COGNITIVE BEHAVIOURAL COACHING
By Michael Neenan
and Stephen Palmer
First published in Stress News, July 2001, Vol.13 No3.
Introduction
The 'coaching culture' appears to be expanding rapidly in business and
industry (Becket, 2000; Daily Telegraph, 2001; Smith, 2000). Coaching can be
defined as 'the art of facilitating the performance, learning and development
of another' (Downey, 1999: 15). Coaching can focus on any aspect of a person's
life in assisting personal growth.
A number of different approaches to coaching exist (e.g. Fournies,
2000; Whitmore, 1996). Our favoured form of coaching
is derived from the principles and practice of cognitive behaviour
therapy (CBT) (Beck, 1976; Ellis, 1994). Cognitive behavioural
approaches emphasize that how we react to events is largely determined by our
views of them, not by the events themselves. Through examining and re-
evaluating some of our less helpful views we can develop and try out
alternative viewpoints and behaviours that may be
more effective in aiding problem-solving (some individuals may object to the
word 'problem' and, instead, see events in terms of challenges, issues,
fine-tuning, etc.). We call CBT when used with non-clinical groups cognitive behavioural coaching (CBC). CBC 'does not offer any quick fixes
to achieve personal change or ''magic away'' personal difficulties; it does
emphasize that sustained effort and commitment are required for a successful
outcome to your life challenges' (Neenan and Dryden,
2002.)
CBC does not seek to give people the answers to their problems or
difficulties, but through a collaborative process called guided discovery helps
them to reach their own conclusions and solutions (in other words, whenever
possible, we let people's brains take the strain of problem-solving). Guided
discovery is based on Socratic questioning whereby the coach asks the person a
series of questions in order to bring information into her awareness:
'therefore, Socratic questions are designed to promote insight and better
rational decision making. Questions should be phrased in such a way that they
stimulate thought and increase awareness, rather than requiring a correct
answer' (Beck et al., 1993: 103). Previously, what may have been a closed or
constricted system of thinking in relation to tackling a particular difficulty
is now transformed into an open or flexible system of identifying a number of
problem-solving strategies.
CBC is time-limited, goal-directed and focused on the here and now
(historical material, if used, is examined to provide valuable lessons to help
guide current behaviour and decision-making). Though
the primary aim of coaching is to help individuals develop action plans for
change, it also encourages them 'to increase self-awareness of thinking, moods
and emotions' (Becket, 2000). For example, if an individual is procrastinating
over making a career change, it is likely that anxiety is fuelling her
procrastination (e.g. 'I must be absolutely sure that I've made the right move.
If my decision backfires, my life will be in ruins'). In this case, an action
plan would also include tackling the person's anxious thinking.
The ultimate goal of CBC is for individuals to become their own coaches,
though intermittent booster sessions can be arranged once the coaching programme has ended. (In industry, we have found that a few
key personnel who have undergone coaching programmes
can then deliver cascade coaching to others within the organization; teaching
others is an excellent way of maintaining one's own coaching skills.) The
number and length of sessions depends on the person's requirements: for
example, one hour weekly sessions to tackle an ongoing problem or a marathon
three hour session to deal with performance anxiety regarding an imminent
public speaking engagement. With regard to performance anxiety, we help people
to distinguish between performance interfering thoughts (PITS) and performance
enhancing thoughts (PETS) - we have a variety of rhyming acronyms for specific
problem areas! Coaching can be conducted face-to-face, by telephone or e-mail
(particularly if clients are in other parts of the world).
A model of problem-solving
Presenting individuals with a problem-solving model to follow may seem at
first glance to stifle their creativity but thinking things through in a structured
and systematic way actually encourages it. Wasik
(1984) has proposed a seven-step problem-solving sequence and accompanying
questions that people can ask themselves at each step:
|
Steps |
Questions/Actions |
|
1. Problem identification |
What is the concern? |
|
2. Goal selection |
What do I want? |
|
3. Generation of alternatives |
What can I do? |
|
4. Consideration of consequences |
What might happen? |
|
5. Decision making |
What is my decision? |
|
6. Implementation |
Now do it! |
|
7. Evaluation |
Did it work? |
This seven step model will now be demonstrated by using an example from our
coaching practice.
