Clarissa Freeman Freeman 1
Professor Slatin
PSY 275
March 11, 2015
The Basic Processes of Co-Active Coaching
Co-Active coaching is a relationship between the client and the coach, which involves many different techniques and tools. In the book, Co-Active Coaching by Laura Whitworth, Karen Kimsey-House, Henry Kimsey- House and Phillip Sandahl, they discuss Co-Active coaching fundamentals, Co-Active coaching contexts and Co-active coaching principles and practices. Under these topics there are many subtopics that create the whole co-active coaching process.
In Part I, Co-active coaching fundamentals has two areas that it addresses: The co-active coaching model and the co-active coaching relationship. In the co-active coaching model
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The coach will pick up on shifts in the clients tone, read the unspoken words, which the client is saying without saying them. The coach needs to be ready for whatever the client brings to the session. Finally in the fourth cornerstone: Realizing that all aspects of the client’s life are tied together. This is the client’s whole life, one part has a ripple effect and touches another part of their life in one form or another. With these four cornerstones come three core principles: Fulfillment, Balance and process. Fulfillment at first may be material possessions, or money, over time this will change to a much deeper level and become about what they value. Balance is helping the client to see other perspectives and enabling the client to see that there are more choices. Process is always taking place, at times it can be flowing and continuous and other times it can be crazy and disorganized. The coach helps support the client through the rough process and through the good process. In the co- active coaching relationship the coaching environment is extremely important. This is where the ground rules are set, expectations, and agreements are discussed. It is also important that it is a safe place, for the client to be able to take risks and that it is a courageous place, for the client to access their lives with desire to find the answers within. Confidentiality is key to the …show more content…
Listening is a very important part of the coaching process. It helps the client to feel safe and helps to develop trust when the client feels they are being heard. There are three levels of listening: Level 1- Internal Listening; this is where it is all about you, you can hear the words of others but your attention is only on you. Level 2 Listening-Focused Listening; This is where you are totally focused on the client, you listen to what is being said with words, body movement, facial expressions, noticing what and how they say things. The coach is completely present and there with the client. Level 3- Global Listening; “includes everything you can observe with your senses: what you see, hear, smell, and feel- the tactile as well as the emotional sensations. Level III includes the action, the inaction, and the interaction” (pg. 38). Everyone has intuition, but most don’t accept it. It is important for the coach to acknowledge it, and explore it. Intuition is a very valuable resource for a coach, whether it is right or wrong. Curiosity is another great tool for co-active coaching. It starts with a question. Making sure to pose the question in a curious way and not an information gathering way is vital, plus staying using open ended not close helps to keep the conversation from stopping. This allows the client to explore and discover themselves. Forward
Being a volunteer can be a big commitment and just being “well-meaning” (Page 2) is not enough, there also needs to be support and genuine caring. When thinking about coaches we may only think of them as a coach and nothing else, thus letting many people overlook the possible stressors in their lives like family, workload, financial problems, and general stress. Students are at a point in time where endless knowledge is at their finger-tips as a result of the internet, and therefor the teacher or coach is not the “Gatekeeper and judicious disseminator of knowledge” (Chapter 12) as Carol Wilson said in “Performance Coaching: a complete guide to best practice coaching and training” this change creates a power dynamic shift where the coach may just be facilitating learning. Since the coach and their team are both able to access the same level of knowledge the coach could feel power hungry and their frustrations may be reflected in their methods of coaching. Carol Wilsons focused on the topic of being “Emotionally intelligent” and how it can “empower students, relieve tension, and reduce conflict” which can then Bring the focus back to what is most important, education. The one thing that the internet fails to show us is how to be naturally, emotionally intelligent and is better done by someone like a coach who can tailor their explanation to help their team fully understand. Stress can result in changes in our behaviour and can “range from aggression to social withdrawal” (Chapter 2) explained Doug Strcharczyck and Peter Clough the authors of “Developing Mental toughness: Coaching strategies to improve performance, resilience, and well-being,” which supports the idea that the stressors in a coaches life can result in aggressive coaching techniques. Amaechi
This constitutes the single largest barrier to successful coaching. Common barriers to
The Importance of Listening for Professional and Personal Relationships Listening is essential for communication, yet is a skill in which most are lacking. Though we are listening constantly, knowing what to listen to requires an enormous amount of discipline and practice, which is vital for communicating effectively. Learning to listen will benefit all relationships from professional to personal and not being able to listen effectively can cause these relationships to deteriorate. “Indeed, although aware of the instrumentality of listening, even trained communicators often fail to listen correctly or at opportune times” (Cline, 2013). In order for all of areas of communication in an individual to flourish, listening must be emphasized.
According to the ICF International Coaching Federation there are around 47,500 professional coaches worldwide. The rate of the amount of coaches are increasing every year. The U.S. has the most c...
