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Course of Study: Diploma in Coaching Name of Designated Person authorising scanning: Jonathan Baldwin Title: Facilitating reflective learning through mentoring and coaching Name of Author: Brockbank, A. and McGill, Name of Publisher: Kogan Page Name of Visual Creator (as appropriate): Keith Nelson This template is provided by the CLA at http:/Awww.cla.co.uk/UUKquildhe_members.php , ‘Comprehensive HE Licence’, Schedule 3.13 Mentoring, coaching or therapy? ‘The boundary is explored between mentoring or coaching and therapy, that is, psychotherapy or counselling. The literature can be confusing, asneither counselling nor psychotherapy is a clearly defined concept. It is important to be aware of where the boundaries lie, as most mentors and coaches are anxious not to stray into a therapeutic situation without professional support and training in the field. However, the training of mentorsand coaches rarely addresses their own emotional material, and ‘when this is triggered without awareness it may result in dysfunctional mentoring with all its negative outcomes (Scandura, 1998). We discuss the boundary between mentoring or coaching and therapy, present guidelines for coaches (or mentors) and draw attention to the value of therapeutic ideas, including the requirement for supervision to support coaching and mentoring activity. ‘Attempts have been made by practitioners to define the different ac- tivities of mentoring, coaching and therapy that we now address (Neenan and Dryden, 2002; Rogers, 2004). We have noted in the pre- ceding chapters that the terms ‘mentoring’ and ‘coaching’ are used to describea wide variety ofhelping interventions. We have suggested that the key to understanding what is being offered is to identify the purpose of the intervention, whose itis, the process adopted to promote the in- tervention, and the ultimate learning outcome. This ‘map’ gave us three main categories: functionalist mentoring or coaching; engagement men- toring or coaching; and evolutionary mentoring or life coaching. ‘The terms ‘counselling’ and ‘psychotherapy’ have suffered from @ similar difficulty in definition as practitioners sought to establish a266 = Boundories and Ethics clear difference (or not) between them. The practice of counselling was defined 20 years ago by the professional body, the British Association for Counselling (now the British Association for Counselling and Psy- chotherapy ~ BACP), as ‘to give the client an opportunity to explore, discover and clarify ways of living more resourcefully and towards greater well-being’ (BAC, 1985). More recently, there has been a misdi- rected tendency to ‘sentence’ wrongdoers in the community to coun- selling instead of it being seen as a voluntary contract between free agents (Hodson, 2000). For many practitioners and clients, counselling is chosen because the term ‘psychotherapy’ has echoes of the medical diagnostic model and believed links with mental illness. Another way of differentiating them is to describe counselling as brief and psychotherapy as in-depth and long-term when in fact there is a huge overlap and ‘the most intensive and successful counselling is indistinguishable from intensive and suc- cessful psychotherapy’ (Syme, 2000). Here we have a parallel with the ‘mentoring or coaching debate. The purpose, process and learning out- come identify the activity whatever its name and therefore we use the term ‘therapy’ for both. THE BOUNDARY Functionalist mentoring and coaching are unlikely to come up against theboundary, discussed below, as their purpose is prescribed and there- fore limited, the learning outcome being improvement without radical change so as to maintain the existing equilibrium, The relationship is less intense and the mentor or coach is using basic skills in order to achieve the agreed objectives. Engagement mentoring or coaching is likely to engender a stronger relationship but is still working to pre~ scribed objectives so the client's personal goals are unlikely to be part of the process. Where functionalist and engagement mentors or coaches find themselves straying into therapy (usually by mentors or coaches asking clients how they feel), then the contract is failing to support the process and should be revised to include a clear line between the men- toring or coaching and referral to a therapist. When more advanced skills are used, as in evolutionary mentoring, executive coaching or life coaching, the relationship is likely to be more powerful anc emotional material becomes part of the process, taking it into the evolutionary quadrant, and this is where the boundary with therapy