Autonomy coaching is available to adolescents in Eugene, Oregon.
With permission from the school, sessions can take place during the school day, allowing coaching to connect directly with the environment in which the student is practicing new skills.
Coaching typically begins with an 8–12 week commitment and includes two brief sessions each week.
Parents or caregivers participate in the initial consultation and periodic progress check-ins.
When helpful—and with the family’s agreement—I may also coordinate with a trusted adult at school who can support the student between sessions.
1. Getting to know the student
We begin with a parent/caregiver consultation, an informal conversation with the student, and brief questionnaires to better understand their strengths, challenges, and current needs.
2. Making sure coaching is a good fit
Coaching works best when the young person is willing to participate. Together, we clarify expectations, communication, and scheduling before deciding how to move forward.
3. Choosing a meaningful goal
Using motivational interviewing, I get to know what matters to the student, when it becomes difficult to act in accordance with those values, and who they want to become. Together, we identify a goal that feels meaningful to them.
4. Coaching and practice
Sessions are practical, collaborative, and informed by neuroscience and executive-function research. Depending on the student’s needs, we may use executive-function strategies, regulation tools like breathwork and mindfulness, future-self work, if-then practice, behavioral experiments, and attention management. We will build on what is already working, experiment with new approaches, and adjust based on what the student actually finds useful.
5. Reviewing progress and next steps
We regularly review progress and adjust goals as needed. The long-term aim is greater independence, not ongoing reliance on coaching.
To ask about current availability, scheduling, or cost, please book a free 30-minute discovery call.
Learning how stress and emotion affect attention, memory, and decision-making
Practicing autonomic nervous system regulation tools
Using movement when it supports focus, regulation, or learning
Building planning, organization, task-initiation, and follow-through strategies
Reflecting on patterns and testing what works in real life
Note: My coaching process is informed by the Smart but Scattered executive skills model developed by Peg Dawson and Richard Guare.