Coaching process inventory with likert scalejsibley
80 item instrument that can be used to describe what happens in an imagined or actual coaching session. Developed by Sibley, Bachkirova, and Myers under a grant from Harvard's Institute of Coaching
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Steve Lee
This presentation was on "Mentoring Up: Choosing a Research Mentor and Lab" for first-year grad students in the Chemical Engineering and Materials Science program at UC Davis in fall 2015.
This document provides an overview of reflective writing. It defines reflective writing as writing that describes experiences and analyzes them in relation to theories or principles. The document outlines different purposes of reflective writing, such as for professional development, critical thinking, and holistic processing of experiences. It also discusses challenges for students in reflective writing, such as lack of relevant experience. The document proposes a general framework for reflective writing, including descriptive, analytical, and critical levels. It provides an example reflective journal entry and evaluates examples using a reflective writing checklist.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses capacity building, which is defined as strengthening the skills, abilities, and resources that organizations and communities need to thrive. It lists 16 key elements of capacity building, which fall under four main activities - strengthening communities, developing organizational capacity, measuring community strengthening, and measuring changes in organizational capacity. The elements include leadership, communication, trust, skills, and more. The goal of capacity building is to empower organizations and communities to become self-reliant through taking their own actions and developing their own abilities rather than being dependent on outside assistance.
Coaching process inventory with likert scalejsibley
80 item instrument that can be used to describe what happens in an imagined or actual coaching session. Developed by Sibley, Bachkirova, and Myers under a grant from Harvard's Institute of Coaching
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Steve Lee
This presentation was on "Mentoring Up: Choosing a Research Mentor and Lab" for first-year grad students in the Chemical Engineering and Materials Science program at UC Davis in fall 2015.
This document provides an overview of reflective writing. It defines reflective writing as writing that describes experiences and analyzes them in relation to theories or principles. The document outlines different purposes of reflective writing, such as for professional development, critical thinking, and holistic processing of experiences. It also discusses challenges for students in reflective writing, such as lack of relevant experience. The document proposes a general framework for reflective writing, including descriptive, analytical, and critical levels. It provides an example reflective journal entry and evaluates examples using a reflective writing checklist.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses capacity building, which is defined as strengthening the skills, abilities, and resources that organizations and communities need to thrive. It lists 16 key elements of capacity building, which fall under four main activities - strengthening communities, developing organizational capacity, measuring community strengthening, and measuring changes in organizational capacity. The elements include leadership, communication, trust, skills, and more. The goal of capacity building is to empower organizations and communities to become self-reliant through taking their own actions and developing their own abilities rather than being dependent on outside assistance.
The document describes 80 items that characterize coaching processes on a scale from least to most characteristic. The items explore a range of topics that may be discussed in a coaching session including the client's choices of words, values, environment, mindset, deeper meanings of issues, defensiveness, themes in behavior, unconscious motives, non-verbal behavior, others' perspectives, emotions, awareness, optimism, engagement, follow-up on statements, elaboration, contracts, boundaries, referrals, structure, roles, interventions, agendas, practices, homework, knowledge, advice, progress, goals, success measures, and impact.
This document discusses performance evaluation in clinical supervision. It covers:
1. The role of performance evaluation is to assess job performance, link it to criteria, engage supervisees in learning, and ensure quality of care.
2. Methods for monitoring performance include direct observation, individual supervision, group supervision, and using assessment rubrics.
3. The document provides guidance on structuring supervisory interviews, including setting an agenda, giving feedback using an ORAL model, teaching and negotiating, and securing commitment.
Reflection and action research are effective methods for promoting reflective thinking in practitioners. Action research involves practitioners identifying problems, gathering and analyzing data, and applying findings to improve practice. It correlates well with reflective thinking models by using reflective activities at technical, contextual, and dialectical levels. The process of action research creates advantages for developing reflective thinking by prompting practitioners to systematically investigate problems, relate findings to experience and knowledge, consider different perspectives, and reconstruct future practice.
This document discusses reflective practice, specifically critical reflection. It introduces the concept of critical reflection and explains that it involves examining one's own practice and how it is shaped by social, political, and cultural contexts. The document outlines different types of reflection, such as reflection-in-action, reflection-on-action, technical reflection, and critical reflection. It also discusses the importance of a supportive environment and supervision for critically reflective practice. The outcomes of critical reflection can include new awareness, questions, understanding, and decisions.
