Wellcoaches Written Exam

Front 1

Define COACHING

Back 1

Coaching is a growth-fostering relationship that enables clients to reach their goals and fulfill their visions

Front 2

Name the CORE COACHING COMPETENCIES

Back 2

establishing trust and intimacy
active listening
powerful questioning

Front 3

Name the dimensions of positive relationship building

Back 3

hold unconditional positive regard; show empathy
be humble role model; slow down; pay full attention; under-promise and over-deliver; the client finds the answers; confidentiality; honesty

Front 4

Describe the different LEARNING MODES

Back 4

AURAL - learn best by hearing; VISUAL - learn best by seeing; PRINT - learn best by reading; VERBAL - learn best by speaking; INTERACTIVE - learn by exchanging ideas; KINESTHETIC - learn best through movement or psychomotor skills; TACTILE - learn best through hands-on activity;

Front 5

Describe the different LEARNING STYLES

Back 5

Note-taker; detail-oriented; holistic; affective; observer; self-directed; thinker;

Front 6

When reviewing an assessment, what is the value in looking first for STRENGTHS and AREAS FOR CELEBRATION?

Back 6

build rapport
energize client
focus on what you wish to grow

Front 7

Define the "HEART OF COACHING"

Back 7

relationship

Front 8

** Name and discuss THREE CORE COACHING SKILLS

Back 8

Mindful Listening
Open-ended Inquiry
Perceptive Reflections

Front 9

Discuss the DO's AND DONT'S of coaching

Back 9

• Renew your trust and rapport at the outset of each and every session
• Begin each session by asking clients how they feel now.
• Empathize with clients’ feelings and needs.
• Look for openings to explore their best experiences, core values, and heartfelt wishes.
• Be a great listener.
------------------
• Talk too much.
• Play psychotherapist.
• Wear the expert hat, unless your client gives permission and requests such assistance.
• Make Assumptions.
• Impose your goals on clients.

Front 10

Describe the qualities of a masterful coach.

Back 10

Authentic empathy
Complete acceptance
Ability to discover client strengths, values, desires
Prefer to listen than talk
Enjoy client stories
See the funny side in ways that facilitate growth
Challenge clients to take risks to reach higher at the right moment
Know how to celebrate success

Front 11

Describe the International Coaching Federation Core Coaching Competencies

Back 11

Establishing Trust & Intimacy
Active Listening
Powerful Questioning
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Front 12

What are some techniques for DEVELOPING RAPPORT?

Back 12

Hold Unconditional Positive Regard
Show Empathy
Be a Humble Role Model
Slow Down
Pay Full Attention
Under-Promise and over-deliver
The Client Finds the Answers
Confidentiality
Be Honest

Front 13

Coaching is about _____________________ growth, not ____________ it.

Back 13

fostering, forcing

Front 14

Describe a technique for promoting MINDFULNESS before a coaching session

Back 14

- take3 deep breaths
- close eyes for 5 seconds
- become aware of your breathing
- say to yourself:
I am grateful for this opportunity to connect and make a difference
I have an opportunity to make a pivotal contribution
I am open to and curious about what will unfold

Front 15

Describe an OPEN-ENDED QUESTION. How is it different from a closed-ended question?

Back 15

Open-ended questions require long, narrative answers.
They usually start with "what" or "how".
Closed-ended questions require short, “sound–bite” answers.

Front 16

What is POSITIVE REFRAMING?

