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 신현근 박사 강의안: 라이프 코칭에서 사용하는 언어  
첨부파일 : f1_20160916102551.pdf
 

과목:  Formation of a Professional Life Coach

주제:  The Language of Coaching (코칭에서 사용하는 언어)

강사: 신현근 박사 

내용: 강의안 - 라이프 코칭에서 사용하는 언어

교재Williams, P. & Menendez, D. S. (2015). Becoming a Professional Life Coach: Lessons from the Institute for Life Coach Training (2nd Ed.). New York and London: W. W. Norton & Company.

 

1.       The basic coaching model

1.1.    Our program is based on a blend of many of the theories from humanistic psychology (Maslow, Rogers, and others), the recent research in positive psychology and its strength-based approach, and the early theories of Jung, Adler, and Assagioli.

1.1.1. We also believe, like speech-act theorists Searles and Fernando Flores, that conversations create action.

1.1.2. And, through coaching, as narrative therapy describes, clients rewrite old stories and create new stories of their lives and possibilities.

1.2.    When coaches work with clients, they simultaneously attend to three aspects of coaching: the relationship with the clients, the overall process of coaching (its goals, framework, and expectations), and the coaching conversations that occur.

1.3.    In this chapter, we refer to the coaching conversation as a template for a specific type of dialogue, which has a beginning, a middle, and an end.

1.3.1. Within one coaching session, several cycles of the coaching conversation may occur.

1.3.2. Or a coaching session may focus only on the first parts of the conversation, depending on the depth.

1.3.3. But the steps or phases all will be repeated throughout each session.

1.3.4. What makes the coaching conversation differ from a nice chat is that it has a beginning, a middle, and an end, which results in movement on the part of clients toward insight or action.

1.3.4.1.                      Coaching engages clients in commitment and action of some kind.

 

2.       The flow of coaching conversation

2.1.    Overview

2.1.1. The results clients want to create in their lives generally fall into three areas:

2.1.1.1.                      Performance goals: for example, improving results as a business owner, eliminating clutter, or meeting daily standards for numbers of contacts with potential clients

2.1.1.2.                      Learning goals: for example, improving public speaking, becoming a parent who is patient with one’s children, or learning how to meditate and to do it consistently.

2.1.1.3.                      Fulfillment goals: for example, achieving work– life balance, a satisfying relationship with a spouse, or the ability to work from the heart as well as from the head, which is a common issue for corporate leaders.

2.1.2. As you engage in a coaching conversation with clients, you bring this awareness to the conversation: to assist clients in getting what they want, you will be working with their stories about the goals, themselves, and what is possible.

2.1.2.1.                      Clients may or may not recognize that their stories aren’t the truth.

2.1.2.2.                      As the coach, you will need to discover how tightly clients are bound to any confusion about the stories actually being the reality.

2.1.2.3.                      The more the clients confuse stories with truth, the more difficult it will be for clients to make changes.

2.1.2.4.                      Sometimes the first piece of work in coaching is to help clients be able to reflect on how they created and continue to create the stories, so that they can rewrite them.

2.2.    The situation and the desire

2.2.1. Step 1: “Ask, what do you want from our time together today?”

2.3.    Enter the flow of the coaching conversation

2.3.1. Step2: Listen and clarify

2.4.    Giving honest feedbacks and observation

2.4.1. Step 3: Say what is so, as you hear it.

2.4.2. Coaches say what is so by sharing their perception of the truth in a way that is respectful, warm, and inviting.

2.4.3. The coaches’ language needs to be attractive and intriguing to clients, capturing their attention. Coaches share intuitions about possibilities and obstacles.

2.4.4. Coaches share the truth about themselves, as well as about the clients.

2.4.5. Since our coaching clients are not fragile, we do not need to withhold information from them.

2.5.    Return to focused listening

2.5.1. Step 4: Listen more

2.6.    Crate accountability

2.6.1. Step 5: Request purposeful action

2.6.2. The action the coaches request, although definitely a change of some kind, is not necessarily a performance goal.

2.6.2.1.                      It could be a change in behavior, a change in a way of being, or a change in a thought pattern or mind-set— any change that creates momentum.

2.6.2.2.                      In this step, coaches challenge clients to do what they perhaps had been wanting to do, but had never before had the push to do.

