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ES6009 Coaching Mentoring and Supervision

Portfolio Assignment 001

Total Word Count 4362

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Table of Contents

PORTFOLIO SECTION 1 - ETHICAL CONSIDERATIONS ......................................................................................... 3 REFERENCES (ETHICAL CONSIDERATIONS) ................................................................................................. 5

PORTFOLIO SECTION 2 – PERSONAL REFLECTION ............................................................................................. 6 REFERENCES (PERSONAL REFLECTION) ..................................................................................................... 8

PORTFOLIO SECTION 3 – MINI ESSAYS .............................................................................................................. 9 c) Discuss the function and value of supervision ....................................................................................... 9

References (Function and Value of Supervision)......................................................................................... 12d) To what extent is it legitimate to focus on solutions in a coaching and mentoring relationship asopposed to issues and problems? .......................................................................................................... 14

References (Focussing on Solutions) ........................................................................................................... 17

PORTFOLIO SECTION 4 – APPLICATION TO PRACTICE ...................................................................................... 19 REFERENCES (APPLICATION TO PRACTICE) ............................................................................................................ 22

APPENDIX I: SELF-AWARENESS ....................................................................................................................... 24 APPENDIX II: THE GROW MODEL .................................................................................................................... 26 APPENDIX III: MENTORING ............................................................................................................................. 29 APPENDIX IV: CBT AS AN APPROACH .............................................................................................................. 31

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Portfolio Section 1 - Ethical Considerations

In line with GCMA (2018), contracting is a crucial aspect to any Coaching, Mentoring or

Supervision relationship; setting out a formal agreement detailing financial expectations and

how client confidentiality is upheld and where the coaching will actually take place and the

duty of care of the professional. The contract should also consider how long the relationship

will last, aiming to give the coachee a target for independence and completion.

Whilst there are distinctions between Coaching (Cox, 2013), Mentoring (Argente-Linares,

Pérez-López, and Ordóñez-Solana, 2016) and Supervision (Ladany and Bradley, 2011), all

relationships carry the same duty of care when it comes to ethical considerations.

From a personal perspective, as a Psychology student, ethical considerations have been at

the forefront of my studies and Vygotsky’s (1978) concept of the Zone of Proximal

Development, assisting an individual to move from the status quo to the next level of

development with appropriate support, is a key aspect in this; however as noted by Western

(2012), it is imperative that as a Coach, I fully consider the appearance of power dynamics. A

coachee will not feel heard or supported if they are in a situation where they feel they are

being told what to do rather than helped to find their own way with no conflict of interest

(Brennan and Wildflower, 2014; Iordanou, Hawley, and Iordanou, 2016).

It is essential that as I Coach, I act with integrity and do not hold myself out to be able to

practice in a way that I am not qualified to do so (BPS, 2018) and that I share this with my

coachee by disclosing details of relevant professional bodies of which I am a member.

Confidentiality is a major consideration and one which must be considered in alignment with

safeguarding. Whilst my client will have the right to confidentiality, it is crucial that they are

made aware of instances where there is an obligation to contravene the confidentiality aspect,

for example where there is a fear of the client harming themselves or others (Lyle, 2019). My

client should also be made aware that their case may be discussed with other professionals

acting as a supervisor to myself as a practitioner (Passmore, 2015).

Boundaries are also a central aspect to ethics. It would for example, be totally inappropriate

to act as a Coach to someone with whom I have a personal relationship without their wish to

do so. I am also aware that I must not enter into a coaching relationship with an individual who

I felt could not be assisted by myself or where there may be a conflict of interest (Beverly,

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2001). In this instance, I would be obliged to refer them to an appropriate professional body

to seek an alternative support person or organisation.

Fundamentally, I have a moral obligation to not only maintain my own development for the

benefit of my clients but to keep their wellbeing at the forefront of my practice.

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References (Ethical Considerations)

Argente-Linares, E., Pérez-López, M. C., and Ordóñez-Solana, C. (2016) ‘Practical Experience of Blended Mentoring in Higher Education’, Mentoring and Tutoring: Partnership in Learning, 24(5), 399–414. https://doi.org/10.1080/13611267.2016.1273449

Beverly, B. (2001) ‘Ethics and Standards in Coaching’, In L. West and M. Milan (Eds.), The Reflecting Glass: Professional Coaching for Leadership Development (pp. 95–101). https://doi.org/10.1057/9780230506084_8

BPS Code of Ethics and Conduct (2018) | BPS (2018). Accessed: 1 December 2019, from https://www.bps.org.uk/news-and-policy/bps-code-ethics-and-conduct

Brennan, D. and Wildflower, L. (2014) “Ethics in Coaching”, In E. Cox, T. Bachkirova and D. Clutterbuck (eds), The Complete Handbook of Coaching, 2nd edn (pp. 430–44). London: Sage. Cox, E. (2013) ‘Coaching Understood: A Pragmatic Inquiry into the Coaching Process’, International Journal of Sports Science and Coaching, 8(1), 265–270. https://doi.org/10.1260/1747-9541.8.1.265

GCMA. (2018) Global Code of Ethics - Association for Coaching. Retrieved 20 October 2019, from https://www.associationforcoaching.com/page/AboutCodeEthics

Iordanou, I, Hawley, R, and Iordanou, C (2017) Values and Ethics in Coaching. London: Routledge

Ladany, N., and Bradley, L. J. (2011) Counselor Supervision. Routledge.

Lyle, J.W.B. (2019) ‘What is ethical coaching?’, International Journal of Coaching Science, 13(1), pp.3-17.

Passmore, J. (2015) Excellence in Coaching: The Industry Guide. Kogan Page Publishers.

Vygotsky, L. S. (1978) Mind in Society: the Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Western (2012) Coaching and Mentoring: A critical text. Los Angeles: SAGE

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Portfolio Section 2 – Personal Reflection

For the purposes of this section, I will be using the R2C2 reflection model of Sargeant et al.,

(2018) and will be considering the question posed, and reflecting upon, coaching

conversations that I experienced in my previous career.

As a professional Change Manager, I was referred to as a Coach. It was not until I started to

engage with Coaching as a formal structure during this module, did I realise that I had in fact

been acting as a Mentor. Taking an active part in the lectures and practical sessions has

highlighted through involved discussion and observation that there is a distinct difference in

roles (Garvey, Stokes, and Megginson, 2017).