Back 16

framing a client's experience in positive terms

Front 17

Name some RELATIONSHIP-BUILDING TOOLS

Back 17

Positive Reframing
Silence
Limit Advise, Ask permission
Humor & Playfulness
Championing
Solicit Input & Suggestions

Front 18

Describe the TRANSTHEORETICAL MODEL

Back 18

a blueprint for effecting self-change in health behaviors (Prochaska)

Front 19

** Define the 5 STAGES OF CHANGE

Back 19

Pre-Contemplation (I wont/I cant)
Contemplation (I might)
Preparation (I will)
Action (I am)
Maintenance (I still am)

Front 20

Define COACHING COMPETENCIES for each stage of change

Back 20

Pre-Con: empathy
Con: find strong motivators, understand their challenges, identify solutions/strategies
Prep: make plans, explore difficulties, develop strategies
Action: environments for success, connect new behaviors to SVE, gradual change, reframe lapses
Maint: set new goals, re-focus

Front 21

Define DECISIONAL BALANCE and OPERANT CONDITIONING

Back 21

- weigh the pros and cons of a particular behavior or behavioral change (PROS MUST OUTWEIGHT CONS)
- a form of learning that takes place when an instance of spontaneous behavior is either reinforced or discouraged by it's consequences

Front 22

Name the COGNITIVE PROCESSES OF CHANGE

Back 22

Getting Information
Being Moved Emotionally
Considering how your Behavior Affects Others
Self-Image
Social Norms

Front 23

Name the BEHAVIORAL PROCESSES OF CHANGE

Back 23

Making a Commitment
Using Cues
Using Substitution
Social Support
Rewards

Front 24

What is SELF-EFFICACY?

Back 24

the belief that one has the capability to initiate or sustain a desired behavior

Front 25

self-efficacy describes the relationship between belief and action as _________________

Back 25

circular

Front 26

describe the MOUNT LASTING CHANGE PYRAMID

Back 26

base - vision and purposes for change
next - plan to achieve vision
next - the doing process
top - sustaining new behaviors

Front 27

what comprises the VISION LEVEL of the MLCP?

Back 27

Self-Awareness & Responsibility
Strengths
Values & Meaning
Benefits & Information
Challenges & Strategies

Front 28

what comprises the PREPARATION LEVEL of the MLCP?

Back 28

Confidence
Commitment
Support
Plan

Front 29

what comprises the ACTION LEVEL of the MLCP?

Back 29

Behavioral Steps
Problem-Solving
Rewards

Front 30

Discuss INTERNAL v. EXTERNAL MOTIVATION. Which should a coach promote?

Back 30

When a clients’ motivation originates externally – “I’m doing this for my spouse/children/employer etc.” – it usually leads to guilt, frustration, anger and often quitting.
But when a client can honestly say, “I’m doing this because it will help me feel good and feel good about myself,” then they have internal or intrinsic motivation. This is more effective.

Front 31

** Name and discuss the five basic principles of Appreciative Inquiry (AI)

Back 31

Positive Principle: positive actions & outcomes come from positive energy & emotions
Constructionist Principle: positive energy & emotions stem from positive interactions and conversations
Simultaneity Principle: positive interactions and conversations stem from positive questions and reflections
Anticipatory Principle: positive questions and reflections stem from positive anticipation of the future
Poetic Principle: positive anticipation of the future stems from positive attention in the present

Front 32

** Name and discuss each stage within the 5-D Cycle of AI

Back 32

Define (topic & method choice)
**Discover (examples of desired outcomes)
Dream (what might be)
Design (set goals)
Destiny (realization)

Front 33

What is APPRECIATIVE INQUIRY?
What is it's focus?

Back 33

an approach for motivating change that focuses on exploring and amplifying strengths.
it focuses on strengths and possibilities in order to help clients rise above and outgrow their problems.

Front 34

It's trial and _______________, not trial and __________________

Back 34

correction, error

Front 35

Define MOTIVATIONAL INTERVIEWING

Back 35

A client-centered, directive method for motivating change by exploring and resolving ambivalence

Front 36

Define CHANGE-TALK and RESISTANCE-TALK

Back 36

Any talk by the client that makes the case for change (or for not staying the same).
Any talk by the client that argues against the case for change (or for staying the same).

Front 37

Define and describe the differences and similarities between AI and MI

Back 37

Define = Express Empathy
Discover = Support Self-Efficacy
Dream = Develop Discrepancy
Design = Rolling with Resistance
Destiny -= Support Self-Efficacy

Front 38

Define NONVIOLENT COMMUNICATION

Back 38

A process for enhancing empathic connection and honest understanding between people

Front 39

What is the goal of NVC?