2.6.2.3.                      Coaches ask for a new way; the old way has not helped the clients create what they want.

2.6.2.4.                      A request for action may sound like this: “What will you do as your first step?”

2.6.3. At this time, the coaches need to assess whether the clients are committed to the actions they identify.

2.6.3.1.                      In other words, it’s important to make sure that the clients own the action and are not doing it for the sake of their coach.

2.6.4. Don’t underestimate the importance of discernment.

2.6.4.1.                      There are experienced clients who get pumped up by declaring that they’re committed to some big goal that, although in line with their life path, seems to coaches to be too big or too soon.

2.6.5. A good rule of thumb is to have clients take action in two ways: (a) Ask them to take the specified action, and (b) ask them to observe themselves during the next period of time, so that they stay attuned to what they think, feel, and sense as they engage in taking action and practicing new habits beyond the status quo.

2.6.6. Several things generally happen within this part of flow:

2.6.6.1.                      You identify choices.

2.6.6.2.                      You examine commitment.

2.6.6.3.                      You identify the action(s).

2.6.6.4.                      You ensure accountability.

2.6.6.4.1.    Accountability is the cornerstone of coaching.

2.6.6.4.2.    Clients are accountable to the coaches, but at a deeper level they are accountable to themselves.

2.6.6.4.3.    Coaches serve clients and ask for accountability.

2.6.6.4.4.    Don’t leave the session before ensuring that the what, when, and how of your clients’ next steps are clear.

2.7.    The bottom line

2.7.1. In any coaching session, you may repeat this basic 5-step coaching framework several times, or one basic coaching cycle may occupy the entire session.

2.7.2. How you use the model within a session depends on the focus, the length of the session, the style and pace of the client, and the alliance you have created together.

2.7.3. Sometimes you will linger within a step or recycle back to an earlier step for completion before progressing.

2.7.4. Generally, though, a session is not complete without a request for movement of some kind.

2.7.4.1.                      That is what makes coaching uniquely able to create momentum toward the client’s goals.

 

3.       Setting the stage: The first coaching conversations

3.1.    The first coaching conversation may be the opportunity the coach has to explain what coaching is and how the coach goes about it.

3.1.1. In that case, the coach is already modeling what coaching can offer a prospective client.

3.1.2. That is distinct from the first conversation after the client has hired the coach, when the coach is setting the stage and creating the alliance for the coaching engagement.

3.1.3. We begin here with a discussion of the coaching alliance because that alliance is a distinctive feature of the relationship between coach and client that strengthens the power of the relationship between coach and client with a clear understanding of expectations and the cocreation of a partnership.

3.2.    While coaching can be therapeutic, it is not therapy.

3.2.1. At ILCT, we ensure that students can differentiate kinds of alliances so that they can create, with clients, an appropriate coaching alliance, clearly distinguished in its scope and purpose.

3.3.    Common therapeutic relationship alliances differ from the coaching alliance in several ways.

3.3.1. Consultants often also have beliefs about the alliances they create with clients.

3.3.1.1.                      In most cases, consultants have established themselves as experts, and the resulting alliances that get created expect that the consultants will often be directive about the course of the engagement, and assume that the clients lack expertise that the consultants are bringing.

3.3.1.2.                      The clients are willing recipients of the consultants’ expertise.

3.3.2. This is also generally true of the therapeutic alliance, where the therapist is highly responsible.

3.3.2.1.                      The therapist engages in a very specific treatment protocol, generally for a diagnosed condition.

3.3.2.2.                      There are protocols for the treatment of severe depression, posttraumatic stress disorder, anxiety, addiction, and other therapeutic issues. In each case, the client follows the guidance and knowledge of the helping professional.

3.3.2.3.                      The client is generally leaning on the professional for guidance in getting back to normal.

3.3.2.4.                      Although many people see therapists for general “problems in living” where therapists may be working in a more coachlike fashion, we are referring here to clinically recognized conditions where the client is suffering and truly needs therapy.

3.3.3. The coaching alliance is truly designed as a partnership in service of a particular client’s goals and desires, and it is cocreated.

3.3.3.1.                      In the first session after a client has committed to coaching, the coach works with the client to design the facets of this partnership.

3.3.3.2.                      All facets of it can be designed uniquely, discussed, and redesigned as needed over the course of the coaching engagement.

