Celeste Tramonte’s Post

The Nobel Prize James Strock Ray Williams Dr. Abe Khoureis Dr. Diane Hamilton Christopher Salem Terri Levine #NobelPrize, #softleadership, #leadership, #guestarticle, #education #skills #attitude, #positivepsychology, #grit, #youvsyou, #wintheday, #perserverance, #perservere, #tenacity, #overcome, #toxic, #toxicrelationships, #narcissist, #love, #toxicpeople, #adhd, #dyslexia, #dyslexiaawareness, #latebloomer, #over, #style, #nevergiveup,#careers, #profmsrao, #wisdom, #advice, #ideas, #thoughtleadership, #success, #life, #learning, #inspiration #motivation, #students, #teachers, #knowledge #mindfulness #marketing #gratitude #Giveaway #author #books #connections #share #like #leader #mindfulness #learning #strokeawareness, #strokesurvivor, #stroke, #strokerecovery, How Coaching Can Develop Your Leadership Skills https://lnkd.in/ggbFagwS Appreciate your comments, like, and share with your connections.  

Daniel Duane reflects in his The New York Times essay on the shifting boundaries between #Psychotherapy and #Coaching in Silicon Valley, where traditional therapists are increasingly transitioning to coaching roles. This change is driven by the tech industry's demand for rapid personal growth and immediate impact, which coaching promises to deliver. The article highlights how the regulatory challenges of becoming a therapist have made #coaching a more accessible option for those looking to help others, allegedly, without the need for formal credentials. As coaching educators, we may argue that while coaching has undeniably become more professionalized, it remains less rigorous than traditional therapy. Technology adds an additional wrinkle to this debate, making #coaching more accessible and tailored to the fast-paced demands of modern professionals. I believe the future of "personal development services" lies in defining a new space for coaching that is more professional yet less prohibitive, balancing the need for structure with the flexibility to adapt to evolving client needs. That is exactly the role we take on at NYU SPS Human Capital Management department and our Ms in Executive Coaching and Org. Consulting degree. Dr. Woody Woodward, Mary Cianni. PhD, Parker Mitchell, Beverly Tarulli, Ph.D., Lauren Offermann, Matthew Diabes, PhD, Jonathan Kirschner, Will Guillaume Foussier, Magdalena Nowicka Mook, Robert Garcia, Alicia Hullinger, PhD, Neal Sundberg, Jessica Singh, Gina Martin, Valence, Shonna Waters, Ruth Reitmeier, David E. Cooley, Talking Talent, Jonathan Passmore, Cristina Mühl, EZRA Coaching, Dr. Terrence E. Maltbia, Mike Valentine J.D., Ph.D, BetterUp, https://lnkd.in/eASEtswB

𝐁𝐞𝐢𝐧𝐠 𝐚 𝐂𝐨𝐚𝐜𝐡 𝐭𝐨 𝐬𝐨𝐦𝐞𝐨𝐧𝐞 𝐞𝐥𝐬𝐞 𝐢𝐬 𝐚 𝐬𝐞𝐫𝐢𝐨𝐮𝐬 𝐛𝐮𝐬𝐢𝐧𝐞𝐬𝐬, 𝐧𝐨𝐭 𝐚 𝐛𝐲-𝐭𝐡𝐞-𝐰𝐚𝐲 𝐭𝐡𝐢𝐧𝐠; In The Netherlands, Coaching is an open profession, unlike in the UK. This means that anyone with conversational and listening skills can practice coaching. That said, not having the proper education and experience can be risky for both the coach and the coachee. This is why for me, when practising coaching, it should always be taken seriously; Being a coach is a profession. We’ll not ask for medical advice from someone who didn’t follow medical studies or hire someone to write a 'code' for our next start-up without him/her graduating or having extensive experience in software engineering. That’s why we’ll not go into a coaching trajectory with someone who did not properly study the psychology fundamentals and the coaching paradigm in-depth. Being a coach requires following registered studies, being supervised, pages over pages of self-reflection, hours of practice with clients, dozens of intervention sessions with peers, theoretical and practical exams, self-work, and knowledge of dozens of approaches and methodologies. Being a coach means being super alert and knowing when to embrace silence and provide observation (and when not to…). Being a coach means consistently prioritising the coachee, making space for listening, giving undivided attention before, during, and after sessions, and ensuring the coachee is entirely in the focus. After all, the coachees put their full trust in someone they just met. Being a coach means reading the signs when severe depression is present or other medical symptoms, as referring immediately to a medical professional is critical. Coaches shouldn’t and do not know how to treat these, as trying to do so might lead to life-threatening situations. Hence, these alerts should be left solely to the medical professionals. Being a coach means knowing that you can significantly help a person, but you can also create regression if you lack the proper knowledge and experience. Being a coach means dedicating one’s life to the profession, growing and developing, investing in never-ending learning, self-reflecting with peers, and being part of a vast community of coaches and counsellors. All the above help us, the coaches, to constantly reflect to support others to move forward with the 'unconditional positive regard' that is beating inside our profession and hearts.