Whilst I always appreciated the requirement for there to be a positive relationship and open

communication; reflecting on differing communication styles and how questions are asked

rather than offering direction, has highlighted to me that Coaching is a powerful tool for

independent personal development if approached correctly (Iordanou et al., 2016). I feel that

the main aspect I have reflected upon in terms of relationships is that previously both myself

and the Coachee were given no autonomy over whether we wanted to enter into the

relationship, it was a matter of Corporate process.

Turning next to the aspect of exploring reactions, I have found the re-visiting of question styles

to be an interesting one. Working in an area of process improvement, as a team we were

directed towards looking at issues and focussing very much on the “why” and utilising “The

Five Whys” (Serrat, 2017). Having been in a position to observe and role-play both sides of a

coaching discussion, I can now appreciate how negative and accusatory this can seem and,

rather than open up a dialogue, it is more likely to close it down; a Coachee will likely feel

defensive and reluctant to discuss feedback or react in a positive way if they are assumed to

be at fault in a situation (Hunt, 2016). I now actively monitor my questioning in a conscious

way.

Content as topic is also something that I have addressed. In the corporate world, content was

often prescribed and there was little room for opening up the discussion to include wider views

or foci that may have been relevant, I now appreciate this as a limiter for progress (Powell and

Diamond, 2013) and have a greater understanding of the benefit of open and dualistic

dialogue as being a valuable aspect. From the Corporate perspective, there is no doubt that

some of my clients would have gained from their employee’s views and experience had there

been more of an opportunity to explore feedback content.

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Opening up discussion in relation to content leads well into the aspect of allowing a Coachee

to feel valued and heard if they are encouraged to assist with closing the gaps in performance

(Pousa, Mathieu, and Trépanier, 2017). I find it fascinating that after so many years of being

a “Coach”, I failed to challenge the corporate manifesto and see that there was a space in

both team and individual discussions to actually Coach and seek insight and input aimed at

goal achievement.

Taking all of these aspects together, I would like to say that I am certainly more informed and

reflective; I have a higher level of self-awareness and am certainly more comfortable in

considering my own growth and the benefits I can reap from also being a Coachee.

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References (Personal Reflection)

Garvey, B., Stokes, P., and Megginson, D. (2017) CREATING A COACHING AND MENTORING CULTURE.

Hunt, C. S. (2016) ‘Getting to the heart of the matter: Discursive negotiations of emotions within literacy coaching interactions’, Teaching and Teacher Education, 60, 331–343. https://doi.org/10.1016/j.tate.2016.09.004

Iordanou, I, Hawley, R, and Iordanou, C (2017) Values and Ethics in Coaching. London: Routledge

Powell, D. R., and Diamond, K. E. (2013) ‘Studying the implementation of coaching-based professional development’, Applying implementation science in early childhood programs and systems, 97-116.

Sargeant, J., Lockyer, J. M., Mann, K., Armson, H., Warren, A., Zetkulic, M., … Boudreau, M. (2018) ‘The R2C2 Model in Residency Education: How Does It Foster Coaching andPromote Feedback Use?’, Academic Medicine, 93(7), 1055–1063.https://doi.org/10.1097/ACM.0000000000002131

Serrat, O. (2017) ‘The Five Whys Technique’, In O. Serrat (Ed.), Knowledge Solutions: Tools, Methods, and Approaches to Drive Organizational Performance (pp. 307–310). Springer. https://doi.org/10.1007/978-981-10-0983-9_32

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Portfolio Section 3 – Mini Essays c) Discuss the function and value of supervision

The term supervision can be used “to describe a relationship, a formal meeting and a process”

(Beddoe and Wilkins, 2019). Fundamentally, supervision is a means for an individual to reflect

on their work and to review it with another practitioner in order to become more effective. In

some professions, such as education, nursing and social work, supervision is carried out by

observing a practitioner in their work environment, however, supervision is also carried out by

discussion and reflection on a one to one basis or in a group setting (Carroll, 2007). It is this

reflective method of supervision that will be the focus for this essay.

Whilst there is evidence of supervision back to the days of Freud in a psychoanalytic

environment (Carroll, 2007), supervision as a practice has emerged into education and other

helping professions and more recently into the private sector and is now acknowledged as a

profession in its own right, (Carroll, 2007).

Whilst there are many different supervision models, (Hawkins and Smith, 2006; Egan, 2007;

Wonnacott, 2012), common themes exist throughout. All note the importance of supervision

as a reflective tool for the improvement of personal development and performance, wellbeing,

problem solving and collaboration (Beddoe and Wilkins, 2019). There is also consensus

around the need for consistency in style and timing, ethical considerations and confidentiality

(Cavanagh, 2009).

Reid and Soan (2019) note that there is also consistency in the literature around the benefits

of supervision, both from an organisational and personal perspective and these will be

examined further.

Focussing on an educational setting, Cotton (2003) found evidence that supports supervision

as having a positive impact on teacher engagement and, that this brings with it, further benefits

of student engagement and achievement (Chase, 2018). Louis et al., (2010) later supported

this noting that with an approach that encourages dialogue and active reflection, teachers

begin to focus on strategies which foster improved results from their students (Chase, 2018).

Further supporting this hypothesis, Woestman and Wasonga, (2015) noted that from an

opposing perspective, communication challenges were aligned to a lessening of achievement

from students (Chase, 2018).

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This aspect of benefitting from the transferring of skills, experience and knowledge through

the medium of supervision is not limited to classroom settings however, and there is also a

wealth of evidence supporting a reflective stance in daily practice as of benefit to professionals

in general Chase (2018).

Bachkirova (2014) note that this transference between practitioners serves to actively

encourage reflection, assist in skills for issue resolution and so improve an individual’s overall

professional development, thus leading to the possibility of improvement within a wider

organisational concept. Supported by Arslan and İLı̇N (2013), supervision has a multi-level

function in that it benefits both the supervisor, the supervisee and the organisation. Therefore,

by encouraging an environment of “constant learning and change” professional improvement

and development from all perspectives can be anticipated (Cavanagh, 2009).

Improvement at any level will only manifest however if there is true collaboration in the

supervisory relationship, whether it be observation, one to one or in a group setting. There is

always a danger that supervision can be perceived as hierarchical; it must therefore be clear

that the setting is not one to monitor and gather information to judge an individual’s

performance (Manthorpe, Moriarty, Hussein, Stevens, and Sharpe, 2015), rather, it should

encourage and foster effective networks and an environment of true open-ness and

collaboration (Wenger, 1998). Lane and Corrie (2006) focussed on this aspect noting the

benefits of “communities of practice”. Carroll (2007) further support this concept stating that

any method of structured and confidential supervision encourages collaboration through the

development of networks and communities and that these community networks play a

considerable part in the professional development dynamic (Reid and Soan, 2019).

