로그인 | 클럽홈 | Koreadaily

혁신라이프코칭연수원 ICC

http://club.koreadaily.com/icclifecoach
전체글보기 클럽방명록  공동체 영상 정보   ICC 안내자료   도시와 자연의 영상 
 
  클럽정보
운영자 simonshin
비공개 개설 2016.07.20
인기도 596974
회원 79명
공동체 영상 정보 (82)
ICC 안내자료 (93)
ICP 안내자료 (74)
도시와 자연의 영상 (88)
신현근 박사 영상 강의 
정신분석의핵심개념 (11)
애도와 상실 (10)
Karen Horney의 정신분석 (74)
대인관계 정신분석 2 (35)
자아심리학 2 (34)
고전적 정신분석 (Freud) (168)
병리적 자기애와 공격성 (Kernberg) (60)
자기 심리학 (Kohut) (81)
임상 기법과 임상감독 (12)
인간성장이론 (9)
전이와 저항 (60)
클라인(Klein) 학파의 대상관계 이론과 그 역사 (42)
정신분열증 (1)
상호주관적 관계적 정신분석 (8)
강의안과 발제문 
현대정신분석의핵심개념 (5)
라이프코치양성 (23)
진단과평가 (17)
현대갈등이론 (13)
전인격적라이프코칭 (8)
회원자료 (5)
무의식적환상 (22)
현대정신분석의개입기법 (35)
정서적의사소통 (15)
정신분석기법과정신적 갈등 (23)
정신분석적사례이해 (26)
방어기제 (24)
정신분석의역사 (47)
고전적 정신분석 기법 (19)
신경증이론 (23)
대상관계이론의역사 (14)
자아심리학 (23)
현대정신분석 이론 (25)
페어베언의 성격 이론 (24)
성년기 발달 이론 (13)
위니코트의 대상관계 이론 (19)
ICC의 목표
추천링크
ICC YouTube
ICC 웹사이트
ICP, Seoul Korea
ICC 대표 신현근 박사
ICC의 네이버 블로그
ICC의 Moment 블로그
혁신라이프코칭학회 ICS
ICC의 Facebook Page
ICS의 Facebook Page
HeyKorean ICC
한국일보 블로그
ICP YouTube
 
TODAY : 599명
TOTAL : 962045명
라이프코치양성
작성자  simonshin 작성일  2016.10.11 12:55 조회수 985 추천 0
제목
 신현근 박사 강의안: 내담자와 추진력을 창조하기  
첨부파일 : f1_20161011125548.pdf
 

과목:  Formation of a Professional Life Coach

주제:  Creating Momentum With the Client

강사: 신현근 박사 

내용: 강의안 내담자와 추진력을 창조하기

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           Introduction

1.1          Coaching is all about learning and action— not learning and action for its own sake but in the service of a longer-term aspiration, goal, or performance that drives the choice of action.

1.1.1     As coaches, we want to ensure that our clients don’t just reach a goal or achieve a performance, but that they maintain it.

1.1.2     We want them to master the ability to become generative and self-correcting around their goals.

1.2          Stated another way, coaches work with clients’ goals—goals— performance, coaching focus, skills, and outcomes.

1.2.1     This aspect of coaching focuses on what the clients want— the what of coaching as opposed to the who of coaching, which is focused on who the clients are, their way of being in the world.

1.3          We also work with clients to build long-term capability and capacity so that they can sustain their goals.

1.4          We want them to leave the coaching experience fully able to observe their behaviors and with the ability to correct themselves when they realize they have diverged from their goals.

 

2           THE “KNOW IN ORDER TO GROW” PRINCIPLE

2.1          Sometimes insight needs to precede learning, and powerful questions enable learning by helping the clients unlock new insights.

2.1.1     Once learning occurs, the clients can choose options for action.

2.1.2     Without insight and learning, action may just be compulsive doing.

2.1.3     But without action, insight and learning will not help the clients achieve their goals. That

2.2          Forwarding the action is at the heart of the coaching relationship— and it is the biggest difference between coaching and traditional psychotherapy.

2.2.1     When a coach “forwards the action,” the coach helps clients move from insights into specific steps, propelling them toward their goals. Forwarding the action means that the coach’s work leads to progress toward what the clients want from coaching.

2.2.2     Clients hire coaches to attain goals that will offer long-term fulfillment and satisfaction. Consequently, the coaches need to focus on how clients can sustain and maintain what they most want. Its not enough that the clients are taking action.

2.3          We’re looking for ways to support clients to incorporate new ways of thinking and behaving into their habits and daily repertoire.

 

3           FOCUSING ON “RIGHT ACTION” THROUGH FIELDWORK

3.1          The media has focused extensively on the ways clients take action when they are being coached.

3.2          Experienced coaches end each session with a summary of clearly stated actions that will forward the clients’ learning and growth, often described as fieldwork.

3.3          Coaching conversations are not complete until the clients have identified actions that lead to accountability for change.

3.4          Fieldwork may include actions the clients agree to take that have been discussed during the session, and it can also include requests made by the coaches that hold the clients on course.

3.4.1     It is important to state here that any fieldwork is generated through collaborative discussion with the clients; it is an assignment by the coaches.

3.4.2     Coaches may make requests that, if the clients agree to them, become part of fieldwork.

3.4.3     A client should always have several agreed-upon actions to take or complete between each call.

3.4.4     Regular fieldwork helps clients make progress by emphasizing their accountability for results and providing them the satisfaction of taking steps toward their goal.

3.5          As with requests, good fieldwork is specific.

3.5.1     Clients know exactly what to do, what completed actions will look like, and how to assess whether the actions were taken successfully.

3.5.2     Do not overload your clients with fieldwork— two or three assignments between calls are sufficient to create and sustain momentum.