Back 39

to encourage change-talk and discourage resistance-talk

Front 40

** What are the 4 GENERAL PRINCIPLES in MI?

Back 40

Express Empathy
Develop Discrepancy
Roll with Resistance
Support Self-Efficacy

Front 41

What is the difference between EMPATHY and SYMPATHY?

Back 41

sympathy is identifying with sonmeone's experience on the emotional level; empathy is emotional and cognitive level

Front 42

** The NVC model has four steps, what are they?

Back 42

Make observations, not evaluations
Express feelings, not thoughts
Identify needs, not strategies
Make requests, not demands

Front 43

What are the UNIVERSAL NEEDS?

Back 43

Autonomy
Connection
Honesty
Meaning
Peace
Physical Well-Being
Play
(ACHMPPP)

Front 44

When developing discrepancy in MI, what should coaches refrain from doing?

Back 44

pointing out the discrepancies

Front 45

What is the ideal ratio of REFLECTIONS to QUESTIONS?

Back 45

2:1

Front 46

SIMPLE REFLECTION

Back 46

paraphrase or restate what the client says, using their own words without exaggeration, interpretation or distortion

Front 47

AMPLIFIED REFLECTION

Back 47

minimize or maximize what the client says in order to evoke disagreement in the direction of change-talk

Front 48

DOUBLE-SIDED REFLECTION

Back 48

encourage client to examine different facets; this will enable them to gain perspective and make different decisions as to if and how they want to move forward

Front 49

SHIFTED FOCUS REFLECTION

Back 49

redirect attention away from a resistance-provoking subject in order to focus on another area

Front 50

DECISIONAL BALANCE involves

Back 50

evaluating the pros and cons of change

Front 51

What is the process in using DECISIONAL BALANCE?

Back 51

list all the pros and cons
assign them a score 0-10
extract composite scores for motivation and resistance

Front 52

When using rulers, it is important to talk with clients about _________________________.

Back 52

the number they selected.

why not higher or lower? what would change it?

Front 53

People do not resist _____________________, they resist ___________

Back 53

change, being changed

Front 54

What shifts can be employed to ROLL WITH RESISTANCE?

Back 54

From correction to connection
From competence to confidence
From causes to capacities
From counter-force to counter-balance

Front 55

AI and MI are __________________ approaches, best used ____________ to generate outstanding client results

Back 55

complimentary, in tandem

Front 56

What does DEVELOPING DISCREPANCY mean? What tools can a coach use to develop discrepancy?

Back 56

identifying the gap between current behaviors and ideal outcomes;
use open-ended questions and reflective listening

Front 57

Define EMPATHY and discuss how to use it in coaching

Back 57

-the respectful understanding of a person's experience on both emotional and cognitive level
-use the expression of empathy to expand awareness, create openness and facilitate change

Front 58

** Define and describe the similarities, differences, and relationship between SELF-EFFICACY and SELF-ESTEEM.

Back 58

Self-efficacy and self-esteem are different but related constructs. Whereas self-efficacy has more to do with initiating and sustaining positive behavior outcomes, self-esteem relates to happiness, self-worth, self-respect, and an internal sense of well-being.

Front 59

** Define and discuss the four sources of self-efficacy

Back 59

Physiological / Affective States (personal)
verbal Persuasion (environmental)
Vicarious Experiences (environmental)
Mastery Experiences (behavioral)

Front 60

What is EUSTRESS?

Back 60

Good Stress. Engaged but not overwhelmed.

Front 61

The more coaches try to persuade clients of _______________, the more _______________ coaches evoke, which decreases _______________________________.

Back 61

what they "should" do,
resistance,
readiness to change

Front 62

The more opportunities people have to witness and relate to others who are doing what they want to do, the more likely it is that they will ______________________________________.

Back 62

initiate and sustain that behavior themselves.

Front 63

Positive outcomes lead to increased ____________________ while negative outcomes lead to decreased ________________.

