May 2024 – Critical Research Journal

You may have seen this post: Things coaches and counsellors notice… – Critical Research Journal | Graham Wilson (tobelikethis.org)

As part of our training, we tend to use a lot of ‘triad’ sessions. One person is the client, a second is the helper and the third is the observer. The roles are rotated during a session so that each person takes part in the three roles.

Initially, observation can be quite hard, but progressively more and more details come to attention. Here are some key aspects an observer might look for during such a session:

Application of Coaching Techniques: The observer assesses how well the trainee applies coaching techniques such as active listening, powerful questioning, and goal-setting. It’s important to see how these techniques are integrated into the session to facilitate the client’s self-awareness and growth (Stober & Grant, 2006).
Adherence to a Coaching Structure: Observing whether the trainee follows a structured approach to the session, which includes setting an agenda, maintaining focus on the client’s goals, and ensuring a clear closure, is crucial. This structure is vital for effective coaching outcomes (Rogers, 2012).
Handling of Feedback: The observer looks at how the trainee gives and receives feedback. Effective feedback is crucial for helping clients progress towards their goals and for the trainee’s own improvement (Williams & Davis, 2007).
Emotional Intelligence: The observer evaluates the trainee’s emotional intelligence, particularly their ability to manage personal emotions and understand the emotions of others. This capability is fundamental in creating a safe, supportive, and empathetic coaching environment (Green, Oades, & Grant, 2006).
Ethical Conduct: Ensuring that the trainee adheres to ethical guidelines set by relevant coaching bodies is essential. This includes maintaining confidentiality, avoiding conflicts of interest, and respecting the client’s autonomy (Passmore & Fillery-Travis, 2011).
Use of Self-Awareness in Coaching: Observers should look for evidence of self-awareness in trainees. This includes how well trainees understand their own biases and how these might affect their coaching practice. A good coach should be aware of their own limitations and how their experiences influence their coaching style (Kauffman & Scoular, 2004).
Client Engagement: Observing the client’s engagement can provide indirect feedback on the trainee’s effectiveness. A client who is actively participating and demonstrating positive changes is often a sign of effective coaching (Whitworth, Kimsey-House, & Sandahl, 2007).
Flexibility and Adaptability: The ability to adapt coaching techniques to suit different clients and situations is a valuable skill for a coach. Observers should note how well trainees adjust their approach based on the client’s reactions and feedback during the session (Prochaska & DiClemente, 1983).

These observations help in providing constructive feedback to the trainee, aiding in their development as effective coaches.

References

Green, S., Oades, L. G., & Grant, A. M. (2006). Coaching psychology manual. Philadelphia, PA: Lippincott Williams & Wilkins.
Kauffman, C., & Scoular, A. (2004). Toward a positive psychology of executive coaching. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 287-302). Hoboken, NJ: John Wiley & Sons.
Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: a decade of progress and what’s to come. Coaching: An International Journal of Theory, Research and Practice, 4(2), 70-88.
Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390-395.
Rogers, J. (2012). Coaching skills: A handbook. Maidenhead, UK: Open University Press.
Stober, D. R., & Grant, A. M. (Eds.). (2006). Evidence based coaching handbook: Putting best practices to work for your clients. Hoboken, NJ: John Wiley & Sons.
Whitworth, L., Kimsey-House, H., & Sandahl, P. (2007). Co-active coaching: New skills for coaching people toward success in work and life. Palo Alto, CA: Davies-Black Publishing.
Williams, P., & Davis, D. C. (2007). Therapist as life coach: Transforming your practice. New York, NY: W. W. Norton & Company.

[Written and illustrated with the help of Scholar GPT and Dall-E.]

Things coaches and counsellors notice…

A skilled counsellor or coach may observe several aspects of their client during a session to better understand their needs, behaviours, and the potential ways to guide them towards their goals. These observations can be categorized into different areas:

Verbal Communication: The coach listens to the client’s choice of words, tone of voice, and the content of what they say. This helps in understanding the client’s current emotional state, concerns, and perspectives. The coach may note any recurring themes or language that may indicate underlying issues or beliefs (Passmore & Fillery-Travis, 2011).
Non-verbal Communication: This includes body language, facial expressions, gestures, and posture. Non-verbal cues can often reveal more than what is being verbally communicated, indicating the client’s true feelings or reactions that they may not be verbally expressing (Rogers, 2012).
Emotions: A coach observes the emotions displayed by the client to gauge their emotional intelligence, resilience, and how emotions influence their decision-making processes. Emotional reactions can also signal the client’s passion for or resistance against certain topics or actions (Green, Oades, & Grant, 2006).
Energy Levels: The client’s energy level during the discussion can provide insights into their motivation and enthusiasm towards their goals or the coaching process itself. Fluctuations in energy can also indicate areas of personal significance or stress (Whitworth, Kimsey-House, & Sandahl, 2007).
Values and Beliefs: Through careful listening and questioning, a coach might deduce the client’s core values and beliefs that drive their behavior. These are crucial for aligning the coaching goals with the client’s intrinsic motivations (Williams & Davis, 2007).
Cognitive Patterns: A coach may observe patterns in how the client processes information and solves problems. This includes noticing any cognitive biases or fixed mindsets that could be limiting the client’s potential or affecting their decision-making (Stober & Grant, 2006).
Readiness for Change: Assessing the client’s readiness to change is vital for a coach to tailor their approach. This involves observing the client’s willingness to engage in the coaching process and to take actions towards their goals (Prochaska & DiClemente, 1983).
Interpersonal Dynamics: How the client describes or interacts with others during the session can provide insights into their interpersonal skills and any recurring issues that may arise in relationships with others (Kauffman & Scoular, 2004).

These observations help coaches tailor their methods and suggestions to fit the individual needs and circumstances of their clients.

References

Green, S., Oades, L. G., & Grant, A. M. (2006). Coaching psychology manual. Philadelphia, PA: Lippincott Williams & Wilkins.
Kauffman, C., & Scoular, A. (2004). Toward a positive psychology of executive coaching. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 287-302). Hoboken, NJ: John Wiley & Sons.
Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: a decade of progress and what’s to come. Coaching: An International Journal of Theory, Research and Practice, 4(2), 70-88.
Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390-395.
Rogers, J. (2012). Coaching skills: A handbook. Maidenhead, UK: Open University Press.
Stober, D. R., & Grant, A. M. (Eds.). (2006). Evidence based coaching handbook: Putting best practices to work for your clients. Hoboken, NJ: John Wiley & Sons.
Whitworth, L., Kimsey-House, H., & Sandahl, P. (2007). Co-active coaching: New skills for coaching people toward success in work and life. Palo Alto, CA: Davies-Black Publishing.
Williams, P., & Davis, D. C. (2007). Therapist as life coach: Transforming your practice. New York, NY: W. W. Norton & Company.