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NBHWC Board Exam Review > Coaching Process > Flashcards

Coaching Process Flashcards

1
Q

Client-Centered Relationships

A
  • 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
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2
Q
  1. Client-Centered Relationship Competencies
A
  1. Client’s agenda, needs, interests, and preferences (vs. coach’s) drives the coaching relationship
  2. Share coach’s personal information/experience only when appropriate
  3. Share information or recommendations only when specifically asked or given permission to do so or as otherwise required within scope of practice
  4. Observe, name, and refer to client’s beliefs and values
  5. Convey the belief that client is resourceful, expert in own experience
  6. Adjust approach according to client’s health literacy
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3
Q

Health Literacy

A

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.

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4
Q

Trust and Rapport

A
  • 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
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5
Q
  1. Trust and Rapport Competencies
A
  1. Demonstrate benevolence, honesty, sincerity, and authenticity
  2. Convey unconditional positive regard
  3. Follow through on commitments made to the client
  4. Openly name and address disagreement between coach & client as it occurs and resolve in a timely manner
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6
Q

Active Listening and Presence

A
  • 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
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7
Q
  1. Active Listening and Presence Competencies
A
  1. Be attentive and mindful
  2. Be open-minded
  3. Be curious without assumptions
  4. Pace communication to fit client’s needs
  5. Listen for what is not being said
  6. Nonverbal communication of coach and client
  7. Use silence appropriately
  8. Attend to and address nonverbal communication

And trust the process !

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8
Q

Client Emotions and Energy

A
  • 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.
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9
Q
  1. Client Emotions and Energy Competencies
A
  1. Attend to the client’s state of being (mood/affect/presence)
  2. Acknowledge client’s emotions
  3. Ask client to describe emotions when appropriate
  4. Show empathy (resonance with)
  5. Foster self-compassion
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10
Q

Reflections

A
  • conveys active listening and understanding
  • acts as a soundboard, witness, or observer/ mirror effect
  • fosters awareness of perspectives, emotions, and discrepencies
  • engages client
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11
Q
  1. Reflections Compentencies
A
  1. Straight reflection, paraphrasing
  2. Amplified reflection
  3. Double-Sided reflection
  4. Shift-Focus reflection
  5. Summaries
  6. Recall previous information and experiences of client
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12
Q

Straight Reflection

A

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.”

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13
Q

Double-Sided Reflection

A

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.”

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14
Q

Amplified Reflection

A

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.”

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15
Q

Shift-Focus Reflection

A

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.

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16
Q

Expand the Conversation

A
  • 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?

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17
Q
  1. Expand the Conversation Competencies
A
  1. Open-ended questions
  2. High mileage questions
  3. Use of metaphors based on client language and interests
  4. Brainstorm
  5. Connect the focus to multiple dimensions of client’s life
  6. Explore broader perspectives and inspire interest in new possibilities
  7. Incorporate coach’s intuition
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18
Q

Focus and Refocus Conversation

A
  • 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?

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19
Q
  1. Focus and Refocus Competencies
A
  1. Closed-ended questions
  2. Interrupt and re-direct
  3. Bottom-lining (brevity and clarity on intentions and meaning)
  4. Scaling questions
  5. Ask the client to summarize the topic
20
Q
  1. Assist client to evaluate and integrate health information
A
  1. Identify what client understands
  2. Assist client in finding and using health and wellness resources
21
Q

Goals and Implementing Action

A
  • 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
22
Q
  1. Goals and Implementing Action Competencies
A
  1. Transtheoretical Model
  2. SMART goals
  3. Patient activation and engagement models
  4. Facilitate visualizing to elicit intrinsic motivation and goal direction
  5. Commitment to action
  6. Encourage behavioral stretches but also set a comfortable pace of learning and implementation of client’s goal
  7. Anticipate, plan for, and help client navigate challenges
  8. Behavior tracking
  9. Develop and manage accountability plan
  10. Behavioral goals (also known as process goals or learning goals) vs. outcome goals
23
Q

Transtheoretical Model of Change Definition

A

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.

24
Q

Transtheoretical Model of Change Stages

A
  1. Pre-contemplation: “I won’t” “I can’t”
  2. Contemplation: “I may”
  3. Preparation: “I will”
  4. Action: “I’m doing it” (<6 months)
  5. Maintenance: “I’ve been doing it” (>6 months)

(read through Coaching Psychology Manual, Ch.7 Moore).

