Strengths Based Coaching FIT FOCUS Dr Ellen Pope OTD OTRL March 28 2017 O bjectives The participant will learn the key characteristics of coaching 2 The participant will identify and apply strength ID: 756599
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Slide1
Building Practitioner Capacity:Strengths Based CoachingFIT FOCUS
Dr. Ellen Pope, OTD, OTR/L
March 28, 2017Slide2
Objectives
The participant will learn the key characteristics of
coaching
2. The
participant will
identify and apply strength
based
coaching approaches when supporting practitioners and familiesSlide3
Self Assessment Strengths Based CoachingSlide4
1
10% or less
2
25%
3
50%475%590% or more1. I primarily use open ended questions to help families reflect on what they already know or have tried 2. I support the family to determine success of intervention based on their interests, priorities and changes in the child’s participation in the routines of their life. 3. I provide intervention based on the family’s needs (e.g., how often, where, when), and check in frequently about possible changes in the plan 4. I engage caregivers in development and review of joint plans 5. I use awareness, analysis, alternative and action questions to explore possibilities and create joint plans with families 6. My intervention emphasizes opportunities for families to offer their own solutions using their own resources 7. I promote the parent’s participation in activities or experiences to strengthen existing and promote new competencies in the parent or child Slide5
1
10% or less
2
25%
3
50%475%590% or moreA. I recognize that regardless of life situation, EVERY family is capable and has resources to support their own development B. I can write down at least 5 strengths of every family I serve C. I am confident that no matter what a family indicates as their interests and priorities, I can find ways to support them within those areas D. I know my family’s daily life routines and have a record of how they spend their time E. After I complete an evaluation, I can write down at least 5 strengths of every family I serve F. My goals explicitly address the family’s participation in THEIR everyday life G. All my plans harness strengths of the family
H. I spend intervention time supporting families to identify their strengths Slide6
You get to choose what you FOCUS on… Slide7
Key concepts of a strengths based approach
People are unique & strong
People are experts and resourceful
People are resilient and experience well-being
People are affected by culturePeople are affected by environmentPeople know what they need and how to get it(Dunn, et al, 2013a; 2013b;Early & Glenmaye, 2000; Seligman, 2011)Slide8
How do you help others identify their strengths?
How do you help families and practitioners identify their own strengths/assets?
“When people say good things about you, what are they likely to say?”
OR
“WHEN PEOPLE SAY GOOD THINGS ABOUT YOUR _______, WHAT ARE THEY LIKELY TO SAY?”
“What is it about your life, yourself, and your accomplishments that give you real pride?” OR”WHAT IS IT ABOUT YOUR _______THAT GIVES YOU REAL PRIDE?”From The Strengths Perspective in Social Work Practice (3rd Edition), Dennis Saleebey, University of Kansas. 2002, NY: Allyn & BaconSlide9
Strengths Perspective
People possess assets within their own contexts and selves that enable them to survive or thrive even in challenging contexts
Solution-focused
small
, authentic goals so people see own strengths to manage OWN life
(Saleebey, 1992)(Rangan & Sekar, 2006)Slide10
Positive Psychology
Study
of strengths and virtues that enable people & communities to thrive
(Peterson
, Park & Seligman, 2006)(Csikszentmihalyi, 1990; Positive Psychology Center, 2007)Slide11
Seven Key Principles from NECTAC
Looks Like/Doesn’t Look Like
2. All families, with the necessary supports and resources, can enhance their children’s learning and development
Assuming all families have
strengths and competences, appreciating the unique learning preferences of each adult and matching teaching, coaching, and problem solving styles accordinglyBuilding on family supports and resources; supporting them to marshal both informal and formal supports that match their needs and reduce stressorsMatching the kind of help or assistance with what the family desires; building on family strengths, skills and interests to address their needsSlide12
CoachingSlide13
Coaching is….
A particular type of help-giving practice within a capacity building model to support people in using existing abilities and developing new skills to attain desired life circumstances.
Dunst
, C.J. &
Trivette, C. M. (1996). Empowerment, effective help-giving practices and family-centered care. Pediatric Nursing, 22, 334-337, 343 Slide14
Coaching is….
An adult learning strategy in which the coach promotes the learner’s ability to reflect on his or her actions as a means to determine the effectiveness of an action or practice and develop a plan for refinement and use of the action in immediate and future situations
Rush &
Shelden
, 2005, p. 3; Rush &
Shelden, 2011)Slide15
Coaching is….
An effective adult learning strategy used to promote the learner’s knowledge
(Doyle, 1999; Flaherty, 1999;
Kinlaw
, 1999; Hayes, 2007)
Slide16
Coaching is….
a reciprocal process composed of a series of conversations and activities between a coach and a learner
Slide17
CORE PRINCIPLES OF COACHING
based on interprofessional evidence
Dunn, W. (2011
)
The relationship is based on reciprocal communicationThe person we are serving identifies the issuesCommunication is focused on solving the problem/issueSolutions grow out of the other person’s insightsSolutions are situated within authentic environmentsSlide18
Coaching Example from Business
https://www.youtube.com/watch?v=
eKC6qNvI3Kw
Slide19
What do we know about coaching?
