Coaching Structure and Process Flashcards
Transtheoretical Model
Competency 2.9.1: Coaching Process
●Behavior change occurs gradually as they move through identifiable stages - a process!
●Coach must recognize which stage of change client is in and supports them to create goals based on that stage/readiness
○Pre-contemplation
○Contemplation
○Preparation
○Action
○Maintenance
●Helping clients move from precontemplation & contemplation to preparation is where coaches will spend most of their time
Precontemplation
Competency 2.9.1: Coaching Process
●Not ready for change, does not think there is a problem
●“I can’t” or “I won’t” mindset
●Coach emphasizes client’s autonomy and shows unconditional positive regard
Contemplation
Competency 2.9.1: Coaching Process
●Client is aware that there is a need for change
●Ambivalence is pervasive in this stage
●“I may”
●Pros must outweigh cons to move to next stage
●Coach focuses on client’s strength, past accomplishments, hopes and vision for future
Preparation
Competency 2.9.1: Coaching Process
●Client is planning to take action within the next month
●“I will”
●Client has strong motivators and is aware of barriers
●Focus is on possible solutions and identifying small steps to take
Action
Competency 2.9.1: Coaching Process
●Client is actively making changes
●This stage lasts 6 months or longer
●“I am”
●Continue to focus on strengths, values and current “wins”
●Frame setbacks as important learning experiences
Maintenance
2.9.1: Coaching Process
●At least six months after beginning the habit
●Client is maintaining behavior automatically
●“I still am”
●Lapses can occur in this stage. Coach helps client recall strengths, recommit to values and goals and refocus on vision of health and wellness.
Patient Activation/Engagement Model (PAM)
Competency 2.9.3: Coaching Process
●Focus on Activation and Engagement rather than compliance
●Activation - Patient’s willingness and ability (knowledge, skills, & confidence) to take action to manage their health and care.
○Patient activation (PA) begins with understanding one’s role in the care process.
●Engagement - Broader intervention designed to increase activation. Ex. Preventive care or patient making healthy food choices.
●Patient Activation Model (PAM) has 4 Levels
1. Passive, not interested in learning
2. Beginning to learn
3. Actively building knowledge (low confidence & skills)
4. Taking an active role to maintain health
●Higher PA creates lower healthcare costs
Self-Determination Theory
Competency 2.11.5: Coaching Process
●Theory of motivation that addresses issues of extrinsic/intrinsic motivation
●Universal needs for well-being
●People have 3 innate psychological needs that must be satisfied to foster health and wellbeing: Acronym CAR
○Competence - Self-efficacy/mastery
○Autonomy - Intrinsic motivation/ability to make one’s own decisions
○Relatedness - Having social support/connection that supports autonomy
Non-Violent Communication
Competency 2.14.2: Coaching Process
●Model for expressing empathy; The coach is calm and judgement free, creating a safe place for clients to share their honest feelings and desires.
A coach should:
●Make observations, not evaluations
●Share feelings, not thoughts
●Suggest needs, not strategies
●Make requests, not demands
Motivational Interviewing
Competency 2.11.6: Coaching Process
●A collaborative coaching technique for strengthening a client’s own motivation and commitment to change.
●Using the following strategies, a coach can guide increased autonomous motivation for change.
○Engaging: develop growth-promoting and relationship-building that support the client’s autonomy
○Focusing: help client develop more clarity around values & goals
○Evoking: generate a connection to the client’s autonomous motivations and drives
○Planning: design action plans that support the building of self-efficacy
●Encourages clients to find their own reasons for change, which they already have in them!
Self-Efficacy Theory
Competency 2.12.1: Coaching Process
●A client’s ability to deal with a situation without being overwhelmed.
●“I believe I can do it!”
●4 sources of self efficacy:
○Becoming physically and emotionally comfortable with the idea of change
○Verbal persuasion: Speak to confidence in ability to reach vision & achieve goals
○Vicarious experiences: witnessing /relating
○Mastery of experiences: quick wins, positive outcomes lead to increased SE
●Client’s perceived ability to successfully achieve a particular goal or perform a particular task
Social Cognitive Theory
Competency 2.12.5: Coaching Process
●Asserts that human behavior is determined by 3 factors which interact with each other in dynamic and reciprocal ways
○Personal
○Environmental
○Behavioral
Social Learning Theory
Competency 2.12.5: Coaching Process
●We learn by observing others
●We learn by observing behavior and the consequences of behavior
●In order for learning to take place: observation, attention, retention, reproduction & motivation
●Precursor to Social Cognitive Theory
Locke and Latham’s Goal Theory
Competency 2.9.10: Coaching Process
●Happiness requires having clear cut goals in life that give a sense of life purpose/direction
●Principles that increase goal achievement:
○Clarity- clear and specific goals
○Complexity - goals must be achievable
○Challenge - goals should be challenging and motivating
○Commitment - client must buy in, be committed to goal
○Feedback - check in and adjust goals as needed
●4 Mechanisms of Goals:
○Directive- direct attention and effort of client
○Energizing-lead to greater client effort
○Affect persistence- goals that prolong effort
○Affect action- allow client to use or learn task-specific skills
Appreciative Inquiry
Competency 2.12.2: Coaching Process
●Developed as a way to help clients solve problems by engaging in new and stronger areas of life.
●Used to help clients find a focus, similar to the Focus section and open ended questions in MI.
