Coaching helped students manage daily stress and enhanced their sense of well-being and self-control¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All participants identified ways coaching enhanced their capacity to manage daily stress, and students described feeling more proficient, less overwhelmed, and emotionally supported. → Parker 2010

Evidence¶

Parker 2010¶

Parker, D. R., Field Hoffman, S., Sawilowsky, S., & Rolands, L. (2010). An Examination of the Effects of ADHD Coaching on University Students' Executive Functioning. Journal of Postsecondary Education and Disability, 24(2), 115-132. https://www.edgefoundation.org

q2 · i? · qualitative · r3

Interview responses to the third research question on well-being. All seven participants named specific stress-management gains; two students felt more coaching time was needed to answer fully. Sessions themselves were described as a welcome break from stress.

"As Parker and Boutelle (2009) found, coaching helped these students minimize the daily stress of college by enhancing their proficiency with managing their time, goal-directed behaviors, and emotions."

Discussion¶

Related Claims¶

• Students most valued the caring, accountable relationship with their coach, reporting motivation, confidence, and accountability gains
• ADHD coaching helped college students with ADHD set more specific goals broken into component steps with incremental deadlines — related
• Prolonged or overwhelming stress disrupts self-regulation development by physically changing brain wiring toward emotional reactivity — a broader claim this one bears on
• Adverse childhood experiences create toxic stress that impairs attention, learning, and behavior, and school responses can magnify or buffer the harm — related
• Coached students reported growing use of self-talk as an executive functioning strategy, with one exception — related