This document provides guidance for trainers on enhancing their facilitation skills. It discusses identifying the trainer's personal facilitation style by relating it to elements of earth, wind, fire or water. Trainers are guided to reflect on their strengths and areas for improvement. The document also covers key principles of adult learning, such as making the training relevant, allowing mistakes, and ensuring emotional and intellectual engagement from participants. It provides questions trainers can ask participants to effectively process activities and concepts. The goal is to help trainers develop as confident, skilled facilitators who can craft impactful learning experiences.
Here are the key issues in this case study regarding informed consent:
- Latoya's supervisor is requiring counseling without fully discussing it with Latoya and getting her consent. Forcing treatment without consent is unethical.
- Pauline was not informed upfront about the 6 month wait before getting case assignments. Supervisees have a right to understand expectations and timelines before beginning supervision.
- In both cases, the supervisors failed to properly obtain informed consent from the supervisees regarding important aspects of the supervisory relationship and process. This lack of informed consent poses ethical issues. Supervisors must ensure supervisees understand and consent to supervision parameters.
NURS 4020 Leadership Competencies in Nursing and Healthcare Pract.docxhopeaustin33688
NURS 4020: Leadership Competencies in Nursing and Healthcare Practicum
Practicum Change Project
The practicum is designed to help you develop as a scholar practitioner and health leader to promote positive social change in your community. The practicum is an active learning experience that provides you with the opportunity to apply nursing knowledge and skills that you are acquiring in NURS 4020 to current or past experiences in a healthcare setting. The practicum is comprised of selected onsite experiences and weekly practicum discussions. Throughout your practicum experience you will collaborate with leaders and other colleagues, with fellow students in practicum discussion groups, and with your faculty. Each week of the course outlines specific activities or reflections you will engage in during your practicum as you complete your proposed Practicum Change Project. A complete description is presented on the Practicum discussion page of each week and a brief outline of the activities is presented below. The practicum for NURS 4020 is a minimum of 45 hours.
Practicum Change Project Overview
Practicum Change Project Overview
Each week, your instructor will assign a discussion to the class. Within an instructor-assigned discussion team, you will participate in a total of six discussions for this project. Satisfactory completion of these six discussions and a PowerPoint Presentation of your Practicum Change Project will satisfy the requirement for the practicum.
The purpose of the Practicum Change Project is for you to design and offer a change project specific to your work setting to be implemented once the course is over and once approved by management at your setting. The team discussion provides an avenue for you to share ideas, to critique each other’s work, and to offer support to each other. Your instructor will visit your team site to offer guidance as needed. The team discussion is meant to be relaxed and enjoyable. Have fun!
The following is a list of the weekly, project-related discussions and activities.
Week 1
· Discussion: Identify a Change Project
Week 2
· Discussion: Apply Change Theory to the Proposed Change
Week 3
· Attend a multidisciplinary team meeting
· Interview a leader from another clinical discipline
· Discussion: Best ways to communicate change
Week 4:
· Discussion: Manage resources for the Practicum Change Project
Week 5:
· Discussion: Address Quality and Safety Issues
Week 6:
· Discussion: Present Practicum Change Project
Access the following useful information in Course Info:
Practicum Discussion Grading Rubric
PowerPoint Presentation Grading Rubric
Question 1
As discussed earlier, it is common for businesses to change their structure or decide to start a new business. As you begin to research different business formations for this week's written assignment, where are you going to go for assistance? What are some good resources? Once you decide on the business form, how do you go about making the .
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
Characteristics of Critical Thinking, Importance of Critical Thinking, Elements of Critical Thinking Process, Principles of Critical Thinking, Types of Critical Thinking, Critical Thinking Skills, Critical Thinking Barriers
Integrated Health Psychology - Supervision in Training Part IIMichael Changaris
This presentation explored core aspects of supervision for health psychologists. This presentation focuses on relationships, training the treating professional, addressing cultural factors and giving feedback to interns/trainees.
The document describes a 2-day Leadership Agility Change Lab workshop. The workshop aims to develop the leadership abilities needed for leading change effectively. It uses exercises, coaching, and models to help participants increase their leadership agility. Participants work on a real change initiative and develop plans to apply workshop lessons. Feedback from prior participants praised the practical skills learned and long-term impact on leadership. Follow-up coaching services are also offered.