may beencoun- tered by mentors or coaches, ‘The executive coach role (which we have defined as evolutionary) hhas been described as psychologically risky, as ‘clinical work with a t is ven aive at a PERRRIT ERP ese he » ‘Mentoring, Coaching or Therapy? = 267 leaders shows thata considerable percentage of them have become what they are for negative reasons’ (Kets de Vries, 1995: 221). This, together with the fearful belief in business circles that ‘only sick, weak or crazy people get therapy’ (Peltier, 2001: xix), makes it tough for executives to ‘admit to visiting a therapist. Hence executive coaching becomes an ac- ceptable form of therapy for isolated leaders with hubristic tendencies. Where does mentoring or coaching end and therapy begin? David Clutterbuck includes counselling in his collection of learning al- liances (1998) that make up the mentoring role and he maintains that, “in the role of helping a learner, counselling is an essential part of the helper’s toolkit’. However, he also warns that ‘the most dangerous per- son in the organisation is the one who is unaware of his or her limitations’ (Clutterbuck, 1998: 53). Evaluation of prospective mentors should weed out this kind of would-be helper. Further to this, he lists as the most crucial behaviour for a workplace mentor ‘acting as a gate- ‘way to other forms of professional help... where the learner has specific needs beyond the counsellor’s competence’ (Clutterbuck, 1998: 53). We concur with these observations and would recommend including ‘how to refer your mentoring or coaching client for counselling’ in a training course for mentors or coaches. In addition, we have designated the term ‘using counselling skills’ forthe activity often described as ‘workplace counselling’, as this indicates a set of behaviours rather than a likely-to- bbe misunderstood role, We note here that the counselling skills of listening, restatement and empathy are also used by therapists, mentors and coaches. Questioning differentiates them, as person-centred thera- pists rarely question their client. ‘Medical terminology is used by Weafer (2001: 77), who describes contraindications to coaching, where the client should be referred to a therapist, as ‘addictive or dependency issues, marital issues, financial issues, family or personal issues’. These do appear to make up the hu- ‘man condition but the serious point is the necessity for referral where clients present with ‘signs of depression, anxiety attacks, alcohol or drug addiction, personality disorders, and paranoia... persistent anger or ag- ‘gression, expressing suicidal ideas, self-destructive impulses or be- haviours and extreme dependency’ (Hart, Blattner and Leipsic, 2001: 233), Jenny Rogers (200) suggests that coaching owes a debt to the thera- peutic profession that is largely unacknowledged. On the other hand, therapists express concern about ‘the very real dangers of executive268 = Boundaries and Ethics coaching (Berglas, 002)-Some general advice can be given o coaches concemung signs that a client may need referral, and these are listed as follows: © Client cries frequently, intensely and uncontrollably. ‘= Client returns over and over to one relationship in his or her life, = Client appears dominated by one major fear. 1 Client has experienced a major trauma in his or her life. "© Client is unable to move on. & Client says ‘if only...’ 2 lot {Client has experienced a bereavement that has not been processed. ® Client has low self-esteem. = Client adopts the victim role. ‘= Client describes him- or herself as depressed or as having anxiety attacks, obsessive-compulsive disorder, agoraphobia, self-harm or eating disorders. = Client denies reality. = Client uses drugs or alcohol to addiction. Client behaves inappropriately, eg flirting. (adapted from Rogers, 2004: 22) Rogers describes the boundary between coaching and therapy as the coathneeds to know about earlier life and the impact of these important relationships but does not need to dwell on them. If they need to be welt on, then you will refer the client to a trusted psychotherapist’ (Rogers, 2004: 14, When mentors or coaches wish to refer their clients for therapy they may lke to keep the details of the British Association for Coun: selling and Psychotherapy (http://wwwbacp.co.uk/) to hand. This tnganization holds a data bank oftheir members and registered practi eners, and they will send enquirersa list of therapists in their ]ocal area oon request, Another professional organization which offers a similar Service is the United Kingdom Council for Psychotherapy (orwwsskep.org.ik/). In addition, clients may choose to seek help from their GP. ‘Many