Wellness Coaching

Our stress management program involves three phases:

Phase I 

Learning about Stress

Clients learn:

• What stress is and how it creates physical and mental wear and tear. 
  
• The physiological process that occurs when we become stressed 
  
• How stress is a process of how we perceive an event which in reality may not be stressful to other people. 
  
• How to identify the stressors in their own lives 
  
• To observe their own behavior closely and to record their physical, emotional and behavioral reactions to those situations they find the most stressful. 
  
• Their own maladaptive strategies to cope with these situations such as eating and alcohol consumption. 
  
• To identify the antecedents of their stressful experiences for example the feelings of being overwhelmed by school were preceded by thinking about having to present in front of their class. 
  
• To avoid negative self-talk when they are trying to cope with a stressful event and recognize how negative self-talk exacerbates the irrational feelings that cause stress. 

Phase II

Skills Training

Clients learn and practice skills for coping with stress such as:

• Improving diet, sleep and increasing exercise
  
• Cognitive Behavioral Therapy management techniques
  
• Biofeedback
  
• Time management, initiation, organizational and planning skills
  
• Progressive muscle relaxation
  
• Deep diaphragmatic breathing
  
• Guided imagery
  
• Yoga and meditation

Phase III

Application of Stress Management Skills

Setting stress management goals such as engaging in positive self-talk and self-instruction (reminding yourself about the specific steps required to achieve a specific goal). 

Practice stress management techniques in the individual's identified stressful situations and monitoring the effectiveness of these strategies.

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Sleep and Children 

There is a clear association between sleep duration and executive functions/school performance and externalizing behaviors. There is better school performance because of better executive functioning and less acting out behaviors when children get enough sleep.

• It appears that children today sleep about 75 minutes less than children did 100 years ago.
  
• Delaying school time by 25-30 minutes usually results in a 25-45-minute increase in sleep duration for children which in turn reduces daytime sleepiness, depressed mood and caffeine use.
  
• The number of car accidents among teen drivers was reduced by 70% by delaying the school start time by one hour.
  
• The prevailing trend is that our children and adolescents today have too short sleep duration.
  
• EEGs of normal children indicate increased signs of drowsiness as measured by an increased Theta/Beta ratio.
  
• Too short sleep duration results in impaired executive functioning, poor school performance, mood problems, increased acting-out behaviors, and attention problems.
  

Sleep and ADHD 

Sleep restriction to six hours for 14 days showed negative impacts on cognitive functioning (sustained attention and working memory) similar to having two full nights of full sleep deprivation. Interestingly, people who underwent this regimen of sleep restriction were unaware of their cognitive deficits.

In general, sleep restriction of one week in healthy children have resulted in impairments of attention and increased acting-out behaviors (impaired behavioral regulation). Thus, core symptoms of ADHD (inattention and impulsivity) can be induced in healthy children through sleep restriction which suggest an important role for sleep in the etiology of ADHD.

• Several sleep disorders, such as sleep apnea and restless legs syndrome, are more prevalent in ADHD.
  
• Substantial improvements in ADHD symptoms have been reported, when such specific sleep disorders were treated.
  
• Sleep-onset insomnia (difficulty falling asleep at a desired bedtime) is present in about 75% of undedicated children and adults with ADHD.
  
• Delayed melatonin onset has been found to be prevalent in those individuals with ADHD.
  
• Adult ADHD is characterized by a higher prevalence of “evening types”, characterized by delayed sleep onset.
  

Conclusions

• An adequate amount of good quality sleep is essential for children and adults to have normal cognitive functioning.
  
• Normal individuals can show ADHD -like symptoms with inadequate sleep. Clinicians should carefully assess for sleep issues before diagnosing ADHD.
  
• ADHD individuals can experience exacerbated ADHD symptoms without adequate sleep.
  
• Treatment of ADHD should include a sleep hygiene protocol.
  

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How Does Coaching Work?

Coaching is a specialized partnership that is goal-oriented in nature. The client and coach work together as a team to approach their problems and objectives more effectively. 

This process involves:

• First, identifying challenging areas in clients’ lives that are hindering meeting their potential. 
  
• Next, specific strategies are tailored to address each issue and modified to meet the individual’s unique experience. 
  
• Problems are targeted systematically, usually starting with the most prevalent and then working down.
  
• Successful interventions are practiced and reinforced. 
  
• Coach and client actively collaborate to evaluate progress, exploring barriers and readjusting goals as needed. 
  
• Finally, through support and personal accountability, new skills become part of the clients’ repertoire.
  

How long does this process take?

Due to the individualized nature of the coaching relationship, its duration can be tailored to meet particular needs: 

• Depending on severity of issues, this can be a relatively brief process. Coaching can be a curriculum-based intervention that spans a specific length of time and covers common problem areas.
  
• Some clients work weekly for 4-5 sessions to effectively reinforce interventions, then gradually step-down (bi-weekly, monthly, as needed) as habits are cultivated. 
  
• If needed, coaching can also be somewhat longer-termed, to support individuals through particularly stressful and demanding circumstances (e.g. transitions to higher education; new work environments; managing multiple schedules, etc.) 
  

Though coaching is often academically-focused, it also extends to life skills, such as managing responsibilities in the work or home, and even to navigating interpersonal relationships. One of the major focuses of coaching is addressing executive functioning deficits. Click here to learn more about executive functioning skills. All of the clinicians at The Woodlands Behavioral Health & Wellness Center who offer coaching are Licensed Professional Counselors (LPC), Licensed Professional Counselor- Intern (LPC-Intern) or a Nutrition Educator. 

The coach is an emotionally neutral person in the client’s life. While it is often difficult to accept feedback from a spouse or supervisor, the coach is a neutral guide well equipped to offer suggestions and reminders in a positive, supportive manner. Coaching is like pressing the relief valve for families under stress.

Coaches are also agents of change. In addition to working on particular skills with the client, a coach examines lifestyle issues such as diet, sleep habits, and exercise programs; it is a unique time of reflection and self-discovery. The client explores their own personal strengths and weaknesses and develops a style that draws on their strengths. Clients emerge from the coaching process better able to define their personal and professional needs. 

Clients will benefit from:

• Improving attention to detail
  
• Learning organization, time management skills
  
• Understanding their unique talents and strengths
  
• Defining short and long term goals
  
• Improving dynamics at work/home
  

In summary, coaches help clients identify a life path, define their purpose, set goals, and most importantly, reach them. All of the clinicians at The Woodlands Behavioral Health & Wellness Center who offer coaching are Licensed Professional Counselors (LPC), Licensed Professional Counselor- Intern (LPC-Intern) or a Nutrition Educator.

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