Home Coaching Handbook Optional Coaching References

Optional Coaching References

Last updated on Oct 06, 2023

Coaching vs. Educating/Teaching

Watch (8:19): What’s the Difference Between Coaching and Teaching?  https://www.youtube.com/watch?v=W7RY01ugl2U

  1. Where does the ownership of change fall within the coaching relationship?

  2. What is the difference between coaching and teaching?

  3. Why is this distinction important to understand?

Read (~10 min): What is Health and Wellness Coaching?

NCBI - WWW Error Blocked Diagnostic

  1. What tools can coaches utilize to harness a patient/client's motivation for change?

  2. How can coaching translate to client behaviour change?

  3. What future do you see for Health Coaches, their practices and moving the needle in healthcare?

Optional:  Read (~5 min):  Coaches as Intentional Change Artists

Coaches as Intentional Change Artists | Institute of Coaching

ICFs Code of Ethics

Outlines expectations around conflicts of interest, professional conduct with clients and confidentialityICF Code of Ethics - International Coaching Federation

Building Self-Efficacy Through Self-Management

Watch the video, How to tame your Advice Monster with Michael Bungay Stanier (15 minutes) then consider the questions below:

Watch:

What strategies help you to tame your Advice Monster?

Review the Coaching Habit - 7 Questions to Ask by Michael Bungay Stanier, will any make your powerful questions list?:

The Coaching Habit ‒ 7 Questions to Ask

  • What's on your mind?

  • And what else?

  • What's the real challenge here for you?

  • What do you want?

  • How can I help?

  • If you're saying yes to this, what are you saying no to?

  • What was most useful for you?

Revisiting The Transtheoretical Model and the Stages of Change

The Transtheoretical Model (TTM) is an integrative model to conceptualize the process of intentional behaviour change. The TTM includes and integrates key constructs from other theories into a comprehensive theory of change that can be applied to a variety of behaviours, populations, and settings—hence, the name Transtheoretical. Stages of change lie at the heart of the TTM. The TTM recognizes behaviour change as a process that unfolds over time, involving progress through a series of stages. While the time a person remains in each stage is variable, the tasks required to move to the next stage are not. Certain principles and processes of change work best at each stage to reduce resistance, facilitate progress, and prevent relapse. Those principles include decisional balance, self-efficacy, and processes of change. Only a minority (usually less than 20%) of a population at risk is prepared to take action at any given time. Thus, action-oriented guidance is not well suited for individuals in the early stages. Individually tailored guidance based on the TTM results in increased engagement in the change process because it appeals to the whole population rather than the minority ready to take action.

The Transtheoretical Model (Stages of Change)

Ambivalence

Ambivalence is a conflicted state where opposing attitudes or feelings coexist in an individual; they are stuck between simultaneously wanting to change and not wanting to change. Ambivalence is particularly evident in situations where there is a conflict between an immediate reward and longer-term adverse consequences (eg. substance abuse, weight management). For example, the patient who presents with serious health problems as a result of heavy drinking, who shows genuine concern about the impact of alcohol on his health, and in spite of advice from his practitioner to cut back his drinking, continues to drink at harmful levels, embodies this phenomenon**.**

Motivational Interviewing

Motivational interviewing (MI) is an effective counselling method that enhances motivation through resolving ambivalence.

A collaborative goal-oriented style of communication with particular attention to the language of change. It is designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring the person’s own reasons for change within an atmosphere of acceptance and compassion (Miller and Rollnick, 2013)The Spirit of MI.

The mindset of the underlying spirit of MI affects every aspect of how you interact with a client (including verbal and non-verbal communication)

WATCH: Motivational Interviewing Network of Trainers

(MINT): Welcome to the Motivational Interviewing Website!

(7:46 min)

READ: 17 Motivational Interviewing Questions and Skills

(~15 min read)

Open Ended Inquiry

These encourage clients to take an active role in the coaching session as they explore both the positive and negative impacts of their behaviours. Examples of open-ended questions that evoke change talk are:

How to Ask Open-Ended Questions: 20 Examples

Developing Discrepancy- Tools

Exploring the pros and cons - a Decisional Balance helps clients think through whether they are ready, willing and able to make change. Open-ended questions and reflective listening statements encourage clients to consider the pros and cons of change

Response to Stay the Same

Response to Make a Change

  1. What are the benefits of staying the same?(list as many as possible)

  2. What are your concerns about staying the same?(list as many as possible)

  3. What are your concerns about making a change?(list as many as possible)

  4. What are the benefits of making a change?(list as many as possible)

Reflections

https://cls.unc.edu/wp-content/uploads/sites/3019/2018/09/Types-of-Reflections.pdf

Strategies for providing information in a way that keeps the client engaged

How to Engage and Motivate Clients in Therapy

  • Elicit - ask the client what they already know about the topic/ask permission

  • Provide - share only relevant information, keep it short and sweet

  • Elicit - invite the client to respond to the information - what are your thoughts on that?

Client-centered Goal Setting

What specific change is the client interested in trying? What thoughts, patterns, or beliefs would they like to explore on their own?

Allow the client to lead the goals-setting process which supports autonomy and gives the client confidence in setting personal health goals independently in the future at times clients may choose goals that are unrealistic - it is important that they feel supported no matter what they choose. The coach can ask questions to explore any potential barriers to change or offer a concern

Assessing Confidence and Perceived Barriers to Change

OARS- The “Micro-skills”

Much of what a coach says in a coaching session will fall into one of the 4 micro-skills.The purpose of using OARS is to elicit and emphasise the client’s change talk through reflective listening while affirming the client in their actions, strengths, and skills they demonstrate on their quest towards making a behavior change

The skills are most often referred to as OARS - the order we tend to use them is RAOS

https://iod.unh.edu/sites/default/files/media/2021-10/motivational-interviewing-the-basics-oars.pdf

Change Talk

Eliciting change talk is the consciously directive strategy on the part of the coach for resolving ambivalence. If OARS (open questions, affirmations, reflective listening, and summarizing) were the only skills used by the coach it would be quite possible for the client to remain stuck in ambivalence.

Four Categories of Change Talk

  • Recognizing the disadvantages of the status quo: “This is more serious than I thought.”

  • Recognizing advantages of change: “I’d probably feel a lot better.”

  • Expressing optimism about change: “I think I could do that if I decided to.”

  • Expressing intention to change: “I’ve got to do something.”

(source: Motivational Interviewing: Eliciting Change Talk and Giving Advice | The Homeless Hub )