Back 63

self-efficacy, "

Front 64

Discuss exercises to develop a positive appreciate of and relationship to the past, present and future.

Back 64

Positive Past - Gratitude, Forgiveness, Satisfaction
Positive Present - Mindfulness, Savoring, Flow
Positive Future - vision, Anticipation, Disputation

Front 65

What is the ABCDE model of disputation?

Back 65

A = Adversity
B = what you Believe about it
C = what the Consequences are
D = by Disputing exaggerations, unhelpful beliefs and unnecessary consequences
E = you allow yourself to be Energized by a compellng vision of what is possible in the positive future

Front 66

What is SELF-ESTEEM?

Back 66

The belief that one has value and self-worth as an individual (the evaluation of self)

Front 67

what is the value of ASSESSMENTS?

Back 67

- to track health and biometric data for program outcome measurement
- to provide an overall picture of the client's present state of being
- to understand and appreciate the client's life context
- to flag major losses, illnesses, health risks and areas of challenge
- to identify strengths and healthy habits

Front 68

** What 7 AREAS OF WELL-BEING are covered by a holistic well-being assessment?

Back 68

Energy
Health
Weight Management
Nutrition
Emotional & Mental Fitness
Life Satisfaction
Physical Activity / Exercise

Front 69

What are 5 things to look for in reviewing a well-being assessment?

Back 69

successes
areas of arousal
stage of change for each aspect
gaps
concerns

Front 70

Describe the ACSM guidelines

Back 70

Prior to starting a vigorous exercise program, it is recommended that moderate or high-risk individuals see a doctor or have exercise testing before participation. Vigorous exercise is the equivalent of running or walking faster than 4 mph.
Prior to starting a moderate exercise program, only high-risk individuals are recommended to see a physician. Moderate exercise is the equivalent of brisk walking at 3-4 mph or an activity that can be sustained for about 45 minutes.

Front 71

Describe the ACSM Risk Classifications

Back 71

Low Risk: asymptomatic men (<45) and women (<55) who have no more than 1 heart-disease risk factor
Moderate Risk: asymptomatic men (>45) and women (>55) who have no more than 2 heart-disease risk factors
High Risk: individuals with known cardiovascular, pulmonary, or metabolic disease or one or more signs and symptoms of these.

Front 72

Which MENTAL HEALTH RISKS would necessitate a referral?

Back 72

Depression
Eating Disorders
Substance Abuse
Anxiety Disorders

Front 73

** Define SMART goals

Back 73

Specific
Measurable
Actionable
Realistic
Timely

Front 74

Discuss why we set goals

Back 74

Goals affect performance through 4 mechanisms:
1. they serve a directive function (focus)
2. they serve an energizing function (effort)
3. they affect persistence
4. they affect action by leading to arousal, discovery, knowledge, and strategies

Front 75

Visions are best written in the __________________________, and in the __________________________

Back 75

present tense, client's voice

Front 76

What are OUTCOME GOALS?

Back 76

goals that reflect what is desired (like NY resolutions)

Front 77

What are BEHAVIORAL GOALS?

Back 77

goals that spell out specific steps and can be used to
measure progress and success

Front 78

EFFECTIVE GOALS are:

Back 78

SMART
incremental
include only one measurable behavior per goal
have intrinsic value
address environmental factors
evolve through trial and correction

Front 79

It is important that clients _________________________________ each week to experience the ______________________________ that comes from ______________________________.

Back 79

stretch slightly beyond their comfort zone,
increased sense of self-efficacy,
going beyond their perceived limits.

Front 80

Guidelines for BRAINSTORMING include:

Back 80

clarify the topic
clarify the output
defer judgement
encourage bold, even wild ideas
build on what others say
be visual and specific
go for quantity
do it fast

Front 81

As clients explore behavior goals, it's important to _____________________________________________

Back 81

tie those goals back to the client's reasons for change.

Front 82

It is important to assess a client's ____________________ in his/her ability to meet a goal using a ___________________________.