With an effective and collaborative supervision network, all participants are encouraged to

appreciate alternative perspectives as it gives a safe space for discussion and the introduction

of differing opinions and possibly unconventional considerations. Carroll (2006) remarked

upon the value of this in professional practice. The participants subject to their study noted

how this open and non-judgemental environment had the “potential to enhance their practice”.

They went on to note that the “element of surprise” and “discovery of a blind spot” had the

ability to considerably transform thoughts and approaches (Cavanagh, 2009).

It should therefore be no surprise that the reflectivity and collaboration that is fostered in a

supervisory relationship aids problem solving. Hooker (2013), citing the works of Murrihy,

(2009) report that this environment is one which enables practitioners to find solutions to

problems and issues both personally and professionally within a safe environment. Most

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recently this has been supported by Reid and Soan (2019) who relate that their participants

benefitted greatly in problem-solving by having an external perspective. When reviewing the

impact of “Schwartz Rounds” in a nursing setting, Maben et al., (2018) reported the specific

benefits in relation to both emotional and social care issues when dealing with patients. Reid

and Soan (2019) further validated this noting that supervisees gained insight from the

supervision process, with simplicity bringing clarity even on a small scale.

Whilst the focus so far has been on the benefit and value of reflection and collaboration in

supervisory relationships, from a developmental perspective, there are peripheral benefits that

are not so often reported; one of which would be that of practitioner wellbeing. As far back as

1993, Inskipp and Proctor (1993), noted the value of a “safe space”, promoting a positive

environment for both individual health but also for the resultant excellence in practice. Both

Beddoe and Wilkins (2019) and Reid and Soan (2019) report the positive impacts as an

antidote to “burn-out”, particularly in the caring professions. From their perspectives,

supervision is seen as a support mechanism to enable practitioners to be open and honest

about mental health and anxiety in an environment that does not judge but which “supports a

work/life balance”.

On a final note, the literature also supports the more recent pressures and requirements for

professional regulatory interventions, particularly in the caring professions and so supervision

is increasingly becoming a tool to ensure regulatory compliance Reid and Soan (2019). Both

Ofsted and the British Association of Social Workers now support supervision as an important

tool for practice oversight and professional development (Beddoe and Wilkins, 2019) and so

it can be challenging to argue that supervision as a function, if relevant and run appropriately,

can be anything other than beneficial to all parties involved.

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References (Function and Value of Supervision)

ARSLAN, F.Y. and İLİN, G. (2013) ‘EFFECTS OF PEER COACHING FOR THE CLASSROOM MANAGEMENT SKILLS OF TEACHERS’, Journal of Theory & Practice in Education (JTPE), 9(1).

Bachkirova, T. (2014) ‘Role of coaching psychology in defining boundaries between counselling and coaching’, In Handbook of coaching psychology (pp. 371-386). Routledge.

Beddoe, L., and Wilkins, D. (2019) ‘Does the consensus about the value of supervision in social work stifle research and innovation?’, Aotearoa New Zealand Social Work, 31(3), 1. https://doi.org/10.11157/anzswj-vol31iss3id643

Carroll, M. (1996) Counselling Supervision: Theory, Skills and Practice. London: Cassell.

Carroll, M. (2007) ‘One more time: What is supervision?’, Psychotherapy in Australia, 13(3), p.34.

Cavanagh, M. (2009) International Coaching Psychology Review. Chase, M. T. (2018) Leadership Development And Support: The Perceived Effects Of A Dialogic Peer Coaching Program.

Cotton, K. (2003) Principals and Student Achievement: What the Research Says. ASCD. Egan, G. (2007) The skilled helper: A problem-management and opportunity-development approach to helping. Belmont, California: Thomson/Brooks.

Hawkins, P. and Smith, N., 2006 Supervision for coaches, mentors and consultants.

Hooker, T. (2013) ‘Peer coaching: A review of the literature’, Waikato Journal of Education, 18(2). https://doi.org/10.15663/wje.v18i2.166

Inskipp, F., and Proctor, B. (1993) ‘Making the most of supervision’, Twickingham: Cascade Pubs, 10, 144-154

Lane, D. A., and Corrie, S. (2006) ‘Counselling psychology: Its influences and future’, Counselling Psychology Review.

Louis, K. S., Wahlstrom, K. L., Michlin, M., Gordon, M., Thomas, E., Leithwood, K., Anderson, S. E., Mascall, B., Strauss, T., and Moore, S. (2010) Final Report of Research to the Wallace Foundation.

Maben, J., Taylor, C., Dawson, J., Leamy, M., McCarthy, I., Reynolds, E., Ross, S., Shuldham, C., Bennett, L., and Foot, C. (2018) ‘A realist informed mixed-methods evaluation of Schwartz Center Rounds® in England’, Health Services and Delivery Research, 6(37), 1–260. https://doi.org/10.3310/hsdr06370

Manthorpe, J., Moriarty, J., Hussein, S., Stevens, M. and Sharpe, E. (2015) ‘Content and Purpose of Supervision in Social Work Practice in England: Views of Newly Qualified Social Workers, Managers and Directors’, British Journal of Social Work, 45(1), pp.52-68.

Murrihy, L.R. (2009) Coaching and the growth of three New Zealand educators: a multi-dimensional journey (Doctoral dissertation, The University of Waikato).

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Reid, H., and Soan, S. (2019) ‘Providing support to senior managers in schools via ‘clinical’ supervision: a purposeful, restorative professional and personal developmental space’, Professional Development in Education, 45(1), 59–72. https://doi.org/10.1080/19415257.2018.1427132 Woestman, D. S., and Wasonga, T. A. (2015) ‘Destructive Leadership Behaviors and Workplace Attitudes in Schools’, NASSP Bulletin, 99(2), 147–163. https://doi.org/10.1177/0192636515581922 Wenger, E. (1998) ‘Communities of practice: Learning as a social system’, Systems thinker, 9(5), pp.2-3. Wonnacott, J. (2012) Mastering social work supervision, London: Jessica Kingsley

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d) To what extent is it legitimate to focus on solutions in a coaching and mentoring relationship as opposed to issues and problems? By definition, coaching is distinct from training as it concentrates on the person (Serrat, 2009).

