2.1. Client-centered relationship
Client-centered relationship Competencies (6)
1. Client's agenda, needs, interests, and preferences (vs. coach's)
... [Show More] drives the coaching relationship
2. Share coach's personal information/experience only when appropriate
3. Share information or recommendations only when specifically asked or given permission to do so or as otherwise required within scope of practice
4. Observe, name, and refer to client's beliefs and values
5. Convey the belief that client is resourceful, expert in own experience
6. Adjust approach according to client's health literacy
Four cornerstones of coaching (Arloski)
1. Clients are naturally creative, resourceful and whole
2. Coaching dares the client's whole life
3. The agenda comes from the client
4. The relationship is a designed alliance
Two unique aspects of coaching
- Coaching is a designed relationship
- Coaching language is permeated with permission
Coaching conversations focus on
- Goals
- Unutilized potential
- Solving problems (but not just that)
- Developing skills
- Finding intrinsic motivation
Bark's 4 phases of coaching
1. Setting the Foundation
2. Co-Creating the Relationship
3. Communicating Effectively
4. Facilitating Learning and Results
Bark's Grid for Exploring the Unknown
1. What the clients knows but the coach doesn't know
2. What neither the coach nor the client knows
3. What the coach knows and what the client knows
4. What the coach knows but the client doesn't know
Humanistic approach assumptions of the client
- Unique and whole
- Intelligent and a problem-solver
- Capable of focus, follow-through, and accomplishment
- An adult and personally accountable
- Imaginative and creative
- Acting from their own sense of order and organizing principles
- Willing to be a learner
- Clear
- Resilient
- Competent in the work
- Able to provide for themselves
- Strong, talented, brave
- Able to act from their own inner compass and unique vision, dream, or goal
Mid-session tasks and competencies (Jordan)
- Reinforce self-accountability
- Reflect needs and interests of client
- Evoke agenda, goals, objectives from within the client
- Ask open-ended, powerful questions
- Identify key resources and support circles
- Analyze readiness for change
- Listen for re-cycling along Transtheoretical Model
- Apply Adult Learning Theory when appropriate
- Facilitate cognitive change
Key words for the coach approach
- Accept
- Ask
- Guide
- Help
- Uncover
- Support
- Address
- Assist
- Encourage
- Harness
- Reframe
- Enable
- Inspire
Coaching DONT'S
Don't:
- Assume clients already know the answers
- Make decision and judgment call quickly
- Think about what to say next
- Generate even the tiniest bit of quiet resistance
- Rush clients through their "muck"
- Be on "automatic pilot"
More of what is NOT a coach approach:
1. Ordering, directing, or commanding
2. Warning, cautioning, or threatening
3. Giving advice, making suggestions, or providing solutions
4. Persuading with logic, arguing, or lecturing
5. Telling people what they should do; moralizing
6. Disagreeing, judging, criticizing, or 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
Highlights of the coach approach
1. Clients are working at least as hard as you are
2. Clients are talking more than you
3. Clients first try to find answers for themselves
4. Ask permission before giving expert advice
5. Brainstorm with client to inspire creative thinking
6. Speak less, and speak simply — one question at a time
7. Prioritize the coach approach over the expert approach
8. Balance questions with reflections (avoid interrogation)
9. Use silence to elicit deeper thinking
10. Help clients define a path for gaining new knowledge or skills
11. "Less is more" is a good rule of thumb
What within the client is fundamental to successful coaching?
