Since 2004, revealing pleasure at work!

Academic Student Career Coaching

Here is a detailed and explained presentation of the career coaching services I offer.
It is an accompaniment that is both a real work of reflection guided by our discussions in which you must invest yourself, and also research or exercises, to which you will have to devote a little time between sessions.

This is not a service where I tell you what job to do or what you are cut out for by means of a test or questionnaire and suggest the corresponding training courses, all according to your grades.

I will explain below why this would be against your interest and I will start by introducing the context and the prerequisites for an intelligent and thoughtful orientation by integrating explanations and argumentation.

In a context where we are all formatted, conditioned, normalized and influenced, there is a lot to unravel to ensure that you make a reasoned choice, but first and foremost what we are going to focus on in the work is questioning and then validating what you like and what is important to you. Sometimes we want something for the wrong reasons, and we believe that some things are important when they are not.

It is necessary to start on the right footing, to refocus on yourself, not in the mysterious sense of the term used in the world of wellness, but in the concrete sense, that is to say, to make the distinction between your value system, your thoughts and ideas and those (of others) that you have ended up adopting without realizing it.

The advantage of coaching is that it is a problem-solving process that encourages action and is adapted to each context, specific situation and personality. Wherever you are in your reflection, whether you have already spent hours or very little time, whether you think you know what you want to do as a profession or are totally lost, my role is to adapt and help you validate and make your choice.

What I propose as a guidance service is pure coaching, i.e. based on your own resources. Of course, I could propose you open exercises that do not influence you and that I could develop and refine since more than 17 years to accompany students in their orientation, in order to help you to bring out important elements for you on which to reflect.

It is your specific situation, reflection or problematic that will generate the axis of work of the accompaniment, and, whatever the related problematic, it will be taken into account and solved whether it is about self-confidence, motivation, problems of concentration, organization or any other type of difficulties.

An example: It would be a shame if you were to leave a job simply because of a self-confidence problem or a shyness in public speaking, you will agree.

Sometimes the work on the main problem naturally makes us wonder about certain points that are external to the problem, but which are linked, and of which I have just given an example.
Why do these coaching and accompaniments answer your need and not especially your desire?

I offer you a service that I consider essential. If I propose to guide you according to this method it is for very specific reasons.

Indeed, this does not ideally correspond to what you are looking for and I know it well. On the other hand, it is ideally what you need.

I consider that it is my duty as a professional to offer you what you need before anything else. Imagine that you go to a DIY store, this is an example I often take, would you prefer that the salesman directs you to the product you say you want, or the one he will advise you according to what you have to do? You should trust the professional (if you think he is one), to guide you in the choice of the most suitable tool for the task you intend to do. You will have to listen to his explanations and determine if they are relevant and convincing.

For your orientation, a subject with much more at stake, it is the same thing, you must trust me to propose the best method. So why would coaching, and more precisely the type of coaching detailed above, that I propose to you, be the best method?

To answer this question, we must also talk about other methods and analyze their contributions and limitations, and make a comparison, I talk about this in my article on choosing a guidance service which I invite you to read. It would be too long to detail in this presentation of the service. This one is accessible via the menu of the site. I also talk about it in much greater detail in my modest book "L'orientation aujourd'hui ou l'art de ne pas se planter" available on Amazon, Kobo, iTunes and Google Play, of which you will find a short presentation in the "books" section of this site.

It is impossible for me to summarize more than 50 pages of explanations and argumentation in a few lines, but here are the main reasons:
(For each of the items below, I invite you to do some additional research, if you don't know what it is about).

