Presentation given at the coaching to learn conference by Cathy Theaker.

1. KICK START
for Students
Cathy Theaker
Counsellor, Coach, Supervisor, Trainer
Student Counselling Service, Leeds Metropolitan University
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2. What is Kick Start?
• Kick Start is a Task-Focused Approach that works
directly with academic performance and is
suitable for students who have exhausted the
resources available within Faculties or from
other service providers.
• It has a unique relevance to the academic
setting and is congruent with the University’s
Strategic Plan and Student Retention Objectives.

3. • Kick Start clients are likely to be students
who would benefit from more individualised,
intensive interventions at a point where they
feel they have run out of other options and
feel they do not have the personal resources
of more confident peers.
• Kick Start works to raise self awareness, self
belief, confidence, motivation, personal
responsibility, thereby improving
performance & achievement.

4. Theoretical Approaches used by
Kick Start team:
• Glasser’s Reality Therapy – ( a cognitive behavioural approach)
- focus on behaviour change & what is within our control. Uses
reinforcement, modelling, feedback, trial & error.
• CBT (Cognitive Behaviour Therapy) – a collaborative
relationship, using Socratic questioning to generate problem
solving strategies. Identifying and challenging self limiting
beliefs.
• Solution focused approach – use of miracle questions / incisive
questions. Identifying preferred scenario & actions to achieve
this.
• NLP techniques – visualising successful performance (eg. In a
presentation or exam)
• GROW model (goal, reality, options, what/who/when)

5. Stages of intervention:
• Pre- Kick Start questionnaire
• Inventory of tasks
• Prioritising & goal setting
• Explore inner game
• Weekly contract
• Self help sheets
• Final session - Post – Kick Start questionnaire
& evaluation form

6. MANAGING MY ACADEMIC WORK
PRE & POST KICK START QUESTIONNAIRE
• I am feeling stuck
Strongly agree Agree Disagree Strongly disagree
• I am focused in my work
Strongly agree Agree Disagree Strongly disagree
• I feel helpless about my work
Strongly agree Agree Disagree Strongly disagree
• My energy levels are good
Strongly agree Agree Disagree Strongly disagree

7. Common themes emerging from the
initial questionnaires:
• Not achieving goals
• Considering leaving course
• Feeling de-motivated
• Feeling overwhelmed by amount of work to do
• Fear of failure
• Time management problems
• Distractions
• Procrastination

8. • Fear/threat/anxiety physically & chemically
shut down the brain’s capacity to learn,
forcing fight/flight behaviours
• Kick Start provides psychological safety mixed
with challenges to build self esteem & self
belief

9. Writing the Inventory
List all the work that needs to be done:
For Example:
• Number of Assignments?
• Type of Assignment?
• No. of words per Assignment?
• Due Date for each Assignment?
• What has been done already?

10. Prioritising
For Example:
• What is easiest?
• What is urgent?
• What is realistic?
• Is time-management an issue?

11. Establishing the Weekly Contract
List the individual tasks to be undertaken
before next meeting
Eg.
• Gather evidence for case study
• Meet my dissertation supervisor
• Write 1,000 words on my literature review
• Meet with group re: setting tasks for group
presentation

12. Time management issues?
Formulate a Timetable…
For Example:
• See the tasks as the ‘job’
• Build in regular breaks with refreshing (not
diversionary) activities
• Build in rewards at the end of each day
• Keep a work/life balance
• Explore inner game

13. Making an Ending
• affirming the successes already achieved
• emphasising the control they already have
• acknowledging the importance of their effort
• recognising the value of the relationship

14. Transcultural Scenarios
• A Chinese student, very isolated, suffering with
anxiety/depression, falling behind with her
assignments & dissertation. Confidence knocked
following critical feedback on her previous semester
assignments – feels shamed. Needs to integrate critical
evaluation into her essays.
• An Indian student in his final year, recently bereaved so
now has responsibilities as head of his family,
struggling to balance study/work/family
responsibilities. Struggling with distractions through
social networking sites etc.

