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Library of Congress Cataloging-in-Publication Data
Names: Passmore, Jonathan, editor. | Tee, David, editor.
Title: Coaching practiced / edited by Jonathan Passmore, David Tee.
Description: First Edition. | Hoboken, NJ : John Wiley & Sons, [2022] | Series: BPS Textbooks in Psychology | Includes bibliographical references and index. | Contents: The Psychology of Coaching: Coaching PsychologyEclectic Approaches and Diversity in Practice -- Coaching Frameworks: The Role of Frameworks, Models and Approaches in Coaching -- Reflective Practice and Professional Development: Introduction -- Wellbeing Coaching: Introduction--Workplace Coaching: Introduction--Cognitive Approaches -- Motivational Interviewing: Introduction -- Solution-Focused Coaching: Introduction -- Mindfulness: Introduction -Narrative Coaching: Introduction -- Positive Psychology: Introduction -- Part 4. Narrative CoachingRedesigning the GROW Model as the Fourth-Generation Coaching for People and the Planet.
Identifiers: LCCN 2021043982 (print) | LCCN 2021043983 (ebook) | ISBN 9781119835691 (Paperback) | ISBN 9781119835707 (ePub) | ISBN 9781119835714 (eBook)
Set in 10/12 and DanteMTStd-Regular by Integra Software Services, Pondicherry, India
10 9 8 7 6 5 4 3 2 1
All of the royalty proceeds from this title have been gifted to the British Psychological Society by the contributors, authors and editors.
This book is dedicated to Sir John Whitmore, a true pioneer of contemporary coaching, whose teachings exalted the importance of awareness, responsibility and self-belief and who encouraged us – individually and collectively – to embrace our higher values and human potential.
About the Editors xiii
Section 1 The Psychology of Coaching: Coaching Psychology – Eclectic Approaches and Diversity in Practice 1
Section 2 Coaching Frameworks: The Role of Frameworks, Models and Approaches in Coaching 5
Chapter 1 SPACE: A psychological model for use within cognitive behavioural coaching, therapy and stress management 9 Nick Edgerton & Stephen Palmer
Chapter 2 PEAK: A model for use within performance coaching 19 Garret O’Moore
Chapter 3 Is it time to REGROW the GROW model? Issues related to teaching coaching session structures 29 Anthony M. Grant
Chapter 4 A pluralistic approach to coaching 41 Zsófia Anna Utry, Stephen Palmer, John McLeod & Mick Cooper
Section 3 Reflective Practice and Professional Development: Introduction 51
Chapter 5 The scientist-practitioner model as a framework for coaching psychology 55 Sarah Corrie & David A. Lane
Chapter 6 Peer coaching framework: An exploratory technique 65 Manfusa Shams & Ho Law
Kasia
Section 6 Cognitive Approaches 199
Chapter 17 A behavioural approach to BIG problems encountered in coaching: Behaviour Incompatible with Goals 203
Stephen Palmer & Christine Dunkley
Chapter 18 Rational Coaching: A cognitive behavioural approach 211
Stephen Palmer
Chapter 19 Searching for shades of grey: Modifying polarised thinking with continuum methods 223
Sarah Corrie
Chapter 20 The application of the responsibility pie technique in coaching 233
Garret O’Moore
Chapter 21 Deserted Island technique: Demonstrating the difference between musturbatory and preferential beliefs in cognitive behavioural and rational coaching 237
Chapter 26 MI techniques: Recognising change talk 265
Jonathan Passmore
Chapter 27 MI techniques: Agenda Mapping 271
Jonathan Passmore
Chapter 28 Motivational Interviewing: Reflecting on ethical decisions in MI 277
Jonathan Passmore
Section 10 narrative Coaching: Introduction 371
Chapter 40 Narrative coaching – Part 1: An introduction and the first step 375
Ho Law
Chapter 41 Narrative coaching – Part 2: Two forms of change structures: re-authoring and remembering 383
Ho Law
Chapter 42 Narrative coaching – Part 3: Approaches for groups, teams, organisations and community 397
Ho Law
Chapter 43 Narrative coaching – Part 4: Redesigning the GROW model as the 4th generation coaching for people and the planet 415
Ho Law
Chapter 44 Using the four gateways to tell new stories and make new choices 429
David Drake
Chapter 45 Creating zones of proximal development in coaching: The power of working at thresholds 437
David Drake
Section 11 Positive Psychology: Introduction 447
Chapter 46 Positive Psychology Coaching – a model for coaching practice 451
Jonathan Passmore & Lindsay G. Oades
