Cameron was 17 years old when we met him. His mother was desperate for help, she felt he was on a downward trajectory in terms of mood and could see that his chronic procrastination was the root cause. During our evaluation process, we learned that he struggled with planning and prioritising, task initiation, metacognition, organization and sustained attention. In addition, he experienced low mood and social anxiety and this was exacerbated by the high expectations held by his very academic school environment.
Cameron’s goals for coaching focused on working towards completing and submitting homework as well as developing a balanced routine, this included study time, establishing regular sleeping patterns, exercise and social activities. Practical strategies aimed at enhancing his executive skills included the organisation of schoolwork, time management and record keeping. We also integrated mindfulness as a strategy to help focus attention and emotional control. It was important to develop a supportive and trusting relationship with the student and meeting on a weekly basis was important. These meetings also provided an opportunity to observe how he struggled when completing his work, which enabled our coach to tailor the interventions to his needs. Our coach worked closely with the parents, which allowed a fuller insight into the impact of his difficulties as well as provided him with a supportive collaborative network.
Over the Autumn term, the student successfully submitted homework on time, received positive school reports, increased A Level predictions, and was more able to manage his own deadlines. He used social incentives, such as meeting up with friends on the weekends as a motivation to achieve his academic goals. Through this, he became more socially active, increased in hobbies and interests and his mood improved considerably.