15. Transcultural considerations:
• Ethnocentric bias of psychotherapeutic
frameworks that are adapted for coaching –
emphasis on individualism & independence
• Power dynamics – role power, personal power,
cultural power (Ryde, 2011)
• Preference for more directive style among some
Asian, Japanese & Black students (need to clarify
roles & expectations)
• Non-assertion, avoidance, saving face to avoid
bringing shame on self and family among some
Chinese students (Ridley, 1995)

16. Acculturation process into HE:
• Bicultural competence – students facing conflicting values &
demands of 2 worlds (own communities & dominant white
society)
• Afrocentric – present focus…………Eurocentric – future focus
(Ridley, 1995:116; Stevenson & Alidu)
• Autonomous/independence...............................Collectivist/
interdependence
• Self directed learner.......................Teacher as ‘expert’ -
student uncomfortable with critical evaluation
• Responses to feedback - criticism perceived personally
(shame)
• Lack of admission of feelings & problems –’everything’s OK’,
even when it isn’t (Stevenson & Alidu)
• Reliance on self – not asking for help (Stevenson & Alidu)

17. Transcultural coaching:
• Awareness of our own and the student’s cultural values /
assumptions / perspectives / attitudes to learning and how these
may hold us back.
Be alert to any mismatch and explore in supervision - and with the
student if relevant to their learning experience.
• Be aware that our own cultural values, assumptions, background
may potentially inhibit our effectiveness with a coachee (Rosinski &
Abbott, 2006)
• We need to adapt our approach to fit the learner culturally. We
need to question our own assumptions – guard against our culture
blindness, prejudices (Flaherty, 1999)
• Be aware of cultural transference (what the coachee transfers on to
the coach, based on their experiences with other members of the
racial group) (Ridley, 1995)
• Be aware of cultural countertransference (the emotional reactions
of the coach when working with the coachee) & take to supervision
(Ridley, 1995)

18. 2011/12
• 170 Kick Start sessions provided (30-50mins, weekly or fortnightly depending on
need)
• 24 students were seen:
14 were final year, 5 were second year, 3 were first year, 2 were on MA
courses.
• 10 female, 14 male
• 22 home students- mixed ethnicity
• 2 international students
• 4 students with a disability
• 23 full time students, 1 part time
In most of these cases therapeutic counselling also took place, either before Kick Start
began or alongside Kick Start sessions.

19. Student feedback:
• “Can’t thank you enough for your help and support over the
last few weeks. I think our sessions were really helpful.
Thanks again, I’m really glad I used the service.”
• “Was helpful in self-disciplining and target/goal setting.”
• “Really glad I attended, the sessions have really boosted
myself and academic confidence, wish I’d come 3 years’ ago.
Thank you.”
• “I think that this is a really good service. It’s nice to talk to
someone who can look at your work from a different angle.”

20. • “I feel that the written contract is really helpful, as I am
able to achieve my goals each week.”
• “The experience and understanding of the facilitator – very
approachable and lots of helpful and practical tips.”
• “Writing a list of things to do helped organise and prioritise
my studying and time better.”
• “Very friendly, caring and approachable facilitator and my
‘rock’ of support academically and mentally.”
• “Thank you for producing the Kick Start programmes. It
has helped me immensely and Janie has got me through
my first year in a demanding degree.”

21. References:
• Flaherty, J. 1999 cited in Passmore, J. (Ed) Excellence in
Coaching. Association for Coaching, 2006.
• Ridley, C. R. 1995 Overcoming unintentional racism in
counselling & therapy.
• Rosinski, P & Abbott, G – Intercultural Coaching. In
Passmore, J. (Ed) Excellence in Coaching. Association
for Coaching, 2006.
• Ryde, J. 2011 Culturally sensitive supervision. In Lago,
C. 2011 The Handbook of Transcultural Counselling &
Psychotherapy.
• Stevenson, J. & Alidu, S. Improving Ethnic Minority
Degree Attainment