You are invited to reflect with us using the Gibbs model - our next practice workshop in our Reflections and Reflexions series led by Catherine Marissiaux ✨CM Conseil ✨ EIA MP - ESIA and Anne Berthelin (She/Her) Berthelin takes place on 24 June 2024. 🌞In French 9am to 11am CEST (Europe) 🌞 Register here: https://lnkd.in/e5_VwTdy 🌞In English 6pm-6pm CEST (Europe) = 5pm-7pm BST (UK)🌞 Register here: https://vist.ly/3893r In this fourth session of R&R practice, we will experiment the GIBBS* model which is widely known and used in different professional fields all around the world. We will first share inputs about what « Reflective and Reflexive practice » is exactly. We hear and read a lot about it, but do we really know what it covers? The first part of the session will focus on clarifying « Reflection and Reflexive practice », which is the core of the journey for a coach / mentor / leader coach interested in accreditation and /or professional continuous development. The second part of the session will be a live experimentation of the Gibbs Reflective Cycle model with your hosts Catherine Marissiaux (EIA MP, ESIA) and Anne Berthelin (EIA SP, ESIA). You will practice the reflection model in small breakout rooms and share your learning outcomes and ways to enrich your practice with all participants. *Gibbs (1988) created his “structured debriefing” to support experiential learning. It was designed as a continuous cycle of improvement for a repeated experience but can also be used to reflect on a standalone experience, for future action, or even in action to help the practitioner navigate through a coaching / mentoring session, in terms of awareness, feelings, systemic understanding, strategies. One of the key things about Gibbs Model is the acknowledgement of the importance of feelings in reflection. He also separates out evaluation - what went well and what did not. We invite to dive into the 6 stages of the model, and particularly into the feeling’s exploration: initial emotions, subsequent emotions, impacts of these emotions on you, others, process, context. *Professor Graham Gibbs was Head of the Oxford Centre for Staff and Learning Development at Oxford Brookes University and subsequently Director of the Oxford Learning Institute at University of Oxford. He retired in 2007, after a career in which he founded the Improving Student Learning Symposium and the International Consortium for Educational Development in Higher Education. Graham's contribution has been recognised with a National Teaching Fellowship from the Higher Education Academy, an Honorary Doctorate from Sheffield Hallam University and an Honoris Doctoris Causa from the University of Utrecht

Save the date! 🗓 A study conducted by Prof. Bob Garvey, Prof. David Clutterbuck, Dr. Alexandra Barosa-Pereira, Dr. Stephen Burt, Dr. Duminda Rajasinghe suggests that the competency driven approaches to coach development do not serve coaches very well as it fails to recognize the centrality of reflexive practice and #diversity of experiences and activities that enable coaches to develop. In this upcoming #webinar, Bob and Duminda will share the research findings. They aim to develop curiosity, challenge current understanding of coach #development and encourage further #research and reflection on the topic. Register today:

