How is Coaching Different From Youth Mentoring?
The Academic Coaching Program consists of 10 one-to-one sessions that cover 32 key concepts, providing a student with more structure than youth mentoring. Sessions are usually spaced once every one or two weeks. Students take an average of four months to complete the program. The length of the program helps students incorporate the concepts into action and habits with a coach to hold them accountable. Because a student meets with a coach individually, the coach can tailor the program to the specific needs of each student. Unlike youth mentoring programs, life coaches also communicate directly with parents to design a coaching process that works.
The 3 Parts of the Academic Life Coaching Program
Learning and Motivation Styles, Foundation for Academic Success. The first third of the program addresses the skills necessary for academic success. Students learn about their own learning styles and exercises that they can use to understand how best to learn in school. The outcome is that students are more confident, feeling comfortable with different thinking, memory, and learning styles. The section also helps students with organization and creating systems to handle the stress of grades and the college application process. Students will learn the different kinds of organization and learn how to fit those types to different personalities. They will not only learn the concepts but how they can apply those concepts to help their peers.
Core Life Coaching Skills. Learning how to take sustainable steps towards goals, identifying and changing perspectives, and aligning values with action all comprise the second part of the of the program. The Core Life Coaching skills section specifically trains students in the life coaching core skill set, as set out by the International Coach Federation.
Personal Leadership and Powerful Communication. The last third of the program trains students in personal leadership and powerful communication skills. Students are coached through a process of eliciting effective mission statements and designing personal leadership projects. By creating opportunities to step into leadership roles, they can create positive change in their own peer groups, classrooms, families, and communities.