coaches would find some of the behaviours above disturbing to deal with, and this feeling is a good guide to referral. When coaches {oc mentors for that matter) fel out oftheir depth, they probably are, We recommend that coaches and mentors address only feelings that have been expressed either verbally or nor-verbally by their client. We discuss empathy in Chapters 10 and 11 and warn against making enquiries bout your clients’ feelings. Asking clients how they fee invites a move into tt aware advan life to the‘Mentoring, Coochi or Thocapy? = 269 into therapeutic areas. Any self-respecting coach or mentor should be aware of how a clients feeling or at least be able to make a guess, as in advanced empathy (see Chapter 11). How to identify the appropriate emotional level for working with clients “The purpose of the work should indicate the level required. Function alist mentoring or basic coaching will normally keep its focus on that functionalist purpose, using the models in Chapters 7 and 8 tostructure the process. For engagement mentoring or coaching, expressed feelings are likely to be at a level of intensity that is typical of day-to-day life, such as frustration, satisfaction, annoyance, contentment, resentment and disappointment. Feelings at this level are relevant to the work in hand, and can be affirmed by offering your client empathy at that level, which keeps the mentoring or coaching activity within the professional boundary. Evolutionary mentoring, executive coaching or life coaching may move into areas that are close to the boundary with therapy, and this is why training and supervision are so important. When clients generate their own objectives, they are likely to come with feelings attached. Evolutionary mentors and coaches need to be comfortable with deeper feelings, such as hurt, happiness, anger, determination, self- doubt and the intense pleasure that comes from success. They will need advanced empatity and immediacy skills to handle where their clients may take them. Criteria for the appropriate level were proposed nearly 30 years ago, and we adapt them here as follows: = to intervene at a level no deeper than that required to produce en- during solutions to the problems at hand, which fits functionalist mentoring and basic coaching as it stays with the prescribed objective or problem; = to intervene at a level no deeper than that indicated by the client's ‘expressed feeling, which fits engagement mentoring or coaching © to intervene at a level no deeper than that at which the energy and resources of the client can be committed to transformational change, which takes us into evolutionary mentoring, executive coaching or life coaching, (adapted from Harrison, 1978: 555) “These criteria imply that the mentor or coach concerned is able to relate to the emotional world of the client, and we discuss this capacity in270 » Boundaries ond Ethics ‘Chapters 10 and 11. The fear that inhibits coaches and mentors from dealing with emotional matters is likely to come from their feeling of incompetence in this area, a predictable and cultural outcome in the Western world, which we discuss in Chapters 10 and 11, We would en- courage coaches and mentors to be bolder in their work with clients, as ‘emotions are the key to their learning and development, whilst at the same time taking note of discomfort in themselves, as that feeling is likely toiindicate the presence of one of the ‘contraindications’ described above. ‘We relate an instance of a colleague working on the boundary in the case study below. CASE STUDY (On the boundary Helene Donnelly, an award-winning forensic poper conservation exoed, i ihe Founder/director of Dalo ond Archive Disaster Control Centre (DADC). ‘The ‘company specializes in worldwide emergency rescue ond restoration offre" flood: and bomb-damoged documents. It also provides disaster management Ironing for organizations wishing to produce or improve their disaster plans. ‘A seasoned visitor to disaster sisal over the world, Helene offers her cients ‘echice ond guidance before, during and ator disaster incidents, which hs be ‘come essential in today’s world. Recently Helene hos found herzalf in a helping role after « high-value resi- dence fire, where she was concerned to find thal he insurance company did not ‘dhvays ctiend fo the enotional and physical weltbeing ofthe house owner, Rachel, who tended to be ignored while the insurance company personnel dealt with the value of the contents insured. Rachel makes the point that support team of insurance specialists, police ond fire and security experts ell appeared ‘out ofthe blue but no one was present actually 0 assist the victim and dec