- I followed one of the most complete French University coaching courses, lasting 1 year
- I have analyzed all the methods, their origins, their shortcomings, their flaws and their contributions
- Following the above point, therefore I do not propose any kind of test or questionnaire
- I do not use any particular toolbox and even less tools used in NLP
- I do not base myself mainly on the themes of the pyramid method which are of little interest
- The client is in an active and participative position and is involved in the reflection process, which cannot take place without him/her
- The client is at the center of the process and of his choices, he is responsible and empowered
- Coaching is based on your situation, your experience, your personality, your resources and your elements
- As a psychoanalyst and with my training as a psychologist and my personal work, I know myself and try to minimize the effects on the coaching,
- I have the skills to identify psychological issues that are beyond the scope of coaching
- I assume that everything can be questioned, including the nature and quality of my coaching
- I know the types of questions and their effects and have been doing my best for over 17 years to master their use
- I do not look for the easy way out and only propose questions and open-ended exercises that allow you to answer in your own way, reframed if necessary to allow you to move forward
- I am careful not to give you advice and it is imperative for me not to influence you, I have been questioning myself for years about influence, especially in terms of orientation (I refer you to my blog and my books)
I offer you a coaching that is totally centered on you and your own resources, based essentially on the art of questioning, active listening and reformulation, projection and awareness, without any other tools or tests. A coaching whose only framework is the objective to be reached and not the tool used.

In all aspects of their orientation, except perhaps the knowledge of the different paths, pupils and students are almost left to their own devices, whether in high school or in university, during important stages of their student and professional life and they need to be accompanied in a more conscientious and personalized way to put all the chances on their side to flourish!

You will find in the details below an expansion of some of the items listed above.

Coaching for academic and professional orientation/construction of a professional project

Generally, the students' request is quite simple. They want to find their profession. They are not aware that it is not enough to find one's profession and that it does not come down to deciding: "I want to be an engineer" or "I want to be a lawyer".

Defining one's orientation means first of all finding what really interests us in order to define a precise profession, but also necessarily specifying a sector and a field, a speciality.

It is a matter of building your professional project.

My goal is to help you discover yourself, to awaken your desires, what makes you tick, what you like, what makes you want to move forward, what excites you, motivates you, has meaning for you.
In short, make sure that these vague ideas evolve little by little to allow you to choose a profession, a clear, exciting, passionate professional project, matured by deep reflection.

Many students who have a main interest or a passion rightly think that it is not difficult to define one's orientation. They are right in principle, but in reality it is more complicated than that. And sometimes, they tend not to realize that the reality of a daily life is far from the representation that one makes of it and from the previous experience of this passion outside the framework of paid work with all that it implies. It is not unusual today for these students to question their choice. The status of the "passion" profession, which has long been perceived as the Holy Grail by all, is wavering.

Then, there are many young people who do not have a real passion, a real center of interest, sometimes it is rather because they have too many, that none is really more important than the others, and finally, sometimes, it evolves constantly, from month to month, from year to year. In my last two examples, I am talking about zebras, scanners, two relatively recent names for children who are different, EIP, gifted, who simply have a different way of functioning, a particular way of thinking, and a different relationship to the task and to their interests, but not only.

And for all those who are hesitating, don't forget that double courses exist!

I will be very sincere, for these different students, sometimes it is not a question of helping them to find their job, but rather to help them to define the jobs they will dislike the least, in which they will be the least bothered, the branch in which they will be able to quickly change position, role or activity for example and there is a real work of acceptance, of awareness to be implemented. Yes, there are EIPs (or HPIs) who find it very difficult to accept being confined to a single professional activity and for whom adapted solutions must be found.

I know very well the specificities of these children and young adults, following my readings and research since about 2011 and I have had the pleasure of accompanying many of them.

In short, it is essential to be accompanied in one's choice of orientation and for the student to take responsibility for thinking about and researching this issue. It is important to put all the chances on one's side, and to move forward serenely by asking the right questions, in order to reach one's personal, professional and fulfillment objectives, but above all to avoid failure or dropping out in the first year as is unfortunately the case for 50% of them, according to credoc sources, and thus avoid losing time, motivation and an inevitable part of one's confidence.

The coaching services I offer meet these expectations and allow you to move forward concretely, step by step, in the definition of your career orientation.I do not work with tests but only with questioning, you can refer to the section of this site on the course of an orientation coaching to learn more.

My role is to adapt myself, to meet your expectations and to help you make your choices without influencing you.
Guidance coaching can be more or less focused:
  • Job Choice,
  • building a professional project,
  • choice of university or school.

Our work will depend on your specific request.

The question of motivation and self-confidence

These are central issues in the definition of a professional project, because their action, their impact, their consequences are truly limiting.

It is often necessary to unravel this by working on these issues to ensure that the choice of orientation is not biased.