LPC Models and Techniques in Clinical SupervisionGlenn Duncan
This document provides definitions and components of clinical supervision. It discusses:
1. The definition of clinical supervision as an intervention provided by a senior member of a profession to a junior member to enhance professional functioning, monitor client services, and serve as a gatekeeper.
2. The key components of clinical supervision including the supervisory relationship, evaluation of supervisees, extending over time, enhancing professional functioning, and monitoring client care.
3. Models of clinical supervision including the Integrated Developmental Model which depicts supervisee development levels in terms of autonomy, self and other awareness, and motivation.
The document discusses the importance of reflective practice in integrating nursing theory and practice. Reflective practice requires facilitating student reasoning to recognize ambiguity in clinical settings. Several models of reflective practice are presented, including Schon's reflection-in-action and reflection-on-action, Gibbs' six step model, and the reflective teacher model which emphasizes developing teachers as reflective practitioners.
This document discusses factors that influence group effectiveness and performance, including effort, knowledge and skills, and performance strategies. It describes how task design, reward systems, group size, composition, and interaction processes can impact effort. Different roles within groups are outlined, including initiating tasks, seeking information and opinions, giving information and opinions, elaborating on ideas, evaluating, and coordinating. Symptoms of "groupthink" that can negatively impact performance are also defined. The document provides an overview of considerations for understanding and improving group work.
Reflective practice involves critically examining one's actions and experiences in order to improve learning and performance. The document discusses the relevance of reflective practices in teaching natural science. It defines reflective practice and outlines models for reflection. Regularly reflecting on teaching experiences can help science teachers identify strengths, areas for growth, and modify their instruction to improve student understanding.
This document provides information about coaching for teachers and staff. It outlines the aims of a coaching session, which are to look at definitions of coaching, explore skills of an effective peer coach, and practice being a coach and being coached. It then discusses different types of coaching and what coaching entails. The benefits of coaching for teachers include improved learning for pupils, increased motivation, and opportunities for collaboration. Characteristics of an effective coach include listening, asking open-ended questions, providing feedback, and setting action plans. The document also introduces models for coaching, such as the GROW model.
Reflective Thinking and Reflective practice - Copy.pptSendafa edget
The document discusses reflective thinking and reflective practice for teachers. It defines reflection as actively thinking about an experience to learn from it. Reflective thinking involves logically analyzing problems and reflective practice means continuously learning from experience. Teachers can reflect in-action while teaching or reflect on-action afterwards. The goal of reflection is to improve teaching methods and better understand students.
This document summarizes the findings of a longitudinal evaluation study of a work-based learning (WBL) program for nurses. Interviews with learners, managers, and academic facilitators found that WBL had positive impacts. For learners, it improved clinical practice, developed new skills like problem-solving and reflection, and increased confidence. Managers saw improved quality of care and more focus on patients. Facilitators learned how theory and practice integrate and informed curriculum changes. Key factors for successful WBL included motivated learners, manager support, and acknowledging its complexity.
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks trasformative change through the simultaneous process of taking action and doing research which are linked together by critical reflection
Supervision training for volunteers and novis supervisorsImke WoodT&C
Mostly visual backdrop to define best practise Clinical Supervision for novises in the filed, peer supervision, new supervisees, rethinking best practise in clinical supervision. This applied tyraining in a youth charity.
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
More Related Content
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The document describes 80 items that characterize coaching processes on a scale from least to most characteristic. The items explore a range of topics that may be discussed in a coaching session including the client's choices of words, values, environment, mindset, deeper meanings of issues, defensiveness, themes in behavior, unconscious motives, non-verbal behavior, others' perspectives, emotions, awareness, optimism, engagement, follow-up on statements, elaboration, contracts, boundaries, referrals, structure, roles, interventions, agendas, practices, homework, knowledge, advice, progress, goals, success measures, and impact.
This document discusses performance evaluation in clinical supervision. It covers:
1. The role of performance evaluation is to assess job performance, link it to criteria, engage supervisees in learning, and ensure quality of care.
2. Methods for monitoring performance include direct observation, individual supervision, group supervision, and using assessment rubrics.