Chapter 47 Positive Psychology Techniques – Active Constructive Responding 457
Jonathan Passmore & Lindsay G. Oades
Chapter 48 Positive psychology techniques – Positive case conceptualisation 461
Jonathan Passmore & Lindsay G. Oades
Chapter 49 Positive psychology techniques – Random Acts of Kindness and Consistent Acts of Kindness and Empathy 465
Jonathan Passmore & Lindsay G. Oades
About the Editors
David Tee
David is the editor of The Coaching Psychologist, published by BPS. He is a chartered psychologist and practising coach and coach supervisor. David is the Global Director of Science at CoachHuB, a visiting lecturer for University of Worcester and programme director of coaching at the University of South Wales, where he is a visiting fellow. He has published widely, including papers in International Journal of Evidence-Based Coaching and Mentoring, International Coaching Psychology Review and Action Learning: Research and Practice
Jonathan Passmore
Jonathan is editor-in-chief of the International Coaching Psychology Review and chair of the BPS Division of Coaching Psychology (2021–2022). He is senior vice president at CoachHub, and professor of coaching and behavioural change at Henley Business School. He has published widely, with over 100 scientific papers and 30 books. His latest titles include The Coaches Handbook, Becoming a Coach: The Essential ICF Guide and CoachMe: My Personal Board of Directors. He is one of the most cited coaching researchers worldwide, has won multiple awards for his work and is listed in the Coaching Global Gurus Top 20 Coaches (2021).
Section 1 The Psychology of Coaching Coaching Psychology –Eclectic Approaches and Diversity in Practice
David Tee & Jonathan Passmore
The first two decades of the third millennium have witnessed a proliferation of coaching psychology approaches. These approaches have extended the original modules developed in the 1980s and 1990s such as GROW and co-active coaching into new territories. Many of these new approaches have been drawn from the therapeutic and counselling domain; these initially included cognitive-behavioural coaching, solutionfocused coaching and psychodynamic coaching during the 2000–2010 period. This was followed by a more diverse range of models including motivational interviewing, acceptance and commitment coaching, compassion-based coaching and Gestalt, which have each been developed for use in coaching. In the period post-2020, other models are also now being considered as possible frameworks for use with coaching clients in nonclinical relationships, such as dialectical behavioural therapy and meta-cognitive therapy (for a wider discussion of third wave cognitive-behavioural coaching (CBC), see Passmore & Leach, 2022). In addition to the influences from therapy, psychological models have also been translated for use in coaching psychology practice, such as positive psychology and mindfulness. This flow of models from therapy and psychology contrasts with the relative sparse influence from change management and organisational development, with appreciative coaching being a rare exception drawing on appreciative inquiry as a structure to frame positive-focused conversations.
This multiplicity of available frameworks can be confusing for the coach. Some have responded by focusing on a single model or framework as a way to structure all conversations. However, the evidence suggests the majority of coaches have adopted a more eclectic approach and have sought to integrate a range of different models into their work with clients. This follows suggestions from writers in the emerging years of coaching, such as Alison Hardingham (2006) and Jonathan Passmore (2006), who advocated for a more eclectic approach, by which the coach should draw from a number of different streams and, in doing so, would be best able to respond to the unique individual and their specific presenting issue, as opposed to forcing each client to become the round peg required to fit the shape and size of ‘hole’ offered by the coach. These ideas of eclectic approaches have been further developed (Hardingham, 2021; Passmore, 2021), with an emphasis on each coach developing their own distinctive evidence-based approach informed by the cultural context, types of clients and their own personal style to build an approach which is informed by science but which can also be flexed and adapted to meet the client where they are.