In short, what I call motivation is actually a general observation that the student is not working, is not getting to work, or is dropping out quickly, and that is not the real problem. The real problem is the cause of this lack of motivation and this is what needs to be defined so that the student can move forward again. This is the work of reflection that I undertake: to help the student to look for and express the cause and then to help him to find his solutions.

In 90% of the cases, it is a problem related to orientation, a lack of objective.

I will only address the issue of self-confidence here from the perspective of orientation.

This handicap is most frequently caused, during the school or student career, by fear (or more specifically anxiety, anguish in all its forms). It can "affect" in depth and almost always influences orientation choices.

Sometimes students are really aware of it and come to me to work on it. Sometimes, it is by digging a little that the student becomes aware of the biases and limitations of their thinking because they have :
  • fear of defining a goal
  • fear of making the choice to reach that goal
  • tendency to doubt one's abilities, one's value, one's skills
  • tendency to think that he will fail
  • shyness, fear or discomfort with public speaking
  • fear of facing the gaze and judgment of others
  • fear of disappointing parents
  • fear of trying everything and failing despite his efforts
  • fear of not being smart enough
  • fear of being aware of one's limits

Of course there are some redundancies and this list is not exhaustive but it is to illustrate the different ways they have to verbalize it.

Depending on the personalities and the issues at stake, we can approach the work from different angles. A first step of reflection and awareness of oneself, one's experiences, one's history is necessary and this is what will invariably guide the work.

Orientation coaching has a primary interest: it makes you AUTONOMOUS. I am going to make a small aside because it seems to me very important.

I have already insisted on this point which seems to me to be essential in other articles, and it is thanks to the feedback of a client that I understood it. Contrary to other orientation methods, the coaching process will aim at developing autonomy towards the reflection on one's orientation but also towards the coach.

It sometimes happens that when one does not do enough research on a profession and its training (during the coaching or afterwards) one realizes afterwards that it does not (or no longer) totally correspond to one's priorities. Because of course, priorities can change, and sometimes very quickly, especially at 17 / 18 years old! Or maybe you are so excited and euphoric to have "found" your job at the time that you are not lucid enough about the other elements of this job to take into account or about your own priorities.

One student came back to me by email (this email has been traduced from French):

"Where we left off, I claimed I wanted to work in human resources. However, when I researched related courses, I realized that this is not at all what I am interested in.

So I came back to communication and realized that the digital and network aspect of communication makes me vibrate. It's a fast developing and very versatile sector, it allows me to integrate an event or cryptocurrency company.
I wanted to thank you for the help you gave me. We may not have come to the right conclusion together, but you taught me to create a personal reflection and to think about myself. A skill that now serves me on a daily basis."


This shows the importance of this SELF-REFLECTION.

In this last case, we can see that despite the fact that his desires or priorities change (after 3 weeks, or after 10, 30 years), you are autonomous and resume by yourself the reflection with a real structure, on your job, allowing you to reach the goal.


Organization and Methodology Coaching

Contrary to all the pages of my site, I am not going to extend myself at length here, it is not of interest.

Please note that this is "accompaniment" and not "pure" coaching unless you request it and I remain in a coaching posture, but I am also in a consulting or training posture.

I will explain myself more precisely. It is a coaching and my posture is different, because a coaching is based on your own resources, but within the framework of problems of organization or methodology, it is not a question of reinventing the wheel. These coaching sessions aim to give you the bases and tools to move forward, while seeking with you what will suit you best and what will allow you to be more comfortable and efficient, aiming of course at your autonomy. As a result, I will "suggest" certain "know-how" or methods, and perhaps sometimes advise you to implement certain techniques, if concrete elements allow me to think that this will allow you to be more efficient. My role is more like that of a trainer or advisor than a coach, even if we still remain in a coaching framework since it is, in my opinion, essential for your autonomy to remain in a dynamic of help in the search of (your) solutions.

I can help you in two or three sessions to find the organization which is appropriate for you in order not to scatter you any more and to regain in effectiveness.