3. The document provides guidance on structuring supervisory interviews, including setting an agenda, giving feedback using an ORAL model, teaching and negotiating, and securing commitment.
Reflection and action research are effective methods for promoting reflective thinking in practitioners. Action research involves practitioners identifying problems, gathering and analyzing data, and applying findings to improve practice. It correlates well with reflective thinking models by using reflective activities at technical, contextual, and dialectical levels. The process of action research creates advantages for developing reflective thinking by prompting practitioners to systematically investigate problems, relate findings to experience and knowledge, consider different perspectives, and reconstruct future practice.
This document discusses reflective practice, specifically critical reflection. It introduces the concept of critical reflection and explains that it involves examining one's own practice and how it is shaped by social, political, and cultural contexts. The document outlines different types of reflection, such as reflection-in-action, reflection-on-action, technical reflection, and critical reflection. It also discusses the importance of a supportive environment and supervision for critically reflective practice. The outcomes of critical reflection can include new awareness, questions, understanding, and decisions.
This document provides guidance for trainers on enhancing their facilitation skills. It discusses identifying the trainer's personal facilitation style by relating it to elements of earth, wind, fire or water. Trainers are guided to reflect on their strengths and areas for improvement. The document also covers key principles of adult learning, such as making the training relevant, allowing mistakes, and ensuring emotional and intellectual engagement from participants. It provides questions trainers can ask participants to effectively process activities and concepts. The goal is to help trainers develop as confident, skilled facilitators who can craft impactful learning experiences.
Here are the key issues in this case study regarding informed consent:
- Latoya's supervisor is requiring counseling without fully discussing it with Latoya and getting her consent. Forcing treatment without consent is unethical.
- Pauline was not informed upfront about the 6 month wait before getting case assignments. Supervisees have a right to understand expectations and timelines before beginning supervision.
- In both cases, the supervisors failed to properly obtain informed consent from the supervisees regarding important aspects of the supervisory relationship and process. This lack of informed consent poses ethical issues. Supervisors must ensure supervisees understand and consent to supervision parameters.
NURS 4020 Leadership Competencies in Nursing and Healthcare Pract.docxhopeaustin33688
NURS 4020: Leadership Competencies in Nursing and Healthcare Practicum
Practicum Change Project
The practicum is designed to help you develop as a scholar practitioner and health leader to promote positive social change in your community. The practicum is an active learning experience that provides you with the opportunity to apply nursing knowledge and skills that you are acquiring in NURS 4020 to current or past experiences in a healthcare setting. The practicum is comprised of selected onsite experiences and weekly practicum discussions. Throughout your practicum experience you will collaborate with leaders and other colleagues, with fellow students in practicum discussion groups, and with your faculty. Each week of the course outlines specific activities or reflections you will engage in during your practicum as you complete your proposed Practicum Change Project. A complete description is presented on the Practicum discussion page of each week and a brief outline of the activities is presented below. The practicum for NURS 4020 is a minimum of 45 hours.
Practicum Change Project Overview
Practicum Change Project Overview
Each week, your instructor will assign a discussion to the class. Within an instructor-assigned discussion team, you will participate in a total of six discussions for this project. Satisfactory completion of these six discussions and a PowerPoint Presentation of your Practicum Change Project will satisfy the requirement for the practicum.
The purpose of the Practicum Change Project is for you to design and offer a change project specific to your work setting to be implemented once the course is over and once approved by management at your setting. The team discussion provides an avenue for you to share ideas, to critique each other’s work, and to offer support to each other. Your instructor will visit your team site to offer guidance as needed. The team discussion is meant to be relaxed and enjoyable. Have fun!
The following is a list of the weekly, project-related discussions and activities.
Week 1
· Discussion: Identify a Change Project
Week 2
· Discussion: Apply Change Theory to the Proposed Change
Week 3
· Attend a multidisciplinary team meeting
· Interview a leader from another clinical discipline
· Discussion: Best ways to communicate change
Week 4:
· Discussion: Manage resources for the Practicum Change Project
Week 5:
· Discussion: Address Quality and Safety Issues
Week 6:
· Discussion: Present Practicum Change Project
Access the following useful information in Course Info:
Practicum Discussion Grading Rubric
PowerPoint Presentation Grading Rubric
Question 1
As discussed earlier, it is common for businesses to change their structure or decide to start a new business. As you begin to research different business formations for this week's written assignment, where are you going to go for assistance? What are some good resources? Once you decide on the business form, how do you go about making the .