Where does this leave coaching? Are coaching and coaching psychology essentially the same, or are there differences? For many clients, and even for practitioners, this is an academic debate. But it matters for three reasons: Firstly, it is important to define something to be able to provide it. If the label on the tin says ‘tomato soup’, but it is crab soup when you open it, you may well be disappointed. A failure to clearly define and manage boundaries can also lead the coach into difficulties and risk causing harm to the client if the coach is not qualified and trained to work with an issue. Secondly, definitions matter for research. If we have not clearly defined our intervention, it is hard to measure the effect. We might be assessing if lunch poisoned the individual; however, if we cannot differentiate between the wholemeal bread and the crab soup, we do not know if the problem is a wheat intolerance or shellfish poisoning. Finally, and possibly most important for practitioners, if it is not clearly defined, we cannot teach it. Knowing the crucial ingredients – and the boundaries – allows for a syllabus and criteria for assessment to be developed: definitions matter.
This is not the place for a deep discussion of definitions, but practitioners should know what they are doing and be able to define, with precision, their intervention. In doing so they may reference one of the many definitions available: John Whitmore’s classic definition of coaching: ‘unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them – a facilitation approach’ (Whitmore, 1992, p. 8), Laura Whitworth’s definition of co-active coaching, ‘a relationship of possibilities … based on trust, confidentiality’ (Kimsey-House et al., 2011, p. 19), Passmore and Fillery-Travis’s (2011) more process-focused definition ‘… a Socratic-based dialogue between a facilitator (coach) and a participant (client) where the majority of interventions used by the facilitator are open questions which are aimed at stimulating the self-awareness and personal responsibility of the participant’, or one of the professional bodies’ definitions, such as that of the International Coaching Federation.
For us, coaching psychology has a distinctive role to play. “Coaching psychology is ‘the well’ which refreshes the wider coaching profession” (Passmore & Yi-Ling, 2019, p. 79). Coaching psychologists draw on their deeper understanding of research to
actively contribute new theories, models, frameworks and, most importantly, evidence, to take forward evidence-based practice. While their practices may be consistent with many other evidence-based practitioners, their understanding of the wider psychological frameworks and the evidence underpinning their approach mark them out as distinctive. The client may witness little of this deeper knowledge in an individual session, but the wider body of coaching will benefit from their contribution, as they challenge and push the boundaries of practice through scientific-led enquiry, engaging in research and sharing their work through journals and other publications. In essence, the coaching psychologist is a scholar-practitioner, constantly crossing and re-crossing the bridge between practice and academia.
The British Psychological Society defines coaching psychology as “the scientific study and application of behaviour, cognition and emotion to deepen our understanding of individuals’ and groups’ performance, achievement and wellbeing, and to enhance practice within coaching” (BPS, 2021).
As we continue to move forward, the definition of coaching and the areas of work in which coaching psychologists engage is likely to continue to change. It is twenty years since this journey of encouraging a focus on evidence-based coaching practice started, marked by the formation of the ‘Coaching Psychology Network’ within the British Psychological Society. Two decades on, that group has evolved into the Division of Coaching Psychology with pathways for accredited training and the pace of change for coaching is quickening. While evidence will continue to grow in importance, digital platforms, artificial intelligence (AI) coaching apps and the blurring of the boundaries between coaching and counselling are likely to continue. The world of coaching in 2050 will be a fascinating place but, whatever changes, psychology, understanding human behaviour, emotion and cognition will be at its heart.