VALUES
Describe affirmation
- Conveys acceptance and appreciation
- Has to do with combining mindfulness and empathy
2.2. Trust & rapport
—
Trust and rapport competencies (4)
1. Demonstrate benevolence, honesty, sincerity, and authenticity
2. Convey unconditional positive regard
3. Follow through on commitments made to the client
4. Openly name and address discord/conflict between coach & client as it occurs and resolve in a timely manner
Trust & rapport overview
- Coach create a positive and stable environments
- Offers acceptance and support
- Allows for honesty and vulnerability
- Demonstrates confidence in client's ability to learn, grow and change
- Attends to clients emotions, words and behaviors
- Can address conflict and discomfort with acknowledgment and curious interest
How to build trust (Arloski)
- Authenticity
- Integrity
- Professionalism
- Competence
- Compassion
- Consistent and reliable
- Listening
Building rapport (Jordan)
- Relaxed ease
- Humor (respectful)
- Mirroring techniques (NLP) i.e. matching posture, speaking style, energy
- Eye contact
- Listening intently, not interrupting
- Presence, attention, support, empathy
Building trust (Co-active coaching)
- Confidentiality
- Results
- Punctual, reliable
- Believing in clients
Building trust & rapport (Coaching Psych Manual)
- Hold unconditional positive regard
- Show empathy
- Be a humble role model
- Slow down
- Under-promise and over-deliver
- Client's find the answers as far as is possible
- Confidentiality is crucial
- Be authentic
- Solicit input and suggestions
2.3. Active listening and presence
—
Active listening and presence competencies (6)
1. Be attentive and mindful
2. Be open-minded
3. Be curious without assumptions
4. Pace communication to fit client's needs
5. Listen for what is not being said
6. Nonverbal communication
- Use silence appropriately
- Attend to and address nonverbal communication
Active listening and presence overview
- Attune to nonverbal cues (expression, tone, emotions, energy
- Notice relevant behaviors (or lack of)
- Mindful awareness + curiosity and non-judgment about what is happening with client
- As well as what is happening with themselves
- Never assume you know what client needs (if so, self-management required)
- Active listening and holding space
- Allow clients time to reflect, process, identify what emerges
Active listening skills (Arloski)
- Paraphrase & Restatement
- Reflection of Feeling
- Use of Silence
- Relying on Intuition
- Request for Clarification
- Acknowledgment
- Summarization
Describe Paraphrasing / Restatement
- Stating back the essence of what was said
- Allows them to feel heard, understood
- To realize what they said
- To clarify their true meaning
- Evidence of listening
- Restatement = verbatim in tone of "checking it out"
Describe Reflection of Feeling
- Meaning behind the words
- Feelings rather than content
- NOT same as interpretation
- Estimation of what feeling you're observing
- Empathy
- "You seem" / "What I hear is" / "It sounds like"
Describe Use of Silence
- Waiting before responding ... allowing room for more
- Allow for client-centeredness
- Allows for deepening
- Esp. after client makes a powerful statement
- Allows client to follow own thought process
Describe Relying on Intuition
- Sharing a gut feeling as a form of reflection
- Offer tentatively and sparingly
Describe Requesting Clarification
- Asking for elaboration on anything you're unsure/unclear about
- Allow client to deepen exploration
- Reassures client that you want to understand them completely
- Avoids assumptions
Describe Acknowledging
- Sharing the value of who the client is
- The validity of their experience
- What they did
Describe Summarizing
- Review in a concise way what's been expressed and experienced in coaching so far
- At the end of every coaching session
- Periodically throughout session as well
- Helps clients tay focused on task
- Helps to clarify what was covered and agreed upon
Elements of Powerful Questions
- Open the individual up to possibilities
- Not presume an answer
- Promote deep thinking
- Be in positive terms
- Be delivered in an appropriate tone of voice
5 things to listen for
- Focus: is the destination clear or fuzzy?
- Mindset/Attitude: What is the current emotional position?
- Skills and Capacities: What resources can the client draw from? Where are the gaps? How to fill them?
- Habits, Practices, Patterns: What's automatic? Refrain from labeling good or bad.
- Attending to Client's Energy: Are they excited about a goal? What drains their energy?
Tools to develop presence and strengths
- NonViolent Communication
- Emotional Intelligence
- Appreciative Inquiry
- Gratitude
- Mindfulness meditation
- Creativity
- Affirmations
- Playfulness and laughter
Levels of Listening (Co-Active Coaching)
- Level 1: what does this mean to ME?
- Level 2: awareness totally on clients. Empathy, clarification, collaboration
- Level 3: Global listening, all the senses, expanded awareness, intuition.
What to do if triggered during a session?
- Notice the feelings
- Set them aside and stay focused on client
- Examine feelings later
Mindful listening bullet points
- Don't think about what you'll say next until client finished talking.
