MENTORING AND
COACHING SKILLS FOR
PSYCHIATRISTS
Faculty of Old Age Psychiatry Annual Residential Meeting
Wednesday 16 March 2011
Alan SwannConsultant Old Age Psychiatrist/
Associate Medical Director for Training & Development
Steve BladesGP and Executive Coach
Intended Learning Outcomes
Understand nature of coaching
Recognise coaching skills
Learn a simple coaching framework
Skills practice and feedback on your
skills
Overview of workshop
Definitions and principles
Overview of coaching skills
Outline of a model
Live demo
Skills practice with real issues
Definition of Coaching (2)
The coach works with clients to achieve
speedy, increased and sustainable
effectiveness in their lives and careers
through focused learning. The coach‟s
sole aim is to work with the client to
achieve all of the client‟s potential – as
defined by the client (Rogers)
Definition of Coaching (3)
Coaching is the art of facilitating the
performance, learning and development
of another (Downey)
Relationship to other disciplines
Mentoring
Counselling
Neurolinguistic programming
Cognitive therapy
Positive psychology
Solutions focused brief therapy
Mentoring v Coaching
Same profession
More experienced professional
Patronage – career development
Long term
More informal
More general agenda
BUT very similar skill set
Psychiatrists‟ relevant skills
and experience
Listening skills
Solution focus therapy
„Socratic‟ questions from CBT
Systemic therapy approaches
Other psychological therapies
Key Principles of Coaching After Rodgers
1. The client is resourceful
2. The coach‟s role is to spring loose the
client‟s resourcefulness
3. Coaching addresses the whole person
4. The client sets the agenda
5. The coach and the client are equals
6. Coaching is about change and action
Advice giving doesn‟t work -
Suggests coach is wise and sensible and coachee
is weak and needy
Undermines partnership
„Why don‟t you …? …Yes, but …?
It discourages person taking responsibility for
themselves
If advice is taken, goes wrong – it‟s your fault!
Unlikely you tell them anything they didn‟t know
Other Traps …
Tendency to read our own biography into what
coachee describes
Advice in disguise “Have you thought of …”?
May give information but seek their reflections
on its use or not
-“How do these strike you”
-“What seems useful”?
-“Which parts, if any could you apply”?
Applications
Coaching v use of coaching skills
In your current role when might you
use coaching skills?
What are the advantages of this
approach?
What are the potential
disadvantages?
Situational Leadership
Capable but cautious
Mod/high competence
Variable commitment
Disillusioned learner
Low/some
competence
Low commitment
High achiever
High competence
High commitment
Enthusiastic beginner
Low competence
High commitment
Low direction High direction
High
support
Low
support
Leadership Styles
Supporting Coaching
Delegating Directing
Low direction High direction
High
support
Low
support
Core coaching skills
Building rapport
Active listening
Asking „powerful‟ or useful questions
Moving the person forward
Qualities of a helper
(from Carl Rogers)
Respect…
suspending
judgement and
evaluation
Empathy…
understanding
„with‟
not „about‟
Genuineness…
being yourself
Creating rapport
Ability to be on the same wavelength
and to connect mentally and
emotionally with others, building
mutual trust and respect i.e. to have
the skills to meet people where they
are
How do you know when you are
in rapport?
Eye contact
Mirroring: matching postures
Simultaneous non verbal communication
Matching movements and gestures
Picking up and using same words as each other
Using same type of language: visual, auditory, kinaesthetic. (Fitting into the person‟s map of the world)
PUSH
PULL
solving
someone‟s
problem for
them helping
someone
solve their own
problem
NON-DIRECTIVE
DIRECTIVE
LISTENING TO UNDERSTAND
ASKING QUESTIONS THAT
RAISE AWARENESS
MAKING SUGGESTIONS
GIVING FEEDBACK
OFFERING GUIDANCE
GIVING ADVICE
INSTRUCTING
TELLING
REFLECTING
PARAPHRASING
SUMMARISING
The Coaching Spectrum
M Downey, Effective Coaching 2003
(relevant - irrelevant,
yes - no, right - wrong,
accept - reject, agree
- disagree, so what next)
filtered hearing
responding
Exploring, finding out more,
trying to understand, being
credulous, being open
active listening
hearing
checking understanding
responding
Julia Pokora
Helping me to help you Helping you to help you
Active
Listening
Diagnostic
Listening
Active Listening
Allow
silence
Reflect
feelings Echo
key words
Non
verbal
attention
Paraphrase
Following
not leading
Summarising
Good „powerful‟ questions will….
Stop evasion,
confusion and
circular thinking
Gain clarity,
insights and
perspectives
Are „open‟
rather than
„closed‟
Ask “what”
and “how”
rather than
“why?”
Move a person
forward towards
„action‟
The kind of question
you ask will
determine the kind of
answer you get!
Asking Questions
Open or closed
“What” or “How”
“Why?”
Too much detail or context
Using 1-10 scales
The sound of silence
Outcome focused
The Miracle Question
Suppose that you leave here today, go home, finish your day and go to bed
While you‟re asleep a miracle happens, and the problems that brought you here have vanished. But you‟re asleep so you don‟t know the miracle has happened
When you wake up tomorrow, what will be the first signs that let you know that the miracle has happened?
What else? Details? How will you know? How will others know? Focus on what IS wanted not what isn‟t.
Solutions Focused Questions
Scales and the Miracle Question
Exceptions
What would be happening if n+1?
Small steps
COACHING FRAMEWORK
GROW
Goal – aim, purpose and objective
Reality – information available
Options – possibilities
What – action – what, when
Really useful questions
Problem or Opportunity
Real
Current
Related to working life
“Medium weight”
Able to be kept confidential
3rd parties are anonymous
SKILLS PRACTICE
Choosing an Issue
Coaching Practice
Groups of three
A – coachee with real issue
B – coach
C – observer and timekeeper
15 minutes coaching conversation
5 minutes review of process
Coachee chooses issue.
Focus is on Coach
Observer keeps time / notes
Feedback on Coaching skills not
content
“Pause” button
Content confidential
Skills Practice
Managing the feedback
Coach reflects on how they think they
did
Coachee feeds back on their
experience
Finally, the observer adds what they
observed – any particularly skilful
approaches?
Contact details
Steve Blades Executive Coaching
07764196398
Alan Swann
Northumberland, Tyne & Wear NHS Foundation
Trust
0191 2468620
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