Sometimes you can, or rather, need to be helped to find the methodology that suits you, as school rarely teaches schoolchildren and students to work intelligently, in the right conditions and with tips and tricks that allow them to store knowledge quickly and durably. I often keep myself up to date on this issue, which is very important to me, and I closely follow the research work of the teams from the world's leading universities, especially Harvard.

We all learn differently and at different speeds, not to mention the differences between intellectually precocious students and their particular functioning and other students, we do not all have the same way of working and do not all have the same memory qualities. The neighbor's methods or tips and tricks may not work for you. That said, it is always best to test what 95% of students are comfortable with first before finding other solutions.

The role of the coach is to present them or to encourage research so that the student can study them, test them and choose the one that seems to work best for him/her.

The main part of the work is to help him adapt them to his own functioning, to find what works for him, what is effective.

So it is not coaching as such, since it is not a questioning work based on the student's own resources, but rather an accompaniment since the student will discover methods and tools to learn and we are therefore more in the training business.

Methodological problems are often closely linked to organizational problems, and they can persist and become disabling only after a few years of higher education.

To take the example of the index card, one of the tools of learning in high school. Beyond the fact that some people still don't use them in their final year of high school and beyond, you have to learn to appropriate the tool, to evaluate the level of detail needed according to the subjects or your abilities, to define your own system, its codes/abbreviations/colors/shortcuts/formatting, etc.. That said, there are many tools available today, which are not necessarily suitable for everyone.

I have often noticed that even after one or two years of medical school, some students still have difficulties with methodology and organization, often because they did not take the time to build their tools, to look for "their method", the one that was the most efficient for them.

There is no miracle method that is valid for everyone and it is often necessary to adapt one of the existing methods to make it work for you, and it is in this research and this implementation that I can help you.

The question of organization is also an essential parameter to work efficiently and it is also necessary to reflect and adapt one's organization to one's functioning, one's work methods and one's objective of results. In general, the organization necessary to be effective throughout the year is rarely limited to the planning of one's personal work time over the week or month. I am not going to give you a series of "tricks" that can be used for everyone, that is not the goal, but to last several years with a high or even extreme work rate, as in preparatory classes or in medicine for example, a precise and adapted organization becomes essential.

It is not only your work that you have to manage, it is also your body and your mind. Like a sportsman...


Remote Student Coaching by Video Conference

In 2005, I undertook a research project on distance coaching (available on this site) to obtain my coaching diploma. I conducted an experiment on distance coaching using different modes of communication in order to determine its effectiveness and to compare it to traditional face-to-face coaching. Otherwise known as E-coaching, this type of remote coaching is very developed in the United States.
The conclusion of my research work and the experiment I conducted clearly shows that only the telephone is a means of communication that can really replace face-to-face coaching. During this work, for technical reasons, video-conferencing, which is a kind of virtual face-to-face, could unfortunately not be studied.
Today, after many years of experience and practice of online coaching by videoconference, I can affirm without any doubt that remote coaching by videoconference is MORE effective than face-to-face coaching:
  • The client is in a known environment and is therefore more comfortable
  • The relationship is established almost identically
  • We go straight to the point during the sessions
  • We save time by avoiding travel
  • Greater flexibility of appointments
  • The relative distance between the interlocutors puts at ease the most shy, which allows to advance more quickly in the reflection and in the work
  • Easy to guarantee anonymity
  • Guarantee of professional secrecy
Many coaches or large groups receive their clients in a place without soundproofing and/or multiple offices are stuck together and/or everyone can see the clients coming and going and this does not seem to me to promote serenity. It's not about being zen, but it's about the client feeling comfortable in the environment. This is one of the major advantages of video-conferencing appointments.

Online school and student coaching by videoconference is for students who want to optimize their time, by desire or by necessity depending on their schedule, who cannot travel, or who do not have a professional school and student coach close to their home.

Video conferencing via ZOOM or Skype* is now a means of communication that we all use regularly with friends and family.

As a result, we are generally comfortable with these means of communication, but more importantly, they are more effective than face-to-face coaching and most importantly, very convenient.
Terms and Organization

The fees for the distance school and student coaching are the same as for the face to face sessions and have the same conditions as those mentioned on my Fees page.

Payment can be made by bank transfer, check or Paypal.