3.3.4. The coaching alliance aims to be truly satisfying for both coach and client.

3.3.4.1.                      Each must be challenged; each must learn.

3.3.4.2.                      This mutuality is sometimes described as the interdevelopmental aspect of coaching.

3.3.4.3.                      Coaches expect to grow because of the work they do with clients.

3.3.4.4.                      If they find themselves not growing and learning, they may be saying yes to clients who are not a good fit for them.

3.3.5. The coaches’ work truly depends on the quality and kind of alliances that are created.

3.3.5.1.                      We want to create alliances that empower clients, support their learning and development, clarify the cocreated partnership, and fully embrace partnership between coach and client.

3.3.6. We recommend that you use a client “welcome packet” as a starting point for a formal coaching relationship.

3.3.6.1.                      The welcome packet is a set of handouts for the client to read and fill out that includes the coaching “contract” or agreement, client goals, policies and procedures, etc

3.3.6.2.                      Other things we do at a first session: If the coach asked the client as pre-work to fill out a welcome packet, the coach reviews that information with the client.

3.3.6.3.                      The coach describes life coaching, ensuring that the client understands and is prepared for the whole-life perspective the life coach takes.

3.3.6.4.                      Coaches can also ensure that clients understand how coaching differs from therapy and consulting.

3.3.6.5.                      The work of this first session is to specify and create that partnership— the coaching alliance.

3.3.7.  Once this has been established, the coach begins to design the coaching alliance with the client, starting with questions like: “How do you most want to be coached?” and “What do you most want to gain from our relationship and time together?”

3.3.7.1.                      The coach reviews any supporting assessments the client has available, such as the Wheel of Life, coaching session preparation worksheet, and personality or behavioral self-assessments, such as the Myers-Briggs, the DISC, or the People Map, all personality or behavioral assessments.

3.3.7.2.                      During this review, coaches demonstrate partnership by asking questions that allow clients to demonstrate their level of understanding and comfort with themselves and their own life.

3.3.8. This alliance is reinforced in every session, sometimes in small ways such as the small talk that can occur at the start of the session.

3.3.9. No matter how well the coaching alliance is designed from the outset, the alliance can break down.

3.3.9.1.                      Sometimes this occurs because the client is making changes and wants from the coaching relationship something different from what was originally desired.

3.3.9.2.                      Even if the coach frequently checks in with the client, sometimes there can be breakdowns.

3.3.9.3.                      Another sign that the coaching alliance may be vulnerable is if coaches become focused on themselves and their performance, or their agenda, while they are coaching or planning for coaching with the client.

3.3.9.3.1.    Coaches may not be aware of this, falling prey to what the psychological literature calls self-deception.

3.3.10.         Designing the coaching alliance begins with the first contact or communication the coach has with the client.

3.4.    Coaching conversations: The initial contact call

3.4.1. These are the coaches’ first opportunities to model in the moment what a coaching conversation is like.

3.4.1.1.                      The coaches need to focus on the elements of the coaching conversation, as described earlier in this chapter, even in these initial interviews.

3.4.1.2.                      If the client has caught the coach at a bad time, the coach must not give in to urgency and feel obligated to discuss the possibility of working together at that moment.

3.4.2. We recommend designing a structure for this initial interview because clients and coaches ideally should be assessing the fit of the prospective alliance.

3.4.2.1.                      Setting up a planned initial screening call during which the coach has at least 30 minutes to determine, without feeling rushed, whether the coach and the client fit as partners, is critical.

3.5.    The living brochure

3.5.1. The living brochure is an enrollment conversation.

3.5.1.1.                      It was first labeled “living brochure” because the conversation takes the place of a printed brochure the coach would hand to a prospective client.

3.5.1.2.                      Coaching is essentially a language-based series of conversations.

3.5.1.3.                      This is one of the reasons the majority of coaches do not depend on standardized written promotional materials other than what appears on a Web site or is customized for specific clients for business development.

3.5.1.4.                      Coaching is relationship based, so the power is in the conversation, not in the materials.

3.5.1.5.                      Essentially, the screening interview conversation takes place through the use of powerful questions that the coach asks the potential client in a conversational manner.

3.5.1.6.                      The structure described below is one format for creating potential value to the client through a first conversation.

3.5.1.7.                      In the coaching profession, it is common to refer to this as an enrollment conversation.

3.5.1.7.1.    This emphasizes the intention of the coach to enroll the client.

3.5.1.7.2.    We prefer to call this a conversation for exploration and discovery, which emphasizes the value of this conversation and the alliance that is beginning to be created even during this one call.

