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coaching programme

My son is so disorganized and forgetful, how do I help him?

My kid always makes mistakes, gets telling off, and commit the same mistakes again. Just why?

My daughter has ADHD and cannot stay out of trouble for one second, what do I do?

My boy wants to get into University but he’s not the planning type of person. He gives up easily. Whom does he go to for help?

What if there is a coach who would talk to your child every day (or every other day) on phone or Skype to guide him through the change your child want to make, and a psychologist/therapist meeting your child every month to keep track of your child’s progress, set goals for your child, and help your child steer his/her wheel?

Meet the “coaching programme.”

What is a coaching programme?
    

Coaching is an evidence-based client-centred approach to help children/teenagers (clients) explore and achieve their goals in their daily lives and studies. It offers both professional support from a psychologist/therapist and frequent follow-up by a coach to allow the clients to learn skills, express feelings, maintain progress, self-reflect, and get motivated; so that they can steer their own wheel with professional and close assistance to make changes in their lives and be independent. 
 

Who does the coaching programme help?
 

Every child/teenager who wants to make a change. The preferred age is 10 years or elder, this is when children/teenagers are generally motivated to make changes and achieve things on their own. 
Coaching is especially adept in helping the following children/teenagers:

  • Children/teenagers with ADHD, Autism Spectrum Disorder (ASD) or Dyslexia (or SpLD). 

  • Children/teenagers who are weak in one or more of the following executive functioning (EF):

    • Time management

    • Impulse control

    • Emotional management

    • Making plans (e.g. study plans)

    • Setting goals

    • Motivation

    • Attention

    • Task initiation (i.e. combating procrastination)

    • Self-reflection

    • Organization
       

What does the psychologist/therapist do?
 

The psychologist/therapist meets the client (maybe the parents as well) once a month for 45 to 60 minutes. The psychologist/therapist assesses the client’s needs, set goals with the client, determine motivational strategies, and track the client’s progress. The psychologist/therapist also supervises the coach to follow up with the client. 
 

What is a coach and what does he/she do?
 

The coach is a counsellor trained by the centre especially for this purpose. The coach is the child’s companion along the way to achieve the goals. The coach talks to the child every day (or every other day) for around 15 minutes to allow him/her to express his/her feelings and discuss his/her difficulties. The coach also guides the client to reflect on the day’s progress and plan for the next day’s challenge. Moreover, the coach teaches the skills needed and explore ways for the client to achieve their goals; and helps the client in ways that the client finds useful. 


Services


A. Everyday coaching programme

  • 1 Psychologist/therapist visit (45-60 min)

  • Everyday phone/video coaching (30 days x 15 min)

  • The child can initiate contact with the coach for assistance


B. Alternate-day coaching programme

  • 1 Psychologist/therapist visit (45-60 min) 

  • Alternate day phone/video coaching (15 days x 15 min)

Reference:​

  • Dawson, P., & Guare, R. (2004). Executive Skills in Children and Adolescents: A practical guide to assessment and intervention. New York: The Guilford Press.

  • Dawson, P., & Guare, R. (2012). Coaching students with executive skills deficits. New York: The Guilford Press.

  • DuPaul, G., J., & Weyandt, L. L. (2006). School-based interventions for children and adolescents with attention-deficit/hyperactivity disorder: Enhancing academic and behavioral outcomes. Education and Treatment of Children, 29, 341-358.

  • Merriman, D., & Codding, R. (2008). The Effects of Coaching on Mathematics Homework Completion and Accuracy of High School Students with Attention-Deficit/Hyperactivity Disorder. Journal of Behavioral Education, 17, 339-355.

  • Parker, D. R., & Boutelle, K. (2009). Executive function coaching for college students with learning disabilities and ADHD: A new approach for fostering self-determination. Learning Disabilities Research & Practice, 24, 204-215.

  • Sleeper-Triplett, J. (2008). The effectiveness of coaching for children and teens with AD/HD. Pediatric Nursing, 34, 433-435.

  • Swartz, S., Prevatt, F., & Proctor, B. E. (2005). A coaching intervention for college students with Attention Deficit/Hyperactivity Disorder. Psychology in the Schools, 42, 647-655.

  • Tofade, T. (2010). Coaching younger practitioners and students using components of the coactive coaching model. American Journal of Pharmaceutical Education 73(4), 1-5.

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