25
Q
  1. Client Awareness, Perspective Shifts and Insights Competencies
A
  1. Positive reframe
  2. Address self-defeating perceptions
  3. Explore patterns related to client behaviors and decision tendencies (e.g., triggers, thoughts, emotions, physical sensations, and environment)
  4. Awareness of self-talk and adjustment as appropriate
26
Q
  1. Client’s freedom of choice, autonomy, and intrinsic motivation Competencies
A
  1. Elicit the client’s perspectives (including reasons for change, solutions, ideas, experiments, desires, reactions, desired outcomes, rewards/incentives)
  2. Help client explore and articulate values, sense of meaning, and purpose
  3. Help client envision his/her optimal health and/or wellbeing
  4. Discuss and honor client’s preferences for self-monitoring (without judgment), accountability, mode of connecting (email, text, phone call)
  5. Self-determination theory
  6. Motivational interviewing concepts
27
Q

Self-Determination Theory

A

A psychological framework developed by Edward Deci and Richard Ryan that focuses on individuals’ intrinsic motivation, autonomy, and the fulfillment of basic psychological needs—autonomy, competence, and relatedness—as key factors in promoting personal growth, well-being, and optimal functioning.

The end game of coaching is self-determination: a person’s ability to reach his or her highest level of motivation, engagement, performance, persistence, and creativity. As a result of goal attainment, the client gains increased self-efficacy, a sense of autonomy, and self-determination.

28
Q

Self-Efficacy Definition

A

A client’s belief in his/her ability to initiate change and achieve goals.

The coaching process cultivates self-efficacy as the client better understands his/her needs, gains self-awareness and insight that supports behavior change, learns from setbacks, develops new resources, and finds new ways to navigate his/her environment

29
Q
  1. Self-Efficacy Competencies
A
  1. Explore ways to improve self-efficacy
  2. Engage client in problem-solving
  3. Engage client to evaluate options, considering both short and long-term benefits and consequences
  4. Use client’s awareness, learning, and tools to support the client to improve confidence in making informed decisions
  5. Social Cognitive Theory (role models, mastery)
30
Q

Social Cognitive Theory

A

SCT, developed by Albert Bandura, emphasizes the importance of observational learning, social experiences, and environmental influences on behavior. It introduces key concepts such as self-efficacy, outcome expectations, and reciprocal determinism, which can be pivotal in client activation.

  • mastery experiences
  • social modeling and context
  • verbal persuasion
  • positive emotions
  • support system
  • feedback and reinforcement
  • positive reframe
31
Q
  1. Improve Support Competencies
A

1.Social (relationships)
2.Structural/environmental (tools, resources, setting)

32
Q
  1. Client active experimentation and self-discovery Competencies
A
  1. Growth mindset
  2. Decisional balance
33
Q

Growth mindset

A

The belief that the client’s abilities are not fixed and can be improved continuously through experimentation and persistent efforts

34
Q

Decisional Balance

A

Lists of pros and cons of staying the same versus changing.
Scale to rate what they think and feel about their list, as well as their levels of resistance and motivation to change.

35
Q
  1. Increase positive psychological resources Competencies
A

Increase positive psychological resources by identifying, exploring, cultivating, and
affirming:

  1. Skills and abilities
  2. Efforts, progress, successes, insights, and learning
  3. Strengths
  4. Client’s being (value, qualities, and self-worth)
  5. Positive emotions, gratitude, acceptance, and compassion
  6. Optimism and resilience
36
Q

Positive Psychology

A

Positive psychological resources improves creativity, open-mindedness, strategic thinking, resilience, connection, and health.

37
Q

Motivational Interviewing

A

A conversational technique designed to help individuals increase autonomous motivation and self-efficacy by discovering their own reasons and ways to make positive changes in their lives, particularly in areas where they may be ambivalent or resistant to change. The more clients engage in change talk, the more likely they are to make changes.

38
Q

Motivational Interviewing Processes

A
  1. Engaging: strengthen link, show empathy, respect and interest
  2. Focusing: define the discussion on the target of change
  3. Evoking: get in touch with reasons for change (DARN) and engage in change talk
  4. Planning: Engage in talking about the HOW of change
39
Q

5-D Model of Change

A
  1. Define- clarify
  2. Discover- appreciate
  3. Dream- envision
  4. Design- co-construct
  5. Destiny/ Delivery- innovate
40
Q

Design Thinking Processes

A
  1. Empathize
  2. Define
  3. Ideate
  4. Prototype
  5. Implement
41
Q

How do you elicit change talk?

A
  • open questions using DARN model (desires, abilities, reasons, needs)
  • reflections
  • summaries
42
Q

Self-Perception Theory

A

SPT suggests that people develop their attitudes and feelings by observing their own behavior and the context in which it occurs.

43
Q

Appreciative Inquiry

A

Inquiry focused on discovery of strengths, assets, and opportunities.

44
Q

Positive Psychology

A

A branch of psychology emphasizing the identification, exploration, and cultivation of positive psychological resources that make life worth living.

45
Q

Growth Mindset

A

The belief that the client’s abilities are not fixed and can be improved continuously through experimentation and persistent efforts.

46
Q

Self-Determination Theory

A

The ability for a client to make choices and manage their own life through three core universal needs: autonomy, competence, relatedness.

47
Q

Social Cognitive Theory

A

The influence of individual experiences, the actions of others, and environmental factors on individual health behaviors.

NBHWC Board Exam Review (4 decks)

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