For the purposes of this service, ADHD and Executive Functioning (EF) are being used somewhat synonymously because clients with ADHD have significant weaknesses in Executive Functioning as one of their primary areas of weakness. This does not mean that all who have EF deficits also have ADHD. Instead, clients that have ADHD inevitably have EF deficits. Incidentally, everyone has EF strengths and weaknesses; some disorders and disabilities simply make these EF weaknesses more numerous or more pronounced.

Further, while the term “coaching” is being used to differentiate the coaching processes from the processes found in counseling, there is inevitably an element of “counseling” in the EF coaching process. A primary objective of the coaching process is education of the client (or the client’s parents, depending on the age of the client) about ADHD and the role of executive functioning in the life of the client, alongside counseling for dealing with related life struggles.

The coaching process for ADHD or executive functioning deficits is as follows.

Step 1: Information Gathering - Assessment, Interview, History

With Information gathering, the client shares their story. Discussions revolve around struggles from the past and present, interventions/coping skills that have been productive and those that have not (what’s worked and what hasn’t), and the impact ADHD or the EF deficits have had on the client’s mental/emtional development, the client’s family and other social relationships, and the client’s career in school or work. The client is informally assessed on their EF strengths and deficits. And the client identifies the primary weakness(es) he or she would like to work on.

Step 2: Creating the Plan - Identify primary areas, Build/Organize Team, initiate interventions

The coach and the client (along with the client’s parents, if appropriate) work together to delve deeper into how the primary areas of weakness is affecting the client. Strategies and interventions are developed to address the identified weakness, usually through modifications of the environment or the task, alongside solicitation of support from others. These “others” are identified in this planning stage as members of the client’s team that will support the client and keep the client accountable. especially during difficult times.

Step 3: Strength, Support, Accountability - frequent check-ins, weekly sessions

The coach will check in with the client frequently, providing insight, support, and accountability surrounding the identified weakness and the interventions that are being utilized. The coach is both the facilitator of this process, in addition to the first member of the client’s team. Weekly sessions are administered to both check in with the client and to help the client work through any psychosocial or emotional reactions/developments related to this coaching process.

Step 4: Progress Monitoring - Reassess primary areas, establish additional areas, if needed/ready

Assessment of the client’s progress in overcoming/coping with their weakness, as well as an assessment of the effectiveness of the interventions will take place after several weeks have passed. If the client feels that the progress that has been made in the identified area of weakness is sufficient for independence in this area, the client then chooses whether to discontinue services or follow-up with additional areas of weakness. Further, the client may also choose to transition the relationship into a counseling relationship, to work more pointedly on the more global mental, social, and emotional struggles the client is facing. As a Christian counselor, these counseling sessions would then incorporate Christian scripture and principles, alongside psychotherapy theories and techniques.

Step 5: Release - Send off with tools for continued growth toward independence

When the client feels satisfied with the growth that has taken place in regard to weakness related to ADHD or EF deficits, the client will be encouraged in their efforts to “independently” (i.e. without the services of the coach) live their lives with newly developed coping mechanisms and knowledge about themselves, the world around them, and the effect their deficits have had on their lives. The client should continue to lean on their team, looking to add members when needed and provide support or accountability (i.e. become a team member) for others that struggle with ADHD or EF deficits.

*The coach will remain available, as needed, as an established team member for the client.