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

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 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. I 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 Stude nt vie we d a s a n e xpe rt wo rking in a dvic e is vie we d b y the stude nt a s pa rtne rship with the pro fe ssio na l fa c ilita ting c ritic a l to the stude nt de c isio n-ma king the de c isio n-ma king pro c e ss. pro c e ss. Pro fe ssio na l he a rs the pro b le m fro m the 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 stude nt a nd pro b le m-so lve s with the stude nt a nd skills stude nt ne e ds a nd the n to c re a te a wa y to e xpe rime nt with a te a c he s stude nt. so lutio n. Pro fe ssio na l do e s mo st o f the ta lking ; Stude nt do e s mo st o f the ta lking ; se rvic e stude nt liste ns. 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 Stude nt me e ts with pro fe ssio na l o nc e a we e k. we e k with re g ula r c he c k-ins b e twe e n se ssio ns. 1

6/7/2016 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. 2

6/7/2016 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. 3

6/7/2016 Se lf-De te rmina tio n & Co a c hing Skills • E mpowe rs vs. e na b le s Co mpe te nc e •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 •Stude nt a lwa ys in c hoic e - the ir a g e nda Auto no my •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 •E ng a g e s in a c lo se , trusting re la tionship Re la te dne ss •Suppo rts stre ng ths a nd va lue s • L iste ns a c tive ly to stude nt’ s pla c e 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 o 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 ? 4

6/7/2016 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 : tude nt – De sc rib e a situa tio n o r a pro b le m fo r up S 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 tude nt: “My frie nd c a n do it b ut I c a n’ t!” S 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? ” tude nt: “I ’ m no t g o o d a t this!” T RY IT ! S tude nt: “Pla n A didn’ t wo rk!” S 5

6/7/2016 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 17 Upc oming T ra ining Course for Hig he r E d Profe ssiona ls “Impr ove 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 6