{"id":2587,"date":"2024-05-13T11:36:06","date_gmt":"2024-05-13T10:36:06","guid":{"rendered":"https:\/\/tobelikethis.org\/?p=2587"},"modified":"2024-05-13T11:44:06","modified_gmt":"2024-05-13T10:44:06","slug":"observing-in-triad-sessions","status":"publish","type":"post","link":"https:\/\/tobelikethis.org\/?p=2587","title":{"rendered":"Observing in Triad Sessions"},"content":{"rendered":"\n

You may have seen this post: Things coaches and counsellors notice\u2026 \u2013 Critical Research Journal | Graham Wilson (tobelikethis.org)<\/a> <\/p>\n\n\n\n

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.<\/p>\n\n\n\n

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:<\/p>\n\n\n\n

    \n
  1. Application of Coaching Techniques<\/strong>: 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).<\/li>\n\n\n\n
  2. Adherence to a Coaching Structure<\/strong>: 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).<\/li>\n\n\n\n
  3. Handling of Feedback<\/strong>: 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\u2019s own improvement (Williams & Davis, 2007).<\/li>\n\n\n\n
  4. Emotional Intelligence<\/strong>: The observer evaluates the trainee\u2019s 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).<\/li>\n\n\n\n
  5. Ethical Conduct<\/strong>: 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).<\/li>\n\n\n\n
  6. Use of Self-Awareness in Coaching<\/strong>: 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).<\/li>\n\n\n\n
  7. Client Engagement<\/strong>: Observing the client\u2019s engagement can provide indirect feedback on the trainee\u2019s effectiveness. A client who is actively participating and demonstrating positive changes is often a sign of effective coaching (Whitworth, Kimsey-House, & Sandahl, 2007).<\/li>\n\n\n\n
  8. Flexibility and Adaptability<\/strong>: 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\u2019s reactions and feedback during the session (Prochaska & DiClemente, 1983).<\/li>\n<\/ol>\n\n\n\n

    These observations help in providing constructive feedback to the trainee, aiding in their development as effective coaches.<\/p>\n\n\n\n

    References<\/h3>\n\n\n\n
      \n
    • Green, S., Oades, L. G., & Grant, A. M. (2006). Coaching psychology manual<\/em>. Philadelphia, PA: Lippincott Williams & Wilkins.<\/li>\n\n\n\n
    • Kauffman, C., & Scoular, A. (2004). Toward a positive psychology of executive coaching<\/em>. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice<\/em> (pp. 287-302). Hoboken, NJ: John Wiley & Sons.<\/li>\n\n\n\n
    • Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: a decade of progress and what’s to come<\/em>. Coaching: An International Journal of Theory, Research and Practice, 4(2), 70-88.<\/li>\n\n\n\n
    • 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.<\/li>\n\n\n\n
    • Rogers, J. (2012). Coaching skills: A handbook<\/em>. Maidenhead, UK: Open University Press.<\/li>\n\n\n\n
    • Stober, D. R., & Grant, A. M. (Eds.). (2006). Evidence based coaching handbook: Putting best practices to work for your clients<\/em>. Hoboken, NJ: John Wiley & Sons.<\/li>\n\n\n\n
    • Whitworth, L., Kimsey-House, H., & Sandahl, P. (2007). Co-active coaching: New skills for coaching people toward success in work and life<\/em>. Palo Alto, CA: Davies-Black Publishing.<\/li>\n\n\n\n
    • Williams, P., & Davis, D. C. (2007). Therapist as life coach: Transforming your practice<\/em>. New York, NY: W. W. Norton & Company.<\/li>\n<\/ul>\n\n\n\n

      [Written and illustrated with the help of Scholar GPT and Dall-E.]<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

      You may have seen this post: Things coaches and counsellors notice\u2026 \u2013 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 […]<\/p>\n","protected":false},"author":1,"featured_media":2588,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[35,37],"tags":[],"class_list":["post-2587","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-my-teaching-journey","category-my-therapy-journey"],"_links":{"self":[{"href":"https:\/\/tobelikethis.org\/index.php?rest_route=\/wp\/v2\/posts\/2587","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tobelikethis.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tobelikethis.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tobelikethis.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tobelikethis.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2587"}],"version-history":[{"count":1,"href":"https:\/\/tobelikethis.org\/index.php?rest_route=\/wp\/v2\/posts\/2587\/revisions"}],"predecessor-version":[{"id":2589,"href":"https:\/\/tobelikethis.org\/index.php?rest_route=\/wp\/v2\/posts\/2587\/revisions\/2589"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/tobelikethis.org\/index.php?rest_route=\/wp\/v2\/media\/2588"}],"wp:attachment":[{"href":"https:\/\/tobelikethis.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2587"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tobelikethis.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2587"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tobelikethis.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2587"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}