Research from many fields support the use of coaching
There are many types of coaching( teams, life coaches, executive coaches, health coaches, literacy coaches etc.)Slide20
Essential Techniques of
Positive Psychology Coaching
Appreciative Inquiry
: Helping families and practitioners to focus on what works in order to inspire ideas, confidence, and motivation for change.Asking Powerful Questions: Generating questions that help families and practitioners to achieve greater understanding, and to make progress toward their goals.Storytelling: Encouraging families and practitioners to tell stories to generate insights, narrative coherence, and grounded positivity.Empathic Listening: Practicing the essential art of truly listening to the family and practitionerSolutions Focus: Shifting families’ and practitioners’ focus from problems to solutions, and helping them to develop paths to solutions that work.Slide21
Research to support
coaching
in early childhood
Caregivers
are much more likely to use new skills and ideas within the context of their
livesCaregivers feel competent to handle new situations that ariseCaregivers recognize their own abilities and strengths in meeting child and family outcomes Dunst, C.J., & Trivette, C.M (1996). Empowerment, effective help-giving practices and family-centered care. Pediatric Nursing, 22, 334-337, 343.Rush, D.D., & Shelden, M.L. (2011) The Early Childhood Coaching Handbook, Baltimore, MD: Paul Brooks PublishingGraham, F., Rodger, S., & Ziviani, J. (2009) Coaching parents to enable children’s participation: An approach for working with parents and their children. Australian Occupational Therapy Journal, 56, 16-23Slide22
Characteristics
of Coaching
Feedback
Joint Planning
Action/practiceReflection ObservationRush, D.D., & Shelden, M.L. (2011) The Early Childhood Coaching Handbook, Baltimore, MD: Paul Brooks PublishingSlide23
COACHING: reflective questioning
AWARENESS
What do you know about…..?
What have you tried?
What happened when you….?
What supports were most helpful?ANALYSISHow does that compare to what you did before?What do you think will happen if you…?How is that consistent with your goals?ALTERNATIVESWhat else could you have done?What would it take for you to be able to…..?What might make it work better next time?ACTIONWhat do you plan to do?What supports do you need to take that step?Where will you get the resources you need? (Rush & Shelden, 2005a & b)Slide24
Coaching Example in Early Interventionhttps://www.youtube.com/watch?v=
ZDx9L6yPMZU
Slide25
How does this fit with coaching on home visits?
SS-OO-PP-RR
SS
Setting the Stage
PP
Problem Solving and PlanningOOObservation and OpportunitiesRRReflection and ReviewingSlide26
PP
Problem Solving and Planning
Reflective Coaching
Conversation
RR Reflection and ReviewingPP and RR are both used in a reflective coaching conversationSlide27
How does COACHING look?
How does it differ from traditional practices?
TRADITIONAL
COACHING
TALK
LISTENKNOW BESTTRUSTDOREFLECTTELLASKKNOW
WONDER
CHARGE IN
WAIT
Dunn & Pope, 2012Slide28
Your friend is looking for a new car and has
asked for your help in deciding how she
should go about deciding on what kind
of car to get. She asks “What kind of
car do you think I should get?” Let’s practice!Split up into groups of 2-3 peopleOne person is the coach, one is the friend and one can be an observer.Record the questions that you pose from the reflective questioning framework. After you complete the conversation, reflect on other questions you might have asked. Slide29
Switch places……you become the coach and the other person becomes the coachee…..Your friend is trying to decide what to do this weekend. He says “I don’t know what to do this weekend, do you have any ideas?” Slide30
Your colleague comes to you with a question about a family she is serving. She wants to know what to do because the family is about to lose their housing and their car is not working so Dad can’t get to work.
How will you start the conversation? Use the reflective questions. Write down how the conversation went. Be prepared to share backSlide31
Coaching via Telehealth: An effective practice for OT serving young children with autism
When professionals partner with parents to identify solutions together (
O
ccupational
P
erformance Coaching [OPC]), parents are increasingly efficacious in supporting their child (Dunn et al., 2012; Graham, Rodger & Ziviani, 2013). Parent identified goals: community participation, tolieting, sleep, eating/feeding, play 1x/week coaching session via ZoomSlide32
Participants
N=18 families of children with ASD
N=20 children with ASD
Child mean age=46.15 mos.; range 25-79 mos.
Family income ranged between <20k - >100k
Parent Education ranged from HS-DoctorateSlide33
What are the benefits and risks?
Dunn & Pope, 2012
RISKS OF EMPLOYING A TRADITIONAL APPROACH
We don’t learn about what the family or practitioner has tried and thought about We offer suggestions that don’t fit into their learning stylesWe make families and practitioners feel incapable of doing their best jobWe create dependence We employ practices without adequate evidenceBENEFITS OF EMPLOYING A COACHING APPROACH We find out all the things a family or practitioner has done We remain clearly on focused on participation or ideas that matter to the family/practitionerWe expose a family’s or practitioner’s capacity to solve their problemsWe support independence in problem solvingWe employ evidence based practicesSlide34
Coaching
as applied to the IFSP Quality Rating Scale Review
is a capacity building approach in which the practitioner’s ability to approach the IFSP process and documentation is enhanced and built upon through coaching from the reviewer
Slide35Slide36Slide37
Framework for Providing Strengths Based Coaching on
IFSP
Review Scale
Plan, Connect,
Refect
, Plan, Re-connectSlide38
How do you change your practices?
Practice coaching a colleague, friend or
family
Use a coaching log to record your interactions. Review and analyze your coaching log after the visit.
3
. Video or audiotape one of your sessions 4. Start and end each session with a joint plan. 5. Plan questions for the next time have an interaction with a family or a colleague. Slide39
Why is Coaching a good approach to adult learning?
We are working more as partners, side by side
Both partners have specific, valuable information
Both partners have unique skills
Just as a coach helps his or her players tap into their talents, so do the coaches help the practitioners tap into their strengthsSlide40