with her postevent slate of mind. Rachel is en international high-profle business: woman, witha busy schedule, used to dealing with tough business operational situations and, more ir 1, dients who expect the very best service. This particular case ‘Bllowed hori fre thet destroyed much of Rachel's home end lft her prety traumatized and functioning on automatic. Then she was advised to speak fo Helene who: to mest Rachel in her (Helene’s} cfs Fem he bgiring Here mae it cor that she did not offer coun- seling. Inthe firs one-and:-a-hol-hour session, Helene allowed Rachel 0 recall the detols of he event and the ensuing weeks, while she noted key poinis on ofip chart and in c notebook. Helene asked for details of Rachel's behewiour, as itis her experience that people believe they are behoving erotically when, infos, ‘screcming, fointing and bei ‘angry are normal reactions to an event that is rho! under their control or within their experience. The validation this gave to 2ERTSN I 2 toorees skil din, pur releMentoring, Coaching or Therapy? ® 277 Rachel wos confirmed by heros follows: lt made me fel that all he emotions that lwes experiencing were entirely normal’ ‘Wren Helene hod summarized what Rochel hed been through she con srodel o diagram of Roche's experience inthe eflermath of the incident a fom this put o Rachel a perceptive question: You donot have to onewar Fae igeton cot euro mo, bu con you recunt what was going on in you ie chikt hme ofthe incident? Rachel wos more than wling fo answer his question Noe air isis whore Helane expcined thot she wes interested ony in the pers dnd nol in ome pos! Freudian episode. Both were abe o laugh otis poi "Riche found the question and dizcusion that followed soul-searching, in- ning ond realy piraliora. Helene believes thot, fier a dissrous every Feri is he neor-datructon ofa person shome theres serious loss ofthe poror's scheme) wbich con hove nogaive chenicl and physeal eft So eles recommended hat Rachel should take high-srenghh vitamins fo support her: ‘ond do physical training. The vitamins were nomed and s0 ware ihe types of exorcises recom Petal old Helene fot it wos the frst time she had been able to tlk cbout the incident without eying, ond hos nthing but proie forthe relationship sy- ing" needed toll to someone who understood where | was thot ime. elon hos sruggled to define the noture ofthis type of relationship, which inode sapets of menloring and coaching, patcuarly the vse of counseling ile lies stening, restotemer, summary and empathy. Helene is clear that she ¥: net counseling ~ these are ordinary people in extraordinary circumstances Helene believes a service of this kind is essential in resident or ergrizctions! ister confess, and she recommends tha! individuals are properly aitng the recovery period. The recovery period may lot upto tres mons. Thy ind ey rio just wont lo speak on the phone, by emeil or ver Iieat people never oxprince the loss of « heme or their place of werk Hower frends family and loved ones may want help by saying things ike "fr leat you cd not xe your lie. Thase words do no help but only conse the peron mre bocause the person doesnot understand whet is happening Fis Crher world Helene recognizes itis not he things’ people miss but the diy wahgme and emotional values connected fe thir homes and workplaces, Once Teer ee gone, they tke fine 1 rebuild, and someone has to help with the ‘pew bulding material forthe body and mind. Helene Donnelly DADCC Here the activity (whether coaching, mentoring of using counselling skills) entailed working with ordinary feelings triggered by an extraor- dlinary event. The boundary was attended to by Helene's disclaimer, fand she ensured that the relationship remained focused on its original purpose and didn’t wander into areas of Rachel's life that were not relevant.272, « Boundaries and Ethies WHAT CAN MENTORS OR LIFE COACHES LEARN FROM THERAPY? Evolutionary mentors and life coaches are so busy making sure that people understand that they are not therapists that they may fail to re- alize that they could usefully borrow from this related profession. For instance, ‘there are a number of issues in coaching, the understanding. of which could be enriched by close examination of similar issues in the counselling field’ (Bachkirova and Cox, 2004). An understanding of the relationship, which characterizes therapy, is an ethical requirement for evolutionary mentors or life coaches, and their training should reflect this requirement. In addition, mentoring and coaching lack some of the underpinning theory that supports therapists in their workand enables them to work productively and safely. Thisbook isan