- Pause after client has spoken
- Weave client's last words into the next step
- Weave client's story into later steps
- Listen for emotions as well as facts
- Do not interrupt (unless needed to get back on track)
- Mirror to confirm understanding
Four qualities of empathy
- Curious without being demanding
- Interested without being intrusive
- Compassionate without being condescending
- Persistent without being impatient
24 character strengths
1. Creativity
2. Curiosity
3. Open-mindedness
4. Love of learning
5. Perspective
6. Bravery
7. Persistance
8. Integrity
9. Vitality
10. Love
11. Kindess
12. Social intelligence
13. Citizenship
14. Fairness
15. Leadership
16. Forgiveness and mercy
17. Humility/modesty
18. Prudence
19. Self-regulation
20. Appreciation of beauty and excellent
21. Gratitude
22. Hope
23. Humor
24. Spirituality
Coaching Relationship Skills
1. Perceptive Reflections
2. Positive Reframing
3. Silence
4. Humor and Playfulness
5. Championing
2.4. Client emotions and energy
—
Client emotions and energy competencies (5)
1. Attend to the client's state of being (mood/affect/presence)
2. Acknowledge client's emotions
3. Ask client to describe emotions when appropriate
4. Show empathy (resonance with)
5. Foster self-compassion
Client emotions and energy overview
- Emotions can generate insight
- Emotions can impact the brain's capacity for learning and change
- Coach calls attention to positive shifts in energy or emotion that may support behavior change
- Coach encourages client to foster self-compassion and acceptance of emotions
- Emotions allow a more honest appraisal of one's behaviors
- Emotions allow for better self-care
- Harsh self-criticism leads to avoidance and undermines insight
Questions for Sense of Purpose and Meaning
- What brings you great joy?
- When do you feel most alive and vital?
- What makes getting out of bed in the morning worth it?
- Who do you admire? What is that person's life purpose?
- How would getting more connected to your sense of purpose change your life?
When and how to use compassion?
- When client wants to cultivate love for self and others
- Ask client what helps them feel more love and opens their heart
- Offer the practice of loving kindness meditation
Tips for handling negative emotions
- Radiate warmth, patience, and empathy
- Model or elicit self-compassion
- Mindful acceptance of negative emotions
- Heartfelt connection to others who share similar negative emotions
- Crossing hands over heart
- Help make reappraisal a conscious, ongoing process
- Distinguish between events and interpretations
- Aim for positive to negative ratio of 3:1
- Support clients to learn from behavioral experiments to substitute curiosity for negative self-talk
Define self-esteem
- The belief that one has value and worth as a person; healthy self-respect
- Drives us to set a high bar for our achievements and measure how well we are performing
- Can lead to self-criticism if not careful
Benefits of self-esteem
- Resilience
- Initiative
- Leadership
- Relationship to feelings of happiness
Pitfalls of self-esteem
- Narcissism/Aggression
- Increased social comparison
- Inflated view of how others perceive you
- More critical of others
- Risky health behaviors
How to ensure a healthy self-esteem
- Keep it grounded in self-kindness.
Three elements of self-compassion
- Self-kindness
- Common humanity
- Mindfulness
Key aspects of self-compassion
- Willingness to be vulnerable and truly seen
- Uncover and have compassion for shame
- Recognize impact of environment
- Open to experiencing full range of human emotions and honoring them
- Self-compassion leads to self-determination
Key aspects of empathy
- Respectful and appreciative understanding
- Involves both emotional and cognitive awareness
- NOT pushing too hard
- NOT sympathy (identifying with someone's experience; interferes with listening)
- NOT pity (grieving someone's experience; undermines self-esteem; implies fateful resignation)
Expressing empathy with NVC
- Make observations, not evaluations
- Express feelings, not thoughts
- Identify needs, not strategies
- Make requests, not demands
NVC Communication Model
1. Observe (When I see/hear/notice; objective descriptions)
2. Feel (I feel ...)
3. Need (Because I need; universal requirements)
4. Express/Request (I appreciate/Would you be willing to...?; Connection action)
2.5 Reflections
—
Reflections competencies (4)
1. Simple content reflections, paraphrasing
2. Double-sided & other types of reflections as indicated in Motivational Interviewing (e.g., amplified, feeling & meaning reflections)
3. Summaries
4. Recall previous information and experiences of client
Reflections Overview
- Convey active listening
- Give client opportunity to witness own words, perspectives and beliefs
- Engage client and inspire learning
- Use double-sided reflections to raise awareness around discrepancies in words, emotions or behavior
- Use amplified/exaggerated reflections to elicit a reconsideration of aspects of resistance
2.6. Expand the conversation
—
Expand the conversation competencies (7)
1. Open-ended questions
2. Evocative (powerful) questions
3. Use of metaphors based on client language and interests
4. Brainstorm
5. Connect the focus to multiple dimensions of client's life
6. Explore broader perspectives and inspire interest in new possibilities
7. Incorporate coach's intuition
Expand the conversation overview
- Help client expand possibilities by asking curious questions that evoke deeper thinking and self-reflection
- Use open-ended questions ("what" or "how") to encourage exploration and highlight strengths, values, and opportunities for learning
- Help expand client perspective and explore interconnections in client's life
Key to Exploration with Questions
- Pose questions for your clients to ask themselves.
