Model for Coaching Graduate Students

1. Model for Coaching Graduate Students Barbara A. Candales, Ph.D. Transitions & Transformations Professional Coach Advanced Personal & Executive Coach Contact Information (727)742-6178) bbtransformed@aol.com

2. Background Information • The “Model for Coaching Graduate Students” is based on a 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

3. 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).

4. 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.

5. 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.

6. 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.

7. 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)

8. 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

9. 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 • Strategies for managing time & stress

10. Certifications • Emotional Skills Assessment Process (ESAP) • Emotional Skills Assessment Process (ESAP-A) • Emotional Skills Assessment Process (ESAP-B) • Emotional Skills Assessment Process (ESAP-Corporate Version) • ESAP-CV (College Version) • Personal Excellence Map (PEM) • Personal Excellence Map III (PEM III and PEM 360) • Relationship Skills Map (RSM) • Relationship Skills Map Corporate (RSM-C0(Emotional Learning System, Inc., TX) • Myer Briggs Type Indicator (MBTI) • Strong Interest Inventory • CPI • FIRO (CPP Products)

11. EI & Coaching Selected References • 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), 3-7. • 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.

12. Transitions & Transformations • Contact: Dr. Barbara A.Candales 6847 NW 107 Terrace Parkland, Fl 33076 (727) 743-6178 bbtransformed@aol.com • Transitions & Transformations: The Journey is Yours!