RE f ERENCES
BPS (2021). BPS Division of Coaching Psychology – Definition of Coaching Psychology. Retrieved on 1 November 2021 from https://www.bps.org.uk/member-microsites/divisioncoaching-psychology
Hardingham, A. (2006). The British Eclectic model of coaching, International Journal of Mentoring and Coaching IV(1).
Hardingham, A. (2021). The Universal Eclectic model of executive coaching. In J. Passmore (ed.), The Coaches Handbook: The Complete Practitioners Guide for Professional Coaches (pp. 167–175). Routledge.
Kimsey-House, H., Kimsey-House, K., Sandahl, P., & Whitworth, L. (2011). Co-Active Coaching: Changing Business, Transforming Lives (3rd ed.). Boston: Nicholas Brealey.
Passmore, J. (2006). Integrated coaching model. In J. Passmore (ed.), Excellence in Coaching: The Industry Guide (1st ed.). Kogan Page.
Passmore, J. (2021). Developing an integrated approach to coaching. In J. Passmore (ed.), The Coaches Handbook: The Complete Practitioners Guide for Professional Coaches (pp. 322–330). Routledge.
Passmore, J. & Fillery-Travis, A. (2011). A critical review of executive coaching research: A decade of progress and what’s to come. Coaching: An International Journal of Theory, Research and Practice, 4(2), 70–88.
Passmore, J. & Leach, S. (2022). Third Wave Cognitive Behavioural coaching: Contextual, Behavioural and neuroscience Approaches for Evidence-Based Coaches. Shoreham-by-Sea: Pavilion Publishing.
Passmore, J., & Yi-Ling, Y. (2019). Coaching psychology: Exploring definitions and research contribution to practice? International Coaching Psychology Review, 14(2), 69–83.
Whitmore, J. (1992). Coaching for Performance. London: Nicholas Brealey.
Section 2 Coaching Frameworks
The Role of Frameworks, Models and Approaches in Coaching
David Tee & Jonathan Passmore
While coaching is similar to other helping-by-talking interventions such as counselling and therapy in the range of ‘approaches’ available (many of these coaching approaches indeed having their conceptual roots within therapy), the ever-growing number of ‘models’ is something that sets coaching apart from related practices. Given this, it is of interest that the term ‘model’ is rarely defined and variously applied in the coaching literature.
Within the context of counselling supervision, Reeves (2013) uses the term ‘models’ to refer to frameworks which bring “…a particular perspective to how the supervisory process might be negotiated and understood” (p. 387). Within the coaching practitioner literature, ‘models’ can be used to refer to any theory, theoretical framework or tool deemed of potential use to coaches in their client work (Bates, 2015). More commonly, however, the term applies to frameworks or structures, often producing acronyms, which suggest a sequence of linear stages to follow within a coaching conversation. As an example, the RADAR model has the steps Rapport, Analyse, Demonstrate, Activity, Review (Giangregorio, 2016) or alternatively Relationship, Awareness, Dream, Action, Results/Review (Hilliard, 2012).
A general point can be made before specific models are considered. Coaching models are often positioned as how coaching practitioners cut their teeth, whether it be through introductory training programmes or texts (e.g., Gilbert & Whittleworth, 2009; van Niewerburgh, 2014) or as a dominant framework for practice: The Work Foundation (2002, as cited in Dembkowski & Eldridge, 2003) found over a third of respondent coaches reported a reliance on the GROW model, while a survey of practitioners within England suggests almost 70% use goal-focused models such as GROW in their work (Tee et al., 2019).
Such coaching models do provide benefits. As Adams (2016) explains, they act as an aide-memoire to the coach using them, as well as providing structure and momentum to the conversation itself. In addition, they can provide a reassurance to neophyte practitioners that they are ‘doing it right’: that, by using a published framework that is providing a route map through a conversation, stating the function of each step and, often, helpfully providing a set of questions to use at each stage, the coach is providing something of value to the client.
