Several years ago I hired a coach for my son. I thought that I'd found someone to teach him how to organize his work, but it turned out to be much more. Discovering coaching and training as a coach has transformed the way I work with children and young adults.
Coaching is a second career for me, but working with children has always been a part of my life. My path here was a winding one. I’m a graduate of Princeton University and Yale Law School. My first career, the culmination of many years of hard study, was an expected one. I clerked for a judge in Maryland, and then became a lawyer in a large DC firm. I worked in DC for several years until I had children and the balance between work and family tipped in favor of a decision to stay home with my kids.
Being home with kids with no clear guidance, established laws, or helpful curriculum generated a whole new set of skills. I looked for opportunities to engage with educational systems and students directly. I was president of my children’s cooperative preschool, troop leader of my daughter’s girl scout troop, avid PTA member and classroom volunteer in their elementary school. Later, I expanded my volunteer work to a local ESL high school classroom.
These experiences heightened my interest in working with young people who were struggling, falling through the cracks, or who were underserved by well-meaning, but crowded or high-pressure schools. Once I found coaching, I knew I’d found a perfect fit.
I have my ACC (Associate Certified Coach) credential through the International Coaching Federation. I was initially trained by Jodi Sleeper-Triplett's ICF approved program, Empowering Students. Jodi is one of few and one of the first to teach research-based techniques for coaching children with ADHD. I've also trained with Impact ADHD's Sanity School program, a program aimed at supporting parents of children with ADHD through education and use of parent behavior management. Most recently I completed advanced training with Ross Greene's Cooperative & Proactive Solutions - a cooperative model for parents/educators and children to cooperatively identify and solve problems that lead to challenging behaviors.
Coaching is a second career for me, but working with children has always been a part of my life. My path here was a winding one. I’m a graduate of Princeton University and Yale Law School. My first career, the culmination of many years of hard study, was an expected one. I clerked for a judge in Maryland, and then became a lawyer in a large DC firm. I worked in DC for several years until I had children and the balance between work and family tipped in favor of a decision to stay home with my kids.
Being home with kids with no clear guidance, established laws, or helpful curriculum generated a whole new set of skills. I looked for opportunities to engage with educational systems and students directly. I was president of my children’s cooperative preschool, troop leader of my daughter’s girl scout troop, avid PTA member and classroom volunteer in their elementary school. Later, I expanded my volunteer work to a local ESL high school classroom.
These experiences heightened my interest in working with young people who were struggling, falling through the cracks, or who were underserved by well-meaning, but crowded or high-pressure schools. Once I found coaching, I knew I’d found a perfect fit.
I have my ACC (Associate Certified Coach) credential through the International Coaching Federation. I was initially trained by Jodi Sleeper-Triplett's ICF approved program, Empowering Students. Jodi is one of few and one of the first to teach research-based techniques for coaching children with ADHD. I've also trained with Impact ADHD's Sanity School program, a program aimed at supporting parents of children with ADHD through education and use of parent behavior management. Most recently I completed advanced training with Ross Greene's Cooperative & Proactive Solutions - a cooperative model for parents/educators and children to cooperatively identify and solve problems that lead to challenging behaviors.
