What can I expect in the first session?
Parents come prepared to begin a collaborative investigation into the problem being experienced. The session will be divided into four parts:
- Explanation and clarification of the Systems in Education Approach to problem solving as action research involving reflection, planning, acting, observing,
- Reflections and Planning Stage begins: Information gathering and discussion of the problem and its history.
- Information about the nuclear and extended family and how it might relate to better understanding of the problem
- Planning of tasks, research and reading to be done in before meeting next. Further information may also be exchanged via email in between coaching sessions.
What should I bring to the first session to get the most out of it?
- Copies of any written reports on child that parents might already have. For example: school reports, assessment results, NAPLAN reports, UNSW competition results and report, Educational Psychologist report, School Counsellor assessment.
- Memories and information of child from birth, including significant events.
- It may be helpful to write down the nature of the problem with examples.
- Information on extended family.
How many sessions are recommended?
The number of sessions is dependent on the nature and complexity of the problem. A general guide would be six sessions spread over a year, the earlier sessions possibly in closer succession than the latter as the parent reflects, plans, acts and observes in an ongoing cycle. At times a longer period of time between sessions will be necessary, dependent on where they are in the cycle.
Should I bring my child with me?
Not to the first session. If necessary this may happen in the second session.
How would I explain this to my child?
A possible conversation might be:
I am working at being as good a parent as I can possibly be. Sometimes parents like kids get stuck and I am stuck at the moment about the best thing to do. I am really puzzled by what is going on for you at school. I am having trouble seeing it clearly to make the best decisions for you. Mrs Grundy has years and years of experience helping children do as well as they can at school and she is helping me think it through. She likes to talk to kids to hear what is going on for them. It would help me a lot if you came along next week.
Second Session: Introducing Your Child
- The child selects and brings something made or done predominantly by his/herself to speak about that show their strength, interest or passion ( not necessarily done for/at school). For example: piece of writing, a construction, artwork, research, hobby, collection, instrument photos or favourite books. Alternatively they could choose to make a short film, power point presentation, slide show or recording to show or send before the session.
- Work samples from school to show the range of learning ability and level of achievement, strengths and weaknesses.
The session would be divided into three parts:
- Showing and discussion of work/hobby/passion
- Seeing the situation through the child’s eye, allowing the child the time to describe the current situation, their strengths and weaknesses.
- Determining an action plan for what the child might do to improve the situation for themselves, and for the support they might need from parents and school to help their efforts.
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