- Let go of playing detective
Bark's Tools for Expanding the Conversation
- Scaling (even for what is a 10? Then where are you now?)
- Walking the Talk
- Intuition
- Silence
- Magic Wand
Powerful questions have these effects ...
- Meet people where they are but stretch them
- Reveal hidden assumptions that act as barriers
- Have tremendous energy, allowing people to find meaning and relevance
- Create possibility-oriented responses and further conversations
- Shift the conversation away from a problem to a possibility-focus
- Generate curiosity in the listener
- Stimulate reflection and refuel purpose and meaning
- Are thought-provoking
- Invite creativity
- Focus attention and inquiry
- Stay with you, linger
- Evoke more questions
Other powerful questions tips ...
- Stay on track — ask questions relevant to the client's agenda, values and growth, not your own
- Redirect the client if they are getting off track by reminding them of the agreement to keep them on track
- Start with wheel assessment and look at discrepancies
- Use possibility thinking — what could be possible?
- Avoid "why" questions. Instead use "how, when, what else?
- Most helpful questions are for clients, not you
- Leave your client with an inquiry
- Evoke, don't direct
Mid-session tasks and competencies Pt. 1 (Jordan)
- Reinforce self-accountability
- Reflect needs and interests of clients
- Evoke agenda, goals, objectives from within client
- Ask open-ended, powerful questions
- Identify key resources and support circles
- Analyze readiness for change
- Listen for re-cycling along Transtheoretical Model
- Apply Adult Learning Theory when appropriate
- Facilitate cognitive change
Mid-session tasks and competencies Pt. 2 (Jordan)
- Apply imagery interventions
- Reflect client motivation
- Celebrate wins; affirm and acknowledge
- Demonstrate MI skills (invite "change talk," explore ambivalence, assess impact of next steps, use scaling techniques)
- Demonstrate ability to pick up nonverbal body cues
- Demonstrate ability to evoke and elicit versus guiding/directing
- Keep records; monitor progress
Mid-session tasks and competencies Pt. 3 (Jordan)
- Summarize growth and change
- Support Client self-efficacy
- Support client with time management skills
- Help a client understand benefits of building self-esteem
- Show appreciation and voice confidence
- Serve as a resource for access to useful CAM therapies
- Serve as a resource with basic knowledge of chronic conditions
Aspects of powerful questions (Co-Active Coaching)
- Invite introspection
- Present additional solutions
- Lead to greater creativity and insight
- Invite clients to look inside or into the future
- Expansive and open up further vistas
- Tend to stop people in their tracks
- Are best followed by silence from the coach
- Simple and direct
Example of simple powerful questions
- What does what you want look (or feel) like?
- What's next?
- What about that is important to you?
- What else?
- What did you learn?
- What will you do and when will you do it?
- Who do you need to be?
Define brainstorming in coaching
- A creative collaboration between client and coach with the sole purpose of generating ideas, possibilities, and options.
- Clients will pick the option with the most appeal
Ground rules for brainstorming
- There are no bad ideas
- Don't worry about practicality at this point
- Coaches should not be attached to their own good ideas
- Coaches should not use brainstorming as a camouflage for pitching their own solutions.
Five steps to moving from stuck to possibility (Co-Active Coaching)
1. Perspective: identify and expand current perspectives
2. Choice
3. Co-Acive Strategy
4. Commitment
5. Action
Tools for expanding perspective
- Have a clear subject to explore
- Imagine a subject or object from "all sides"
- Use intuition to listen below the surface
- Maintain curiosity
Ways to express an intuitive sense
- I have a sense ...
- May I tell you about a gut feeling I have?
- I have a hunch that ...
- Can I check something out with you?
- I wonder if ...
- See how this first for you.
- My intuition tell me ...
DARN acronym in Motivational Interviewing
- Desire - "What do you want, like, wish, hope, etc.?"
- Ability - "What is possible? What can or could you do? What are you able to do?
- Reasons - "What reasons would you have for making this change? What would the benefits be?"