Is it a conflict of interest to work with two people who work together? This question came up from a therapist and the answer most likely is to not do it. If a coach had asked, it’s much more likely to be the norm to take it on. What’s that about? In both scenarios they’re just as likely to talk about each other. In both, they could say they’re being bullied by the other, in love with them, can’t bear to be in the room with them. How come it’s the norm to coach one-to-one several members of the same senior leadership team, but to refer them on if it were therapy? The ethical coaching code says we “will consider the impact”. In therapy it says we will “make each client the primary focus”. Somewhat ambiguous. School counsellors will often work with children, parents and teachers who know each other, but they tend to be the exceptions. How do we ensure we don’t ‘leak’ what we’ve heard from one party to the other? How do we remember how we know something, who told us what? How do we stay neutral, unbiased, not take sides or make a judgement about the situation? And what do we do when it all gets a bit too complicated? Why the discrepancy between the professions? #coaching #therapy #training - - - - - - - - - - - - - - - - - - - - - Are you a therapist and want to be a professional coach? DM me about my bespoke accredited Therapist to Coach training programme.

As you'll all know by know, I'm a glutton for consuming research, even more so, when it confirms what I anecdotally experience. In a systematic literature review of supervision in coaching*, one paper concludes that coach supervisees are significantly 'safer, more satisfied and more trusting' in comparison to existing data on users of supervision in counselling and psychotherapy. This testimonial, whilst I will of course take credit for being the best I can be, is further evidence that backs this up. I have been in love with supervision for what feels much longer than the five years I have actively been practicing! So I devoured the content of this piece, and highlight a few points which I hope are useful: 🔍 many benefits have been attributed to coach supervision, and on reviewing the available literature, it has been summarised as a theme of "value of supervision". The paper highlights the difference to "effectiveness" or "impact", mainly because the concept of effectiveness is still a work in progress (from an evidence perspective). One study goes on to suggest that the value links to being a "mitigating factor for negative effects of coaching". Those negative impacts labelled as "feeling too much responsibility for a client" or "feeling emotionally exhausted". Also, please note, supervision is not a panacea! 🔍 another study expands the value to the developmental function of supervision, the appearance of insights and new perspectives as well as ensuring continual growth and development of practice 🔍 in group supervision, the value is called out as "the community that enables learning and support" There is a whole section on the use of supervision, which I will save my review of for my "Curious Coach" newsletter... 📨 if you're not receiving that...link in comments. 📢 It also makes a long list in terms of calling for further research (for anyone seeking topics!!) across the four key areas covered; clarifying the concept, the state of theoretical development, value attributed as well as the nature and current use. #supervision #coaching #research #evidence #newsletter #testimonialtuesday *"Supervision in coaching: systematic literature review". (2020). Bachirova, T., Jackson, P., Hennig, C. and Moral, M.

Transformative Techniques for Helping Clients Develop Skills Have you ever witnessed a client’s frustration as they strive to turn their dreams into actionable skills? As practitioners, we often meet individuals eager for change yet struggling with the steps to get there. Helping clients develop skills goes beyond teaching; it’s about fostering confidence and empowering transformation. This article explores the vital importance of this competency, providing strategies and practical applications to enhance your practice. At its heart, this skill equips individuals to overcome obstacles and realize aspirations. Mastery shifts the therapeutic relationship from dependency to autonomy, fostering lasting change. We’ll delve into skill assessment, actionable learning, client-centered teaching, and empowerment, emphasizing the dynamic process of enhancing this competency through education, diverse teaching methods, goal setting, and reflective learning. Practical steps for applying this competency include thorough assessment, skill demonstration, guided practice, real-world application, and accountability. Explore how Cognitive Hypnotic Coaching and Psychotherapy can enrich your practice with integrative models, subconscious alignment, and customized experiences. Equipping clients with transformative skills is essential for effective coaching and therapy. Mastering this competency leads to meaningful, lasting change. Invest in advanced training to guide your clients toward resilience and success. https://lnkd.in/dJAqxbAu #IcharsBlog https://lnkd.in/dU5iZQMc

Thought-provoking, deep and sharply clear written, wow - well done dear ones (and dear Kirsten)! I love your article very much from the perspective of a former PCC credentialed member (professional certified coach in 2006) and an observer since the beginning of standardisation and the creation of the credentialing bodies! Very Interested to read about further insights as well as consequences and next steps!

For all coaches in my network, a very interesting article on the future of coaching training- grab a cuppa and see what you think!