NBHWC Theories Exam with all Correct & 100% Verified
Answers |Latest Version |Already Graded A+
1. The Coach
Ap- proach 5. 12 Roadblocks Thomas Gordon
(Moore, pg
5,
127)
2. Emotional
Intelli- gence
(Daniel
Goleman
(Moore, pg
152)
3. Establish Trust
& Rapport
Megan
Tschan- nen-
Moran, Carl
Rogers
(Moore, pg
29-
32)
4. Goal Theory
Locke &
Latham
1/
17
, NBHWC Theories Exam with all Correct & 100% Verified
Answers |Latest Version |Already Graded A+
Coaches look to collaborate &
partner vs. show up as expert
who analyzes, problem
solves, provides
solutions, gives advice,
provides education, teaches
new skills, develops • Happiness requires having clear cut goals in life that give us a
strategies. Coach approach sense of purpose and direction (Miller)
is a personalized learning • When a client has success with one goal self-eflcacy goes up
system which enables and increases potential for success in other areas
clients to find their own • Emphasizes the relationship between goals & performance
answers and achieve • Most ettective performance occurs - when goals are specific,
exceptional results even in challenging, used to access performance & linked to feedback
the face of challenges.
Not the coach approach
The ability to "recognize our • Ordering, demanding, correcting
own feelings and those of • Warning, cautioning, threatening
others, for motivating • Giving advice, making suggestions,
ourselves, and for
managing
emotions
well in
ourselves
and in our
relationsh
ips."
Willingness to be vulnerable
to another based on the
confidence that the other is
benevolent, honest, open,
reliable, competent.
2/
17
, NBHWC Theories Exam with all Correct & 100% Verified
Answers |Latest Version |Already Graded A+
providing solutions
• Persuading w/logic, arguing, lecturing
• Telling people what to do, moralizing
• Disagreeing, judging, criticizing or blaming
• Agreeing, approving, praising
• Shaming, ridiculing, labeling
• Interpreting / analyzing
• Reassuring, sympathizing, consoling
• Questioning / probing
• Withdrawing, distracting, humoring, changing the subject
6. Mindsets (Fixed) • I don't like to be challenged // I'm either good at it or I'm not; don't
embrace challenge - avoid it
• When I fail, I'm no good // When I am frustrated, I give up; gives up
easily
• My abilities determine everything / success is not tied to my ettort;
fruitless or worse
• Tell me I'm smart; ignore feedback- perceive feedback as negative
7. Mindset • I want to challenge myself // I can learn
s anything I want to; more likely to choose/embrace a challenge
(Growth • When I fail, I Iearn // when frustrated, I
) persevere; interventions are scalable - persist in the face of setbacks
• My abilities & attitude determine everything; ettort is the path to
mastery
• Tell me I try hard; learn from criticism
• If you succeed, I'm inspired; find lessons & inspiration in success of
others
8. Motivational • A person-centered counseling style for
In- addressing the common problem of ambivalence about change
terviewing • A collaborative, goal-oriented style of
communication with particular attention to the language of change,
3/
17
Answers |Latest Version |Already Graded A+
1. The Coach
Ap- proach 5. 12 Roadblocks Thomas Gordon
(Moore, pg
5,
127)
2. Emotional
Intelli- gence
(Daniel
Goleman
(Moore, pg
152)
3. Establish Trust
& Rapport
Megan
Tschan- nen-
Moran, Carl
Rogers
(Moore, pg
29-
32)
4. Goal Theory
Locke &
Latham
1/
17
, NBHWC Theories Exam with all Correct & 100% Verified
Answers |Latest Version |Already Graded A+
Coaches look to collaborate &
partner vs. show up as expert
who analyzes, problem
solves, provides
solutions, gives advice,
provides education, teaches
new skills, develops • Happiness requires having clear cut goals in life that give us a
strategies. Coach approach sense of purpose and direction (Miller)
is a personalized learning • When a client has success with one goal self-eflcacy goes up
system which enables and increases potential for success in other areas
clients to find their own • Emphasizes the relationship between goals & performance
answers and achieve • Most ettective performance occurs - when goals are specific,
exceptional results even in challenging, used to access performance & linked to feedback
the face of challenges.
Not the coach approach
The ability to "recognize our • Ordering, demanding, correcting
own feelings and those of • Warning, cautioning, threatening
others, for motivating • Giving advice, making suggestions,
ourselves, and for
managing
emotions
well in
ourselves
and in our
relationsh
ips."
Willingness to be vulnerable
to another based on the
confidence that the other is
benevolent, honest, open,
reliable, competent.
2/
17
, NBHWC Theories Exam with all Correct & 100% Verified
Answers |Latest Version |Already Graded A+
providing solutions
• Persuading w/logic, arguing, lecturing
• Telling people what to do, moralizing
• Disagreeing, judging, criticizing or blaming
• Agreeing, approving, praising
• Shaming, ridiculing, labeling
• Interpreting / analyzing
• Reassuring, sympathizing, consoling
• Questioning / probing
• Withdrawing, distracting, humoring, changing the subject
6. Mindsets (Fixed) • I don't like to be challenged // I'm either good at it or I'm not; don't
embrace challenge - avoid it
• When I fail, I'm no good // When I am frustrated, I give up; gives up
easily
• My abilities determine everything / success is not tied to my ettort;
fruitless or worse
• Tell me I'm smart; ignore feedback- perceive feedback as negative
7. Mindset • I want to challenge myself // I can learn
s anything I want to; more likely to choose/embrace a challenge
(Growth • When I fail, I Iearn // when frustrated, I
) persevere; interventions are scalable - persist in the face of setbacks
• My abilities & attitude determine everything; ettort is the path to
mastery
• Tell me I try hard; learn from criticism
• If you succeed, I'm inspired; find lessons & inspiration in success of
others
8. Motivational • A person-centered counseling style for
In- addressing the common problem of ambivalence about change
terviewing • A collaborative, goal-oriented style of
communication with particular attention to the language of change,
3/
17