Step 1: Problem identification
Brian (not his real name) was presenting an important paper at a conference
in a few weeks' time and was feeling anxious about it. The 'it' needed to be
explored in order to make the problem clear and precise:
Coach: What exactly is the 'it': presenting the paper or something
else?
Brian: It's the shaking. The audience will see my hands shaking and
think I'm a nervous wreck. I won't be able to control the shaking.
Coach: You state the problem as if there is nothing you can do
about the shaking. How could you restate the problem in ways that suggest
change is possible?
Brian: Presently, I find it difficult to control my shaking when
speaking to audiences.
Step 2: Goal selection
Coach: What would you like to achieve with regard to your shaking?
Brian: To control it so my hands shake less or not at all.
Coach: And if neither of those goals could be achieved by the time
of the conference?
Brian: To accept the shaking without getting too worried about it.
Step 3: Generation of alternatives
Brian was encouraged to come up with as many solutions as possible to his
problem no matter how stupid or ludicrous they initially sounded; in other
words, to brainstorm. The coach can suggest some solutions if the person has
difficulty generating them. The solutions proposed by Brian were:
a. 'Keep my hands in my pocket the whole time if possible.'
b. 'Not present the paper. Pretend I'm ill.'
c. 'Mention my nervousness to the audience to justify the shaking just
before I give my paper. Get it out of the way.'
d. 'Take tranquillisers.'
e. 'Accept that my hands shake. So
what?'
f. 'Make a joke every time my hands shake.'
g. 'Give the paper and see what happens rather than automatically assuming
the conference will turn out badly for me.'
Step 4: Consideration of consequences.
This involved Brian considering the advantages and disadvantages of each
solution generated from the brainstorming session. Brian rated the plausibility
of each possible solution on a 0-10 scale (0 = least plausible to 10 = most
plausible).
a. 'I would look pretty stiff and awkward if I did that. I can't avoid using
my hands while presenting the paper.' 2
b. 'That sounds good initially but that would be
running away and make it much harder to go before an audience at a later date. A non- starter.' 0
c. 'That might release some tension but it might also suggest I'm asking for
their sympathy. A double-edged sword.' 3
d. 'I don't want the chemical way out. I might come across as somewhat
dulled.' 4
e. 'I like the sound of this one very much and can see the benefits I would
reap.' 9
f. 'This might bring too much unwanted attention to my shaking.' 3
g. 'This is a reasonable way to approach the conference.' 7
Step 5: Decision-making
Brian chose steps e and g though he said if these steps were unsuccessful he
might choose the tranquillisers (step d) as a last
resort. How, he enquired, was he supposed to learn to accept the fact that his
hands shook when he usually demanded 'they must not shake'? (PIT).
Coach: What happens when you say that to yourself?
Brian: It just continually reminds me that I can't control the
shaking, I get worried and then my hands shake even more.
Coach: So in order to gain control over your shaking, what do you
need to give up?
Brian: Stop demanding that my hands must not shake. Just let it happen and don't get alarmed about it.
Coach: Exactly. What happens when you try to hide it from others?
Brian: I feel awkward and self-conscious. So try and be natural
around others. My shaking is part of me, that sort of thing. But what happens
if people smirk at me or think I'm a nervous wreck.?
How do I control that?
Coach: Well, what can you control and what can you not? Brian: I
can't control their smirking or what they might think about me but I can
control or choose how I respond to it and how I think about myself.
Coach: That's it in a nutshell.
Brian: Let's get going then.
Step 6: Implementation
In the next few weeks, Brian said he no longer tried to hide or control his
hands shaking and explained to others that he got nervous in front of audiences
both large and small - 'My first step towards accepting the problem and myself
for having it'. He said he would like to have a 'rehearsal' before the actual
conference. The coach arranged with his colleagues for Brian to present a paper
to them. Feedback was given regarding his performance such as not gripping the
lectern too tightly and having more sips of water to avoid his voice cracking.
A video of the rehearsal was made so Brian could see both his strengths and
weaknesses and also re-evaluate more accurately his overall performance: 'Not
as bad as I thought. It's hard to be objective about yourself when you're actually
doing the talk and thinking you are coming across as a nervous wreck', he
concluded.