It is a means to reflect upon and discuss issues raised by the client with a view to resolution

(Cox, Bachkirova and Clutterbuck, 2010). It is a means to assist an individual to change their

cognitive thought patterns and consider solutions rather than remain “entrenched” in problems

(Cox, 2013; Palmer and Whybrow, 2007). Grant and O’Connor (2018) note the role of the

Coach as a “skilled helper”; having evolved from the traditional psychodynamic therapy

settings to one of a facilitator who aims to not solve issues or treat their client, but to enable

and empower them to find their own solutions (Grant, 2017).

The solution focussed (SF) approach evolved from the 1960’s, arising from general

dissatisfaction with the limitations of the traditional problem focussed (PF) therapy approaches

(Jackson and McKergow, 2007); the SF approach as is used today was first formulated in the

late 1970’s and early 1980’s by de Shazer, (1985, 1988) and de Shazer et. al., (1986).

Emerging not as a replacement to previous models, SF aims to build upon them offering an

alternative option for client centred practice (Lloyd, McDonald, and Wilson, 2016).

The SF coaching approach accentuates the need to support the client in defining their own

“desired future state” and unlike PF methods which look at how issues remain (Braunstein

and Grant, 2016), instead, work with the client to focus on their end goal and to access

personal resources to achieve their own view of the future (Cox, Bachkirova and Clutterbuck,

2010). It is this “future orientated” focus that sets SF and PF apart and there is now a growing

corpus of supporting literature advocating for the support of SF coaching (Grant, 2016;

Theeboom, Beersma, and Van Vianen, 2016).

Grant and O’Connor (2018) discuss and compare the approaches of both SF and PF

techniques, noting that whilst PF has a proven record of success in therapeutic settings, and

indeed it can be effective in creating change, there is opposing research supporting the

benefits of a SF approach, noting increases in self-efficacy and positive affect which in turn

lead to greater goal attainment; this supports (Braunstein and Grant, 2016) who previously

proposed that SF approaches are enhancing coaching practices.

Braunstein and Grant (2016) report that when comparing PF and SF methods, many benefits

emerged for clients taking a SF route. They reported that with the SF approach, clients

experienced heightened positive emotions and an enhanced perception of their ability to cope

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with problems. They also noted improvement in achievement of goals. As SF aims to re-focus

a clients’ attention towards positive actions and thought processes rather than focussing on

the problem subject of the discussion, this alternative method of coaching brings with it a

foundation to further positive changes (Grant and O’Connor, 2018). The outcomes reported

included increase in resilience and self-efficacy, stress reduction and ensuing improvements

in performance (Grant, 2017). Braunstein and Grant, (2016 note the wide range of settings in

which SF coaching has been found to be effective, including education from both a student

and teacher perspective (Green, Grant, and Rynsaardt, 2007). Aligned to the research

supporting medical (McPherson et al., 2018) and corporate settings, SF is therefore emerging

as a coaching technique with universal application, particularly when it comes to goal

attainment.

As we have noted, the SF approach focusses on goal achievement, utilising a clients’ own

resources (Cox et al., 2010), and, unlike PF coaching, this focus on goal achievement rather

than goal avoidance is fundamental to the success of SF as a coaching methodology. A focus

on avoidance goals is considered to be a flawed aspect in self-regulation, inducing a focus to

the negative and a retreat to PF thinking (Heimpel, Elliot, and Wood, 2006). It is also

associated with a reduction in self-efficacy and personal motivation (Ryan and Shim, 2005)

and in “self-handicapping” (Akin, 2014). Whilst it appears irrelevant from the research as to

whether a client commences the coaching process with a goal achievement or goal avoidant

mindset (Braunstein and Grant, 2016), the true value in SF is to focus on goal attainment and

encouraging the client to focus on achievable goals, so building their confidence and ability to

reframe their challenge to something at which they can succeed. Grant (2017 reinforces the

benefit of this, noting that focussing on individual strengths has a positive correlation with goal

achievement.

Grant and OConnor (2010) were the first researchers to report that SF as a methodology not

only had a positive impact in relation to goal achievement, but to also link this to self-efficacy

(Braunstein and Grant, 2016). Defined by Bandura (1977), self-efficacy is “a confidence rating

about ones’ ability to perform a specific task”. Zimmerman, Bandura, and Martinez-Pons

(1992) and Sitzmann and Ely (2011) documented how this understanding of ones’ own ability

to control personal motivations and behaviours is an integral aspect when approaching issues

with a goal achievement mindset (Grant and O’Connor, 2018).

To summarise, the SF approach, through a cognitive methodology encourages a positive

mindset (Theeboom, Beersma, and Van Vianen, 2016) with a focus on what the client can

personally and realistically achieve. Whilst this provokes a solution-based approach with a

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focus on change and goal achievement through self-efficacy, it also promotes psychological

wellbeing (Grant and O’Connor, 2018).

The literature around the costs and impacts of wellbeing issues have been reported as far

back as Freudenberger (1975). The Mental Health Foundation (Mental health statistics, 2018)

More recently report that mental health issues are the third most common cause of sick leave

thus resulting in a significant reduction in GDP, and note that the lack of positive support for

employees and carers is a substantial contributor to employee withdrawal. As an antidote to

this, SF coaching can only be seen as both a cost-effective and person-centred effective

solution, not least because research supports its effectiveness in a brief timescale with lasting

effect (Braunstein and Grant, 2016).

A review of the literature does however, stress the need for a formal framework for SF

coaching for it to be optimally effective. Grant (2017) suggests a Performance/Well-Being

Matrix model which will enable a client to assess their current situation in a framework that is

consistently open to review, with their situation moving along the dimensions rather than being

fixed into “one quadrant” and so reinforcing the positive aspects of SF. They note that with a

client centred framework that promotes a “dynamic rather than fixed” approach, clients will be

encouraged to focus on the goal of moving forwards in a positive mindset and move away

from the negatives of a PF viewpoint.

