Core Four Executive Function Coaching & Training
Rebecca Shafir M.A.CCC, author and speech language pathologist with over 25 years experience helps business people and entrepreneurs with ADD/ADHD move forward with their projects. The CORE FOUR method trains the four skills and routines needed to excel as an intrapreneur or an entrepreneur:
- Emotional flexibility
- Focus and Follow Through
- Communication Competence
- Shark Readiness
Following a 90 minute interview a customized program is designed with your personal objectives in mind. Some of your objectives may include:
- Managing procrastination
- Improving attention, sustained concentration, learning and memory
- Ways to organize
- Time management
- Planningand prioritizing activities
- Getting started and following through
- Speaking with Power and Persuasion
Sessions are offered in person at the Hallowell Center in Sudbury, in West Newbury, MA, or by phone or Skype. Call (978) 255-1817 or email Rebecca (RebeccaShafir@gmail.com) for a complimentary inquiry call to learn more about how she can help you get more done with less effort, gain more confidence and be happier!
Speaking with Power and Persuasion: Voice Coaching for Business Professionals
Instructor: Rebecca Shafir M.A.CCC
Your voice speaks volumes about you, more than what you have to say. In 8 seconds or less your average prospect will determine whether or not you are worthy of their continued attention and investment. The essence of trust, motivation, persuasion and passion are carried by the sound of your voice, the clarity of your speech and how you move.
Why sabotage yourself, your product or your brand with a lackluster delivery? Rebecca will teach you or your group the techniques used by political candidates, radio/TV personalities and the top sales pros in the country.
Key Take Aways:
- which mental and physical exercises to use to best reveal your best vocal image
- what verbal and non-verbal dynamics best augment your style and personality and which to do away with
- Specific ways to practice these techniques and how burn them into muscle memory
Here’s how it works:
There is a range of customized approaches. For example, each student can obtain a personal baseline assessment (see below). Coaching is interactive in a lecture/demonstration/application format. Each student gets one-on-one coaching in front of the other class members or in private. Sessions can range from 2 – 4 hour sessions with a follow session for maximum benefit. Fees are based on the size of the group and services requested.
- Baseline session – assesses one’s current level of presentation skill, identifies personal objectives, and analyzes audience feedback, review of videos (if available), a baseline recording and voice analysis.
- Coaching sessions (in person, by phone or Skype) per hour 1-2 times a week or once every other week depending on deadlines for improvement. Consistency is key! The average numbers of sessions are 4-8.
The Emergency Academic Recovery System (EARS)
EARS make students successful adults.
EARS train students to manage emotions, problem-solve, to work smarter not harder and to get things done – the skills of successful people.
Rebecca Shafir’s EARS program is a brilliant and effective executive function training program focused on emotional regulation and independent problem solving. Results have been life-changing for the students and their parents. Rebecca helps students emerge from academic troubles by teaching them skills and habits of the most successful people I know. Dr. Edward Hallowell
If your student is underperforming academically, overwhelmed with school work and wanting to do better, maybe now your student is “all EARS.”
EARS turns failure on its head, making academic problems an opportunity for growth rather than a reason to despair. With the guidance of an EARS coach, students acquire habits and skills of success that will sustain over a lifetime.
Who can benefit from EARS?
EARS succeeds best with middle-school to college-age students who are motivated, trustworthy and “change-ready.” Students with a diagnosis or symptoms of ADHD, executive dysfunction, post-concussion syndrome, anxiety or learning disability are good candidates. It’s good to have a parent or caregiver as a “behind the scenes” support for the student’s progress.
The EARS grads of today are the successful entrepreneurs of tomorrow.
Executive functioning is the bedrock of entrepreneurship. An Entrepreneur must rely on him/herself to independently plan, manage stress, initiate and follow through. Very bright and creative older “wantrapreneurs” regret not learning these skills early on in school. EARS helps future entrepreneurs learn the skills now that they’ll need later.
How does EARS work?
The EARS program, administered by Rebecca Shafir M.A.CCC, speech/language pathologist at the Hallowell Center and in West Newbury, author and EARS founder, begins with a free phone screening with the student and the parent to learn about the program and to determine whether the student is a good EARS candidate. If so…..
A 90 minute intake session is scheduled. The goal of the intake session is to establish a positive problem solving partnership and to identify specific starting points for change. The intake process begins by identifying the strengths of each student that support change (i.e. sports experience, resilience, achievements, positive traits etc) and the resistances or weak links that have deterred success. A customized course of action with specific objectives is designed by the student, the caregivers and the EARS coach.
30 or 60 minute sessions 1-2x a week are set up. The number of sessions or the time spent per session can be extended depending upon several factors, but to keep “the end in sight” we focus on keeping the time commitment to 8 sessions or less. The sessions can be in person, via Skype or by phone. We start facilitating change from the outside in, making adjustments that will have the greatest impact and are easiest to sustain. Enhancement of sleep, diet and exercise, and responses to stress can ease functioning overall. If medication has been prescribed, we evaluate its effectiveness in helping the student move forward. When students used to failure start to sense positive changes early on, they are more willing to accept next steps.
Next, attention is given to the student’s environment: the physical setting for study, caregiver influence, school accommodations and incentive systems.
As the student’s self care and environmental supports are in place, he or she will be more enabled to engage in problem solving the logistics of planning and efficiency. These include creating a routine for tackling homework each day, and preparing the night before to make the morning smoother. We target study skills based on the most updated research on effective cognitive processing for different kinds of minds. When routines become habits, the automaticity bypasses the dependence upon a high level of executive functioning (and caregivers!). Use of electronics is to achieve our goals is limited to avoid distraction.
We take on strategies that prevent procrastination and encourage more realistic self-talk and reinforcing strategies. Students are taught ways to monitor their progress, independently troubleshoot sticking points and make needed changes. Reporting schedules with the EARS coach are set up for consistent and frequent communication. Progress is monitored weekly via student, teacher and caregiver feedback.
A stellar report card may spell success for many signing up for the EARS program, but for some, the greater success will be achieved in the form of self-discovery — understanding and accepting oneself, becoming open to new ways of looking at challenges, and in some situations, choosing a more appropriate educational or career path that could save them time and money down the road.