Payment must be received at least 2 days in advance to definitively "book" your appointment. You can send your payment directly to the address I will give you.

After our first contact, we will define our organization, and I will send you a summary email with my login so that you can add me as a contact in the software.

Appointments will be made from one session to the next.

The program I mainly use is "SKYPE" it is free and easy to use, but if you use another software, it will be possible for me to install it on my computer and use it for our sessions.

Most laptops have a built-in webcam, microphone and speakers, so you don't have to buy external devices like you do with a desktop PC or Mac.

Public Speaking Coaching

Please note that this is "coaching" and not "pure" coaching unless you request it and I remain in a coaching posture, but I am also in a counseling or training posture. It is not about reinventing proven techniques, but rather about testing and adapting them so that they allow you to be comfortable and confident. It is also about looking at new and emerging methods, the result of current research in psychology, neuropsychology and neuroergonomics.

Public speaking can have several variations depending on the context. It is not the same exercise to present one's thesis as to present a project to clients or to do a job interview, even if the basis is common, there will be some specificities as much on the content as on the form.

I offer these types of accompaniments :

  • Accompaniment and preparation for admission and job interviews
  • Preparation for orals and oral performances

We can work on much more focused issues as needed, I adapt to the problem and the particular situation of each student. This is what allows me to accompany you on other types of issues or problems that you encounter, always with the concern of helping you find YOUR own solutions, such as :Make a CV that looks like you and a relevant cover letter

  • Receive occasional help during a research paper or a thesis to gain some distance or to get organized
  • Unravel a relationship problem with a professor who is putting you in difficulty
  • Understand and react to a loss of motivation or a drop in grades
  • Regain your self-confidence
  • Learn to organize yourself to be more efficient
  • Find your own method of working and learning
  • The anxiety of an approaching exam
The coaching method is an à la carte process that is totally adapted to your needs, your situation and your problem! We define your objective and from there, we think together about the best solutions to reach it.

That said, be aware that you may think that you only need help with your CV and cover letter when in fact the problem lies elsewhere, whether it is a problem of coherence in your career path or a difficulty in presenting it or talking about yourself personally. This should not necessarily be seen as an attempt by the coach to broaden the scope of the coaching in order to multiply the sessions. In this situation, for example, a good CV and a relevant letter are useless if you do not know how to be relevant and present yourself intelligently during the interview. The coach's duty is to take some distance, to anticipate future problems and to define with you all the work to be done so that you can reach the objective which is to be hired.

On the day of an exam, oral or oral defense, in order to be able to carry your work with confidence and mastery, it is essential to prepare for this exercise efficiently and at all levels. Having confidence in oneself, in one's abilities and means, is an essential prerequisite on which we also work. The form presents and serves as a wrapping for the substance, a good substantive work badly presented will not have the desired impact. The oral presentation is an exercise that is often poorly prepared and left to chance, even prepared at the last minute.
However, a good preparation and a good presentation will inevitably be an advantage to stand out during an oral day, when professors listen and question dozens of students.

When it comes to the world of work, many young people are at a loss when faced with companies that are looking for ultra-specialists at all levels and where personality and presentation play an increasingly important role, because for the vast majority of them they have not been prepared to look for a job, to present a resume correctly, to send their application, to be proactive in their job search strategies and to diversify them, to present themselves and behave ideally during the interview in order to show their worth.

On the day of the job interview, in order to have all the assets on one's side, by knowing how to present oneself with confidence, to put forward the aspects of one's personality that are necessary for the position and to evoke an assertive and coherent professional project, it is important to prepare oneself well and it will be these parameters that will differentiate the candidates.


Accompaniment and preparation for admission and job interviews

Because going there with your hands in your pockets and saying "we'll see" is not a good idea ;)
The stakes are high, the problem is not to be uncomfortable or stressed, even if it is unavoidable, because they will understand it very well, the problem lies in the relevance of the speech and the coherence of the project. Knowing how to demonstrate your motivation and skillfully reveal your personality is essential.

The problem is therefore to present yourself exhaustively and clearly, to explain your professional project in a concise and relevant way and to demonstrate your motivation in concrete terms, because a festival of boilerplate phrases without depth, which they hear 95% of the time, will not show you off, or even get through if your file is not impeccable.