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
Characteristics of Critical Thinking, Importance of Critical Thinking, Elements of Critical Thinking Process, Principles of Critical Thinking, Types of Critical Thinking, Critical Thinking Skills, Critical Thinking Barriers
Integrated Health Psychology - Supervision in Training Part IIMichael Changaris
This presentation explored core aspects of supervision for health psychologists. This presentation focuses on relationships, training the treating professional, addressing cultural factors and giving feedback to interns/trainees.
The document describes a 2-day Leadership Agility Change Lab workshop. The workshop aims to develop the leadership abilities needed for leading change effectively. It uses exercises, coaching, and models to help participants increase their leadership agility. Participants work on a real change initiative and develop plans to apply workshop lessons. Feedback from prior participants praised the practical skills learned and long-term impact on leadership. Follow-up coaching services are also offered.
LPC Models and Techniques in Clinical SupervisionGlenn Duncan
This document provides definitions and components of clinical supervision. It discusses:
1. The definition of clinical supervision as an intervention provided by a senior member of a profession to a junior member to enhance professional functioning, monitor client services, and serve as a gatekeeper.
2. The key components of clinical supervision including the supervisory relationship, evaluation of supervisees, extending over time, enhancing professional functioning, and monitoring client care.
3. Models of clinical supervision including the Integrated Developmental Model which depicts supervisee development levels in terms of autonomy, self and other awareness, and motivation.
The document discusses the importance of reflective practice in integrating nursing theory and practice. Reflective practice requires facilitating student reasoning to recognize ambiguity in clinical settings. Several models of reflective practice are presented, including Schon's reflection-in-action and reflection-on-action, Gibbs' six step model, and the reflective teacher model which emphasizes developing teachers as reflective practitioners.
This document discusses factors that influence group effectiveness and performance, including effort, knowledge and skills, and performance strategies. It describes how task design, reward systems, group size, composition, and interaction processes can impact effort. Different roles within groups are outlined, including initiating tasks, seeking information and opinions, giving information and opinions, elaborating on ideas, evaluating, and coordinating. Symptoms of "groupthink" that can negatively impact performance are also defined. The document provides an overview of considerations for understanding and improving group work.
Reflective practice involves critically examining one's actions and experiences in order to improve learning and performance. The document discusses the relevance of reflective practices in teaching natural science. It defines reflective practice and outlines models for reflection. Regularly reflecting on teaching experiences can help science teachers identify strengths, areas for growth, and modify their instruction to improve student understanding.
This document provides information about coaching for teachers and staff. It outlines the aims of a coaching session, which are to look at definitions of coaching, explore skills of an effective peer coach, and practice being a coach and being coached. It then discusses different types of coaching and what coaching entails. The benefits of coaching for teachers include improved learning for pupils, increased motivation, and opportunities for collaboration. Characteristics of an effective coach include listening, asking open-ended questions, providing feedback, and setting action plans. The document also introduces models for coaching, such as the GROW model.
Reflective Thinking and Reflective practice - Copy.pptSendafa edget
The document discusses reflective thinking and reflective practice for teachers. It defines reflection as actively thinking about an experience to learn from it. Reflective thinking involves logically analyzing problems and reflective practice means continuously learning from experience. Teachers can reflect in-action while teaching or reflect on-action afterwards. The goal of reflection is to improve teaching methods and better understand students.
This document summarizes the findings of a longitudinal evaluation study of a work-based learning (WBL) program for nurses. Interviews with learners, managers, and academic facilitators found that WBL had positive impacts. For learners, it improved clinical practice, developed new skills like problem-solving and reflection, and increased confidence. Managers saw improved quality of care and more focus on patients. Facilitators learned how theory and practice integrate and informed curriculum changes. Key factors for successful WBL included motivated learners, manager support, and acknowledging its complexity.
