Cognitive Behavioural Coaching

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Cognitive Behavioural Coaching

• In Education
• Pepita Torbrand
• Head of Psychology - Oxford High School

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What is Cognitive Behavioural Coaching?

• Coaching focuses on future possibilities not
  past mistakes. John Whitmore 20027
• Beck (1976, 1979) CBT Ellis (1972) REBT
• Based upon CBT but focuses on a non-clinical
  population, often senior executives managers
• CBC aimed to coach someone in a leadership
  position to build upon leadership skills
• My idea? To use CBC on high school students!

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How can it be used on students?Why would it be
effective?

• CBC can be used to reduce the gap between desired
  and actual performance
• Reduce procrastination
• Reduce maladaptive perfectionist beliefs
• Increase self-efficacy (beliefs in ones own
  capability)
• Reduce irrational thinking and performance
  anxiety
• Increase well-being
• Suitable to stretching both high performing and
  slightly weaker students

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Or in laymans terms

• CBC is effectively about helping students use
  more positive/realistic thinking

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• How does CBC work then?
• What research has been done?
• a whistle stop tour

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• Potential
• Minus
• Interference/disturbance
• Is equal to
• Performance
• (Downey, 1999)

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Current situation? - Evidence based research?

• One of the biggest challenges for schools is
  knowing how best to assist our students in
  developing and maintaining a strong performance.
• Especially, as our opportunities for spending
  time with students on a 1-1 basis are becoming
  less frequent!
• Based upon recent research showing that student
  performance is often influenced by psychological
  factors such as unhelpful thinking patterns,
  self-doubt, performance anxiety, and maladaptive
  perfectionism cognitive behavioural
  group-coaching can be an extremely effective tool
  for teachers to help optimise performance, and
  build upon key-strengths to enhance wellbeing in
  a very cost effective way!

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Evidence Based research?

• CBC, based on the well-established and evidence
  based principles of CBT/REBT, is extremely
  effective when used with students and young
  adults.
• A brief selection of some of the tools which I
  train teachers in is turning Performance
  Interfering thoughts to Performance Enhancing
  Thoughts (PITs to PETs), challenging frequently
  occurring Thinking Errors such as I should,
  ought and must (e.g. I should have started
  earlier, I must perform better!)
• In CBC I also use Socratic Questions, perhaps the
  most powerful tool to effectively work with
  students to challenge the logic, usefulness and
  effectiveness of unhelpful thinking, as well as
  train teachers to effectively use the Coping
  Imagery, SPACE, ABCDE, and GROW models to help
  students find build upon their Signature
  Strengths.

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So how does it work then? Todays brief session

• Challenge Thinking Errors
• Using Socratic Questions
• Becoming familiar with the SPACE model to change
  unhelpful behaviour
• Use GROW to set specific goals and help students
  follow through with goals
• Changing PITs to PETs
• Building upon Key/Signature Strengths

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REBT - Ellis (1962) Burns (1980)

• Challenging various thinking errors that inhibits
  performance
• All or nothing thinking its got to be perfect,
  or.
• Catastrophizing
• Should and Must statements I must get an A/A
  in my mock
• Mental filter (particular focus on negative
  details)..or.. Disqualifying the positive
• Fortune telling
• Mind reading

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CBC- Becoming Focused 2010 Centre for
Coaching
Performance

• As more time energy
• is released by removing
• those identified blocks,
• There is a corresponding improvement
• in performance

Psychological blocks
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The perils of procrastination....

• http//www.youtube.com/watch?v4P785j15Tzk

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CBC - Socratic Dialogue

• Logic
• Usefulness
• Evidence
• Of students unhelpful perfectionist beliefs and
  negative thinking

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Challenging students recurring negative thoughts
that inhibits performance

• Negative comparison
• I can never get an A in Psychology/Biology/Chemist
  ry/Maths/Physics/Politics/History/Any other
  subject...
• Im not going to do very well in my exams...
• I wont be able to remember it all! 0
• I will have a black out
• I cant remember anything, so whats the point
  trying?
• I wont get the grade I want to take it at
  A-level...

