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About

An overview of Mansfield Hall

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Our Approach

How we work with college students

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Four Core Areas

Defining the Four Core Areas and our Coaching Model

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A Day In The Life

Learn about what life is like at Mansfield Hall

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Living

Adulting 101

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Learning

Academic and Executive Functioning support

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Giving

Our students have something valuable to offer their community

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Engaging

Social community is at the heart of The Mansfield Hall Experience

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Locations

Learn about our locations

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Admissions

Steps to becoming a part of Mansfield Hall

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Videos

Check out our video library

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FAQs

Frequently Asked Questions

About Mansfield HALL

Our Coaching Model

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ADMISSIONS

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NEWS & BLOG

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CONTACT US

Our Coaching Model

Mansfield Hall operates on a Coaching Model designed to help students identify, articulate, set, and achieve their own goals in each of our Four Core Areas (Living, Learning, Giving, & Engaging).

Our team is trained in the evidence-based practices that promote student success. These cohesive methods are rooted in authentic connection and paying respect to the individual as the central agent in identifying, strategizing, and sustaining the growth they wish to see in their own lives. Furthermore, these evidence-based strategies focus on building internalized and transferrable skills which can be generalized across contexts and situations.

Here are some of the strategies and philosophical approaches which inform our Coaching Model:

Motivational Interviewing

Motivational interviewing (MI) refers to an evidence-based approach in part developed by clinical psychologists Professor William R Miller, Ph.D. and Professor Stephen Rollnick, Ph.D. Motivational Interviewing is an evidence-based method that works on facilitating and engaging intrinsic motivation within the student in order to set build new habits. MI is a goal-oriented, client-centered, action-oriented and relationally-based coaching style for eliciting lasting change by helping students explore and resolve ambivalence, set and achieve goals, and increase their capacity for effective self-monitoring. 

Collaborative Problem Solving

Collaborative Problem Solving (CPS) is a method for understanding and helping students work through challenges, originated by Dr. Stuart Ablon. The CPS model views challenges as an expression of a skill deficit or a learning disability and seeks to create fundamental changes in interactions between students and support staff by having them engage in solving problems collaboratively.  This is a relationally-based approach designed to increase student agency and efficacy. Read more.

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three people sitting in front of table laughing together
three people sitting in front of table laughing together
three people sitting in front of table laughing together

Person-Centered Planning

Person-centered planning is an evidence-based approach that empowers individuals by placing them at the heart of decision-making processes and actively involving them in creating and implementing plans for their own lives.

It recognizes each person’s unique strengths, preferences, and aspirations, and aims to enhance their autonomy, self-determination, and overall well-being. Person-centered planning values the individual’s perspective, encourages active participation from family, friends, and support networks, and strives to ensure that services and supports align with the person’s goals, promoting a more inclusive and fulfilling life. Read More.

Social Emotional Learning

Core to our model is providing structured and community based opportunities for our students to build their Social Emotional Learning. With the right guidance and interventions through coaching and case management, living and learning in a community setting and college environment creates unique and ideal conditions for students to develop the following skills:

  • Sense of Self
  • Sense of Purpose
  • Self Awareness
  • Self Management
  • Relationship Skills
  • Social Awareness
  • Responsible Decision Making
Learn more

Universal Design For Learning

Universal Design for Learning (UDL) is an evidence-based educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.

Recognizing that the way individuals learn can be unique, the UDL framework, first defined by David H. Rose, Ed.D. of the Harvard Graduate School of Education and the Center for Applied Special Technology (CAST) in the 1990s, calls for creating strategies from the outset that provides:

  • Multiple means of representation to give learners various ways of acquiring information and knowledge,
  • Multiple means of expression to provide learners alternatives for demonstrating what they know, and
  • Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn.

Curriculum, as defined in the UDL literature, has four parts: instructional goals, methods, materials, and assessments. UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles. UDL principles also lend themselves to implementing inclusionary practices in the classroom.

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Pre-storative & Restorative Practices

Pre-storative and restorative practices in a college life setting refer to approaches that foster a sense of community, promote positive relationships, and address conflicts and challenges in a constructive, respectful, learning-based and healing manner.

Pre-storative practices focus on proactive measures, such as community-building activities, open communication, and conflict prevention strategies, with the aim of creating a supportive environment where individuals feel connected and respected and conflicts are less likely to occur.

Restorative practices, on the other hand, emphasize repairing harm and rebuilding relationships when conflicts do arise. They involve inclusive dialogue, accountability, and active participation from all parties involved, aiming to understand he impact of actions, facilitate empathy, and collectively work towards resolution and reconciliation. These practices encourage personal growth, mutual understanding, real-world learning, and the development of a healthy community. 

Learn more

We`re so lucky to have an incredible team of staff across our three locations, and we want to highlight them!

Starting with Naomi, one of our Madison based Academic Directors.

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Open post by mansfieldhallofficial with ID 17901837093142279
We're so lucky to have an incredible team of staff across our three locations, and we want to highlight them! Starting with Naomi, one of our Madison based Academic Directors.