Coaching is a tool, a methodology by which a coach deploys a technique to facilitate a process of development of a person (coachee or client), focused on the achievement of a goal. Coaching moves action so that that person finds their own resources to recognize and achieve that specific goal. To do this, a work of self-knowledge is carried out (competences, recognition of values, management of emotions), prospection of the objectives of oneself and plan to achieve them. Our adolescents, after a period of hyper-protection in their childhood are launched into a phase in which in a short time, without experience, planning or reflection they will make very important decisions for their own lives such as:

  • Choice of studies (what I like to do, what I do well, what self-limiting beliefs I have about myself, what effort I can make for that goal, what possibilities there are, what professional future one or another makes possible one or another choice)
  • Choice of my social life; leisure and family (what I like, what fills me, what attracts me, what things I do because there is no choice, what things I do because my crew does them, because I belong to the crew, what things harm me in what I really want).

The coaching process enhances the maturity process of young people, encouraging them to understand and understand each other, and to decide and execute what and how to change. Sessions for adolescents help to produce the introspection necessary for young people to reflect, identify what they like and what does not suit them, learn to listen to each other and listen to others, understand the world in which they develop, locate their emotions and their limiting beliefs and learn to change them for other enabling thoughts.

How do the sessions work?

The Coaching sessions are individual. They last 1 hour and are confidential.

  • They start from a challenge (objective that challenges) to locate obstacles, change limiting beliefs, enhance competencies and establish an action plan.
  • A personalized long-term plan is developed to obtain the marked results and develop the capabilities of the coachee, helping in their development and growth.
  • Feedback with the family and/or guardians of the young people is constant and necessary to achieve the challenges. (for this purpose, sessions will be established

(a standard process can be 3 to 5 individual sessions and a feedback session with parents and/or guardians). The content of the individual sessions will not be revealed in this session. The teen will communicate his or her action plan. To accompany this action, a motivation session will be held with adolescents and another with parents and guardians.  

Group action: Possible introductory course to lighten individual work

OBJECTIVES:

That young people have a better knowledge of themselves, on a personal, emotional and behavioral level That you have an idea of leadership, experience leadership in different areas and start the path of personal leadership in different areas. That they begin to recognize their values, shared values, values in conflict with my behaviors and those of my environment. That they begin to have notions about emotions, emotional intelligence, working from emotion. That we know and recognize our abilities, skills on which to base our present and future. Begin to draw up personal leadership plans; lead my life in different aspects; the choice of studies, amusements, hobbies, crew.

METHODOLOGY:

EXPERIENTIAL; experiment in group exercises to move from there to my reflection on my plan.

Program:

1. LEADERSHIP:

  • PERSONAL LEADERSHIP
  • TEAM LEADERSHIP
    • The Gang
    • The family
    • The class
    • The team; sport, band
  • LEADING MY LIFE
    • My values; what things I wouldn't give up
    • My choices
      • THE STUDIES
      • THE HOBBIES
    • The choices of my crew, of my environment.
    • Assertiveness, things that squeak at me. My choices versus my values.
    • I choose; WHAT IS MINE AND WHAT IS OF OTHERS; drugs, alcohol, fun

2. EMOTIONS:

  • Recognize my emotions
  • Manage my emotions
  • The emotions of the team

3. TEAMS AND GROUPS:

  • COMMON GOAL of the team
  • Roles; recognize and give rise to different roles
  • My contribution to the team
  • My gain in the team; what things I gain what things I give up
  • RECOGNIZE DIVERSITY, different ways to contribute
  • Team Alliance

4. THE COMPETENCES:

  • I AM GOOD AT
  • MULTIDISCIPLINARY TEAMS AND COMPETENCIES

5. VOCATION:

  • THINGS I LIKE TO DO,
  • THINGS I WOULD LIKE TO DO IN THE FUTURE

6. THE GREAT CHOICE: Where competence, vocation and studies or work converge.

GROUPS

Boys and girls
Adolescents
Adults

TEACHING STAFF