Transcript Transformative Coaching for College Students

Model for
Coaching Graduate Students
Barbara A. Candales, Ph.D.
Transitions & Transformations
Professional Coach
Advanced Personal & Executive Coach
Contact Information
(727)742-6178)
[email protected]
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Background Information
• The “Model for Coaching Graduate Students” is based on a
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foundation model called “Model for Coaching College Students:
Latinos Setting Goals and Achieving the Dream” Candales, B. A.
(2009). Transitions & Transformations, Parkland, FL.
Ph.D. - Adult Learning, University of Connecticut.
Dr. Candales has a 26 year background in higher education
teaching at the community college, 4-year university and graduate
level. She has served in administrative and leadership capacity
throughout her tenure in higher education.
Bilingual (English/Spanish).
In addition to her certifications as a coach she holds a license to
practice clinical social work (LCSW) in Connecticut.
Member, International Coach Federation
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Making the Dream a Reality
 “I collaborate with graduate students in creating an
individualized coaching action plan to help them reach their
personal, educational and career/professional goals. The
approach utilized is based on developing emotional
intelligence (EI) skills strongly correlated with academic,
personal and career success” (B. Candales, 2009).
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What is coaching?
 Coaching is an ongoing relationship that helps people
produce extra ordinary results in their lives, career, business,
organization or [educational experience]. Through the
process of coaching, clients deepen their learning, improve
their performance, and enhance their quality of life” (International
Coach Federation, http://www.coachfederation.org).
 Coaching is a process of inquiry and personal discovery that
builds from client strengths equipping them with skills,
knowledge and opportunities to achieve their desired goals.
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How are coaching services delivered?
 Coach and client agree on a schedule and a means contact
(in-person, telephone, or Skype).
 Initial consultation about coaching model & services is
complimentary.
 A “Coaching Agreement” is discussed and signed by coach and
client.
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Why Is Emotional Intelligence (EI)
Important?
 EI skills contribute to academic, career, life and professional
success & achievement.
 EI skills promote specific ways of thinking and behaving that
help people develop leadership, learn more effectively, use
constructive thinking, and make successful educational,
career or professional transitions.
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Emotional Skills Assessment Process
(ESAP)
 Model utilizes ESAP, a positive assessment of ten emotional
intelligence skills: Assertion, Comfort, Empathy, Decision
Making, Leadership, Drive Strength, Time Management,
Commitment Ethic, Self-Esteem and Stress Management.
 ESAP Profiles identifies current strengths, and skill areas to
develop.
 Goal: To improve your emotional intelligence for higher
professional achievement and positive personal well-being.
(ESAP is a product of Emotional Learning Systems, Inc., TX)
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The Graduate Student Coaching Model
This model consist of three over lapping steps that
gets the graduate student from where they are to
where they want to be by using their strengths.
 Exploration & Assessment
 Learning & Building for Success
 Creating an Action Plan
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What will graduate students obtain
from the coaching experience?
 · Enhanced EI skills
 Opportunities or options never realized
 Greater resiliency or opportunity to thrive
 Fast tracking goals (short to long term)
 · A solid network of support
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Strategies for managing time & stress
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Certifications
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Emotional Skills Assessment Process (ESAP)
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Emotional Skills Assessment Process (ESAP-A)
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Emotional Skills Assessment Process (ESAP-B)
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Emotional Skills Assessment Process (ESAP-Corporate Version)
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ESAP-CV (College Version)
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Personal Excellence Map (PEM)
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Personal Excellence Map III (PEM III and PEM 360)
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Relationship Skills Map (RSM)
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Relationship Skills Map Corporate (RSM-C0
(Emotional Learning System, Inc., TX)
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Myer Briggs Type Indicator (MBTI)
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Strong Interest Inventory
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CPI
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FIRO
(CPP Products)
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EI & Coaching Selected References
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Goleman, D. (1998).Working with emotional intelligence. New York: Bantam Books.
Hammett, R.D. (2007). Personal excellence: The development and validation of a new measure of emotional
intelligence. Doctoral dissertation. Texas A&M University-Kingsville. EI Learning Systems: Corpus Christi, TX
(http://www.EiLearningSys.com).
Nelson D.B., & Low, G.R. (Spring 2005). Emotional intelligence: The role of transformative learning in academic
excellence. Texas Study,41-43.
Nelson D.B., Low, G.R. , & Ellis, R. (Winter 2007). Emotional intelligence: A transformative theory and applied
model of positive change. Annals, 30-35 (http//www.americanpsychotherapy.com).
Nelson D.B., & Low, G.R., & Vela, R. (2003). Emotional skills assessment process interpretation and intervention
guide (Fall 2003). Kingsville, TX: Texas A&M University-Kingsville.
Vandervoot, D. (2006). The importance of emotional intelligence in higher education. Current Psychology, 25(1), 37.
Flaherty, J. (2005). Coaching: Evoking excellence in others (2nd ed.). Boston: Butterworth-Heinmann.
Greenhouse Gardella, L., Candales, B.A. & Ricardo-Rivera, J. (Winter, 2005). “Doors are not locked, just closed”:
Latino perspective on college. In M. A. Wolf. Adulthood: New Terrain. 108, 39-51.
Passmore, J. (Ed.). (2006). Excellence in coaching: The industry guide. Philadelphia: Kogan Page.
Peterson, D. B. & Millier, J. (2005). The alchemy of coaching: “You’re good Jennifer, but you could be really good.”
Consulting Psychology Journal, 57, 14-40.
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Transitions & Transformations
 Contact: Dr. Barbara A.Candales
6847 NW 107 Terrace
Parkland, Fl 33076
(727) 743-6178
[email protected]
 Transitions & Transformations: The Journey is Yours!
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