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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.
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.
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:
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:
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.
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.
Good things take time- Eugene Halloween on Polaroids
Obsessed with a crafty queen! Aven and life skills coach Juneau working on her Halloween costume 🎃👻.
PS. Burlington students, be sure to check out sewing club!
Sometimes a 5K is called a fun run- can confirm that much fun was had by all! 🏃
We`re doing our best to soak up these last fall days- it was well worth the effort this hike took!
There’s some fascinating research coming out surrounding the possible links between neurodivergence, hyper mobility, and regulation right now.
The overall conversation is surrounding the idea that neurodivergent folks are 4 times more likely to have generalized hypermoblity- a connective tissue disorder where the ligaments in the body are looser and thusly have to effort extra hard to hold everything in the body together. This additional effort the body has to exert daily to keep everything in order may be linked to a host of things, all pointing to the idea that these folks systems are working overtime to keep regulated.
Exercise, especially strength training can help ease this strain on the body by strengthening the muscles around the ligaments, which can help ease the job of those ligaments with consistent training over time.
Mansfield Hall offers students the opportunity to join in for two structured workouts a week focused on upper and lower body as well as core stability for this reason!
References
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Social Emotional Learning