●A valuable tool for energizing, motivating, and mobilizing a client toward behavior change
5-D cycle: *client finds the answers
1.Define: affirmative topic choice - clarifying
2.Discover: The best of what is - appreciating
3.Dream: what the would is calling for - envisioning
4.Design: compelling goals - co-constructing
5.Destiny: How to empower learning and improvising - innovating
Positive Psychology
Competency 2.15.5: Coaching Process
●Turns the attention to conditions that allow people to flourish and makes people feel engaged, fulfilled and happy.
●Supports the process of behavior change & fosters higher levels of well-being.
●Understanding or focusing on what is right with humans, not what is wrong.
●PERMA Model
○Positive emotion
○Engagement
○Relationships
○Meaning
○Achievement
Build Rapport
Competency 1.2: Coaching Structure
●This is done throughout each coaching session, and is earned over and over again.
●Coach demonstrates:
○Benevolence
○Honesty○Sincerity
○Authenticity
○Unconditional positive regard
●Underpromise, overdeliver on commitments made to client.
●Openly name and address discord/conflict in a timely manner.
●Coach uses mindfulness to be non-judgmentally aware in the moment.
SMART Goals
Competency 2.9.2: Coaching Process
●Specific
●Measurable
●Action Based
●Realistic (Relevant)
●Time-Bound
Example: Walk on the treadmill for 20 min a day at 4.0 pace M, W, F after work.
Vision Statement
Competency 2.11.3: Coaching Process
●Written in PRESENT tense
●Identify what people want, a clear and compelling vision of desired future self. Connected with values and motivators
●Vision statement is:
○grounded (build on current success)
○bold (stretch status quo)○desired (truly want)
○palpable (present tense, as if already true)
○participatory (involves many stakeholders)
Non-verbal Communication
Competency 2.3.6: Coaching Process
●Undivided attention
●Appropriate eye contact
●Appropriate facial expressions
●Silence to allow client to continue the conversation
Foster Self-Compassion
Competency 2.4.5: Coaching Process
●When behaviors are driven by love, rather than fear, feelings of confidence & a sense of security are more likely to take hold.
●Kristen Neff’s theory of self compassion is made of:
○Self kindness
○Sense of common humanity
○Mindfulness
Paraphrase Reflection
Competency 2.5.1: Coaching Process
●Repeat back understanding in coach’s words
Double-sided Reflection
Competency 2.5.2: Coaching Process
●Reveal multiple perspectives at the same time
●Help to raise clients awareness of discrepancies
Example: “I hear you saying…but, I’ve also heard you say…”
Amplified Reflection
Competency 2.5.2: Coaching Process
●The coach reflects back the client’s words with greater intensity than the client had expressed; one form of response to client using sustain talk or feeling discord
●These reflections “turn up the volume” on the client’s statement
Example:
Client: “I think I am doing just fine on my exercise routine.”
Coach: “You don’t feel like there is any room for improvement.”
Feeling Reflection
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.”
Meaning Reflection
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.”
Reflective Listening
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
Continue Sentence/Paragraph
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.
Affirmations
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”
Summaries
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.
Linking Summary
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.
Collecting Summary
Competency 2.5.3: Coaching Process
● Pulls together a series of interrelated
parts of conversations that a client has
shared.
Transitional Summary
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.
Open-Ended Questions
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”?
Closed-Ended Questions
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?”
Evocative Questions
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.
Metaphors
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.
Brainstorming
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
Interrupt and Redirect
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.
Benefits of Scaling Questions / Ruler Questions
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?”
Bottom-Lining
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.
Visualization Exercises
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.
Self-Regulation
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.
Increase Commitment to Action
Competency 2.9.5: Coaching Process
- Mobilize client’s change talk
- Implement client’s intentions
- Evolve Intentions
- Convert Intentions: Motivational Interviewing
process
Behavior Goals vs Outcome Goals
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.
Reframing
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!”
Negative Self-Talk
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.
Self-Efficacy
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.
Growth Mindset
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.
Decisional Balance
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
Identify/Use Strengths
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
DARN-CAT
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
Discord
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.
Resistance
Competency 2.2.4: Coaching Process
● A term previously used in MI, now deconstructed into its component; sustain talk and discord
Mindfulness
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.
Self-Monitoring/Self-Regulation
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.
Empathy
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”
Pity
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.”
Sympathy
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.
Autonomy
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?”
Flow State
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.
Positive Psychology
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
PERMA
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
Unconditional Positive Regard
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
Silence
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.”
Gordon’s Roadblocks
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
Motivational Interviewing Process
Competency 2.11.6: Coaching Process
● Engaging
● Focusing
● Evoking
● Planning
Motivational Interviewing Technique: OARS
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
Motivational Interviewing Tools
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
Spirit of Motivational Interviewing
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
Motivational Interviewing - Engaging
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
Motivational Interviewing - Focusing
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
Motivational Interviewing - Evoking
Competency 2.11.6: Coaching Process
● The role of meaning in motivation
● Examining motivation with rulers
● Ambivalence
○ Change talk and sustain talk
Motivational Interviewing - Planning
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
Ask-Offer-Ask / Elicit-Provide-Elicit
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)
Agenda Mapping
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
Ambivalence
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
Assessment Trap
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.”
Blaming Trap
Competency 2.11.6: Coaching Process
● Focusing on or placing blame, fault-finding rather than focusing on change
Change Talk
Competency 2.11.6: Coaching Process
● Any client speech that favors movement toward a particular change and/or goal
Complex Reflection
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
Confidence Ruler
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
Discrepancy
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
Guiding
Competency 2.11.6: Coaching Process
● A natural communication style for helping others find their way, combining some elements of both directing and following
Importance Ruler
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
Labeling Trap
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”
Open-ended Questions
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.
Mobilizing Change Talk
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
