Coaching Structure and Process Flashcards

Question

Feeling Reflection

Answer 1

Competency 2.5.2: Coaching Process ●These reflections help the coach acknowledge how the person may be feeling as they speak. Example: Client: “I had my hip replaced and at my age it's a little scary how it will turn out, but I made it just fine!” Coach: “You sound happy with your recovery.” Client: “Yes, I was relieved to recover so well.”

Answer 2

Competency 2.5.2: Coaching Process ●Making a guess of what the client means. ●As a coach, you have to think reflectively and listen for the meaning behind what your client is actually saying ●Keep in mind that what you believe them to mean might not be accurate. If not accurate, this type of reflection will help them clarify what they really mean. Example: Client: “I have been walking, but I don’t want to overdo it.” Coach: “You are worried you’ll have another fainting episode.”

Answer 3

Competency 2.5.2: Coaching Process ●The skill of “active” listening where the coach tries to understand the client’s personal experience, offering reflections as guesses about what the client’s real meaning is behind their words. ●Focuses on your clients own narrative rather than asserting your own understanding of it. ●Don’t ask a question to see if you understand correctly, instead, take a guess of what you heard them say. ●Used in Sustain Talk

Answer 4

Competency 2.11.6: Coaching Process ●The coach uses reflective listening to state what might be the following sentence in the client’s words. ●The coach is guessing what might be the next sentence in the client’s paragraph, instead of just restating the client’s last statement.

Answer 5

Competency 2.11.6: Coaching Process ●Saying something positive about what the client just said. Accentuate the positive! ●These involve noticing, recognizing, and acknowledging the positive. ●A coach is constantly on the lookout for their clients strengths, good intentions, and positive steps forward. ●A coach honors the client and respects their self worth, knowing their capability to grow and change as well as having the choice to do so or not. ●These should be genuine, noticing what is actually true about your client. ●This overlaps with empathy and communicates to your client that “What you say matters; and I respect you. I want to understand what you think and feel.” ●This reduces defensiveness. ●They should center around the word “you”. -Stay away from using the word “I”

Answer 6

Competency 2.5.3: Coaching Process ●A reflection that draws together content from two or more prior client statements. ●These collect what a client is saying and reflects it back to them. ●Helps clients gather and reflect on various experiences they have previously expressed. ●These promote understanding and show the client that you have been listening carefully.

Answer 7

Competency 2.5.3: Coaching Process ● Reflect on what the client is saying and connecting it to something else you as a coach remember from prior conversations. ● Combines two different statements, often from different conversations, together.

Answer 8

Competency 2.5.3: Coaching Process ● Pulls together a series of interrelated parts of conversations that a client has shared.

Answer 9

Competency 2.5.3: Coaching Process ● To wrap up a task or session by pulling together what seems important or announce a shift to something new. ● The coach chooses what to highlight.

Answer 10

Competency 2.6.1: Coaching Process ● Questions that begin with what and how ● Coach wants the client to tell stories. Stories move people to change. ● Offers clients a choice in how to respond; coach displays open curiosity and allows the client to open up ● Why questions are generally not as useful. They tend to provoke analysis rather than storytelling. Why questions can also evoke resistance because they can suggest judgment causing the client to respond defensively. *Why questions to elicit autonomous motivation can be powerful: WHY do you want these particular vision/goals, WHY do they matter, What’s your “WHY”?*

Answer 11

Competency 2.7.1: Coaching Process ● Collect a specific piece of information ● Call for a short answer- yes or no ● Limits a person’s options for responding ● Might pose a challenge “ Wouldn’t it be great if there was a way to quit smoking?” ● Can be good when a coach asks a client to commit, whether to a vision, goal or strategy “Are you ready to move forward?”

Answer 12

Competency 2.6.2: Coaching Process ● The most direct way of approaching change talk is to ask for it. ● Ask open ended questions for which change talk is the answer. ● By asking these types of questions, you are inviting the client to answer questions in a way that the client will start to notice change talk within themselves. ● Use DARN CAT when generating these questions to elicit different kinds of change talk.

