Coaching Process Flashcards
Client-Centered Relationships
- self-discovery process
- client as expert of their life
- client as whole, creative, and resourceful
- coach as facilitative partner
- coach trust in client’s abilities
- Client-Centered Relationship Competencies
- Client’s agenda, needs, interests, and preferences (vs. coach’s) drives the coaching relationship
- Share coach’s personal information/experience only when appropriate
- Share information or recommendations only when specifically asked or given permission to do so or as otherwise required within scope of practice
- Observe, name, and refer to client’s beliefs and values
- Convey the belief that client is resourceful, expert in own experience
- Adjust approach according to client’s health literacy
Health Literacy
The ability of individuals to obtain, understand, and apply health information to make informed decisions about their health and well-being.
It is needed to navigate the complex healthcare system, understand medical instructions, and actively participate in ones own healthcare.
Trust and Rapport
- positive and safe environment
- respectful and non-judgmental space
- non-violent communication and appreciative inquiry
- mindful and active listening
- coach’s belief in client’s efficacy
- Trust and Rapport Competencies
- Demonstrate benevolence, honesty, sincerity, and authenticity
- Convey unconditional positive regard
- Follow through on commitments made to the client
- Openly name and address disagreement between coach & client as it occurs and resolve in a timely manner
Active Listening and Presence
- coach self-management
- attention to verbal and nonverbal cues: words, expression, tone, emotions, and energy of both coach and client
- coach as witness: curious and non-judgmental
- Active Listening and Presence Competencies
- Be attentive and mindful
- Be open-minded
- Be curious without assumptions
- Pace communication to fit client’s needs
- Listen for what is not being said
- Nonverbal communication of coach and client
- Use silence appropriately
- Attend to and address nonverbal communication
And trust the process !
Client Emotions and Energy
- emotions can generate insight on needs and motivations and impact the brain’s capacity for learning and change.
- coach calls attention to positive shifts to elicit awareness and motivation.
- Positive emotions are elicited by connecting to the client’s values, aspirations, and strengths.
- Client Emotions and Energy Competencies
- Attend to the client’s state of being (mood/affect/presence)
- Acknowledge client’s emotions
- Ask client to describe emotions when appropriate
- Show empathy (resonance with)
- Foster self-compassion
Reflections
- conveys active listening and understanding
- acts as a soundboard, witness, or observer/ mirror effect
- fosters awareness of perspectives, emotions, and discrepencies
- engages client
- Reflections Compentencies
- Straight reflection, paraphrasing
- Amplified reflection
- Double-Sided reflection
- Shift-Focus reflection
- Summaries
- Recall previous information and experiences of client
Straight Reflection
Offering a simple or complex reflection on what client said without analysis, interpretation, or judgment.
Client: “I’m feeling really overwhelmed at work, and it seems like there’s no way to balance everything.”
Straight Reflection: “You’re feeling overwhelmed at work, and it seems challenging to find a balance.”
Double-Sided Reflection
Two sides of a client statements bringing about contradictory feelings.
Client Statement: “I’ve been working long hours, and I just can’t seem to catch a break.”
Double-Sided Reflection: “It sounds like you’ve been putting in a lot of effort at work, and I sense there might be some frustration or fatigue about not getting the rest you need.”
Amplified Reflection
Intensifying or exaggerating the expressed emotion or meaning to search for the other side of ambivalence when showing resistance.
Client Statement: “I’ve been trying to manage my stress, but it feels like it’s always there.”
Amplified Reflection: “You’re actively working on managing stress, and yet, it feels like an ever-present and demanding force in your life.”
Shift-Focus Reflection
Redirecting the client’s attention to a different aspect of their experience or perspective. The purpose is to encourage a change in focus or explore alternative viewpoints, allowing the client to gain new insights or consider different possibilities.
Client: I don’t have time to cook.
Coach: Because you don’t have time to cook, let’s look at other areas in your life in which you can create the time.
Expand the Conversation
- open-ended questioning
- encouraging self-reflection
- expanding possibilities
- digging deeper into the client’s story to help identify patterns
Can you tell me more about _ ? What does _ mean to you?
- Expand the Conversation Competencies
- Open-ended questions
- High mileage questions
- Use of metaphors based on client language and interests
- Brainstorm
- Connect the focus to multiple dimensions of client’s life
- Explore broader perspectives and inspire interest in new possibilities
- Incorporate coach’s intuition
Focus and Refocus Conversation
- Balancing exploratory thinking and feeling with action-oriented focus
- Creating generative movements
- Moving toward decisions, goal-setting, and commitment
- Getting back on track intentionally when the client’s dialogue moves too far from the set intentions
e.g., Let’s refocus and spend time on one topic at a time so we can get deeper. What can you summarize from what you have shared as it relates to your intentions?
e.g., You are speaking of your friend’s family life and you care about him. How does this relate to your vision and goals?
- Focus and Refocus Competencies
- Closed-ended questions
- Interrupt and re-direct
- Bottom-lining (brevity and clarity on intentions and meaning)
- Scaling questions
- Ask the client to summarize the topic
- Assist client to evaluate and integrate health information
- Identify what client understands
- Assist client in finding and using health and wellness resources
Goals and Implementing Action
- creating a vision and long-term goals
- setting short-term goals using SMART model
- developing a growth mindset and an experimental attitude
- small, gradual successes contribute to increasing confidence and the likelihood of long-term success
- allowing self-determined goals
- tracking progress, learning from challenges, and adapting accountability strategies
- coach focus on process and lessons learned by recognizing the client’s efforts over their results
- Goals and Implementing Action Competencies
- Transtheoretical Model
- SMART goals
- Patient activation and engagement models
- Facilitate visualizing to elicit intrinsic motivation and goal direction
- Commitment to action
- Encourage behavioral stretches but also set a comfortable pace of learning and implementation of client’s goal
- Anticipate, plan for, and help client navigate challenges
- Behavior tracking
- Develop and manage accountability plan
- Behavioral goals (also known as process goals or learning goals) vs. outcome goals
Transtheoretical Model of Change Definition
5- stage psychological framework developed by James O. Prochaska and Carlo C. DiClemente.
Used to understand and explain the process of behavior change in individuals. It provides coaches with an understanding of how and when new behaviors can be adopted and sustained and why clients may struggle, fail, or quit.
Transtheoretical Model of Change Stages
- Pre-contemplation: “I won’t” “I can’t”
- Contemplation: “I may”
- Preparation: “I will”
- Action: “I’m doing it” (<6 months)
- Maintenance: “I’ve been doing it” (>6 months)
(read through Coaching Psychology Manual, Ch.7 Moore).