Step 7: Evaluation
Brian said that the strategies of 'giving up demands for control in order to
gain control and striving for self-acceptance had worked a treat' (he never did
resort to tranquillisers). While he had been nervous
and his hands did shake at times, his major focus had been on presenting the
paper rather than his own discomfort. On the lectern was a message
encapsulating his new outlook: 'If I shake, so what?' (PET).
If the proposed solution has been successful, then the person can select
another problem he wishes to tackle and follow steps 1-6 again. It is important
to tackle methodically one major problem at a time rather than several problems
simultaneously. As
Once the person becomes adept at using the seven-step model, he may want to
use a shorter model to quicken the problem-solving process. For example, STIR
and PIE:
|
Select a problem |
Problem definition |
|
Target a solution |
Implement a solution |
|
Implement a solution |
Evaluate outcome |
|
Review outcome |
|
These shorter models of problem-solving are usually used for rapid
processing of a problem in order to deal with a crisis or make a quick
decision. With these shorter models, deliberation is exchanged for speed, so a
less satisfactory outcome may be experienced by the person.
Excessive emotional interference
Sometimes during the coaching process, the person may become so emotionally
upset that she 'gives up' on the model or her ability to focus on it is
significantly impaired. If this emotional interference occurs, the coach can
employ the ABCDE sequence of emotional management (Neenan
and Dryden, 2000):
A = activating event - stops working on the solution chosen at step 5
B = distress-producing beliefs - 'Sorting things out shouldn't be this
bloody difficult! Nothing seems to be working. Why the hell bother? It's all a
waste of time.'
C = consequences: emotion - anger and despair behaviour
- agitation and withdrawal
D = self-disputing - 'If I don't sort things out, I'll end up with more
problems, not less. Now get back on track and give up these silly ideas that
change should be quick and easy. If it's taking longer and harder than
expected, too damn bad!'
E = effective reduction in anger and despair which enables the person to
return to persisting with her proposed solution at step 5
When the person's emotional distress has ameliorated, then she can resume
following the problem-solving model; it is pointless to try and follow the
model when the client is emotionally upset (if there is no amelioration in her
emotional state, then a referral to a clinical specialist is indicated).
Conclusion
CBC is based on a collaborative relationship that helps individuals to focus
on problem-solving in a structured and systematic way. Using a Socratic
approach encourages individuals to 'pull out' from themselves problem-solving
strategies rather than have them handed over by the
coach. Drawing on and adding to their existing skills helps individuals to build
greater self-reliance and confidence in managing change in their lives.
Previously, some difficulties may have seemed formidable, even insuperable, but
now they can be managed or resolved within the problem-solving frameworks
described in this article.
References
Beck, A. T. (1976) Cognitive Therapy and the Emotional
Disorders.
Beck, A. T., Wright, F. D., Newman, C. F. & Liese, B. S. (1993) Cognitive Therapy of Substance Abuse.
Becket, M. (2000) 'Coach class, top class', Daily
Telegraph, 19th October.
Ellis, A. (1994) Reason and Emotion in Psychotherapy, revised and updated.
Fournies, F. F. (2000) Coaching for Improved Work
Performance.
Neenan,
M. & Dryden, W. (2000) Essential Rational Emotive Behaviour
Therapy.
Neenan,
M. and Dryden, W. (2002) Life Coaching: A Cognitive Behavioural
Approach.
Smith, J. (2000) 'Coaching and mentoring', Stress News,
the Journal of the International Stress Management Association (UK), 12 (2),
12-14.
Wasik, B. (1984) Teaching Parents Effective
Problem-Solving: A Handbook for Professionals. Unpublished
manuscript.
Whitmore, J. (1996) Coaching for Performance.
Professor Stephen Palmer
Professor Stephen Palmer PhD is Director of the Centre for Coaching
and the Centre for Stress Management,
Michael Neenan is an Associate Director
of the Centre for Stress Management and of the Centre for Coaching. He is
Co-editor of The Rational Emotive Behaviour
Therapist and is on the editorial board of Stress News. He has
written 12 books on stress counselling, REBT and CBT.
Correspondence:
Centre for Coaching, 156 Westcombe
Hill,
Email [email protected]
Web: http://www.centreforcoaching.com