However, there are risks and limitations, too. A practitioner using a structured model, such as COACH (Webb, 2019), may take false reassurance that the structure is all-encompassing, covering every element and consideration required of an ethical and effective coach. A coach may also adhere to the model or technique too rigidly, rather than using it as a baseline from which to improvise or deviate (Clutterbuck, 2010). Finally, even if used lightly, the overlaying of one or two familiar models onto a coach’s work with their clients may become repetitive and mechanistic, diminishing the opportunity to maximise insight and learning.
Mindful of these limitations, Clutterbuck (2010) states more experienced practitioners move beyond this mechanistic approach towards a more eclectic drawing upon a range of techniques, and from this to operating within a specific theoretical framework, such as ‘Gestalt’, before finally reaching a stage of ‘liberation’. At this point in the practitioner’s role maturity, their craft is typified more by a way of being than a way of doing. If this is accurate, then it echoes the distinction that the professional body EMCC (2015) makes between foundation and master practitioners, with the latter expected to formulate their own tools, adapt from moment to moment in response to client information and to have a unique approach based upon their own critical evaluation of existing models.
We argue here that there may be a distinction between coaching models and coaching psychology models. While many of the caveats indicated above apply in the use of either category of model, coaching psychology models have a theoretical and conceptual rooting within a psychological approach, drawing upon its associated body of theory and research evidence. While there may be some coaching models for which this is also the case, Passmore (2007) argues that such roots are typically not made overt – or possibly even known – by the authors of such models.
Coaching psychology models, such as those detailed in this volume, explicitly embed specific aspects of evidence-based practice from their respective approaches within their stages. The ENABLE model (Adams, 2016), for example, incorporates the solution-focused practices of scaling questions, working with exceptions and the building of client self-efficacy. The SPACE model includes the cognitive-behavioural focus on cognitions, emotions and behaviours (or ‘A’ctions in the model’s acronym). It could be argued that the transparency of the theoretical roots of coaching psychology models allows a coach to make an informed decision as to whether to integrate it into their way of being with clients and the extent to which it fits in with their own values, preferences and assumptions about what constitutes ‘good’ practice.
This section opens with three coaching psychology models. The first is Nick Edgerton and Stephen Palmer’s (2005) cognitive-behavioural SPACE model. Initially
developed in 2002, this model is intended to raise client awareness of the interactions involved in their own or other people’s psychological processes. As such, SPACE is less linear than many other models, with the ACE and PACE variants offered within the paper as options for the coaching psychologist, dependent on the needs of the client at that time.
Garret O’Moore (2012) details the integrative model PEAK, intended for performance coaching and designed to focus coaching session attention on three key performance factors: ability, effort and difficulty. Anthony M. Grant (2011) then offers a variation on GROW: the RE-GROW model. Grant identifies the risk of coaching, as a series of structured conversations, becoming disjointed. This would reduce the focus, momentum and progress towards goal attainment that the client (and their sponsor organisation) may desire. By building in an initial Review and Evaluate (the ‘RE’ in ‘RE-GROW’) at the opening of each session, Grant suggests goal-directed self-regulation should increase.
The section finishes with Zsófia Anna Utry and colleagues (2015) offering a coaching psychology variant of pluralistic counselling and psychotherapy. The paper offers a number of practical steps that coaching psychologists may take in building up the collaborative capacity of their clients, as well as checking their own capacity and alignment to pluralistic principles.
REFERENCES
Adams, M. (2016) ENABLE: A solution-focused coaching model for individual and team coaching. The Coaching Psychologist, 12(1), 17–23
Bates, B. (2015). The little book of big coaching models. Pearson Education Ltd. Clutterbuck, D. (2010). Coaching reflection: The liberated coach. Coaching: An International Journal of Theory, Research and Practice, 3(1), 73–81.