Back 82

confidence,
confidence scale

Front 83

To be accountable means that client commit to giving an account of ...

Back 83

what they did
what happened
what worked
what didn't work
what they want to do differently next time

Front 84

Coaches can empower clients to move forward by ____________________________________________

Back 84

reframing goal accomplishment in positive terms
asking positive questions

Front 85

When setting OUTCOME BASELINES it is important to consider:

Back 85

-type of program
- current condition of client
- client's age
- client's health history

Front 86

Define GENERGATIVE MOMENTS and their value

Back 86

Moments when clients are aroused along the path of change and growth. Such moments reveal underlying needs and can often be recognized by the strength of their emotional charge (positive or negative). In such moments, coaches and clients co-generate new perspectives and co-construct engaging designs for moving forward.
Generative Moments are mini-transformations that energize both coach and client and catalyze the next stage of the client’s progress.

Front 87

Discuss the source of GENERATIVE MOMENTS and how to leverage these moments for significant progress.

Back 87

As clients become awakened and aroused (whether they get especially excited, ambivalent, or resistant), coaches and clients have a unique opportunity to take risks, expand perspectives, and challenge assumptions. The more clients can discover new perspectives, capacities, and actions that will meet their needs, the more progress they will make in moving towards their visions.

Front 88

Name the skills necessary for creating and supporting Generative Moments.

Back 88

Suspending Judgement
Mindful Listening
Expressing Empathy
Evocative Inquiry
Open-ended Inquiry
Perceptive Reflections
Honoring Silence
Creative Brainstorming
Unfailing Affirmation

Front 89

List the five steps in facilitating a Generative Moment.

Back 89

1. Identify and clarify the topic to work on.
2. Get permission to work on the topic now.
3. Uncover the Heart of the Matter – what is really going on here.
a. Use AI to Connect with the Positive.
b. Use MI to Overcome Reluctance, Ambivalence, and Resistance.
4. Move forward: brainstorm options.
5. Design action plans.

Front 90

Define RELATIONAL FLOW

Back 90

Relational flow happens when coaches and clients perceive themselves as being 'in synch' and engaged in generative, interdependent dialogue.

Front 91

What Supports RELATIONAL FLOW?

Back 91

- being fully engaged and stretching
- reflective practitioner
- readiness to change
- emotional intellegence
- relational competence

Front 92

Outline the Coaching Contract

Back 92

an understanding between the coach and the client - commitments and responsibilities of each

Front 93

What steps are included in the BEFORE THE SESSION checklist for initial coaching session?

Back 93

Review the assessment
Practice Mindfulness
Remember: Mindful listening, Inquiry, Reflection
Formulate inquiries

Front 94

What steps are included in the SESSION OPENING checklist for initial coaching session?

Back 94

Welcome/Thank you
Thanks for completing assessment
Intro Coach
Review/Agree Agenda: expectations, priorities, addl info, vision, goals

Front 95

What steps are included in the EXPECTATION SETTING checklist for initial coaching session?

Back 95

what is coaching?
confidentiality
record keeping
establish coaching contract

Front 96

What steps are included in the DISCUSS ASSESSMENT checklist for initial coaching session?

Back 96

find something positive to share
ask what was learned by completing assessment
ask what questions were generated by completing assessment
gather missing info
discuss med history & need for phys release, if needed

Front 97

Broadly outline the INITIAL COACHING SESSION CHECKLIST

Back 97

Before the Session
Session Opening
Expectation Setting
Discuss Assessment
Create a Vision
Design 3 month Goals
Design 1st weeks Goals
Session Close

Front 98

What steps are included in the CREATE A VISION checklist for initial coaching session?

Back 98

explain value of vision
ask what is most important right now
identify strengths
discover motivators
ask about vision
support detailed description
use confidence ruler to assess and improve self-efficacy
discuss challenges & possibilities
previous positive experiences
identify strengths 7 values to use
explore support (people, resources, systems, environs)
ask client to state and commit to vision

Front 99

What steps are included in the DESIGN 3 MONTH GOALS checklist for initial coaching session?

