The following is an excerpt from my 2007 Dissertation study, "ADHD Coaching and College Students"ADHD coaching helps the individual to problem solve various manifestations of their disability (Quinn et al., 2000) and a growing amount of research suggests its utility. However, the lack of empirical studies documenting its effectiveness has left many scientists and practitioners skeptical about the efficacy of coaching as an intervention for individuals with ADHD. Still, many professionals feel that ADHD coaching has the potential to be an effective treatment (Swartz, Prevatt, & Proctor, 2005).
ADHD coaching derives from the coaching model used in executive coaching and athletics, the latter which has also been the impetus for life skills coaching (Quinn et al., 2000). Coaching involves helping clients deal with aspects of their disability that interfere with academic performance and coping with difficulties such as procrastination, lack of concentration, ineffective self-regulation, poor planning, anxiety, social incompetence, or time management. Useful strategies for ADHD college students to learn include organizational skills, time-management, goal setting, and specific study skills (Finn, 1998; Willis, Hoben, & Myette, 1995). As opposed to traditional counseling and psychotherapeutic methods, ADHD coaching puts the students’ needs and interests at the center, fitting the program to the student rather than fitting the student to the system, extending to all aspects of ADHD individuals’ life (McCormick, 1998).
Coaching is similar to traditional counseling in several ways (Jaska & Ratey, 1999). Coaching and counseling are similar in that both coaching and therapy establish helping relationships that are supportive, respectful of client’s needs, confidential, and free of manipulation or abuse, work on setting goals and assessing priorities, and require a client who is willing to elicit change. Unlike counselors, coaches do not explore serious emotional, cognitive, or behavioral problems of clinical intensity, such as depression, anxiety or substance abuse (Jaska & Ratey, 1999). Therapy is about insight; coaching is about action and getting things done (Favorite, 1995). It is a pragmatic, behavioral, results-oriented, “just do it” sort of approach, as opposed to a process, insight-oriented, intellectual approach. In Nancy Ratey’s (2002) words, “Coaching focuses on what, how, and when—never why.” Coaching operates from a premise that the client is ready, willing, and able to work in a partnership with the coach and rise to the challenge of creating a better life (Ratey, 2002). If any emotional issues arise during the coaching process, the coach must have resources to refer the client. It is important that the coach have a working knowledge of psychological disorders in order to refer clients with more serious problems.
A coach may deal with feelings such as frustration, fear of failure, avoidance behavior, and loss of confidence. However, these feelings are dealt with in terms of what motivates client’s behavior and helps/hinders goal achievement. Coaching is based on a holistic, “wellness” model, intended to improve daily functioning and well-being or individuals without significant psychological impairment. It is an educational process rather than a treatment process. Coaches do not have to be licensed, formally trained, or possess a formal degree. Coaching is also more flexible than therapy since in-person meetings are not essential. Coaches and therapists can sometimes simultaneously work with a client, but boundaries must be made clear.
