CPD & Networking EventResilience and Wellbeing in Coaching

About Today

o Theme: Resilience & Wellbeing in Coaching

o Aims:

o Enable networking and support coaches

ongoing professional development

o Update and seek feedback/input from

coaches on the Coaching Matters Network

and collaborative service

Programme

10:00 Arrival and Networking

10:30 Coaching Matters Working Group Update

10:45 Networking Activity

11:30 Guest speaker: Jenny Campbell, CEO, The Resilience Engine

12:30 Lunch

13:00 Group Activity: Exploring ethical issues in coaching

14:00 Group Discussion: National impact of the Coaching Matters

Network

14:45 CPD forward planning

15:00 Close

Coaching Matters Updates

December 2017 Event - Explored the appetite

for a joint coaching service and network.

Positive response overall

Concerns and asks

Clarification around the logistics, management of

the service, how it would work and how it fits with

existing local and SCMC arrangements.

Shared coaching capacity and resources

Governance and quality assurance (including

supervision and CPD)

A consistent evaluation approach

Coaching Matters Updates

We have established a Network Community site and

activities

We have agreed an interim system and principles

for a shared coaching service and are piloting this

We have developed a guide

We have agreed Governance Frameworks

We have developed an evaluation framework

We are continuing to work with SCMC towards a

shared platform

Getting to know you

You show me yours & I’ll show you mine!

Share a coaching tool, technique or approach that

you find useful in your practice

Discuss how you look after your own wellbeing and

keep your personal resilience high as a coach

Our Guest Speaker:

Resilience and Wellbeing in Coaching

Jenny Campbell - The Resilience Engine

What do you think?

Ethics

Codes of conduct

Values

Defining Ethics

Moral principles that govern a person's behaviour or the conducting of an

activity.

Synonyms: moral code, morals, morality, moral stand, moral principles, moral

values, rights and wrongs, principles, ideals, creed, credo, ethos, rules of

conduct, standards (of behaviour), virtues, dictates of conscience e.g. "the

ethics of journalism“.

The branch of knowledge that deals with moral principles.

Defining Code of Conduct

A code of conduct is a set of rules outlining the social

norms and rules and responsibilities of, or proper practices

for, an individual, party or organization. Related concepts

include ethical, honour, moral codes and religious laws.

Values

Personally chosen or social principles or standards of

behaviour; one's judgement of what is important in life.

Ethical Perspectives

Consequential

- in service of bringing about the best consequences where the actions taken are ethically neutral in themselves.

Dutiful

- some actions are intrinsically good (telling the truth, keeping promises, being just) or intrinsically bad (withholding the truth, breaking confidentiality).

Pluralistic

- some actions need to be weighed against contrasting perspectives (if keeping a promise might harm others, weighing the value of keeping the promise against the value of not harming others).

Global Code of Ethics for Coaches and

Mentors AfC & EMCC & (ICF)

Terminology

Working with Clients

• Context

• Contracting

• Integrity

• Confidentiality

• Inappropriate interactions

• Conflict of interest

• Terminating professional

relationships and ongoing

responsibilities

Professional Conduct

• Maintaining the reputation of

• coaching and mentoring

• Recognising equality and diversity

• Breaches of professional conduct

• Legal and statutory obligations

and duties

Excellent Practice

Ability to perform

Ongoing supervision

Continuing professional development and reflection

Psychological Awareness

Transference and Counter transference

Transference

This is when a person projects desires and attributes onto another

in coaching the most common form of this is where

the coachee consciously or unconsciously develops an

emotional attachment with the coach, elevating them to an

idealized position where the coach represents a parent or

partner.

Countertransference

This is when the coach responds to the transference by

consciously or unconsciously accepting the psychological

'promotion'. As a result, the relationship with the coachee subtly

changes. For example, into a parent – child dynamic.

Psychological Awareness

Parallel Process

This can be based on of transference and counter transference –

or when either the coachee or the coach pick up and

experience either each other’s or the coachee’s feelings evoked by

the material being talked about e.g. mood, physical condition, life

issues or an image.

For example, if the coachee is talking about the

frustration with a colleague in a way that the coachee appears frustrated and

the coach then also starts to feel frustration.

Psychological Awareness

Psychological Strokes

Psychological strokes are the recognition, attention

or responsiveness that one person gives another.

Strokes can be positive (nicknamed "warm fuzzies") or negative

("cold pricklies"), low intensity (eye contact) or high intensity (hug)

Psychological Awareness

Deference & Enmeshment

Deference

Respectful submission or yielding to the judgment, opinion, will, etc., of

another.

Enmeshment

Introduced by Salvador Minuchin to describe relationships where

personal boundaries are diffused, sub-systems undifferentiated,

and over-concern for others leads to a loss of autonomous

development.

Psychological Awareness

Transactional Analysis (Eric Berne, 1950)

Critical Parent Offers criticisms and judgments

Makes rules and sets limits

Nurturing Parent Offers advice and guidance

Protects and nurtures

Free Child Genuinely fun-loving and energetic

Offers creative and spontaneous contributions

Adapted Child May act compliant and polite (passive)

May act rebellious and manipulative (aggressive)

Offers clear, fair and assertive communication;

Focuses on solutions based on facts and evidence;

Considers principles, options, benefits and risks;

Makes balanced decisions;

Seeks practical planning and action;

Stays in ‘adult’ regardless of the other’s behaviours.

Psychological Awareness

Drama Triangle

(Karpman,1968)

Persecutor Rescuer

Victim

Winner’s Triangle

(Choy, 1990)

Assertive Caring

Vulnerable

Ethical Pickles

?

Ethical Pickle 1

You take on a new coachee who is clear that s/he is resentful about

having to participate in coaching but has been ‘encouraged’ by the line

manager.

S/he proves to be very challenging to your questions and invitations. In

the middle of your second meeting, s/he ‘falls apart’ with passive

aggressive responses to your enquiries – and also mentions that s/he is

grieving.

What do you do?

Ethical Pickle 2

You finish the coaching programme with your coachee. However you have

both decided to stay friends as you have a harmonious relationship. You

notice that your ex-coachee is phoning you a lot and sending you lots

of text messages. You are also noticing that one of the issues that

emerged in your work together (needing to be in control) is emerging in

your friendship.

What do you do?

Ethical Pickle 3

Your coachee turns up to your first coaching meeting late and smelling of

alcohol.

What do you do?

Ethical Pickle 4

You feel under pressure by a line manager to take on a coachee who has

an ‘attitude problem’. The line manager would also like updates.

What do you do?

Ethical Pickle 5

You have had one meeting with your coachee and subsequently the

coachee has cancelled the next meeting three times, always last minute,

with various reasons – ‘forgot, migraine and important meeting’.

What do you do?

Ethical Pickle 6

You have met with your coachee twice and at the end of the third session,

the coachee gave you a great big unexpected hug.

What do you do?

National Impact of Coaching Matters Network

Coaching Matters Network

How the Boards can best work together to meet an increased demand for coaching?

What is the way to demonstrating the impact of coaching; and how coaches can contribute?

How can we best use the proposed evaluation approach without building additional demands on the system?

CPD Forward Planning