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• Example Negative Comparison Socratic Dialogue
• Is it logical?
• Where is the evidence for your belief?
• Where is this belief getting you?
• Is this belief helping you to attain your goals?
• Is this belief focussed on problem solving?
• Are you rating yourself or your performance?
•  

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Quotes

• Ive stuck that piece of paper (Socratic
  challenges) above my desk, so every time I do
  start to think like that, I just go back to that
  and just think is this thought logical? Is it
  helping me in any way? youre just like, No,
  carry on! Y13 student
• I could sit at a desk for five hours and have
  the work in front of me and I still wouldnt do
  it, something was so stronger than meIt sounds
  crazy. But now Im just doing it fine. Y13
  student
• I should be more positive, stop comparing myself
  to others as this will not help me to achieve my
  potential! Y11 Student
• Negative thinking is the DOOR, positive thinking
  is the KEY! Y11 Student
• Ive learnt to be less hard on myself. It was
  reassuring that other people procrastinate too.
  Y11 Student

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Quotes

• I feel a lot more determined and that I am
  capable of doing my best. Knowing problems and
  how to tackle them really makes me feel more
  positive. Y11 Student
• Awareness of the blocks stopping us from success.
  Realising ways to improve on this. Acknowledging
  that our mental attitude isnt always accurate
  and that we can control the outcome if we put our
  minds to it. Y11 Student
• Underestimating your ability is much more of an
  obstacle than your ability itself. Perfectionism
  is a counter-productive habit. I have learnt to
  understand that I am the only one standing in the
  way for achieving my goals. Y11 Student

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The SPACE model Peer Coaching(Edgerton
Palmer, 2005)
Hormones Breathing Sleeping Arousal
levels Tensions
?
Tendencies Behaviours Doing
Feelings Mood
Thoughts Images Self-talk
Memories Expectancies beliefs
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Some trigger points

• Essay writing
• Examinations!
• Presentations
• Course work

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The SPACE model Peer Coaching(Edgerton
Palmer, 2005)
Hormones Breathing Sleeping Arousal
levels Tensions
?
Tendencies Behaviours Doing
Feelings Mood
Thoughts Images Self-talk
Memories Expectancies beliefs
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SPACE freeze time

• Social Context Essay Writing
• Cognitions I cant do it perfectly enough, I
  cant make it perfect straight away, Others can
  do it better than I can
• Emotions Anxiety, Fear, Guilt, Self-blame,
  Embarrassment, Potential loss of motivation
• Physiology Stress, Arousal, Tension, Breathing
  (shallow)
• Action I wont do it now (but soon) leads to
  anxiety reduction (temporarily). But as we have
  to do the work later (but in a much shorter time
  frame!) this leads to significantly increased
  anxiety (vicious circle as a rushed piece of work
  confirms our negative thinking)

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The SPACE model Peer Coaching(Edgerton
Palmer, 2005)
Hormones Breathing Sleeping Arousal
levels Tensions
?
Tendencies Behaviours Doing
Feelings Mood
Thoughts Images Self-talk
Memories Expectancies beliefs
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SPACE challenge ANTs

• Social Context Essay Writing
• Cognitions I cant do it perfectly straight
  away, no one can! I can try to write something to
  the very best of my ability and ask my teacher to
  have a look at it
• Emotions Determination, Motivation, Locus of
  Control
• Physiology Eustress, Being on a flow, Arousal
• Action No point delaying. Better just get on
  with it. Just do it! Not trying to do perfectly
  all at once, but planning work to decrease
  negative stress.

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SPACE WORK Peer Coaching

• Applied Practice - Your time!
• In pairs or threes
• Start with the Social Context and work your way
  round the SPACE model challenging negative
  thoughts as if one of you were the student

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• Think about how you can work with students to
  help them change unhelpful behaviour by thinking
  differently, feeling differently, and acting
  differently to become more effective!

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The SPACE model Peer Coaching(Edgerton
Palmer, 2005)
Hormones Breathing Sleeping Arousal
levels Tensions
?
Tendencies Behaviours Doing
Feelings Mood
Thoughts Images Self-talk
Memories Expectancies beliefs
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CBC with students

• The rationale of
• Performance Coaching
• Is raising AWARENESS
• And taking
• RESPONSIBILITY
• (Whitmore, 1996)
• Centre for Coaching 2010

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One students experience

• https//www.youtube.com/watch?vkUu4rv3ol34

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What other tools can you use in CBC?What focus
can your sessions session take?

