By Michael Neenan, Stephen Palmer
Cognitive Behavioural training in Practice explores numerous elements of training from inside a cognitive behavioural framework. Michael Neenan and Stephen Palmer compile specialists within the box to debate issues including:
- goal selection
- socratic questioning.
This hugely sensible publication is illustrated all through with long coach–coachee dialogues that come with a remark of the goals of the trainer throughout the consultation. will probably be crucial examining for either trainees coaches whether they have a historical past in psychology. it's going to even be important for therapists, counsellors and psychologists who are looking to use training of their daily practice.
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Additional resources for Cognitive Behavioural Coaching in Practice: An Evidence Based Approach
28 COGNITIVE BEHAVIOURAL COACHING IN PRACTICE Paul’s maintenance message was ‘Persevering Paul’, which encapsulated the key REBT principles of striving for high frustration tolerance and self-acceptance, which, when internalised, helped to reduce the frequency, intensity and duration of his emotional difficulties. ’ He needed to remind himself on these occasions that no coach is immune from experiencing these events and that the criteria for evaluating his performance should be reasonable and realistic, not grandiose (‘I should feel really confident all the time, have perceptive answers to all their questions and be seen as an outstanding coach’).
Comment The MI practitioner enquires about the benefits of changing in a number of ways – looking backwards to a time when the behaviour was more common, asking for examples, looking forwards to a time when the behaviour might be happening more, explicitly asking about the good things about changing and the reasons for doing it. In this case the coach asked the coachee to talk more about a recent time when she experienced good feelings associated with the behaviour. Asking the coachee to elaborate is also a strategy that can help to elicit or develop more change talk.
Is a clear-cut emotional problem’ (1993b: 59). Individuals might not be aware of their own emotional problem because of their avoidance behaviour, which protects them from experiencing it. In order to ‘release’ this emotion, they can face the situation in imagination or actuality and identify the irrational beliefs maintaining their procrastination by using the ABCs of the REBT approach: Situational A = activating event, such as imagining giving a presentation to a group of colleagues. ’ UNDERSTANDING AND TACKLING PROCRASTINATION 17 C = consequences, such as the following: • • • • • emotional: rising anxiety; behavioural: highly agitated, leans on table for support; cognitive: dwells on what being exposed as a ‘phoney’ will do to her reputation and career; physical: heart pounding, sweating, light-headedness, trembling; interpersonal: withdrawing from her colleagues in coffee and lunch breaks.