Answer 13

Competency 2.6.3: Coaching Process Using these concepts help clients consciously focus on the situation with imagination using a story, symbol or object to change their viewpoint. ● These help activate creative thinking, making new connections in their mind a d discovering something new about their situation. i.e.: "see the light at end of tunnel", "tame the sugar beast" Examples: Iceberg p. 58 MI and Golf p 59 MI from Miller, W. & Rollnick, S. (2013). Motivational interviewing: helping people change (3rd ed.). Guilford.

Answer 14

Competency 2.6.4: Coaching Process ● The generation of possibilities without censoring or critiquing. ● Makes generative moments in coaching. ● Allows clients to develop creativity when approaching topic focus. ○ Both coach and client participate ○ Clarify the topic ○ Clarify the output (what’s being said) ○ Defer judgment ○ Encourage bold, even wild ideas ○ Build on what the other says ○ Be visual and specific ○ Go for quantity ○ Do it fast

Answer 15

Competency 2.7.2: Coaching Process ● Helps the client get to the bottom line. ● The coach helps to redirect and shift the focus to help client examine what is most important. ● Helpful ways to interrupt the client when they are going on and on, too many choices, too many goals. ○ “Excuse me, I’m going to interrupt now” ● Coaches can tell clients that they may have to interrupt them, and that’s acceptable when done appropriately and with non-violent communication skills.

Answer 16

Competency 2.7.4: Coaching Process ● ELICIT CHANGE TALK ● Can increase motivation to change ● Can evoke willingness to change ● Can increase client’s belief in the ability to change Examples: 1. “On a scale of 1-10, with 10 being highest, how important would you say is is to change __ at this time?” 2. “On a scale of 1-10, with 10 being highest, how likely are you to ____?” 3. “Why did you pick an 8 and not a 6?” (What lead you to NOT pick a lower number?) 4. “What would help you to get to a higher number?”

Answer 17

Competency 2.7.3: Coaching Process ● This skill involves the coach asking the client to get to the point. ● A way for the coach to keep the conversation on task, redirect tangents and adhere to agenda and time.

Answer 18

Competency 2.9.4: Coaching Process ● Visualization bypasses the pressure of having to fit coaching topics into structured discussions. ● Tapping into our instinctive use of imagery, metaphors & storytelling. ● Can free the learner to explore these themes more instinctively with less inhibition.

Answer 19

Competency 2.11.5: Coaching Process ● The ability to make a plan and to implement the behavior to carry it out. ● The ability to regulate what one feels and does. ● Being self disciplined. Such as controlling one’s appetite or emotions.

Answer 20

Competency 2.9.5: Coaching Process 1. Mobilize client’s change talk 2. Implement client’s intentions 3. Evolve Intentions 4. Convert Intentions: Motivational Interviewing process

Answer 21

Competency 2.9.10: Coaching Process ● BEHAVIOR goals describe how to achieve the outcome ● OUTCOME goals describe what the client wants to achieve, but does not describe how to get there Outcome goal: I will lose 20 pounds in the next 3 months. Behavior goal: I will go to spin class 3 days a week for the next 12 weeks. Outcomes are what direct the client’s goals. Use the desired outcome (health and wellness vision) to create small, actionable behavior goals.

Answer 22

Competency 2.10.1: Coaching Process ● The coach suggests a different meaning or perspective for what the client is describing. ● The coach invites the client to consider a different view of the situation. Example: Client: “This is so hard and I don’t think I can keep up with this pace.” Coach: “This is quite a challenge for you!”