Dembkowski, S., & Eldridge, F. (2003). Beyond GROW: A new coaching model. The International Journal of Mentoring and Coaching, 1(1), 21–26. Edgerton, N., & Palmer, S. (2005). SPACE: A psychological model for use within cognitivebehavioural coaching, therapy and stress management. The Coaching Psychologist 2 (2), 25–31.
EMCC (2015). EMCC Competence Framework v2. EMCC UK. https://emccuk.org/Public/ Accreditation/Competence_Framework.aspx. Last accessed on 8 December 2021. Giangregorio, E. (2016, March 8). RADAR Instructional Coaching Model. Emanuela Giangregorio. https://www.aikaizen.com/radar-instructional-coaching-model. Last accessed on 8 December 2021.
Gilbert, A., & Whittleworth, K. (2009). The OSCAR Coaching Model. Worth Consulting. Hilliard, P. (2012, June 4). Coaching Model: The RADAR. International Coach Academy. https:// coachcampus.com/coach-portfolios/coaching-models/pearl-hilliard-the-radar. Last accessed on 8 December 2021.
Passmore, J. (2007). Behavioural Coaching. In S. Palmer and A. Whybrow (Eds.), Handbook of coaching psychology. Routledge. Reeves, A. (2013). An introduction to counselling and psychotherapy. SAGE.
Tee, D., Passmore, J., & Brown, H. (2019). Distinctions in coaching practice between England and the rest of Europe. The Coaching Psychologist, 15(2), 30–37.
van Niewerburgh, C. (2014). An Introduction to Coaching Skills. SAGE.
Webb, K. (2019). The COACH Model for Christian Leaders. Morgan James Publishing. O'Moore, G. (2012). PEAK: A model for use within performance coaching. The Coaching Psychologist, 8(1), 39–45.
Grant, A. M. (2011). Is it time to REGROW the GROW model? Issues related to teaching coaching session structures. The Coaching Psychologist, 7(2), 118–126.
Utry, Z. A., Palmer, S., McLeod, J., & Cooper, M. (2015). A pluralistic approach to coaching. The Coaching Psychologist, 11(1), 47.
1 SPACE: A psychological model for use within cognitive behavioural coaching, therapy and stress management
Nick Edgerton & Stephen Palmer
Abstract
This paper introduces ‘SPACE’, a comprehensive psychological model that can be used within cognitive behavioural coaching, therapy and stress management to aid assessment, explain the cognitive model to the client, and assist in the development of a coaching, therapeutic or training programme. Other models, coaching processes and acronyms will be briefly covered to put ‘SPACE’ into a coaching context. For illustrative purposes this paper will focus on coaching.
Over the past couple of decades a number of different coaching models, processes and associated acronyms have been developed by coaching practitioners to enhance and inform their practice, and provide a useful framework. These models are usually shared with the client in a transparent manner and help to facilitate the change and goal-focused process. The next section will highlight a number of the different models including the cognitive model. Then the SPACE model will be illustrated.
Original publication details: Edgerton, N., & Palmer, S. (2005, November). SPACE: A psychological model for use within cognitive behavioural coaching, therapy and stress management. The Coaching Psychologist, 2(2), 25–31. Reproduced with permission of The British Psychological Society.
The GROW model of coaching has been popularised by Sir John Whitmore (e.g. 1996) although according to the literature (see Boyle et al., 2005) it was developed by Graham Alexander. It is probably one of the most well used models of coaching. Whitmore (2004, p.54) describes the sequence for GROW as follows:
• GOAL setting for the session as well as short and long term;
• REALITY checking to explore the current situation;
• OPTIONS and alterative strategies or courses of action;
• WHAT is to be done, WHEN, by WHOM and the WILL to do it.
The last stage is also known as WRAP-UP by some practitioners. The GROW model appears to be taught by many coaching training centres throughout the UK. It is relatively straight forward and would be at the behavioural end of the coaching spectrum.