- Need - "How important is this change?" "How much do you need to do it?"
(DARN elicits change talk)
Ways to present open-ended inquiry
- Take time to evoke and listen
- Evoke storytelling
- Invite clients to elaborate and tease out nuance, meanings, treasure
- Display curiosity
- Listen to what's being said and not being said
- Elicit what's on the client's mind, not the coach's mind
Examples of open-ended questions
- 1, 3, 5 year question (I.e. around wellness)
- Top 3 values or goals
- What part of your life is most important to you?
- What would you like less/more of?
- What excites you?
- Best case and worst case scenarios
- What will it take for you to make changes?
- What are some new possibilities you haven't considered before?
- What is holding you back or standing in your way? And how is it holding you back?
- What are you afraid of?
- What is at risk for you?
- What is happening when you feel ____?
What to do when a client avoids or fails to respond to a question, or if you think they aren't being totally authentic?
- Drop it and come back another time.
- Accept the client's decision about what to share and what to keep private.
Again ... top expand the conversation skills
- Mindful listening
- Evocative inquiry
- Perceptive reflections
- Honoring silence
- Open-ended inquiry
- Creative brainstorming
- Facilitating generative moments
- Explore decisional balance and develop discrepancy
2.7. Focus and refocus the conversation
—
Focus and refocus the conversation competencies (5)
1. Closed-ended questions
2. Interrupt and re-direct
3. Bottom-lining
4. Scaling questions (using a scale of 0-10)
5. Ask the client to summarize the topic
Focus and refocus the conversation overview
- Balance coaching between exploratory thinking and action-oriented focus
- After exploration, narrow conversation toward decision, goal-setting, and commitment to support action
Closed-ended questions (when to use)
- Ask during check-ins
- Ask to confirm commitment
- Can be used powerfully if it creates reflection, i.e. "It's time to stop analyzing and act, isn't it?"
- Efficient way to gather specific information
Bottom-lining
- The skill of getting to the point
- "Intruding" helps get to the heart of the matter, accelerates getting to the core
- Takes high awareness to know the right time
- Prepare clients for this during beginning of coaching relationship
- Think of it as intruding on story that gets in the way, not on them
- Okay to be clear that it's what you're doing
Scaling questions (0-10) General
- Can elicit change talk
- Only as good as the quality of rapport between you and the client
- Using the wellness wheel to scale different aspects of life
- Help gauge where a client is and where they want to go
- Can imagine and actual scale if they want
- Imagine what a 10 would be like and work up or down the scale to get there and to identify the details
- Also help identify readiness for change
Types of Post-Scaling Questions
- Straight question: Why a 5?
- Backward question: Why a 5 and not a 2?
- Forward question: What would need to be different to move you fro ma 5 to a 7?
- (No name) — What would have to happen in your life to go from a 5 to a 7?
Other terms for scaling questions
- "rulers" for readiness, importance, confidence, commitment, motivation
- i.e. Willingness ruler, Confidence ruler, Readiness ruler
Ask client to summarize the topic
- Allows for their own reflections
- Creates a clear topic to scale
MI acronym RULE
- Resist the righting reflex / pulling for resolution
- Understand the client's motivations
- Listen with empathy
- Empower the client
MI acronym WAIT
- Why
- Am
- I
- Talking?
2.8. Assist client to evaluate and integrate health information
—
Assist client to evaluate and integrate health information overview
- One objective is for client to be well-informed of health and well-being status
- First identify what the client understands
- Assist client in finding and using resources
- Assist client to accurately evaluated and integrate multiple sources
- i.e. health care provider input, assessments (existing and self-assessment), health risk assessment, basic biometrics, appropriate referrals
Integrative Health & Wellness Assessment (IHWA) Wheel Topics
1. Life Balance & Satisfaction
2. Relationships
3. Spiritual
4. Mental
5. Emotional
6. Physical
7. Environmental
8. Health responsibility
Integrative Health & Wellness Assessment (IHWA) Guidelines
- Open session
- Invite client to choose topic
- Allow client to determine direction of conversation
- Hear client's story
- IHWA statements (on 8 topics)
- Listen for "should" and "could"
- Explore stages of change
- Help client find strong motivators
- Close session
2.9. Goals and implementing action
—
Goals and implementing action competencies (10)
1. Transtheoretical Model (stages of change)
- Recognize by what client says
- Know which techniques to apply in what stage
2. Specific, measurable, achievable/attainable, realistic/relevant, timely (SMART) goals
3. Patient activation and engagement models
4. Facilitate visualizing to elicit intrinsic motivation and goal direction
5. Commitment to action
6. Encourage behavioral stretches but also set a comfortable pace of learning and implementation of client's goal
7. Anticipate, plan for, and help client navigate challenges
8. Behavior tracking
9. Develop and manage accountability plan
10. Behavioral goals (also known as process goals or learning goals) vs. outcome goals
- Recognize different types of goals (i.e. behavioral vs. outcome goals
- Behavioral, AKA process or learning goals, may be more effective
Goals and implementing action overview
- Support client to choose goals and action steps carefully
- Small, gradual successes predict long-term engagement
- Recognize readiness to change
- Support client in designing appropriate action steps toward self-determined goals
- Track progress over time
- Allow client's to learn to track their own behavior, problem solve, and observe impact of actions
- Do not focus on outcome when reviewing progress, but rather emphasize client's effort and what was learned in both successes and setbacks
What are the 6 stages of change?