Answer 23

Competency 2.10.4: Coaching Process ● Your own arguments for and against sticking to a plan. ○ This is also CHANGE TALK and SUSTAIN TALK ● A coach's goal for a client is to listen for and help the client balance the verbalizing pros and cons as a marker of the client's level of ambivalence and readiness for change. ● The more sustain talk, the greater the client’s ambivalence. ● A coach can use: ○ Decisional balance worksheet ○ Motivational Interviewing: to promote integrity; help people to clarify their core values and consider how to live in greater consistency with them. ○ A coach first elicits and clarifies the person's goals and guiding values. ○ Then the coach uses client-centered OARS skills to help with exploration of the client’s values and what changes would yield greater consistency with these guiding values.

Answer 24

Competency 2.12.1: Coaching Process ● The belief that one has the capability to initiate and sustain a desired behavior. ● Becoming one's best self. ● The circular relationship between belief and action: the more you believe you can do something, the more likely you are to accomplish it.

Answer 25

Competency 2.14.1: Coaching Process ● Leads to increased motivation and achievement. ● The power of “yet”, what's yet to come; growth, dreaming. ● The understanding that we can develop our abilities and intelligence. ● A focus on learning, increased effort, and a willingness to learn from mistakes.

Answer 26

Competency 2.14.2: Coaching Process ● A choice-focused tool that can be used when coaching with neutrality; exploring both the pros and cons of changing and staying the same. ● When using this tool, end on a positive note

Answer 27

Competency 2.15.3: Coaching Process ● Change is more likely to happen if clients can identify and stay connected to strengths and abilities that have proven successful in other parts of their lives. ● Using strengths helps generate hope, optimism and positivity. ● When the coach points these out, it can help increase confidence, self-esteem and self-efficacy. *A great site for assessing client’s strengths is the Values in Action assessment at www.viacharacter.org

Answer 28

Competency 2.11.6: Coaching Process Motivational Interviewing concept Acronym used when asking questions to elicit different kinds of change talk. Use DARN to help generate new ideas to move forward. PREPARATORY change talk. D-Desire: Desire questions which bring out wants, wishes and likes. A-Ability: Ability questions ask about what a person can do, is able to do, or what they could do. R-Reasons: Reason questions ask for reasons why or explore if/then reasons for making a change N-Need: Need questions rely on giving the urgency of needing to change without necessarily giving particular reasons. “What needs to happen?” Use CAT when eliciting MOBILIZING change talk, such as asking for commitment; getting more specific, setting a date, preparing. C-Commitment A- Activation T-Taking steps

Answer 29

Competency 2.2.4: Coaching Process ● Behavior between the coach and client that reflects dissonance in the working relationship. ● Is about you and your relationship with your client. ● Examples: arguing, interrupting, discounting, or ignoring ● It’s is the coach’s responsibility to recognize and address discord as soon as possible. ● Opposite of building rapport.

Answer 30

Competency 2.2.4: Coaching Process ● A term previously used in MI, now deconstructed into its component; sustain talk and discord

Answer 31

Competency 2.3.1: Coaching Process ● The non-judgmental awareness of what is happening in the present moment. ● Paying attention to thoughts, feelings, behaviors, relationships and environments in order to wake up to the experience of what’s going on around us and within us while it is happening. ● Helps coaches personally, before and during a coaching session, to improve coaching skills, being more present and not distracted. ● A coach may want to include this practice during a session to have client practice and learn it to apply to their own experiences.

Answer 32

Competency 2.11.4 : Coaching Process ● Thermostat of change; Regulating what one feels and does: the zone of tolerance- similar to a thermostat ● Involves being disciplined, controlling one’s appetites and emotions ● This is vital in the change process, as it is involved in diligently planned, preparing and executing behavioral experiments; unpacking learning, followed by adjusting the what, how and when of practicing new behaviors over and over again.

Answer 33

Competency 2.4.4: Coaching Process ● Respectful understanding of another person’s experience. ● Includes their feelings, needs, and desires. ● The coach shows full engagement and deep appreciation for the client. ● Its impact is to open up clients to significant learning, growth, and change. ● It is a coach's reflection of the client’s perceived experience rather than a sharing in the feeling. ● “I respect your pain” or “I celebrate your joy”

Answer 34

Competency 2.4.4: Coaching Process ● Not useful in the coaching relationship ● Grieving someone’s experience, usually because of circumstantial hardships ● Leads to charitable actions ● Views people as casualties ● Does not empower people ● Says, “I feel sorry for you.”