3.5.2. An example of the conversation for exploration and discovery in action

3.5.2.1.                      Start with an ice breaker

3.5.2.2.                      Get to the important issues

3.5.2.3.                      Discover personal boundary issues

3.5.2.4.                      Ask “Ouch” questions

3.5.2.5.                      Plant the seed of self-care

3.5.2.6.                      Discuss mutual commitment

3.5.2.7.                      Get to the financials

3.5.2.8.                      Focus the client’s attention on values

3.5.2.9.                      Process check

3.5.2.10.                  Testing

3.5.2.11.                  Create awareness

3.5.2.12.                  Discover what is working

3.5.2.13.                  Educate about coaching

3.5.2.14.                  Make a declaration

3.5.2.15.                  Clarify issues

3.5.2.16.                  Make an offer

 

4.       Using structures

4.1.    The welcome packet

4.1.1. The coach’s intention for a first paying session with the client is to accomplish the following:

4.1.1.1.                      Review the logistics, policies, and procedures

4.1.1.2.                      Create rapport and a beginning framework for the coaching alliance

4.1.1.3.                      Begin to develop the client’s long-term intentions and vision, as well as short-term goals

4.1.1.4.                      Model the coaching conversation and the coaching alliance in action

4.1.2. The welcome packet is discussed more fully in Therapist as Life Coach (Williams & Davis, 2002) which also offers examples of a welcome packet for new clients, which most coaches have available for e-mail as well as in-person distribution.

4.1.3. The welcome packet performs two functions: (a) it introduces clients to the coach’s policies and practices and (b) provides them with information about the work you will be doing together.

4.2.    The coaching session preparation worksheet

4.2.1. Most coaches also ask clients to prepare in some way for their calls in advance of phone sessions.

4.2.2. Many use coaching session preparation worksheets, which are faxed or e-mailed to the coach before the phone sessions.

4.2.3. These are commonly one-page forms that help keep the coach and client focused on what the client wants from each session.

4.2.4. Coaches keep completed forms as a resource for documenting the clients’ progress and accomplishments.

4.3.    Great questions for the discovery conversation, welcome packet, and first sessions

4.3.1. What gives you energy?

4.3.2. Where do you get most discouraged?

4.3.3. What strength, skill, or gift do you wish to use more fully?

4.3.4. What do you most want from coaching?

4.3.5. What are three changes you could make right now that would move you closer to your desired outcome?

4.3.6. How do you get in your own way?

4.3.7. Where do you find yourself feeling cautious or careful about making changes in your life?

4.3.8. How will you assess the value of our work together?

4.3.9. How can I best coach you? (What would not be helpful?)

4.3.10.         When do you find you waste time and energy?

4.3.11.         How do you like to learn?

4.3.12.         What three things do you really want to accomplish in the next 60 to 90 days?

4.3.13.         How might I recognize when you have something difficult to express to me?

4.4.    Major goals for the first coaching session

4.4.1. Clarify expectations

4.4.2. Discover intentions and desires

4.4.3. Begin work on the client’s goals

4.4.4. Coach the client’s being and life

4.4.5. Model how it is to be an authentic human being.

4.5.    Preparing for coaching sessions

4.5.1. Coaches need to have practices for becoming present, focused, and centered in order to bring their best self to each coaching session and maintain the spaciousness needed for great coaching.

4.5.2. Coaching by telephone requires discipline in order to avoid getting distracted by things in the environment.

4.6.    Personal Ecology: Working with energy drainers

4.6.1. Energy drainers are those things one is tolerating, ignoring, or putting up with that are draining.

4.6.2. They can be mental clutter or physical clutter, but when handled they allow the client to reclaim the energy that is being used up.

4.6.3. Giving an early coaching focus to energy drainers is a wise strategy.

4.6.4. You can even begin to address this issue during a complimentary session.

4.6.5. Ask clients to prepare a list of energy drainers and send them to you in advance.

4.6.6. This will prepare clients for the session and will give them some immediate success in areas of life that could block them from attaining the success they seek.

4.7.    If the first coaching session and the welcome packet are well designed, coaches and clients both will have learned a great deal about who the clients really are, as well as the clients’ intentions and any ways in which clients block themselves.