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References (Focussing on Solutions) Akin, U. (2014) ‘Achievement goal orientations and self-handicapping’, Ceskoslovenska Psychologie, 58(5), 431–441. Bandura, A. (1977) ‘Self-efficacy: Toward a unifying theory of behavioral change’, Psychological Review, 191–215. Braunstein, K., and Grant, A. M. (2016) ‘Approaching solutions or avoiding problems? The differential effects of approach and avoidance goals with solution-focused and problem-focused coaching questions’, Coaching: An International Journal of Theory, Research and Practice, 9(2), 93–109. https://doi.org/10.1080/17521882.2016.1186705 Cox, E., Bachkirova, T., and Clutterbuck, D. (2010) The Complete Handbook of Coaching. SAGE. Cox, E. (2013) ‘Coaching Understood: A Pragmatic Inquiry into the Coaching Process’, International Journal of Sports Science and Coaching, 8(1), 265–270. https://doi.org/10.1260/1747-9541.8.1.265 De Shazer, S. (1985) Keys to solution in brief therapy. Ww Norton. De Shazer, S., Berg, I.K., Lipchik, E.V.E., Nunnally, E., Molnar, A., Gingerich, W. and Weiner-Davis, M. (1986) ‘Brief therapy: Focused solution development’, Family process, 25(2), pp.207-221. De Shazer, S. (1988) Clues: Investigating solutions in brief therapy. WW Norton and Co. Freudenberger, H. J. (1975) ‘The staff burn-out syndrome in alternative institutions’, Psychotherapy: Theory, Research and Practice, 12(1), 73–82. https://doi.org/10.1037/h0086411 Grant, A. M. (2016) ‘What can Sydney tell us about coaching? Research with implications for practice from down under’, Consulting Psychology Journal: Practice and Research, 68(2), 105–117. Grant, A. M. (2017) ‘Solution-focused cognitive–behavioral coaching for sustainable high performance and circumventing stress, fatigue, and burnout’, Consulting Psychology Journal: Practice and Research, 69(2), 98–111. https://doi.org/10.1037/cpb0000086 Grant, A. M., and O’Connor, S. A. (2010) ‘The differential effects of solution-focused and problem focused coaching questions: A pilot study with implications for practice’, Industrial and Commercial Training, 42(2), 102–111. Grant, A. M., and O’Connor, S. A. (2018) ‘Broadening and building solution-focused coaching: feeling good is not enough’, Coaching: An International Journal of Theory, Research and Practice, 11(2), 165–185. https://doi.org/10.1080/17521882.2018.1489868 Green, S., Grant, A. and Rynsaardt, J. (2007) ‘Evidence-based life coaching for senior high school students: Building hardiness and hope’, International Coaching Psychology Review, 2(1), pp.24-32.

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Heimpel, S.A., Elliot, A.J. and Wood, J.V. (2006) ‘Basic personality dispositions, self-esteem, and personal goals: An approach-avoidance analysis’, Journal of personality, 74(5), pp.1293-1320.

Jackson, P.Z. and McKergow, M. (2007) Solutions focus. London: Nicholas Brealey Publishing.

Lloyd, H., McDonald, A., and Wilson, L. (2016) SOLUTION FOCUSED BRIEF THERAPY (SFBT). 21.

McPherson, A. C., McAdam, L., Keenan, S., Schwellnus, H., Biddiss, E., DeFinney, A., and English, K. (2018) ‘A feasibility study using solution-focused coaching for health promotion in children and young people with Duchenne muscular dystrophy’, Developmental Neurorehabilitation, 21(2), 121–130. https://doi.org/10.1080/17518423.2017.1289271

Mental Health Foundation Mental health statistics: economic and social costs. (2018, May 10).Accessed 31 December 2019 https://www.mentalhealth.org.uk/statistics/mental-health-statistics-economic-and-social-costs

Gyllensten, K., Palmer, S., Nilsson, E.K., Regnér, A.M. and Frodi, A. (2010) ‘Experiences of cognitive coaching: A qualitative study’, International Coaching Psychology Review, 5(2), pp.98-108.

Ryan, A., and Shim, S. (2005) ‘Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals’, The Journal of Experimental Education, 73(4), 333–349.

Serrat, O. (2009) Coaching and Mentoring. Asian Development Bank. Sitzmann, T. and Ely, K. (2011) ‘A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go’, Psychological bulletin, 137(3), p.421.

Theeboom, T., Beersma, B. and Van Vianen, A.E. (2016) ‘The differential effects of solution-focused and problem-focused coaching questions on the affect, attentional control and cognitive flexibility of undergraduate students experiencing study-related stress’, The Journal of Positive Psychology, 11(5), pp.460-469.

Zimmerman, B.J., Bandura, A. and Martinez-Pons, M. (1992) ‘Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting’, American educational research journal, 29(3), pp.663-676.

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Portfolio Section 4 – Application to Practice

In assessing the impact of the content of this module, there have been significant moments of

clarity. Whilst I have been exposed to Coaching, Mentoring and Supervision at all levels of my

education and career, this was the first opportunity I have had to formally study and explore

each approach and to appreciate their differences and commonalities from a neutral

standpoint.

Grant, (2001) considers the discussions around the differences between coaching and

mentoring and notes that it is the subject of much debate, finding that the conclusion is a

challenging one as supported by Passmore (2007). Pelan (2012) notes that mentoring is a

means to help a less experienced person to achieve by sharing from personal experience and

that a mentor is often an older person with sector-relevant skills and knowledge and so the

relationship is one focussed on knowledge acquisition and often hierarchical in nature.

Passmore (2007) differentiates coaching as having a focus on personal skills with a view to

individual overall development and issue resolution, using methods based in cognition and

motivation. Certainly, researching the conflicting views has added to my understanding of

where and when each method would be most appropriate in future practice. The aspect of

Supervision has also been an interesting one to research. Having a corporate background,

and having been both a Supervisor and Supervisee, I now have an informed understanding

of how this stands in an organisation and when it is most appropriate; as a method of

discussion, reflection and oversight in practice, there is certainly a place for this aligned to

both coaching and mentoring as well as a function it its own right (Beddoe and Wilkins, 2019).

From a personal perspective, the aspect of Peer Coaching is possibly the most relevant at this

time as, on reflection, I find myself informally in this situation within the University setting,

particularly in my role as a Senior Student Ambassador (SSA). Defined by Hooker (2013),

Peer Coaching is a “reciprocal relationship” where members of a cohort aid each other and

as a SSA, one of our main roles is to develop and support new Student Ambassadors with a

positive and pro-active approach.

