At The Hallowell Center, we recognize that even the best treatment plans can get sidetracked without the proper “follow through” tools and mechanisms. Our Coaching services utilize the latest in applied psychology, organizational theory and brain science to help get you on track and keep you on track. Coaching helps you achieve your goals by breaking down and simplifying all the specific tasks you need to complete first in order to reach those goals.
What Our Coaches Can Do For You:
Our certified professional coaches work with you in a non-judgmental partnership that emphasizes practical tools for time management, planning, organizing, prioritizing, and decision-making systems for effective daily living.
At The Hallowell Center, we recognize that even the best treatment plans can get sidetracked without the proper “follow through” tools and mechanisms. That’s why we offer a special ADHD Coaching service to provide the external structure and support to change behavior, monitor progress and create a sense of accountability.
ADHD Coaching gets you on track and keeps you on track. It helps you achieve your goals by breaking down and simplifying all the specific tasks you need to complete first in order to reach those goals. Our certified professional coaches work with you in a non-judgmental partnership that emphasizes practical tools for time management, planning, organizing, prioritizing, and decision-making systems for effective daily living.
Our certified professional coaches are available to help both adults and adolescents who have been diagnosed with ADHD create and maintain a proper structure at home, at school, and at the office. They work directly with the patient and the immediate family members to create an environment that helps facilitate the success of the overall treatment plan developed by the Hallowell Center practitioners.
To learn more about The Hallowell Center personal coaches below, who provide their services remotely, please click on the profiles below:
Parenting children with ADHD or associated disorders can be challenging and different from what you imagined parenting to be. Even parents who do not need the level of intervention of PARENT TRAINING are looking for strategies to help with parenting calmly. They’re also looking for advice on managing their kids behavior, solving conflicts / problems, and better understanding what will help their children succeed while effectively keeping the relationship intact.
At the Hallowell Center, our ADHD parenting coach and licensed social worker, Marcia Hochman provides her services remotely. She uses the Calm and Connected curriculum created by Cindy Goldrich noted below. To learn more about Marica, click on her profile below:
You can also enroll online for Cindy Goldrich Ed.M., ACAC online parenting classes for: Calm and Connected: Parenting Kids with ADHD/Executive Function Challenges©
After years of hiring tutors, tutors very knowledgeable in their fields of expertise, many parents aren’t seeing their child’s grades improve much. There are still issues with their students of all ages being able to independently get homework started and completed, adapting effective study skills and managing their attention and frustration when learning new material. Tutors are tops for helping students understand the material or the course content. A good executive function coach is usually a clinician or learning therapist with a strong background in neuroscience, educational psychology, ADHD and special education.
For optimal learning, a student FIRST needs to have strong executive functioning skills so they can attend to, retain and follow through with schoolwork, independent of a parent or tutor. Once a student is primed to study, learn and follow through, a tutor may not be needed after all, or the student will be able to derive greater benefit from tutoring. These skills are called “executive” skills because they are similar to the abilities a CEO or a head of a company would have to demonstrate for a company to be successful and competitive. A company with a very bright, book-smart but scattered executive would have to depend on his/her managers to plan, prioritize and execute the vision. Executive function training EFT not only gives the student tools to succeed in academics, but in all aspects of their life. Executive function training helps students:
- improve attention and concentration
- be organized,
- be able to self-regulate stress and frustration,
- plan work
- study in more effective and creative ways
- manage time
- remember what he/she was told or read,
- take notes and how to use the notes for study
- get ideas down on paper
- advocate for themselves and communicate what they need to succeed.
Not all students need work in all of these areas. To save time and money, it’s essential to identify where the weak links are that affect learning. However, if several of these skills are weak, then interestingly, by targeting just a couple skills, improvements can transfer easily to other aspects of executive functioning.
How do you know whether to start your student with a tutor or an executive training coach? Ask your student and his/her teacher where they see the gaps in potential and performance. If your student appears to have a good handle on the bulleted abilities above, puts long hours and effort into the work but still strikes out on quizzes and tests, a tutor may be your best choice. But if there are gaps in the skills above, it makes more sense to start with Executive Function Training.
The Mindful Approach to Attention
There are many tasks throughout the day that require our attention. Attending to them requires that we self-regulate and maintain focus, especially difficult with ADHD. Research shows that we all have a limited amount of self-regulation resources and with ADHD the supply is even smaller. Think of it as a reservoir that requires refilling throughout the day as we continuously drain our supply. When the reservoir is empty, we have difficulty focusing and coping; our willpower is deleted. Mindfulness interventions can refill the reservoir. If we take mindful pauses during the day, we can keep the reservoir topped off. Again, a mindfulness practice teaches us the skills to recognize when the reservoir is in need of a refill.
As we practice mindfulness, we experience moments of peace and awareness. We come to know that quiet, calm space is always there and available to us. I like to compare it to an Eskimo who is asked to see himself relaxing under a palm tree sipping a pina colada. He can imagine it, but he has not experienced it. We can ask someone to calm down and feel the peace but if they have never experienced it, it is just a picture. Through mindfulness, we actually have moments of calm and peace. Just knowing that it is always there, below the surface, allows us some relief. It also encourages us to continue the practice.
Mindfulness exercises allow you to observe that your mind is always having thoughts. We learn that we do not have to get caught up in each of them. Compare it to sitting by the highway and watching the cars go by. You can simply watch them passing by or you can get caught up with them. You can talk mindfully to your thoughts. “Thank you very much but right now I’m finishing this project; thank you very much but right now I’m in a meeting.” You don’t have to pay attention to each and every thought.
Mindfulness allows us to participate and be present in our lives. We learn to savor our experiences as we stop and bring awareness to the moment. It is important that we learn to check in using mindfulness techniques regularly throughout the day to be sure we are truly in the moment and present for the experience.
A key to mindfulness is the development of a non-judgmental awareness. We develop the skill to become an impartial observer of our own thoughts. We learn to look for our wins; no matter how big or small. We begin to appreciate and accept ourselves wherever we are in our process.
We appreciate and become curious about the wonder that is us!!
Meet our Mindfulness coach Cheryl Jacobs, MA, PPA, LMT
Coaching for Your College Student can either be done in person or remotely.
We walk together through difficult classes, plan and set goals and priorities, and experience the general ups and downs that an academic year present. It is challenging enough for a student without ADHD or learning difficulties but when you compound these challenges with new social experiences, different living arrangements and getting familiar to new surroundings, well, that can be a recipe for hard times. Together we evaluate and work on the whole person including sleep, diet, technology usage, peer and family relations and more.