3.6          The best fieldwork is likely to take into consideration all three factors that create momentum for the clients: results-oriented action, awareness observation (of self and other), and practices to create new habits.

3.7          Practices are specific actions in which the clients engage with the intent of building specific cognitive and behavioral habits.

3.7.1     Coaching clients also need disciplined practice times to develop the ways of being and acting that will enable them to achieve their goals.

3.7.2     To help clients build practices, coaches need to understand a clients’ visions of excellence.

 

4           SKILLS FOR FORWARDING THE ACTION WITHIN THE COACHING SESSIONS

4.1          Five frequently used skills support coaches to forward their clients’ action within and during coaching sessions: Using accountability, contracting with the clients, acting as if, stepping into the future, and creating alternative actions and choices.

 

5           Accountability

5.1          The people we coach are intelligent, hardworking, and usually very successful, but they cannot do it all alone— or at least not as efficiently and effectively as they can when they partner with us.

5.2          Coaching sets a context of accountability, which includes regular contact in the form of weekly or biweekly sessions.

5.3          Accountability is a gift we give our clients.

5.4          Successful coaching sessions end with clearly defined commitments by the clients— actions the clients commit to take before the next coaching session.

5.4.1     At every session, the coach asks to hear about actions taken and the outcomes that resulted.

5.4.2     Through accountability, the clients creates sustainable results over time.

 

6           Contracting with Clients

6.1          When you contract with clients, you create a verbal agreement.

6.1.1     You and clients establish an understanding about the clients’ plan to do something differently or in a new way that will move them forward in the direction of their desired outcome.

6.2          Often, this can be strengthened for some clients by contracting with them for agreed-upon behaviors or actions for the coming week or weeks.

6.2.1     Contracts can be verbal or in writing; both lend power to the relationship, which holds the clients accountable for what they promised to do.

6.3          Experienced coaches often ask clients to e-mail, fax, or phone a message to report their progress on the actions agreed on in the contract.

 

7           Acting As If

7.1          Clients sometimes want to achieve something but feels frozen or stuck.

7.2          A helpful exit from this stagnation is provided by coaching conversations that ask the clients to act as if their desired change had already taken place.

7.3          It helps them see whom they need to become in order for their desired future to manifest.

7.4          Twelve-step programs ask participants to “fake it until you make it,” which is similar to acting as if.

7.5          An example of an “as if” strategy would be asking the clients to imagine that it is now 6 months into the future.

8           Stepping into the Future

8.1          The previous skill of acting as if asks the clients to speak from the future and then to look back at the steps and actions that got them there.

8.2          Stepping into the future is a slight variation of that, where you ask the clients to step into the desired future and describe it in detail: what they see, how they feel, how their environment appears, and so on.

8.2.1     Then they begin to notice what is possible from that future view.

8.2.2     Remember Martin Luther King Jr.’ s “I have a dream” speech?

8.2.2.1    King had a skill that great leaders have: the ability to paint a compelling, detailed view of the future by stepping into it and then noticing what is possible from that place.

8.3          When clients have difficulties determining forward actions, stepping into the future can be a powerful tool.

8.3.1     It can help them “try on the future for size” by feeling what it is like to be there and by looking back to see what it took to get there.

8.3.2     Stepping into the future is a way to preview the steps, see possible snags, and develop alternatives.

8.3.3     It also can be compelling for the clients, motivating them to begin making meaningful strides toward the future that is now so vivid for them.

 

9           Creating Alternative Actions and Choices

9.1          The power of a strong collaborative relationship cannot be underestimated.

9.2          The level of mastery a coach brings to the coaching relationship provides a foundation for this collaboration in the following ways:

9.2.1     • Skillful coaches have professional mastery of core coaching competencies integrated well into their style.

9.2.2     • Skillful coaches have a large enough body of relevant experience— both coaching experience and life experience— on which to draw so that instead of being a rote recapitulation of techniques, the coaching is fluid and is a unique response to the individual clients.

9.2.3     • The coaches move between thinking and nondirected awareness, and between analyzing and reflecting.

9.2.4     • The coaches are able to accurately assess the clients’ readiness to change and to choose appropriate strategies so that the strategies are enough of a challenge but not so challenging that the clients are overwhelmed.

9.2.5     • The coaches foster the flow state in clients, finding “an optimal balance between one’s perceived abilities and the perceived challenge at a high enough level to avoid both boredom (too much skill for the challenge) and anxiety (too much challenge for the skill). . . . In flow . . . an individual is engaged in a challenging situation that requires fully engaging and stretching one’s skills at a high level in response.”

9.2.6     • The coaches can create an intuitive flow in which coaches and clients are in sync with each other and are engaged in a generative dialogue.

9.2.7     • The coaches create a trusting relationship where the clients know the coaches are completely aligned with their goals, are “on their side,” and are dedicated to looking through the clients’ eyes and life.

9.3          In addition, coaches and clients both have a high level of emotional intelligence and competence in creating and sustaining relationships.

9.4          Adept coaches use the skills in this chapter to cocreate a variety of action plans with the clients.

9.4.1      As the clients work to achieve their desired result, the coaches can also point out previously undisclosed choices or alternatives for the clients to consider as additional options.

9.4.2     Together, coaches and clients discover alternative methods, choices, and strategies that neither one may have been aware of individually.

9.5          In every moment, life is about choices, but in everyday life it is often difficult to recognize a full range of options.

9.5.1     Hence, clients benefit greatly from having coaches who will see, hear, point out what is being missed, and work collaboratively with them to explore alternative methods, choices, and strategies that neither of them had previously considered.

 
신현근
 
 
 
이전글   다음글이 없습니다.
다음글   이전글이 없습니다.