As a psychology student, many of my modules have touched on the defined routes of

Psychological intervention for example, Clinical, Educational, Occupational, Counselling,

Health, Forensic and Sport and Exercise (Adams, 2016), however the juncture with

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Psychological Coaching has been particularly of interest with its specific links to the applied

psychological and cognitive aspects which support the Solution Focussed (SF) approach and

its own links to improvement of self-development and wellbeing reported by Whybrow and

Palmer (2006). A common theme emerging across all literature which I have reviewed is that

of the importance of a reflective stance and mind-set, and this is an aspect which I intend to

improve in my practice.

Whilst it may seem to be an obvious aspect to Coaching, Mentoring and Supervision, the

emphasis placed upon reflectivity in the literature is abundant (Loughran, 2002; O'Connor and

Diggins, 2002; Jackson, 2004; Robertson, 2005). Hooker (2013) notes that this is not

something that can be assumed, rather that it is a key aspect of good coaching behaviour and

a facet which should not be overlooked in terms of impact across all three domains, and, whilst

aware of the benefits of a reflective mindset on a personal level, this has certainly highlighted

the need for me to increase this in my professional practice in a more formal way (Hooker,

2013).

Two further aspects have resonated with me in particular – those of SF Coaching and

Transactional Analysis (TA).

Whilst psychology investigates individual perspectives in terms of influencing factors in

relation to positive outcomes, (Bordin, 1979; Murphy and Duncan, 2007), self-determination

(Ryan and Deci, 2000) and self-efficacy (Bandura,1977), according to Adams (2016) these

themes appear equally in the SF methodology of coaching. Whilst psychology is commonly

associated with addressing the “"Killer Ds": dysfunction, disorder, deficit, difficulty, and

diagnosis” there can be no doubt that the common thread apparent in a SF coaching

methodology can be of benefit to those who, whilst not in need of a therapeutic intervention,

would gain from a change in perspective and focus (Adams, 2016).

SF coaching requires particular skills and an understanding of the intricacies of

communication interactions. Berne (2016), in his seminal work around TA, focusses on three

communication styles and the outcomes of crossover when communications break down and

notes that although there are four basic positions for effective scripts, there is a need for any

Coach or Mentor to be aware of the implications of the dynamics when in conversation with a

client. By appreciating whether a client is communicating and / or behaving from a Parent,

Adult or Child perspective, the facilitator can amend their own style to maximise the potential

of the interaction and so maintain the focus on goal achievement which is a core aspect of

effective coaching (Lou et al., 2017).

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As a psychology student, I have limited experience in the formal education sector however, I

do work with the University Outreach team and present both aspirational and educational

modules as a part of this role. Whilst I am not an Education Professional, researching the TA

model and the literature around this methodology have enhanced my appreciation of how

adopting an approach that is founded in openness (Costa and McRae, 2006) and acceptance

and conscientiousness (Le Pine et. al., 2000) influences a positive student response (Stewart,

Palmer, Wilkin and Maire, 2008). Sanacore, (2008) discuss how the impact of a positive

influence and encouraging rhetoric in educational settings aids self-efficacy and reduces

learned helplessness. They cite the works of Ryan and Cooper (2007a, 219) noting that

rewards can be seen as restraints and that is it fundamental for an educator to appreciate the

viewpoint of their student when entering any encouraging discussion in relation to abilities and

aptitudes with reluctant learners who can often be the students I interact with during outreach

activities.

A further aspect I have considered is how, as Mature Student Representative, I acted as peer

coach to other mature students within the University and those considering joining. Returning

to education as a mature student is challenging on differing levels and I have found that

sharing my experiences in an open and positive manner has been favourably received; I now

host mature student talks at open and applicant days and this is a growing success. Devenish

et al. (2009) commented on the positives of peer coaching for postgraduate students,

supported by Ladyshewsky (2006) who noted that this was found to be a significant factor in

their success and that postgraduate curriculums would benefit from the inclusion of peer

coaching (Hooker, 2013).

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References (Application to Practice)

Adams, M. (2016) ‘Coaching psychology: an approach to practice for educational psychologists’, Educational Psychology in Practice, 32(3), 231–244. https://doi.org/10.1080/02667363.2016.1152460

Bandura, A. (1977) Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 191–215.

Beddoe, L., and Wilkins, D. (2019) ‘Does the consensus about the value of supervision in social work stifle research and innovation?’. Aotearoa New Zealand Social Work, 31(3), 1. https://doi.org/10.11157/anzswj-vol31iss3id643

Berne, E. (2016) Transactional analysis in psychotherapy: A systematic individual and social psychiatry. Accessed 4 January 2020 from https://nscpolteksby.ac.id/ebook/files/Ebook/Business%20Administration/Counselling%20Skills%20and%20Theory(2010)/7%20-%20Transactional%20analysis.pdf

Bordin, E.S. (1979) ‘The generalizability of the psychoanalytic concept of the working alliance’, Psychotherapy: Theory, Research and Practice, 16(3), pp.252-260.

Costa, P.T., Jr, and McRae, R.R. (2006) Revised NEO Personality Inventory (NEO PI-R) Manual (UK edition). Oxford: Hogrefe.

Devenish, R., Dyer, S., Jefferson, T., Lord, L., van Leeuwen, S. and Fazakerley, V. (2009) ‘Peer to peer support: The disappearing work in the doctoral student experience’, Higher Education Research and Development, 28(1), pp.59-70.

Garvey, B., Stokes, P., and Megginson, D. (2017) CREATING A COACHING AND MENTORING CULTURE.

Grant, A (2001) Towards a psychology of coaching, Unpublished paper University of Sydney, Australia.

Hooker, T. (2013) ‘Peer coaching: A review of the literature’, Waikato Journal of Education, 18(2). https://doi.org/10.15663/wje.v18i2.166

Jackson, P. (2004) ‘Understanding the experience of experience: A practical model of reflective practice for coaching’, International Journal of Evidence Based Coaching and Mentoring, 2(1), pp.57-67.

Ladyshewsky, R.K. (2006) ‘Peer coaching: A constructivist methodology for enhancing critical thinking in postgraduate business education’, Higher Education Research and Development, 25(1), pp.67-84.

LePine, J.A., Colquitt, J.A. and Erez, A. (2000) ‘Adaptability to changing task contexts: Effects of general cognitive ability, conscientiousness, and openness to experience’. Personnel psychology, 53(3), pp.563-593.

