|
|
|
|
ACADEMIC COACHING  |
| |
There is
no more vulnerable human combination than an undergraduate.
--
J. S. Dickey, President, Dartmouth University |
Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfulled, can be translated into benefit for everyone and greater strength for our nation.
-- John F. Kennedy
|
| |
| WHY ACADEMIC COACHING? |
Academic coaching, like other forms
of coaching, assists with transitions to higher levels
of knowledge and performance, and these transitions often
take place under conditions of protracted stress and temptation
that can reduce the likelihood of achieving one's academic
goals. This is particularly true when students are away
from home for the first time and are called upon to live
a disciplined, balanced, and focused life without parental
oversight. Oftentimes, these students find themselves
in "special status" due to their poor academic
performance, and a combination of embarrassment and anger
can impede a return to productivity.
Academic warning, suspension, or expulsion may, and perhaps
should, be viewed as a failure in dealing with the stress
and temptations of student life. On the other hand, academic
setbacks may be an indication that the original plan was
not in keeping with the aptitudes, interests, and resources
of the student at a time when the educational endeavor
was undertaken. Academic coaching can help make an imposed
interruption of the student's education an integral part
of it. |
| |
| WHY COACHING INSTEAD OF COUNSELING
OR THERAPY? |
| |
| Academic coaching can
help the student, whose progress is in jeopardy, reassess:
lifestyle decisions, study habits, and personal goals.
Traditionally, such students have often been referred
for counseling or psychotherapy; however, many students
and/or their parents prefer academic coaching to traditional
therapy for two primary reasons: |
| |
 |
psychotherapy often
entails a "medical model" conceptualization
of the student's difficulties and usually requires the involvement
of psychiatric diagnoses, health insurance gatekeepers,
and the entry of intimate details of the student's life
into medical databases -- the privacy and security
of which is uncertain. Unless a psychotherapeutic conceptualization is clearly indicated, a coaching paradigm may provide an appropriate and facilitative alternative or, perhaps, an adjunct to diagnosis and treatment that is provided by a healthcare professional, who is treating a psychiatric condition. |
|
psychotherapy and counseling
sometimes do not address the development and implementation
of explicit and strategic recovery strategies and the accountability that coaching entails. |
|
The embarrassment that is associated
with academic setbacks can compromise the student's
clear thinking and strategic planning at a time when
realistic appraisals, clarity of thought, and strategic
planning are of particular importance. A student, who
does not meet the criteria for a diagnosable psychiatric
condition, who wants to revisit some old assumptions
regarding academic and/or professional goals, may wish
to do so in a collaborative, non-shaming, and focused
relationship of expertise, empathy, and discretion.
Academic coaching provides this opportunity.
Academic coaching is not therapy or tutoring. At Chesapeake Coaching of Oyster Point Psychological, we
help you develop and implement a focused strategic plan
for:
|
| |
|
|
getting back into college with enhanced probability for success |
|
transferring into your first
choice school and "going the distance" |
|
getting out of probationary
status and staying out |
|
reapplying to law school or medical
school with increased chance of success for admission and graduation |
|
| FEES FOR ACADEMIC COACHING |
An initial
assessment of approximately three hours in length includes
an interview and
the completion of a questionnaire. This initial assessment
is conducted on a fee for service basis and is required
before any longer term commitment between coach and client
is possible. The client agrees that this interview and initial assessment do not constitute the formation of a doctor-patient relationship, although a referral for therapy is sometimes made.
Fees for academic coaching are payable in advance, and
the coach and client commit to one another for twelve-week
periods of time. At the end of each twelve-week period,
coach and client discuss what progress has been achieved
and what need exists, if any, for a continuation of the
coaching relationship.
For additional details regarding fees, please call Chesapeake Coaching of Oyster Point Psychological. |
| HOW ARE REFERRALS MADE |
Referrals for academic
coaching often come from the parent(s) of an underfunctioning student, in the case of the
high school student or an undergraduate. Older students (e.g.,
in graduate programs) often refer themselves.
Parents, school administrators, and/or students, who believe
that academic coaching may be beneficial for a particular student, are invited
to call Chesapeake Coaching of Oyster Point Psychological at 804.435.6777 for a no-cost and no-obligation
discussion of the student's particular circumstances.
We look forward to working with you; call us today! |
| |
Top |
| |
|
|
|