ACHIEVE MODEL
The ACHIEVE model was developed by Sabine Dembkowski and Fiona Elridge (2003). They believe that it is a logical progression from the GROW model and follows the development of a coaching relationship in a systematic manner:
• Assess current situation;
• Creative brainstorming of alternative to current situation;
• Hone goals;
• Initiate options;
• Evaluative options;
• Valid action programme design;
• Encourage momentum.
The ACHIEVE model does allow for flexibility and individuality.
LASER: A COACHING PROCESS
Graham Lee (2003) describes LASER, a five-stage coaching process which provides a frame of reference for moving a manager through the journey of leadership coaching. According to Lee it is a flexible framework that indicates the core activities. The five stages are:
• Learning;
• Assessing;
• Story-making;
• Enabling;
• Reframing.
Unlike some of the other coaching models Lee does not conceive LASER as a rigid linear journey.
POSITIVE MODEL
Vincenzo Libri (2004) suggested the POSITIVE model developed from the GROW and ACHIEVE and influenced by psychological contributions that produce ‘an optimum coaching relationship’. Examples of key questions in each phase are provided below:
• Purpose, e.g. what is it you want to achieve?
• Observations, e.g. what have you tried so far?
• Strategy, e.g. what does success look like for you?
• Insight, e.g. how committed are you in achieving this goal on a scale of 1 – 10?
• Team, e.g. who will you share your goal with?
• Initiate, e.g. when will you start to act on this?
• Value, e.g. how will you celebrate your success?
• Encourage, e.g. how are you going with your goals?
Libri (2004) provides a useful list of key questions at each stage.
TRADITIONAL PROBLEM-SOLVING MODELS
Wasik (1984) proposed a seven-step problem-solving sequence and accompanying questions that practitioners and more importantly their clients can ask themselves at each step of the process as below.
Even though it does not have a convenient acronym, this seven-step model has been adapted to coaching, therapy, training and stress management (Palmer & Burton, 1996; Palmer, 1997a, b; Neenan & Palmer, 2001a, b). Once the client becomes adept at using the seven-step model, Neenan and Palmer (2001a, b) suggest that the client may want to use a shorter model to quicken the problem-solving process. For example, STIR and PIE:
Select a problem
Target a solution
Implement a solution
Review outcome
Problem definition
Implement a solution
Evaluate outcome
They assert that 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. However, with these shorter models, deliberation is exchanged for speed, so a less satisfactory outcome may be experienced by the client.
ABCDE COGNITIVE MODEL
The problem-solving models or frameworks described above form an integrated part of the cognitive or cognitive behavioural coaching approach. If the issue or problem can be addressed by focusing on the practical aspects of the problem then the problem solving models are sufficient. However, if the client experiences a psychological or emotional block largely caused by unhelpful, goal-blocking or performance interfering thoughts (PITs), then the practitioner uses the well known ABCDE model (Ellis et al., 1997). Often this need becomes apparent when the client cannot successfully complete Step 5 of the seven-step problem-solving model:
A – Activating event – stops working on the solution chosen at step 5.
B – Beliefs or PITs, e.g. ‘I can’t stand all this hard work. I’ll never reach the deadline.’
D – Disputing – ‘I don’t like it but in reality I can stand it. If I start work NOW then I’m more likely to reach the deadline.
E – Effective new approach – reduction in of anxiety. Starts to focus on the tasks involved which would assist in reaching the project deadline with the proposed solution at step 5. Cognitive Coaching or Cognitive Behavioural Coaching or Rational Emotive Behavioural Coaching can all be considered as dual systems approaches focusing on the practical and/or psychological aspects of a client’s problem or issue as and when required. Palmer (1997a, b) described the integration of the ABCDE and problem-solving models as ‘an intrinsically brief integrative approach’.
