Module 4: Creating a safe space and setting up coaching to work

In this session we cover:  Background to coactive coaching approach Model and principles Example of coactive coaching Using coactive coaching in your own coaching practice Other coactive coaching resources To find out more about Coactive Coaching, and access videos of example coaching sessions, along with other resources, please visit: https://coactive.com/ 

In this session we cover: Knowledge that supports coaching Skills that can be developed including rapport Behaviours that enhance coaching The powerful question that will develop your coaching practice Dual listening Links to Coactive coaching What this means for you personally The importance in a parenting context Below, you will see a quick self-assessment using the Association for Coaching: Coaching Competencies Framework. This can help you to review your knowledge, skills and behaviour and support you in deciding what you would like to develop next. Please answer 'yes' only when you are 100% confident and otherwise answer 'no' if you are not. We all have things we can be working on. This doesn't stop us coaching - it just helps to focus our learning so we can be the best coach we can be. There is no recording of the live session for this week as the content was not suitable for sharing.

In this session we cover: Creating a safe space for working together, what safety means and how we do that Using contracting to increase safety in the coaching relationship What is confidentiality? What we can do when things don’t go to plan: signposting, support from other coaches, supervision Links to Coactive coaching What this means for you personally The importance in a parenting context You could use information from exploring learning styles and the sensory safety checklist (will be uploaded shortly) to build in more safety to the relationship.

There is no specific content for this week. There is a video from the Tuesday evening discussion about the future of Creating Space For You (CIC), the social enterprise that oversees this course: Finding What Matters. We discuss possibilities and opportunities to become members of a cooperative we plan to set up which could benefit us all in the longer term. We would love to know your thoughts!

In this session we will explore: Environments where coaching will flourish Barriers to successful coaching and how to respond Where to refer people on to if coaching is not appropriate How to check the coachee’s motivation Dual listening Links to Coactive coaching What this means for you personally The importance in a parenting context There are a couple of references within the session. Here they are for ease: Link for learning resources relating to safeguarding: https://www.gloucestershire.gov.uk/gsab/i-am-a-professional/the-learning-zone/  I have asked Gloucestershire Country Council if it is possible for our course participants to take part in the Level 2 Safeguarding training that is outlined in the link and I will let you know as soon as I hear back from them about this. Link for Byron Katie's 'The Work': https://thework.com/2017/10/four-liberating-questions/

Today we are exploring: Contracting with the coachee, including aspects to consider every time Agreeing the coaching process and approach How to make each agreement bespoke Reviewing contracting Dual listening Links to Coactive coaching What this means for you personally The importance in a parenting context The video recording is slightly shorter this week to give you more time to design your own coaching paperwork, which you can upload as evidence using the Module 4: upload your work here worksheet. How I use the paperwork when I'm contracting: I tend to send someone the pre-coaching questions, agreement for working together and the Global Code of Ethics when the make an enquiry. I then meet with them to find out if coaching with me is right for them, and then design the contract with them. I usually only share the coaching principles if it feels relevant, although I will often speak about them during sessions. There are further resources in the Facebook group if you are looking for other ways to support families who are finding behaviour challenging, that requires more support than the family agreement mentioned in these resources.

This session had no recorded content.  The live is a discussion between Helen and I on study skills that might be helpful during the course including: creative ways to submit the learning logs and reflection sheets how to get the course done in 1.5 hours a week, 4 hours or 9 hours depending on your availability and interest what critical reflection means and how to fulfil this criteria for the course Top tip: If you want to print a slidedeck, with 3 to a page, so that you can create handouts to make your own notes this can be done by adjusting the settings when you print the slidedeck. There is usually an option to print 3 on a page when printing a PDF.

In this session we are exploring: Measuring the effectiveness of your coaching How do we know if coaching has been successful? Examples of growth: losing our teeth Paperwork we can use What this means for you personally The importance in a parenting context You might be thinking: I don't feel ready to measure the success of my coaching yet - I'm just getting started! Actually this is the perfect time to think about what success means to you and start to think about what is important. We will do more of the logistics next week of how we actually do that. This is the introduction to get us thinking about it. There are 2 shorter videos this week - one using the slides, and one using the competency standards that are shared below. You can refresh your knowledge of the Global Code of Ethics using the video (13 mins) in Session 5: Coaching Parents. If you would like to make handouts from the slides, you can print three pages of the PDF on one page by adjusting the settings when you print. There is no live video for this session as the content was not suitable for sharing.

This session includes: Monitoring, reviewing and evaluating coaching Ways to track progress during each session, over a period of time, and at the end of the process Different paperwork that will help you along the way When you want to measure the immeasurable Evaluation process adapted from Kirkpatrick Evaluating your progress with dual listening Links to Coactive coaching What this means for you personally The importance in a parenting context Ultimately, you get to decide what you would like to monitor and evaluate, depending on the coaching process you are using, the niche you are operating in and what you would like to focus on in terms of growth and development within your coaching practice. Your forms may evolve over time and focus on different aspects. Feel free to use these forms here as a starting point and adapt to suit your requirements. You can also adapt the process to suit different learning styles. For example an evaluation could be painted or made from play doh. A review could be physically standing up and going to the part of the room that demonstrates progress has been made. The learning styles sheet is included for inspiration.