Answer 35

Competency 2.4.4: Coaching Process ● Means identifying with someone’s experience primarily on an emotional level. “I feel your pain, or I share our joy.” ● Doesn’t involve listening with the whole being ● It turns our attention toward our own feelings, needs, and desires instead of others. ● It overlooks client’s needs and desires.

Answer 36

Competency 2.11.6: Coaching Process ● A person's ability to act on his or her own values and interests. ● Independent: not subject to the rule or control of another. ● The drive to march to one’s own drummer. ● To thrive, we need to be authentic and author a life aligned with our own values. ● Requires Intrinsic motivation in order for the habit or new behavior change to be sustained. ● “Am I aligned with my own heartfelt values?”

Answer 37

Competency 2.15.4: Coaching Process ● Key to optimal well-being. Those moments in which we are enjoying an activity so much we lose track of time.

Answer 38

Competency 2.15 : Coaching Process ● Barbara Fredrickson - the study of positive emotions ● Turn attention to conditions that allow people to flourish and thrive. ● People who flourish not only feel good, but they also do good. ● People have a sense of purpose and calling when they are thriving: they are highly engaged in life. ● Looking at what is right with people, instead of what is wrong. ● PERMA is part of the positive psychology movement

Answer 39

Competency 2.15.5: Coaching Process ● Seligman’s Model of Well Being ● Generates Positivity P-Positive Emotions E-Engagement R-Relationships M-Meaning A- Accomplishments

Answer 40

Competency 2.15.5: Coaching Process ● Carl Rogers: “Being completely accepting toward another person, without reservations.” ● Builds trust & rapport. ● Unconditional acceptance helps client accept that in struggling to change thought patterns and behaviors, client has both success to celebrate and setbacks to learn from. ● Communicates that the coach will not give up on them ● Present whether the client is progressing or regressing

Answer 41

Competency 2.3.6.1: Coaching Process ● WAIT: Why Am I Talking ● Non-verbal communication to client. ● Evokes deeper exploration by sending the empowering message without words. “I believe that you can figure this out by going deeper.”

Answer 42

Competency 2.11.6: Coaching Process Thomas Gordon’s 12 Roadblock to Communication: 1. Ordering, directing, commanding 2. Warning, cautioning 3. Giving advice, making suggestions 4. Persuading with logic or lecturing 5. Telling people what they should do or moralizing 6. Disagreeing, judging, criticizing, blaming 7. Agreeing, approving or praising 8. Shaming, ridiculing, or labeling 9. Interpreting or analyzing 10. Reassuring, sympathizing or consoling 11. Questioning or probing 12. Withdrawing, distracting, humoring or changing the subject

Answer 43

Competency 2.11.6: Coaching Process ● Engaging ● Focusing ● Evoking ● Planning

Answer 44

Competency 2.11.6: Coaching Process OARS: Fundamental tools in engaging for mutual understanding. Tools for guiding and putting change in motion. Open-ended questions Affirmations Reflections Summaries Permission: ● Providing information to the client only when asked for and with permission

Answer 45

Competency 2.11.6 : Coaching Process ● Decisional Balance: used when client demonstrates ambivalence. Explores the pros and cons of changing and staying the same. ● Motivation/Confidence/Readiness Ruler: Used throughout the MI process to gauge client’s feelings. Usually a scale of 1-10. ● Elicit-Provide-Elicit (EPE) ● Elicit: ask permission, explore client’s current knowledge, ask if client is interested ○ Provide: only the most pertinent information, be clear, state client’s autonomy ○ Elicit: check with client for understanding

Answer 46

Competency 2.11.6 : Coaching Process P.A.C.E. 1. Partnership 2. Acceptance a. Absolute worth b. Accurate empathy c. Autonomy support d. Affirmation 3. Compassion 4. Evocation