- Precontemplation
- Contemplation
- Preparation
- Action
- Maintenance
- Termination
Stages of Change statements
1. Precontemplation: "I won't," "I can't."
2. Contemplation: "I may"
3. Preparation: "I will"
4. Action: "I am"
5. Maintenance: "I still am"
Describe Precontemplation and how to work with it
- No intention of changing
- Deny having problem
- In coaching because other people tell them
- Demoralized
Change by
- Consciousness raising
- Social liberation
- Helping relationships
Describe Contemplation and how to work with it
- Acknowledging problem and beginning to think about
- Struggle to understand problem and potential solutions
- Not quite ready to change
- May spend a while in this stage
Change by
- Consciousness raising
- Emotional arousal
- Self re-evaluation
- Helping relationships
Describe Preparation and how to work with it
- Planning to take action in next month
- Making final adjustments
- May not have resolved ambivalence
Change by
- Developing a firm and detailed action plan
- Self re-evaluation
- Commitment
- Helping relationships
Describe Action and how to work with it
- Overtly modify behaviors and surroundings
- Modifying behavior is most visible, but also changing level of awareness, emotions, thinking, etc.
Change by
- Reward
- Countering
- Environmental control
- Helping relationships
Describe Maintenance and how to work with it
- Consolidate gains made and prevent lapses and relapses
- Can last from 6 months to lifetime
Change by
- Commitment
- Countering
- Environmental control
- Helping relationships
Arloski - Pre-contemplation
- No thought of changing now or later
- Use formal or informal assessments to build awareness
Arloski - Contemplation
- Considering but can be ambivalent
- Use introspection, what the payoff is, bring in rational mind and emotions into play
- Can get stuck weighing pros and cons, so look at how behavior working for them and not
- Internal and external exploration
Arloski - Preparation
- Getting read to change
- Gathering information about topics and resources
- Removing temptations
- Planning how action will be taken
- Arranging support and understanding
- Arrange substitutes for a missed habit or activity with care
- Difficult to move from contemplation to preparation, often
- Preparatory steps are the new action
- Agreements can be built into coaching method and accountability set up to be in client's realm
Arloski - Action
- Stage most of us picture, actual practice of the new way of being
- Make sure action feels entirely congruent with who client it and how ready they are
- Coaching accountability methods ensure greater follow-through
- When follow-through fails, explore motivation
Arloski - Maintenance
- Maintaining an action that's been taken
- Remember it's a spiral model, up and down
- Recognize lapse and take immediate action to curb self-criticism and save the effort
- High accountability support
- When spirals back, help re-set goals based on new stage
- Support self-monitoring or self-tracking
- Help avoid self-deception
- *Recycling is often done on way to true maintenance and termination
Arloski - Termination
- Behavior has become a regular part of person's life
- Engage in behavior without much thought
- Sometimes total termination may not occur, but rather a lifetime of careful maintenance
- Confidence peaks after a year, but temptation to lapse continues for 2-3 years
- Help person know when they've achieved their goal
- Help client make distinctions between on-going maintenance and termination
- Help client focus on other behaviors or what they want to work on next
- Help clients work towards independence and self-sufficiency, and termination of coaching
How to Coach using Readiness for Change
1. Help client recognize stage they're in for specific behaviors
2. Coach for completion of the client's current stage
3. Coach the client toward the next step in the spiral model of change [Show Less]