• Lets GROW using Whitmores model for setting
  and following GOALS.
• Challenging Maladaptive Perfectionist beliefs
  (PITs and PETs) Finding students signature
  strengths!

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What is a PIT and a PET?

• PIT Performance Interfering Thought
• PET Performance Enhancing Thought
• Can you turn some PITs into PETs?

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Performance Interfering Thoughts PITs Performance Enhancing Thoughts PETs
I cant do it. I cant do it well enough. I will try and try but I will never get it perfect! Others can do it better than me. I will just do my very best to be criticised, so whats the point anyway?
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Performance Interfering Thoughts PITs Performance Enhancing Thoughts PETs
I cant do it. I cant do it well enough. I will try and try but I will never get it perfect! Others can do it better than me. I will just do my very best to be criticised, so whats the point anyway? I can do it if I try! I can do it as good as I possibly can, my teacher can give me feedback on how to improve things. I will get better if I try practice makes perfect! No point thinking that everyone can do it better. Is that helping me? I wont get criticised. I am probably my own worst enemy. My teacher wants me to succeed. Shell be glad to help.
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Setting Goals - Students

• Think of a goal for yourselves such as Positive
  Specific
• Studying more effectively
• Getting up earlier in the morning
• Going to bed earlier at night!
• Remain committed and focused
• Spending less than 2 hours on FB/Tumblr/Twitter a
• ......... Week!
• Do now/Just do it!
• I will now give you a moment to think about a
  goal for yourself!

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A few ideas

• Get all the marking done as soon as I can
• Design new, more effective seating plans
• Using more ICT/ILT in my lessons
• Set up a twitter account to share learning
  outside the classroom!
• Upload more resources to Moodle
• Do that budget! Target grids?
• Do the SoWs for next academic year!
• Find new interesting resources for teaching the
  more challenging topics next year

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Lets GROW Setting and following your goals -
Keeping it positive!Peer coaching

• G stands for Goal
• What area would you like to improve on?
• What type of performance outcome are you looking
  for?
• What specific steps can you identify in what
  time frame?
• Exam Performance Presentation skills Feeling
  more confident
• Effective revision Practice presentation
  skills? How often? Up to final exam?

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Lets GROW group coaching

• R stands for Reality
• Describe your situation
• How much control do you have over the outcome?
• What resources have you got to help you?
• Procrastinating, avoidance have you got
  control?
• Effective Time Management CBC course!

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Lets GROW group coaching

• O stands for Obstacles
• Are there any obstacles?
• What are your options to overcome these? (make a
  list!)
• Work for different subjects? Other
  responsibilities? Working part-time?
• Effective time management?
• Write exemplar essays hand to teacher
• Do revision cards

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Lets GROW group coaching

• W stands for Way Forward
• What is your specific criteria for success?
• On a scale of 1-10, what commitment do you have
  now? How can you improve it?
• Bs, As A?
• 4, 5, 6, 7, 8, 9?
• 2!!?

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Following through with goals

• Can be used in coaching where students generate
  and set their own sub-goals which are small,
  easily achievable goals rather than a more
  challenging goal that they are likely to
  procrastinate with!
• To be unpacked and then followed through with and
  reflected upon in the next session with
  encouragement and potential adaptions

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GROW Setting and following our goals - Keeping
it positive!

• Peer coaching
• Goal? (Outcome)
• Reality? (Control)
• Obstacles? (Options)
• Way Forward? (Commitment)
• Can you set a date for when to achieve this?

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Quotes

• I can set goals with reasonable steps in order to
  achieve! I should work with my strengths instead
  of thinking only of my weaknesses. Y11 Student
• I have learned how to optimise my potential and
  to believe in myself to do better. I have found
  methods to target my procrastination. Y11 Student
• I have found the sessions have made me realise
  that I can set goals really easily and that it is
  a good idea to use the GROW model. Y8 Student
• Learning how to change my desired goals to my
  actual performance. How to change my behaviour
  patterns. Acknowledge what my bad behaviour
  patterns are! Y11 Student

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Perfectionism

• 3 types of perfectionism
• Do you think you engage in any of these?
• Self Oriented - I must do it right
• Other Oriented they must do it right
• Socially Prescribed Perfectionism Others expect
  me to do it right

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The perils of Perfectionism working with
students(Do you recognise any in yourself?)
Which ones does your students engage in?