Lou, N. M., Masuda, T., and Li, L. M. W. (2017) ‘Decremental mindsets and prevention-focused motivation: An extended framework of implicit theories of intelligence’, Learning and Individual Differences, 59, 96–106. https://doi.org/10.1016/j.lindif.2017.08.007

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Loughran, J.J. (2002) ‘Effective reflective practice: In search of meaning in learning about teaching’, Journal of teacher education, 53(1), pp.33-43.

Murphy, J. J., and Duncan, B. L. (2007) Brief intervention for school problems: Outcome-informed strategies. New York, NY: The Guilford Press.

O'Connor, A. and Diggins, C. (2002) On reflection. Reflective practice for early childhood educators.

Passmore, J. (2007) ‘Coaching and mentoring: The role of experience and sector knowledge’, International Journal of Evidence Based Coaching and Mentoring, 5(S1), pp.10-16.

Pelan, V. (2012) The Difference Between Mentoring and Coaching. 4. Robertson, K. (2005) ‘Active listening: more than just paying attention’, Australian Family Physician, 34(12), 1053-1055.

Ryan, K., and J. Cooper. (2007) Kaleidoscope: Readings in education. Boston: Houghton Mifflin.

Ryan, R.M. and Deci, E.L. (2000) ‘Intrinsic and extrinsic motivations: Classic definitions and new directions’, Contemporary educational psychology, 25(1), pp.54-67.

Sanacore, J. (2008) ‘Turning Reluctant Learners into Inspired Learners’, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(1), 40–44. https://doi.org/10.3200/TCHS.82.1.40-44

Stewart, L.J., Palmer, S., Wilkin, H. and Kerrin, M. (2008) ‘The influence of character: Does personality impact coaching success?’, International Journal of Evidence Based Coaching & Mentoring, 6(1).

Whybrow, A. and Palmer, S. (2006) ‘Taking stock: A survey of Coaching Psychologists’ practices and perspectives’, International Coaching Psychology Review, 1(1), pp.56-70.

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Appendix I: Self-Awareness A Known Self C Hidden Self

Things we know about ourselves and others know about us.

Things we know about ourselves that others do not know

Accepting, Caring, Cheerful, Dependable,

Helpful, Kind, Loving, Optimistic,

Responsive, Sympathetic, Trustworthy.

Able, Adaptable, Clever, Complex,

Idealistic, Introvert, Nervous, Self-

Conscious.

B Blind Self D Unknown Self Things others know about us that we do

not know Things neither we nor others know

about us. Confident, Friendly, Mature, Organized,

Reflective.

Ambivalent, Bold, Calm, Congenial,

Dignified, Energetic, Extrovert, Giving,

Happy, Independent, Ingenious, Intelligent,

Knowledgeable, Logical, Modest,

Observant, Patient, Powerful, Proud,

Aggressive, Relaxed, Religious, Searching,

Self-Assertive, Sensible, Sentimental, Shy,

Silly, Smart, Spontaneous, Tense, Warm.

Reflection

This was the first time that I had looked at the Johari window exercise and it was interesting

to see the results. As a more mature student, and taking the exercise in an environment where

I didn’t know anyone and they didn’t really know me, I feel will have resulted in a very different

outcome had it been taken elsewhere. I also found that limiting the number of choices, for me,

skewed the results. For example, all of the adjectives used in the “blind self” aspect, I am not

“blind” to and I would have included these in my “known self” selection without there being a

limit. Equally, I feel that there are also aspects to my personality that appear in “unknown self”

which I am aware of but the partner I worked with would not have known me well enough to

judge these, such as energetic, giving, searching for example. In addition, there are aspects

of my personality that I know are there which are not necessarily agreeable, and so I have

worked on these to negate them as I don’t find them to be traits that are good to show without

some level of control and awareness, such as aggression. To summarise therefore, I certainly

see the benefits to a Johari exercise but I feel that it is a useful start for exploring traits and

their impacts rather than it being something that can be used to “define” an individual.

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Appendix II: The GROW model I would like to consider my options post Undergraduate.

G: Goals and Aspirations

I want to be able to stay in a learning environment and one where I am “making a difference”

as this fulfils me on a personal level. I want to be able to continue to develop as a person, to

maintain my current work-life balance and the healthier and happier lifestyle I have benefitted

from whilst I have been at University. My long-term aspiration is to work in a health and / or

education setting supporting young and disadvantaged people.

R: Current Situation, Internal and External Obstacles

I feel as though financial pressures limit my options post Uni. I do not want to go back to my

old corporate life just for the salary but I have responsibilities as I am a single income

household (my mortgage etc.) and so the main external obstacle is a financial one. I feel as

though I am stuck in something of a loop as I cannot reduce my mortgage payment without a

job that pays a “good salary”, but that “good salary” comes with the old lifestyle that damaged

my health both physically and mentally. My worst internal obstacle is comfort and

procrastination. Currently I have a wonderful life and it’s easy to keep the blinkers on and not

face up to a decision that really has to be made within the next three months. My savings are

almost depleted and this again causes concern as I have no “buffer” should anything

unforeseen happen with the house. My main internal obstacle is my lack of self-belief and the

fact that I often lack confidence to ask for opportunities. I also find it easy to slip back to old

routines.

O: Possibilities, Strengths and Resources

Possibilities Finish my BSc (Hons) and then return to a corporate role for a year, move mortgage

then come back to Uni.

Continue to a full-time MSc with my finances as they are and accept that I will have to

take on debt over and above Student Finance which I am reluctant to do as I currently have

no debts other than my mortgage.

Consider a part-time MSc and take on a part-time job in addition. Whilst I am currently

working ad-hoc for the University, it doesn’t allow for me to move my mortgage so I would

need a permanent part-time role but for this to be effective, it would need to compliment my

further studies and pay enough to move my mortgage if it is to be a solution.

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Sell my house and rent somewhere else to live, this however is unlikely to be realistic

as renting with dogs is hard and rents locally are not significantly lower than my current

mortgage payment, it would also add a burden in that as a landlord I would remain liable for

the house.

Strengths I am not afraid of hard work and I am resilient. I am adaptable and I have a great deal of skills

which can be applied to different working situations and which may be useful to many potential

employers.

Resources I have a network within Uni and through my volunteering, Ambassador and research work that

I’m not accessing, these are resources that I could be utilising if I organised myself effectively.

It may assist in finding a permanent part-time position. I have limited savings left which would

go some way to financing a full time MSc.

