is due at the e nd o f the se me ste r and do e s no t unde rstand the e xpe c tatio ns o f the assig nme nt. I n hig h sc ho o l, he utilize d the re so urc e ro o m to he lp him c larify his assig nme nts. He kno ws he ne e ds to disc uss his que stio ns with this ne w pro fe sso r but is no t sure , and quite ne rvo us, abo ut ho w to navig ate this c o nve rsatio n.

Rule s:

Stude nt te lls the c o a c h the situa tio n.
T

he c o a c h is o nly a llo we d to a sk po we rful q ue stio ns, no dire c t input, sug g e stio ns, e tc .

Stude nt ha s pe rmissio n to te ll c o a c h to sto p dire c ting

L iste ning / Re fle c ting Ba c k

E xe rc ise :

S tude nt – De sc rib e a situa tio n o r a pro b le m fo r up to 4 minute s Co ac h – liste n to stude nt’ s the wo rds a nd the sub te xt a nd no tic e the de me a no r. Whe n the stude nt ha s finishe d ta lking , re fle c t b a c k o n wha t yo u he a rd a nd no tic e d in yo ur o wn wo rds. Re ve rse ro le s

Co a c hing fo r a Gro wth Mindse t

S tude nt: “My frie nd c a n do it b ut I c a n’ t!” Co ac h: “Wha t do e s she do tha t yo u c a n le a rn fro m? ” S tude nt: “I t is g o o d e no ug h.” Co ac h: “Wha t wo uld ma ke this wo rk e ve n b e tte r? ”

T RY IT !

S tude nt: “I ’ m no t g o o d a t this!” S tude nt: “Pla n A didn’ t wo rk!”

SLIDE 6

6/7/2016 6

Co a c hing vs. a Co a c h Appro a c h

Pro fe ssio na l Ce rtifie d Co a c he s

Training
Coaching Practice Hours
Mentoring
Written and Oral Exams
Average of Two Years to Completion

Se rvic e Pro vide rs Using Co a c hing L a ng ua g e a nd Co a c hing Stra te g ie s in T he ir Curre nt Ro le Book re le a se – AHE AD Confe re nc e Be c o ming S e lf-De te rmine d: Cre ating T ho ug htfulL e arne rs in a S tandards-Drive n, Admissio ns-F re nzie d Culture Sha ro n F ie ld, E d.D. a nd Da vid R. Pa rke r, Ph.D. (E dito rs) Ac a de mic Co a c hing Cha pte r Jo di Sle e pe r-T riple tt, MCC, SCAC, BCC Christina F a b re y, M.E d., PCC, ACAC, BCC

Upc oming T ra ining Course for Hig he r E d Profe ssiona ls

“Impr

ve Your

Conne c tion to Colle ge Stude nts with Coac hing Skills”

4 we e k inte nsive te le c la ss with a udio pla yb a c ks 12 I CF Co a c hing CE Us Aug ust 9-30, 2016 T ue sda ys 11:00 AM-2:00 PM E ST $850 pe r pe rso n www.jstc o a c hing .c o m

SLIDE 7

6/7/2016 7

We b site s

JST Co a c hing & T ra ining www.jstc o a c hing .c o m Inte rna tio na l Co a c h F e de ra tio n www.c o a c hfe d e ra tio n.o rg Childre n a nd Adults with Atte ntio n De fic it Diso rde r www.c ha dd .o rg Ce nte r fo r Cre de ntia ling a nd E duc a tio n (CCE

Glo b a l)

www.c c e -g lo b a l.o rg ADHD Co a c he s Org a niza tio n (ACO) www.a dhdc o a c he s.o rg Atte ntio n De fic it Diso rde r Asso c ia tio n (ADDA) www.a dd .o rg ADDitud e Ma g a zine www.a dditud e ma g .c o m E dg e F

unda tio n

www.e dg e fo unda tio n.o rg Ve rmo nt ADHD Co a c hing www.VT c o a c hing .c o m

Bo o ks

Bro wn, T

ho ma s. S mart But S tuc k. 2014

Dwe c k, Ca ro l. Mindse t. 2008
Quinn & Ma itla nd. On Yo ur Own: A Co lle g e Re adine ss

Guide fo r T e e ns With ADHD/ L

D. 2011
Ra te y, Na nc y. T

he Diso rg anize d Mind: Co ac hing Yo ur AD/ HD Brain to T ake Co ntro l o f Yo ur T ime , T asks and T ale nts. 2008

Sle e pe r-T

riple tt, Jo di. E mpo we ring Yo uth With ADHD: Yo ur Guide to Co ac hing Ado le sc e nts and Yo ung Adults fo r Co ac he s, Pare nts and Pro fe ssio nals. 2010

Whitwo rth, K

imse y-Ho use , Sa nda hl. Co -Ac tive Co ac hing . 2011 3rd E d

Whitmo re , Jo hn. Co ac hing fo r Pe rfo rmanc e . 2009 4th E

Wrig ht, S. ADHD Co ac hing Matte rs. 2014

SLIDE 8

6/7/2016 8

T ips to F inding a n E xte rna l Co a c h

Org a niza tio ns:

JST Coa c hing & T ra ining

www.jstc o a c hing .c o m

E dg e F

unda tion

www.e dg e fo unda tio n.o rg

ADHD Coa c he s Org a niza tion www.a dhdc o a c he s.o rg

Ve rify tra ining , c re de ntia ls a nd e xpe rie nc e . E nc o ura g e stude nts to inte rvie w c o a c he s a nd c ho o se the b e st c o a c h fo r the m, no t the ir pa re nts.