Back 99

explain nature and value of setting 3MGs
brainstorm
choose several behavioral goals
confirm connex btw BG & vision
assist client to develop SMART goals

Front 100

What steps are included in the DESIGN FIRST WEEK GOALS checklist for initial coaching session?

Back 100

choose important steps toward 3MGs
assist client in designing SMART behav goals
use confidence ruler
explore strengths and support
ask client to restate and commit to goals
affirm the clients ability to achieve goals

Front 101

What steps are included in the SESSION CLOSE checklist for initial coaching session?

Back 101

express appreciation for clients work
discover and reflect on what was learned
confirm ready, confident, committed
ask for feedback
schedule next session

Front 102

Describe a timeframe for SUBSEQUENT COACHING SESSIONS

Back 102

opening: 2 min
goal review: 6 min
3MG review: 2 min
generative moment: 12 min
goal setting: 6 min
session close: 2 min

Front 103

With subsequent coaching sessions, how often should you REVIEW 3 MONTH GOALS?

Back 103

AT LEAST MONTHLY

Front 104

the IDEAL APPROACH to coaching for each client is largely determined by three areas:

Back 104

their intellegence level
their personality and preferred coaching style
their learning style

Front 105

Describe a few COACHING STYLES

Back 105

Authoritative - tell them what to do
Nurturing - gentle, compassionate approach
Entertaining - respond to humor, pace
No-nonsense: time oriented, straightforward
Educator: lots of questions,need info

Front 106

What activities help you get into the COACHING MINDSET?

Back 106

relaxation techniques
review of goals
formulating open-ended questions
practice mindfulness

Front 107

Define COACHING PRESENCE

Back 107

A way of being with clients (mindful, empathetic, warm, calm, zestful, fun, and courageous) that facilitates growth and change through connection

Front 108

** Distinguish between the DOING and BEING skills of coaching

Back 108

DOING skills are the core competencies: active listening, open-ended inquiry, reflections, summarizing, silence, strengths, decisional balance, change talk, develop discrepancy, roll with resistance, rulers, working with emotions, best self
BEING skills are not concrete - have to do with presence: mindfulness, empathy, warmth, affirmation, clam, zest, playfulness, courage & authenticity

Front 109

What are the 6 CATEGORIES of the Signature Strengths Model?

Back 109

Wisdom
Courage
Humanity
Justice
Temperance
Transcendance

Front 110

Describe the WISDOM & KNOWLEDGE category and name some of the ASSOCIATED STRENGTHS

Back 110

-Cognitive strengths that entail the acquisition and use of knowledge.
Creativity, Curiosity, Open Mindedness, Love of Learning, Perspective,

Front 111

Describe the COURAGE category and name some of the ASSOCIATED STRENGTHS

Back 111

- Emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external or internal.
Bravery, Persistence, Integrity, Vitality

Front 112

Describe the HUMANITY category and name some of the ASSOCIATED STRENGTHS

Back 112

- Interpersonal strengths that involve “feeling” and “befriending” others.
Love, Kindness, Social Intellegence

Front 113

Describe the JUSTICE category and name some of the ASSOCIATED STRENGTHS

Back 113

- Civic strengths that underlie healthy community life.
Citizenship, Fairness, Leadership

Front 114

Describe the TEMPERANCE category and name some of the ASSOCIATED STRENGTHS

Back 114

- Strengths that protect against excess.
Forgiveness/Mercy, Humility/Modesty, Prudence, Self-Regulation

Front 115

Describe the TRANSCENDENCE category and name some of the ASSOCIATED STRENGTHS

Back 115

- Strengths that forge connections to the larger universe and provide meaning.
Appreciation of Beauty/Excellence, Gratitude, Hope, Humor, Spirituality

Front 116

To increase our WARMTH as coaches, it helps to remember __________________________________.

Back 116

our best experiences with people.

Front 117

Which BEING SKILLS are central to coaching presence?

