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NBHWC Section 2 — Coaching Process
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NBHWC Exam Prep NCE Form B Practice Exam Sgts Course Leaders
107 terms 160 terms Teacher 64 terms
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1. Client's agenda, needs, interests, and preferences (vs. coach's)
drives the coaching relationship
2. Share coach's personal information/experience only when
appropriate
2.1. Client-centered relationship 3. Share information or recommendations only when specifically
Client-centered relationship asked or given permission to do so or as otherwise required
Competencies (6) within scope of practice
4. Observe, name, and refer to client's beliefs and values
5. Convey the belief that client is resourceful, expert in own
experience
6. Adjust approach according to client's health literacy
1. Clients are naturally creative, resourceful and whole
Four cornerstones of coaching 2. Coaching dares the client's whole life
(Arloski) 3. The agenda comes from the client
4. The relationship is a designed alliance
- Coaching is a designed relationship
Two unique aspects of coaching
- Coaching language is permeated with permission
- Goals
- Unutilized potential
Coaching conversations focus
- Solving problems (but not just that)
on
- Developing skills
- Finding intrinsic motivation
1. Setting the Foundation
2. Co-Creating the Relationship
Bark's 4 phases of coaching
3. Communicating Effectively
4. Facilitating Learning and Results
1. What the clients knows but the coach doesn't know
Bark's Grid for Exploring the 2. What neither the coach nor the client knows
Unknown 3. What the coach knows and what the client knows
4. What the coach knows but the client doesn't know
, - Unique and whole
- Intelligent and a problem-solver
- Capable of focus, follow-through, and accomplishment
- An adult and personally accountable
- Imaginative and creative
- Acting from their own sense of order and organizing principles
Humanistic approach - Willing to be a learner
assumptions of the client - Clear
- Resilient
- Competent in the work
- Able to provide for themselves
- Strong, talented, brave
- Able to act from their own inner compass and unique vision,
dream, or goal
- Reinforce self-accountability
- Reflect needs and interests of client
- Evoke agenda, goals, objectives from within the client
- Ask open-ended, powerful questions
Mid-session tasks and
- Identify key resources and support circles
competencies (Jordan)
- Analyze readiness for change
- Listen for re-cycling along Transtheoretical Model
- Apply Adult Learning Theory when appropriate
- Facilitate cognitive change
- Accept
- Ask
- Guide
- Help
- Uncover
- Support
Key words for the coach
- Address
approach
- Assist
- Encourage
- Harness
- Reframe
- Enable
- Inspire
Don't:
- Assume clients already know the answers
- Make decision and judgment call quickly
Coaching DONT'S - Think about what to say next
- Generate even the tiniest bit of quiet resistance
- Rush clients through their "muck"
- Be on "automatic pilot"
NBHWC Section 2 — Coaching Process
Save
Students also studied
Flashcard sets Study guides Practice tests
NBHWC Exam Prep NCE Form B Practice Exam Sgts Course Leaders
107 terms 160 terms Teacher 64 terms
Cayla_Garcia7 Preview dan_wanyeki Preview ALEXSCORER557
1. Client's agenda, needs, interests, and preferences (vs. coach's)
drives the coaching relationship
2. Share coach's personal information/experience only when
appropriate
2.1. Client-centered relationship 3. Share information or recommendations only when specifically
Client-centered relationship asked or given permission to do so or as otherwise required
Competencies (6) within scope of practice
4. Observe, name, and refer to client's beliefs and values
5. Convey the belief that client is resourceful, expert in own
experience
6. Adjust approach according to client's health literacy
1. Clients are naturally creative, resourceful and whole
Four cornerstones of coaching 2. Coaching dares the client's whole life
(Arloski) 3. The agenda comes from the client
4. The relationship is a designed alliance
- Coaching is a designed relationship
Two unique aspects of coaching
- Coaching language is permeated with permission
- Goals
- Unutilized potential
Coaching conversations focus
- Solving problems (but not just that)
on
- Developing skills
- Finding intrinsic motivation
1. Setting the Foundation
2. Co-Creating the Relationship
Bark's 4 phases of coaching
3. Communicating Effectively
4. Facilitating Learning and Results
1. What the clients knows but the coach doesn't know
Bark's Grid for Exploring the 2. What neither the coach nor the client knows
Unknown 3. What the coach knows and what the client knows
4. What the coach knows but the client doesn't know
, - Unique and whole
- Intelligent and a problem-solver
- Capable of focus, follow-through, and accomplishment
- An adult and personally accountable
- Imaginative and creative
- Acting from their own sense of order and organizing principles
Humanistic approach - Willing to be a learner
assumptions of the client - Clear
- Resilient
- Competent in the work
- Able to provide for themselves
- Strong, talented, brave
- Able to act from their own inner compass and unique vision,
dream, or goal
- Reinforce self-accountability
- Reflect needs and interests of client
- Evoke agenda, goals, objectives from within the client
- Ask open-ended, powerful questions
Mid-session tasks and
- Identify key resources and support circles
competencies (Jordan)
- Analyze readiness for change
- Listen for re-cycling along Transtheoretical Model
- Apply Adult Learning Theory when appropriate
- Facilitate cognitive change
- Accept
- Ask
- Guide
- Help
- Uncover
- Support
Key words for the coach
- Address
approach
- Assist
- Encourage
- Harness
- Reframe
- Enable
- Inspire
Don't:
- Assume clients already know the answers
- Make decision and judgment call quickly
Coaching DONT'S - Think about what to say next
- Generate even the tiniest bit of quiet resistance
- Rush clients through their "muck"
- Be on "automatic pilot"