W: Actions and Accountability

I am content to be poor and happy but I need to be realistic about the costs of running my

home and to be accountable for the decision to stay on for MSc and the further reduction in

spending that will be required.

I need to review my finances and finalise a realistic budget.

I need to review my network contacts and utilise these to find part time work to enable me to

stay at Uni a further year.

I need to reach out to contacts in the financial sector to ascertain whether there are any

alternatives available in relation to my mortgage and check whether my building society and

financial advisor have given me all the facts and options.

I need to set aside time, to organise myself more efficiently and to give the time to the process

of really reviewing what comes next.

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Reflection on the GROW process.

I have been in this loop for some time now and found that using the GROW process made me

focus and hone in on the actual question and simplify the issues. I also moved things around

on reflection, for example taking being “poor but happy” from being a situation to a decision

for which I need to take accountability. Breaking out the possibilities and removing the blocks

from them also helped simplify matters when it came to making early decisions, for example,

selling the house and renting somewhere else isn’t a feasible and should therefore be

discounted.

I feel that having a list of actions is an excellent start point but that it would be beneficial for

this exercise to be part of a discussion. Coming to an action for each possibility and having

someone else to assist with keeping the blocks away from the possibilities would undoubtedly

benefit the outcome. It has highlighted the benefits of this model as part of the coaching

process as I know that if I am held accountable by another person, by nature I will see the

action plan through.

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Appendix III: Mentoring Two people from my professional background immediately come to mind AS and NS. NS was

a member of the HR professional team with a previous employer and was a crucial support

when I lost my mum very suddenly and traumatically. As an only child and with no father, I

found myself an Orphan in my early 30’s and I had no idea how to cope with a solitary life and

the stress of work which was considerable at that time. Looking back, NS as a single woman

in her 50’s and in a similar situation in terms of living arrangements and work pressures really

understood my predicament and was integral to my achieving a sense of peace and

acceptance, she also put formal Occupational Health measures in place to assist me. It’s not

an exaggeration to say that without her support, I would have probably not been able to

continue at work.

AS was a team member in my last professional role. We worked alongside each other and

whilst he was considerably older than myself (approaching retirement) he immediately showed

a respect for my knowledge and expertise and whilst we were setting up a new team, aided

me in recruiting the best skill sets and to set aside my own preferences in place of best

business decisions. Sadly, our team was disbanded and I was made redundant, the issues

around that are outside of the remit of this reflection but I did find myself in a situation of having

to negotiate my package due to legal implications. As AS had been a contractor for some time,

his relevant sector experience and understanding of employment legislation was invaluable.

He offered to be my “representative person” in discussions and was always available as a

sounding block, enabling me to negotiate a package and leave with funding to come to Uni!

Both AS and NS showed patience, understanding and empathy and aligned this to their own

relevant experiences in a way that helped me see a way forward. Whilst neither of the

relationships were formal per-se, they adapted the style of discussion to focus on the

possibilities open to me and their honestly in sharing their own experiences was insightful.

In terms of my being a mentor, one recent time would be when I met LF in my role as a Student

Ambassador. LF came to the Uni for a personal campus tour and openly shared her worries

about being accepted and being able to achieve as a fellow mature student. Usually a tour

lasts around 45 minutes but LF and I sat together for over an hour afterwards talking about

the challenges she had at college (having been told that she would not be capable of passing

L4 studies) and whether coming to Uni was a realistic alternative for her. I was open about the

challenges that Uni life brings as a mature student, we don’t go back to Halls and focus on

assignments and have other responsibilities but I also explained how I schedule my time so

that there is balance whilst giving appropriate time to studies. As she was already in a college

30

environment, she was already used to balance at a harder level as she was in college all day

and didn’t enjoy the flexibility of a Uni timetable and sharing this aspect seemed to give

reassurance. Taking the time to share my own journey, she still says, made her realise that

she could succeed at Uni and I’m pleased to say we are still in touch regularly and she is now

half way through L5 (I hope she’s told her college tutors that!) In terms of what I would do

differently, and indeed what I am doing, is focussing more on signposting her to other support

options; as I was her first port of call in the early days and whilst this was flattering, I feel that

she is benefitting from widening her network and also her own skills and abilities by finding

her own solutions with a little guidance.

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Appendix IV: CBT as an approach A: Activating Event or Situation (what was the situation)

I have three rescue dogs, one of whom (Boo) is reactive, not because he is aggressive but

because he is anxious. There are places I avoid taking them all to as I worry about the

consequences if Boo misbehaves.

B: Thoughts and beliefs about the situation (What are your underlying thoughts or beliefs about

this situation?)

I know that Boo isn’t vicious and as a small dog he is unlikely to cause significant harm and

only reacts when he is frightened. He has particular triggers (men without dogs and people on

bikes). It does however become overwhelming in busy situations as the pack mentality can

kick in and the other two (equally small) can then react as a result and its bedlam. Whilst the

other two will recall well in any situation, Boo will not come back to me if he’s reacted (he is

fearful of consequences even though he’s never been punished by me as we use positive

reinforcement training) and this gives the impression that he is not under control and although

he’s small he’s been referred to as dangerous.

C: Consequences (What are the possible consequences of being in this situation that concern

you?)

If Boo (or one of the others joining in) they could cause harm or injury to an innocent bystander

which would be awful, and that they would be reported as dangerous and may be taken from

me and at worst, destroyed.

D: Dispute (What is the evidence for and the evidence against the likelihood that these

consequences will in fact happen?)

It has happened, he has chased and nipped but hasn’t actually caused injury. Mostly it is

people’s expectation that as he is small (and impossibly cute to look at) he is a friendly puppy

and can therefore be approached as one. I always take steps to pre-empt any interaction that

may lead him to react and often feel that when he does chase etc. that it is my fault for letting

him down and not being aware of our circumstances. Thinking about it rationally, it rarely

happens and mostly he is confident with new people and places when introduced to them

properly.

E: Engage (What might you say to yourself or do differently to help you be more effective in

this situation?)

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If he is to become more confident, he needs exposure to these stressful situations so that they

become normal to him so avoidance isn’t necessarily the best tactic. I need to reassure myself

and make a concerted effort to do these walks, building up his confidence and mine and to

remember all of the ‘1st class honours’ walks we have had where he has approached people

confidently and has not reacted. Remembering that he is a frightened dog, not a reactive dog

and keeping a positive framing of our situation will undoubtedly help.