4.7.1. These pieces of information alone can provide major value to the client.

 

5.       Transparent language, powerful questions, and purposeful inquiry

5.1.    Overview

5.1.1. Our language— words, rhythms, timing, nuances, metaphors, stories, and tones— becomes the most potent resource the coach has in working with the client.

5.1.2. If you listen to a coaching conversation, the language of coaching sounds simple.

5.1.2.1.                      Simple, yes— easy, no.

5.1.2.2.                      It is deceptively simple.

5.1.2.3.                      The coach’s language encourages depth of thinking and self-reflection.

5.1.2.4.                      Its intention is to be direct and transparent so that the client’s thinking, language, and processes are highlighted.

5.1.2.5.                      The coach’s language is free of unspoken judgments and assumptions.

5.1.3. New coaches sometimes go astray by believing that questionnaires, forms, articles, and models are essential to great coaching.

5.1.3.1.                      In fact, the language you use with the client— the questions you ask— will be the most powerful resource you can bring to your coaching practice.

5.1.3.2.                      It is through your language that much of your presence is communicated.

5.2.    Powerful questions

5.2.1. Stuart Wells (1998) offered three key questions that every leader must ask repeatedly:

5.2.1.1.                      What seems to be happening?

5.2.1.2.                      What possibilities do we face?

5.2.1.3.                      What are we going to do about it?

5.2.2. Helping professionals are familiar with the power of a great question.

5.2.2.1.                      Steve de Shazer, one of the founders of solution focused brief therapy, is known all over the world for one single question he invented.

5.2.2.2.                      His simple— but profoundly provocative—“Miracle Question” (de Shazer & Lipchik, 1984) is used by thousands of therapists every day: What if, overnight, a miracle occurred, and you woke up tomorrow morning and the problem was solved? What would be the first thing you would notice?

5.2.3. Like the Miracle Question, powerful questions serve the client in three ways:

5.2.3.1.                      They draw out the client’s hidden or untapped potential.

5.2.3.2.                      They focus the client on high-leverage points for change.

5.2.3.3.                      They speak to the client’s creative powers and resources to generate new options.

5.2.4. As guides for the client’s attention, questions can be used to:

5.2.4.1.                      Encourage, support, or validate

5.2.4.2.                      Initiate, uncover, or surface issues

5.2.4.3.                      Draw out and discover what is not apparent, or clarify what has been surfaced

5.2.4.4.                      Generate new possibilities

5.2.4.5.                      Respectfully challenge thinking, behavior, and limitations

5.2.4.6.                      Identify assumptions.

5.3.    Inquiry: A special kind of provocative questions

5.3.1. A particular type of powerful question is the inquiry.

5.3.1.1.                      Many spiritual traditions use inquiry practices as ways of developing self-awareness and self-understanding.

5.3.1.2.                      An inquiry is a question that a person holds in mind continuously and contemplates over a specific period of time.

5.3.1.3.                      When a coach requests that the client do an inquiry, the client will be living with the inquiry question daily until the next session.

5.3.2. This is a great example of the famous quote by Rainer Maria Rilke (1992):

5.3.2.1.                      Live your questions now. And perhaps even without knowing it, you will live along some distant day into your answers.

5.3.3. Other examples of inquiry practices include Zen koans and contemplative meditation.

5.3.3.1.                      Inquiries are questions that encourage clients to reflect deeply.

5.3.3.2.                      Because they live with the question over a period of time, they find many ways of answering it.

5.3.3.3.                      The principle of inquiry is that the human mind can’t not answer a question.

5.3.3.4.                      When we put the right question in front of us, we open up avenues for exploration and answers that would not have appeared to us before.

5.3.4. These are questions that don’t have easy answers.

5.3.4.1.                      Socrates made these famous through the Socratic inquiry process he used with his students.

5.3.4.2.                      He would walk with them out to the town gate, asking difficult and penetrating questions about virtue, peace, ethics, etc.

5.3.4.3.                      In life coaching, that is exactly what we want to do.

5.3.4.4.                      We want to ask questions that challenge clients to think beyond, aspire beyond, and act beyond their current status quo.

5.3.5. In the field of coaching, inquiry can radically deepen and expand clients’ personal experiences of their capabilities and assets, as well as their ability to notice how and what they notice.

5.3.5.1.                      Two main purposes of inquiry are to generate self-awareness and to encourage clients to increase their awareness of their beliefs, behaviors, and life, so as to create more choices and responsibility.