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In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
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8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
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- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
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Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
1. 1
Integrative Practice Process Inventory
(based on the Coaching Process Inventory – Sibley, Bachkirova, Myers)
Item Item text
Least Most
Characterstic Characteristic
1 There is an exploration of the effect of
client's choice of words
2 There is an exploration of the client's
values
3 There is an exploration of the client's
environmental influences (e.g.,
organizational, family, politics, history)
4 There is an exploration of the client's
underlying mindset (e.g., assumptions,
beliefs, stories)
5 Practitioner and client explore the
deeper meaning of a presenting issue
6 Practitioner works with the client's
apparent defensiveness
7 Practitioner points out recurrent theme
in client's behavior
8 Practitioner points out potential
unconscious motives of the client (out
of the client's awareness)
9 There is an exploration of the client's in
session non-verbal behavior
10 Practitioner invites client to consider
other people's perspectives on an issue
11 Practitioner initiates exploration of
client's resources and how they might
be leveraged (including strengths,
accomplishments, and/or external
resources)
12 Practitioner explores client’s emotions
13 Practitioner encourages client to feel
more deeply within session
14 Practitioner encourages client to
become more aware of his immediate
experience in the session
15 Practitioner challenges client's
perspective of situation and/or self
16 Practitioner asks client to quantify
feeling / perception / issue using a scale
17 There is one or more periods of silent
reflection
2. 2
18 There is a discussion of the results of a
psychometric instrument
19 There is a discussion of external
feedback
20 Practitioner gives feedback from
practitioner’s experience of client
21 Practitioner discloses own feelings/
bodily sensations evoked in the session
22 There appears to be a productive use of
metaphors
23 Practitioner and client explore their
differences in perception of the
situation
24 Practitioner expands on client's
statements
25 Practitioner provides reassurance to
client
26 Practitioner uses humor
27 Practitioner shows empathy
28 Practitioner shares personal details
about herself
29 Practitioner discloses own fallibility
30 There appears to be rapport (strong
connection) between client and
practitioner
31 Practitioner and client appear to
understand each other
32 Practitioner and client discuss their
relationship
33 Practitioner asks for permission to give
feedback
34 Practitioner repeats client's words back
to him
35 Practitioner paraphrases the client's
statements
36 Practitioner checks if her understanding
is correct
37 There is a sense of optimism in the
session
38 There appears to be a shift in energy
during the session
39 Practitioner and client appear to be
engaged (vs. disengaged)
40 Practitioner follows up on key /
significant statements made by client
3. 3
41 Practitioner asks questions helping the
client to elaborate
42 There is a discussion of the engagement
“contract”
43 There is a discussion of issues related to
the termination of the engagement
44 There is a discussion of boundaries
and/or ethical issues related to the
engagement
45 There is a discussion of a potential
referral to an outside specialist (e.g.,
therapist, doctor, financial advisor)
46 The session is fast-paced
47 The session appears highly structured
48 Practitioner and client appear to bring
the session to closure easily
49 Practitioner and client discuss the
process of the session
50 Practitioner takes an active role during
the session
51 Practitioner makes explicit a shift in role
during the session (e.g., acting as
consultant, teacher, therapist)
52 Practitioner explains the reason behind
using a specific intervention
53 Practitioner appears to be using an
intervention mechanistically
54 Practitioner appears to be pursuing her
own agenda
55 Client takes initiative in structuring the
session
56 There is a discussion of client's feedback
on the work together
57 Practitioner makes sounds or non-
verbally encourages client to continue
58 Practitioner is verbose
59 Practitioner interrupts client
60 Client interrupts practitioner
61 Practitioner suggests in-session exercise
/ activity
62 Practitioner broadens the focus of
discussions
63 Practitioner asks questions that appear
to open new possibilities for the client
4. 4
64 Practitioner appears to focus on a third-
party's agenda (e.g., organization,
partner, parents)
65 Client suggests his next course of action
66 There is a discussion of new practices
for the client
67 Practitioner offers possible solutions
68 Practitioner suggests homework for
client
69 Practitioner shares her knowledge
about topic
70 Practitioner gives advice
71 Practitioner follows up on previous
homework
72 Practitioner encourages client to make
choices
73 Practitioner asks the client to describe
key learnings / take-aways from session
74 There is a discussion of the client's
progress
75 There is a discussion about the client’s
overall goals
76 There is a discussion about how to
measure the success of the
engagement
77 Practitioner redirects client to client’s
agenda
78 Practitioner explores client's level of
engagement
79 Practitioner inquires about client's aim
for the session
80 There is a discussion of the client's
impact on his environment (e.g.,
organization, family)