Learning Strategies and Coaching: Pathways to Self- Determination

1. Learning Strategies and Coaching: Pathways to Self-Determination David R. Parker, Ph.D. (CRG) Postsecondary Disability Specialist/ADD&Life Coach www.childrensresourcegroup.com (317) 575-9111 ext. 146

2. Overview of Strand • Day 1: Strategy Instruction • Important outcomes • How/why we teach strategies • Strategies mindset • Share/learn/practice some strategies • Day 2: ADD Coaching • An emerging postsecondary service • Coaching mindset • Practice coaching techniques • Comparing strategies and coaching • Day 3: Self-Determination • What is self-determination? • Why SD matters in college students • Whitney’s case study • Is it the type of service, or how we deliver it, that influences SD?

3. An Emerging Postsecondary Service Sports: “Guide on the Side” • Coaches are trained to ask clients questions that promote their reflection and ability to develop realistic plans. In general, they believe that clients are “creative, resourceful, and whole.” - Whitworth, Kimsey-House, Kimsey-House, & Sandahl (2007) • Coaches hold clients accountable for acting on their plans and learning more in the process about factors that support or restrict their goal attainment efforts. - Quinn, Ratey, & Maitland (2000) Mentoring Life Coaching ADD Coaching College Coaching

4. An Emerging Service Coaching Addresses 2 Goals: Forward the action Deepen the learning • Areas of focus: • Scheduling • Goal setting • Confidence building • Organizing • Focusing • Prioritizing • Persisting at tasks - https://edgefoundation.org/parents/how-a-coach-helps/

5. An Emerging Service • Some campuses that offer coaching: Dartmouth College • http://www.dartmouth.edu/~acskills/academiccoaching.html Messiah College • http://www.messiah.edu/offices/disability/coaching/ Northern Virginia Community College • http://www.nvcc.edu/campuses-and-centers/woodbridge/campus-resources/student-services/adhd-coaching/index.html UNC-Chapel Hill • http://learningcenter.unc.edu/work-with-academic-coaches/ University of Arizona • http://www.salt.arizona.edu/services/life-adhd-coaching

6. Coaching Mindset • Inquiry model (we ask/listen as we elicit student’s agenda) • Coaching is a wellness model • Coaches believe that people are “creative, resourceful, and whole” and, therefore, are usually able to identify the best ways to reach their own goals • We co-design an alliance unique to each student • Coaches work with the entire student; not just academics

7. Coaching Techniques Coaches Ask “Powerful” Questions that Trigger EF • What outcome would be helpful? • What are you willing to do to achieve that? • What are your best options? • How can you learn more about that? • What’s getting in the way? • What would you gain by starting today? • Do you see any pitfalls with that plan? • What values are you honoring by pursuing that? What do you notice about these questions?

8. Coaching Techniques • Coaches Hold Students Accountable • What will you do? • By when will you do it? • How will I know how this goes for you?

9. Examples of Accountability Hi Lucas, Were you able to try any new “wake” strategies this morning? I failed to set my alarm across the room, but I did manage to turn on the light. So I was still able to make it to work on time. So I’ll just have to set it tonight and I should be able to get up on time and be to work even earlier. Good update, Lucas. Were you able to tackle any schoolwork today? I was. I answered my discussion questions in 1500 and 1650 Here you are, Dr Parker

10. Practice Coaching Techniques • Pair up. Choose roles (coach, client). • Help your client plan a way to reach an actual life goal. • Ask brief, open-ended questions. • Let the answers come from the client. • Once the client has identified a plan, develop an accountability plan: • What will you do…? • By when will you…? • How will I know…?

11. Practice Coaching Techniques • Do you think it would be a good idea to go to the library tonight and draft an outline for that Sociology paper…?

12. Practice Coaching Techniques • “The coaches are very concerned about your progress. And it's very intensely about how you are doing... I suppose that a coach is a specialist on the process of doing something.” • “I know one thing [my coach] definitely does is, when she'll ask me a question like, ‘How are you going to get this done?’ Or, ‘What do you do to get this done?’ She's always guiding me towards the answer, but she never just flat out gives it to me. So, in a way she's not just giving me the answer; she's teaching me how to get through everything to get to the answer.” • “The most useful thing [I've learned through coaching] is really keeping organized and making my plans and keeping my deadlines… The really useful thing is that plan as well as that analogy of the boat. Like last night, I was in the middle of writing a research paper. It was 9 o'clock and I was like, ‘If I don't get this rough draft done, I'm going to be in so much trouble.’ But I just remembered, ‘No, it's okay. It's fine. The rough draft will get done and then I'll get to my finished paper and then I'll get to my final grade and it will be fine.’” - Student quotes from Parker & Boutelle (2009)

13. Finding Qualified Coaches • Many coaches work by phone or Skype. • Ask about training and credentialing. • Sources for finding a coach: • American Coaching Association http://americoach.org/coachfinder • The Edge Foundation https://edgefoundation.org/parents/get-adhd- help-now/ • ADD Coach Academy http://www.addca.com/adhd-coach-training/ADHD-Coaches/ • The Coaches Training Institute http://www.thecoaches.com

14. Comparing Different Models Adapted from Byron, J., & Parker, D.R. (2002). College students with ADHD: New challenges and directions. In L.C. Brinckerhoff, J.M. McGuire, & S.F. Shaw (Eds.), Postsecondary education and transition for students with learning disabilities, (2nd edition). Austin, TX: PRO-ED.