INTRODUCING THE SPACE MODEL – AN OVERVIEW
The SPACE model was developed in 2002 and is an attempt to portray the interactions involved in psychological process in a manner that is more graphical than the two or five column worksheets that are commonly used in cognitive behavioural approaches. It is also an easy to remember acronym:
Social context
Physiology
Action
Cognition
Emotion
The model has two further components which are also referred to when in use with clients:
Action
Cognition
Emotion
Physiology
Action
Cognition
Emotion
The literature relating to cognitive behaviour coaching and therapy deals largely with the importance of the Cognitions as determinates of Emotional states and the resultant Behaviours or Actions (see Beck, 1995; Ellis et al., 1997; Neenan & Palmer, 2001a, b). The ‘ABCDE’ model is one of the most widely used in cognitive behavioural approaches. Implicit in the model is the belief that Cognitions largely determine Emotions.
This can be depicted as:
As cognitions can lead to an emotional response, a person with anger provoking thoughts is likely to experience anger as an emotion. Cognitions include images or pictures a person may also experiences in their mind’s eye. An example is provided below of a teacher in a specific situation:
This isn’t right
He should not behave this way He shouldn’t be allowed to get away with it It has to be stopped It’s down to me
I’ve got to stop him Pictures a successful outcome
However, if someone is already in an angry mood, a mood being a longer lasting emotional state, then the mood is likely to result in a tendency to have further angry cognitions in the next situation.
AngrymoodPredispositionto angrycognitions
Since the angry cognitions will again result in anger as an emotion we could depict it better:
There is clearly an interaction between cognitions and emotions and this is indicated by the two-way arrow.
In the example above, the thought, ‘I’ve got to stop him’ clearly relates to potential Actions. Adding an A to the diagram would give us:
Shout at him to stop
Non-verbal display of hostility Waves clenched fist at him
This isn’t right should not behave this way He shouldn’t be allowed to get away with it It has to be stopped It’s down to me I’ve got to stop him Pictures a successful outcome
This ACE model can be seen as a basic psychological model depicting a three way interaction between Actions Cognitions and Emotions. A similar model ACE has also been described by Lee (2003). Taking our example a step further we can see that a person in this Emotional state with these Cognitions and Action tendencies would also experience sensations in their bodies relating to Physiological arousal.
PACE Model
Red face
Heart rate up
Respiration rate up
Adrenaline flow Anger
Shout at him to stop
Hostile non-verbal display
Restrain him
CThis isn’t right He should not behave this way He shouldn’t be allowed to get away with it It has to be stopped It’s down to me I’ve got to stop him Pictures a successful outcome
Adding a ‘P’ for Physiological would give us a PACE model that (see below) would depict Biological/Psychological interactions for an individual.
To further understand a person’s reaction to a situation it is often helpful to understand the Social Context that the person is operating in. This can be displayed as a circle surrounding the PACE model.
With the addition of the Social Context to our model it becomes a Bio – Psycho –Social model that will help practitioners and their clients to understand a person’s reaction in a Social Context. The Social Context can include sets of beliefs about social roles, customs and rules.
Red face
Heart rate up
Respiration rate up
Adrenaline ow
Social context
School teacher witnessing a petty theft from a student’s bag.
Anger
Shout at him to stop Hostile non-verbal display Wave clenched st at him
Cognitions
This isn’t right He should not behave this way He shouldn’t be allowed to get away with it It has to be stopped It’s down to me I’ve got to stop him Pictures a successful outcome
SPACE: FROM ASSESSMENT TO INTERVENTION
In the first or later session with a client, a particular situation, problem or mood can be analysed using the ACE, PACE and finally the SPACE models. This helps provide a quick assessment, illustrates to the client the interaction between the five key modalities, and provides an opening for possible interventions. For example, a client who experiences presentation nerves could consider modifying cognitions such as, ‘I must perform well. It will be awful if I make a mistake’, replacing catastrophic imagery with helpful coping imagery (C), stopping procrastinating behaviour and learning new presentation behavioural skills (A), using techniques such as relaxation to reduce stress and anxiety (P), feeling