5.3.6. Coaches model for clients the ability and willingness to be “in the inquiry,” that is, being comfortable with open questions, and emphasizing curiosity and discovery.

5.3.7. Coach Marilee Goldberg (1998) made a useful distinction.

5.3.7.1.                      She said there are two mind-sets from which questions develop, the judger mind-set and the learner mind-set.

5.3.7.2.                       Judgers focus on problems, noting what is wrong, assessing issues of control, making assumptions, and attempting to be right.

5.3.7.2.1.    If coaches come from the judger mind-set, they will not be effective.

5.3.7.3.                      Learners, in contrast, focus on what is right (about me, about the other person, and about the situation), what the choices are, what can be learned in a situation, and what they are responsible for.

5.3.7.3.1.    The learner mind-set is the mind-set of the coach.

5.3.7.3.2.    The coach’s stance is to be willing to be “in the inquiry” instead of “in the answer.”

5.3.7.3.3.    Adam’s Book: Change Your Questions, Change Your Life.

5.3.8. Inquiry is a method coaches use to ask clients to examine their mostly unconscious patterns of judging, in the service of creating a new way of being that will allow them access to a great fund of internal and external wisdom.

5.4.    Accountability questions

5.4.1. Coaching brings movement in clients’ lives in part because it creates accountability on the part of the clients to coaches, but even more important is accountability of the clients to themselves.

5.4.2. Some clients, particularly those in the business world, have become victims of their accountability drives— their habitual tendencies toward accountability.

5.4.2.1.                      They overuse accountability, driving themselves to accomplish tasks at the expense of self-reflection on the worth of the tasks and assessment of whether the tasks lead to desired outcomes.

5.5.    Staying Close to the Client’s Language

5.5.1.  The chapter has focused extensively on the ways that coaches use questions, an essential part of the coaching conversation.

5.5.1.1.                      When coaches hear the term powerful questioning, they frequently put pressure on themselves to make every question they ask a powerful question.

5.5.1.2.                      In fact, the simplest questions can have a powerful impact on clients.

5.5.1.3.                      Powerful questions, as we think of them, are not guru questions, coming from a place of demonstrating the coach’s expertise or superiority.

5.5.1.4.                      As an antidote to the tendency of new coaches to overfocus on having every question be powerful, coaches can explore the brilliance of very simple questions that stay very close to the clients’ language.

5.5.1.5.                      We are calling this use of language “transparent” because it does not clutter the lens of the clients as they do their work.

5.5.1.5.1.    The coach uses as few words as possible so clients have more time and space to think, work, and express themselves.

5.5.1.6.                      Transparent language doesn’t add to what the clients say; rather, it closely tracks and reflects the clients’ language, allowing the clients to see more clearly who they are, what they want, and where they will go.

5.5.1.7.                      In essence, transparency means staying within the language used by the clients— not adding different metaphors, a new framework, or a different context to what the clients are saying.

5.5.1.8.                      Coaches need to maintain good and appropriate boundaries and working transparently and cleanly communicates respect for the clients’ boundaries and the clients’ ability to understand and create.

 

6.       Use of metaphors in coaching conversation

6.1.    We utilize with and explore the use of metaphor in coaching.

6.1.1. Metaphors create powerful images and invite energetic and emotional awareness.

6.1.2. They can draw forth imagination, unlock creativity and simulate resourcefulness.

6.2.    When one acknowledges that most of our thought processes go beyond our conscious understanding, metaphors give a unique perspective into how we think about, feel, and experience world

6.2.1. Perhaps metaphors are the closest we ever get to the “true” experience of reality.

6.3.    Carl Jung explains the importance of the unconscious mind in his book, Man and His Symbols (1964).

6.3.1. Jung was convinced that by analyzing those symbols that appear through connecting with our unconscious, we have access to a much wider and more comprehensive understanding of ourselves, our relationships and the wider world around us.

6.3.2. Our use of metaphors in everyday language is one such “key” to deciphering our unconscious wisdom.

 

7.       Metaphor give the coach insight

7.1.    As a tool for coaching, client’s analogies and metaphors give you a window into their unique perception of their situation and goals.

7.2.    When coaching conversation becomes stale and in need of a shift in energy, we find that listening for a metaphor in a client’s language can lead to exploration by simply asking him or her to describe it and give it life.

7.2.1. Encourage the client to see how the metaphor transforms.

 
 
 
 
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