Answer 47

Competency 2.11.6: Coaching Process ● Coach and client develop a working relationship, engaging with each other ● Rolling with resistance ○ Empathy ○ Inquiry ○ Perceptive reflections ● Open ended inquiry (OARS) ● Perceptive Reflections ○ Emotions and needs

Answer 48

Competency 2.11.6: Coaching Process ● Developing Discrepancy ○ Decisional Balance for pros and cons ● Perceptive reflections for developing discrepancy ○ Simple reflections ○ Amplified reflections ○ Double-sided reflections

Answer 49

Competency 2.11.6: Coaching Process ● The role of meaning in motivation ● Examining motivation with rulers ● Ambivalence ○ Change talk and sustain talk

Answer 50

Competency 2.11.6: Coaching Process ● Client is ready to take action ● Begin thinking about and talking about when and how to make changes ● Client begins envisioning what it would be like to make changes ● Develop a commitment and a plan

Answer 51

Competency 2.11.6: Coaching Process Elicit- Ask permission first and then ask “what do you know about….?” before giving advice. The client may answer their own question without you saying anything. Provide- Be clear in your answer, don’t prescribe (stay away from Gordon’s 12 roadblocks) and prioritize what you give out. They may not need everything. What does the person want to know more about? Offer small amounts of information. Elicit- Ask for clients' understanding. Ask open ended questions, reflect answers, allow time to process. (silence)

Answer 52

Competency 2.11.6 : Coaching Process ● A short focusing metaconversation in which you step back with the client to choose a direction from among several options ● Used when a client is confused or overwhelmed by which direction to take or goal to achieve ● Useful when changing direction, getting a client unstuck, raising a difficult topic or clarifying roles

Answer 53

Competency 2.11.6 : Coaching Process ● The simultaneous presence of competing motivation for and against change ● Wanting to change but also wanting to stay the same ● Client often uses sustain talk

Answer 54

Competency 2.11.6: Coaching Process ● The clinical error of beginning consultation by gathering at the cost of not listening to the client’s concerns ● Coach asks the questions and client answers, causes client to take passive role ● “If I just ask the client enough questions, I will know what to tell the client to do.”

Answer 55

Competency 2.11.6: Coaching Process ● Focusing on or placing blame, fault-finding rather than focusing on change

Answer 56

Competency 2.11.6: Coaching Process ● Any client speech that favors movement toward a particular change and/or goal

Answer 57

Competency 2.5.2: Coaching Process ● A reflection made by the coach that adds additional or different meaning beyond what the client has just said; a guess as to what the client may have meant

Answer 58

Competency 2.11.6: Coaching Process ● Talk by the client indicating that change is possible and that he/she can do something to make that change happen

Answer 59

Competency 2.11.6: Coaching Process ● The distance between the status quo and one or more client change goals ● The difference between where the client is and where they would like to be

Answer 60

Competency 2.11.6: Coaching Process ● A natural communication style for helping others find their way, combining some elements of both directing and following

Answer 61

Competency 2.7.4: Coaching Process ● A scale (typically 1-10) on which clients are asked to rate the importance of making a particular change

Answer 62

Competency 2.6.1: Coaching Process ● The clinical error of engaging in unproductive struggles to persuade clients to accept a label or diagnosis ● A specific form of the premature focus trap: The coach wants to focus on a particular problem and the coach calls it by name; Diagnostic labeling- “you’re an alcoholic”, “you have diabetes”, “you're in denial”

Answer 63

Competency 2.6.1: Coaching Process ● A question that offers the client broad latitude and choice in how to respond; compare with closed questions ● The what and how questions: you want your clients to tell you stories. Stories move people to change. Questions that make them think a bit before responding and provides plenty of latitude for how to answer.

Answer 64

Competency 2.6.1: Coaching Process ● A subtype of client change talk that expresses or implies action to change; examples are commitment, activation language, and talking steps