• Excessively high standards
• Fear of failure
• Procrastination
• Conditional self-acceptance
• Not satisfied by success continually striving
• Emotional disturbance when standards not met
• All-or-nothing thinking
• Overly self-critical
• High levels of anxiety before, during and after a
  performance

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Perfectionism is not always negativeEnns Cox
2002What does the Helpful Perfectionist Beliefs
really look like?
Maladaptive/Unhelpful Adaptive/Helpful
Unable to experience pleasure Able to experience satisfaction and pleasure from ones labours
Inflexibly high standards Standards modified in accordance with the situation
Fear of Failure Striving for success
Focusing on avoiding error Focus on doing things as good as possible
Tense/anxious attitude toward tasks Relaxed but careful attitude
Large experienced gap between performance and standards Reasonable match between attainable performance and standards
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Perfectionism is not always negativeEnns Cox
2002What does the Helpful Perfectionist Beliefs
really look like?
Maladaptive/Unhelpful Adaptive/Helpful
Sense of self worth dependent on performance Sense of self worth independent of performance
Failure often associated with harsh self criticism Failure often associated with disappointment and renewed efforts
Black or white thinking perfectionism vs failure Balanced thinking
Belief that one should/must excel Desire to excel
Compulsive tendencies and doubting Reasonable certainty about actions
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Quotes

• I now know that I don't always have to be
  perfect, and I know steps and methods to achieve
  my goals and minimalize irrational thinking and
  negative attitudes. Y8 Student
• I have learnt to channel concepts of perfect
  into inspiring me to excel rather than scare me
  into failure. Y12 Student
• What I have taken away from this? Positive
  thoughts, self-belief and unconditional self
  acceptance! Y8 Student

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Identifying Signature strengths!

• Students find three key strengths that they
  believe can help them optimise performance!
• What are they?
• How can they use them to improve performance?
• Some Examples.....

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Signature strengths adapted from Seligman

• Curiosity - Interested in experience for its own
  sake, finding subjects and topics fascinating
  love exploring and discovering.
• Good at writing Good at summing up info and
  putting thoughts down on paper
• Humour - Like to laugh! Try to see the light
  side in all situations.
• Critical thinking Good at evaluating ideas and
  thinking critically about information from
  different perspectives
• Good at listening They actually listen to what
  their teachers tell them!
• Open-mindedness Open to new learning strategies
  and approaches to learning
• Creative - Thinking of new ways to do things and
  never content with doing something the
  conventional way if a better way is possible.
• Artistic
• Organised
• Good at looking at the facts Do not jump to
  conclusions but are that kind of person who rely
  on evidence!
• Citizenship - Excel as a member of a group. Are
  a loyal and dedicated teammate.

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As a teacher/coach which ones are your signature
strengths?
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Signature strengths? Adapted from Seligman

• Motivating You are an expert in fostering a
  love of learning, involve all students actively
  in their own learning, and encourage ownership
• Leadership - You excel at the tasks of
  leadership encouraging a group to get things
  done and preserving harmony within the group by
  making everyone feel included
• Caring You are committed to and an expert in
  creating a calm, supportive and respectful
  coaching/learning environment
• Open-minded You are open to new
  teaching/coaching strategies and approaches to
  learning
• Creative - Thinking of new ways to do things and
  never content with doing something the
  conventional way if a better way is possible
• Perspective - You are able to provide wise
  counsel to others
• Persistence - You work hard to finish what you
  start. No matter what the project is, you get it
  done in time
• Social Intelligence - You are aware of the
  motives and feelings of other people. You know
  what to do to put others at ease
• Citizenship - You excel as a member of a group.
  You are a loyal and dedicated teammate.

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CBC What it is all about?

• Become aware of irrational thinking
• Take responsibility
• Challenge maladaptive perfectionist beliefs
• Identify and build upon signature strengths!
• Set specific goals to increase performance
• Change thinking positive self talk!
• Change actions!!!

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• How is CBC implemented then?
• Group Coaching taking place over 4-5 sessions for
  selected students

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Want to learn more? Want to be trained in CBC?

• www.coaching4schools.com
• Website
• info_at_coaching4schools.com
• email

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• Questions?
• Thank You!