Admission interview or job interview: it is the same exercise. In both cases, you have to present yourself, explain your background and plans, and demonstrate your motivation and interest in the school/course/company/position you have chosen.

This is why this coaching, which aims at your autonomy, will be useful during your entrance interview to the grandes écoles for example, but also for your future job interviews.
I can help you to overcome your difficulties, to enable you to manage this exercise well.

Please note that I do not promise that you will never have stage fright again, that you will never have stress or anxiety before an interview. I am not going to tell you stories, it is impossible!

Even the greatest artists who have been performing for decades in front of thousands of spectators have stage fright before going on stage. What I can promise you, however, is that I will give you all the tools you need to manage your stage fright, your stress, your anxiety, to stop letting your uneasiness show, but above all to present yourself in the best possible way, feeling more at ease, relaxed, because you will feel that you have mastered this exercise.

So, how exactly will we work? Well, it will depend on the level of mastery of each person.

Of course, beforehand, it is preferable to have a good and well-constructed CV and to know how to judiciously write a cover letter, since this will be the support of your presentation, so you might as well start working on that.

We will work by setting up simulations filmed with a camera, after the preparatory work has been finalized, the most effective method to move forward concretely and quickly by discovering your points to improve.

Each video sequence will be viewed and debriefed, and this will allow you to continue working on your own.

Concretely, and according to your request, I can help you to :

  • Know how to prepare for an interview,
  • Approach your interviews calmly,
  • Work on your presentation to show your best profile,
  • Work on the image you send to your interviewer,
  • Demonstrate that you are motivated and interested in the position or school,
  • Be at ease with the question of remuneration at the right time during a job interview,

Preparation for orals and oral presentations

You all have to go through it: project presentations, dissertations, competitions and final theses.
Taking an oral exam, whether it is a one-time presentation, a project defense or a thesis, inevitably requires a good preparation.

I will not repeat what I explained above, because you will easily understand that it would be redundant. It is a similar exercise except that in one case you have to present yourself and explain your project and in the other you have to present your work and defend it.

Once again, the work will depend on your personal objectives and especially on your level of mastery of this exercise, both in terms of the type of support you use during the oral, as well as all the other elements that are important to work on.

Without a specific problem to base the work on, we will define your level and the level you want and need to reach.

I tend to consider working on 4 levels (this also applies to interview preparation):

    1. The medium
    2. The content: mastery of the subject, fluidity, relevance, etc.
    3. Form: image, tone, gestures, etc.
    4. Concentration and your ability to maintain it

Together we will define exercises tailored to your needs so that you can work between sessions and continue to improve on your own.

We will plan regular simulations, if necessary during our sessions, and outside of them.

The use of video is, in my opinion, essential to progress in speaking, interviewing or public speaking, whatever it may be.

All of the coaching sessions I offer to prepare for oral presentations include filmed simulations, which are analyzed and commented on at various times.


Preparation of CV and cover letter :

It is a question of putting in place a deep work of reflection and formatting of the CV by defining which elements are going to be highlighted, not to mention the aspects of presentation, setting up, choice of paper and colors...
Many sites propose areas of improvement or more or less exhaustive lists of what to do and what not to do, this is a good start, but you must not stop there!

There is a basic problem with these recommendations: they are general and do not take your personality into account.

Indeed, these websites cannot help you in any way to put forward your personality in your CV and your cover letter and yet it is precisely what you should do.

Other problems exist, often out of laziness students and many executives have a "standard" CV that they send in the same form for all the job offers they apply for and this is a mistake.

In each job offer for the same type of position, different experiences or qualities are sometimes required depending on the company and it will therefore be necessary to highlight different elements in your CV and cover letter depending on the offer you are responding to!
The purpose of this guide is to make you autonomous and to ask you the right questions to help you identify by yourself which elements should be highlighted for each offer.

Of course, this presentation is only intended to give you an overall picture of the work that can be done.

You will find in my self-coaching manual Choose Your Career In 5 Days, a bonus section that should be enough for you in most cases to create an optimal CV and cover letter, and at a lower cost, if you need a more targeted or specific coaching, contact me.