attempt toremedy this lack. Iti likely that mentors and coaches are operating with their own implicit theory, and they owe it to their clients to articulate it so that clients may choose to accept or reject such mentoring or coaching. Bachkirova and Cox (2004) have suggested that mentoring and coaching should ‘borrow’ theory from the therapeutic world and adapt it tomen- toring and coaching, as well as encouraging the development of a body of theory to support their practice. In addition, when coaches offer their services to clients they have a duty to identify their own personalissues, some of which may intrude on the coaching relationship with potential damage to their client. When coaches find themselves experiencing strong emotions about a client or the client's behaviour, itbehoves them to check out the connections within their own life and history, internally cor with a supervisor. This is standard practice in therapy, and the pro- cess of self-questioning can transfer to coaches and mentors within their training, which should include an understanding of boundaries and di- versity issues, which we discuss in Chapters 4 and 5. ‘More recently, Geoffrey Ahern (2001) has stipulated two ‘command- ‘ments’ for executive coaches: first, follow the individual client's agenda; and second, maintain absolute confidentiality from the company. Spe cific guideline provisions that emerge from these two commandments include principles that protect a client from breaches of confidentiality as a result of sponsoring and contracting arrangements. In addition, ‘coaches are exhorted to engage in continuing professional development tomaintain minimum psychological competence and to take up regular supervision. We would add to these the requirement for professional liability insurance, which the CIPD guidance recommends for all coaches (Jarvis, 2004). Some of these ‘commandments’ are similar to re- quirements for practising as a registered therapist. SUI mor ofst 1988 ther situ exar and pro, quis tori,Mentoring, Coaching or Therapy? * 273 SUPERVISION AND SUPPORT FOR MENTORS AND COACHES Supervision in the helping professions is very different from the old- style supervisor who monitored and checked the worker, and could sometimes hire and fire. The supervision that coaches need (Rogers, 2004; Carroll, 2004; Hawkins and Shohet, 1989) is a place where profes- sional matters are brought for consideration with the purpose of main- taining professional practice. Supervision has been identified by the Chartered Institute of Personnel and Development as one of their re- quirements of a professional coach (Jarvis, 2004). As part of the guide- lines for coaches given above, Ahern (2001) includes supervision with an approved qualified supervisor, for two hours a month. At this point there are very few dedicated coach supervisors available and again coaches may have to resort to their therapeutic colleagues. The devel- ‘opment of coach supervisors is proceeding and will provide a bank of suitable personnel in the near future (Carroll, 2004). ‘The appropriate model for supervising coaches is the person-centred. ‘one, where the coach brings his or her agenda and the supervisor works with it The process has been described as one that ‘allows discussion of issues in a safe and supportive context, offering a setting in which to ook at work that is not going well’ (Barrett, 2002). We note that the supervision process isa particular case of reflective practice for thecoach as client, and is typified as a process in which to explore ourselves by reflecting on our experience in order to become more self-aware and self-evaluative, primarily through reflective dialogue, which we discuss in Chapter 4. However, the supervisor also carries a responsibility for ‘monitoring professional standards and alerting the coach client to po- tential breaches of those standards. The full range of functions and tasks of supervision havebeen well described elsewhere (Inskipp and Proctor, 1988) and are outside the scope of this book. Weave explored the boundary between mentoring or coaching and therapy, as the danger of crossing the boundary is what worries many coaches and mentors, who are anxious not to stray into a therapeutic situation without professional support and training in the field. We have ‘examined where mentoring or coaching begins and ends, giving advice and guidelines to follow in relation to the intensity of the relationship and where referral is indicated. In addition, we have urged the fledgling profession of coaching to draw on therapeutic ideas, including the re- quirement for supervision to support evolutionary coaching and men- toring activity.