The author shows how coaching differs from counseling. To start with, Collins supposes that counseling focuses on negative psychology that includes dealing with conflicts, spiritual struggles, and emotional matters like depression, while coaching focuses on improving team-building and performance, career growth and finding fulfillment (2009). According Collins, counseling fixes what is wrong, while coaching enables individuals to reach their goals. Coaching is centered on the present and future likelihood, getting unstuck and attaining the set goals, while counseling is centered on causes of the problems that are as a result of the past, and attaining healing and stability.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
...ified by hundreds of principals, superintendents, and school board members. There are many concerns about the safety, training, organization, philosophy, communications, and general management in coaching. According to the California High School Coaching Education and Training Program as stated in the Coaching Education Legislature Assembly Bill No. 2741, “It is a conservative estimate that at least 25,000 coaches annually need training and an orientation just to meet current coaching regulations contained in Title 5 of the California Code of Regulations, including basic safety and CPR requirements.” That is why course techniques of coaching specific sports are necessary for a persons not trained and certified as a physical education teachers because they need to understand the basic philosophy and principles of athletics in education, know the health related aspects of athletics, and the techniques used to coach a specific sport. With every coach there are the little pieces of the game…strategy of offense and defense, practice/game planning, or scouting, but to get the whole picture they need to know the basic philosophy and principles, health aspects, and the obvious techniques.
Starr, J. (2008) Coaching Manual: The Definitive Guide to the Process, Principles and Skills of Personal Coaching. (2nd edition) Harlow: Pearson Education Ltd.
A proper coaching philosophy contains principles which improve character development, teach step by step tactical and technical skills, form proper progressive physical training regimens, and carefully utilize team management to handle and control problems with administrative issues. A coach with a sound philosophy should mold a team with strong cohesion, and he should treat players not only as teammates, but as family and friends who are encouraged to develop communication and lifelong learning of skills through positive support and role modeling from the coach (Mergelsberg, 14-15). The philosophy should also contain written documents of implemented strategies and techniques, so that the coach will know what to improve upon season by season
Lyness, D'Arcy. "Connecting With Your Coach." Teens Health. N.p., 10 Oct 2013. Web. 6 Nov 2013.
According to Thompson et al, coaching is a new trend in professional field that has increasingly gaining popularity in recent times. All coaching approaches have a common denominator despite the fact that lots of various definitions, ways to understand and categorizing practices in coaching may have. Depending on the coach’s beliefs and methods and also on the client’s objections, the nature and expression of the changes will be varied and may be defined in two ways: perceptual or cognitive and concrete behavioural changes (Dagley, 2010).
The relationship between the counsellor and client is fundamental to the success of the counselling experience and the results that will follow. The counsellor and client need to build rapport and trust. The client needs to feel comfortable enough to open up and discuss their inner most thoughts and fears in the knowledge that the discussion is confidential and non-judgemental. The resulting relationship should be one of mutual respect.
I wanted to start telling the story of our experience by sharing the feelings I brought into this exercise. A few years ago I underwent an experience of coaching through several sessions that left me this taste in the mouth that the coaching as a tool to develop others is not very effective. I have not taken the time to deeply analyze what went wrong but in general if I had to choose to do it again I think I would choose another methodology to foster change. Its objective in general is to assist in building behavioral skills, but in my opinion to really look for a long lasting change you need to give a deeper understanding to the lack of a certain skills, strongly reflect on the variables linked to it as could be the emotions, values and motivations that conduce you towards a behavior different that that one desired. Personally, I enjoy seeking information that allows me to jump beyond the facts, and staying on the behavioral side of the reality limits my passion for inspiration and insight.
As a professional in today’s society, it is greatly important to be able to communicate effectively with other professionals, with clients, and with those that are encountered in daily living. In order to communicate in a proper manner, not only is talking and non-verbal communication, but a large aspect is the ability to listen. Listening is a vital task in order to build a relationship and find meaning in someone else’s words. In order to find this meaning one must follow the characteristics of active listening, face the challenges to listening, and reflect upon one’s own listening skills.
The Cognitive process is not rote or directive, but instead used structures for supporting the teacher’s own planning and reflecting (Knight, 2008). I also learned about the collegial coaching this week and it was amazing to acquire all new information that will help me become a better teacher and help others succeed. In Collegial Coaching, the coach and the teacher must have efficacy, collaborate to exchange information and learn from each other (Laureate Education, 2010a). According to D’ Antonio’s (2001), he emphasizes the importance of the collegial model and its relationship with efficacy. In addition, collegial coaching personally fits more with new teachers because it provides a non-threatening system of interventions and they can grow more as educators implementing all these interventions. I really liked this model also to implement with my Collaborative Colleague. I am also planning to use all the four coaching models in my school because I believe teachers have different needs to meet; therefore, I must be knowledgeable on all four so I can implement them effectively with my colleagues and improve