Back 117

mindfulness, empathy, warmth, affirmation, calm, zest, playfulness, courage and authenticity

Front 118

Describe the role of MODELING in coaching

Back 118

we need to model in our own lives the very attributes of health, fitness, and wellness that we assist our clients to create

Front 119

** Describe why it is important for coaches to practice SELF-CARE

Back 119

coaches need to take care of themselves (emotionally, physically, intellectually, socially and spiritually) to maintain health and balance, replenish energy and motivation, and to grow as a person

Front 120

** Discuss various ways to practice SELF-CARE

Back 120

eating a healthy diet, engaging in regular physical activity. But self-care goes beyond these basics and can inc, improving your physical surroundings; developing a practice that exercises your mind and soul; balancing your family, social, and work demands with time to unwind by spending time in nature; soaking in a hot bubble bath; watching a beautiful sunrise; listening to your favorite music.

Front 121

Distinguish between STANDARDS and BOUNDARIES

Back 121

Standards are those thing you hold yourself to while boundaries are those things that you hold others to

Front 122

** Define and discuss the five steps for SETTING AND ENFORCING BOUNDARIES

Back 122

Identify those behaviors of others that are not acceptable to you, then:
Inform
Make request
Give a warning
Follow through
Let go of the outcome

Front 123

Identify STRATEGIES TO PREVENT BURNOUT

Back 123

have a support system,
set and maintain boundaries,
stay stimulated with learning
follow your wellness program
take time off
sunshine
practice ten daily habits that give you pleasure

Front 124

** NAME and DESCRIBE the 6 FACETS OF PERSONAL WELLNESS

Back 124

self-care
environment
relationships
thoughts
time
Finances

Front 125

** What distinguishes a COACH from an EXPERT?

Back 125

Coaches generally don’t direct the client’s goals and strategies.
The goal of coaching is to encourage personal responsibility, deep thinking, self-discovery, and self-efficacy.
The expert approach is vital when we are facing an immediate health crisis or considering surgery. It is not ideal when we want to lose weight, reduce stress, or develop a positive and confident mindset.

Front 126

** What distinguishes COACHING from THERAPY?

Back 126

A therapist treats diagnosable disorders.
Coaching works with people who are already doing some things well in their lives and who wish to do better or to develop in other dimensions.

Front 127

** Discuss CONFIDENTIALITY in the code of conduct

Back 127

The code of conduct states:
6. I will maintain confidentiality of my client’s assessments, conversations, records, identity, and other information except as authorized by my clients or in accordance with the law.

Front 128

What is COACHING PSYCHOLOGY?

Back 128

The science of coaching relationships designed to optimize health and well-being, founded upon evidence-based theories and fields.

Front 129

Name 3 key components of COACHING PSYCHOLOGY

Back 129

Values
Relational Skills
Coaching Processes

Front 130

** What 3 things help to FACILITATE CHANGE?

Back 130

Motivator
Understanding of obstacles and challenges
Tools to work through them

Front 131

** Which is the most important stage of the 5D cycle?

Back 131

DISCOVERY

Front 132

** What 4 QUESTIONS should be asked during the Discovery step of the 5D cycle?

Back 132

- best experiences
- core values
-generative conditions
- three wishes

Front 133

** MI and NVC are typically use with what type of clients?

Back 133

Early-stage

Front 134

What is SOCIAL COGNITIVE THEORY?

Back 134

-a resource for understanding self-efficacy (Bandura)
- asserts that human behavior is determined by three factors: personal, environmental, behavioral

Front 135

** Self-esteem increases ______________ and _______________, both of which coaches can use in the service of ___________________

Back 135

initiative and resilience,
desired outcomes.

Front 136

** What questions should be asked EACH TIME A GOAL IS SET?

Back 136

- how confident are you on a scale of 0-10?
- why isn't it lower?
- what would make it higher?

Front 137

** Which COACHING SKILL overlays all of the BEING and DOING skills?

Back 137

Mindfulness