 ‘A self-fulfilling prophecy is a false definition of a situation, evoking a behaviour that makes the (originally) false conception come true.’ (Robert Merton) I sometimes see it coaching conversations. For instance, a Director believes a new manager will be unreliable because of a vague rumour they’ve through the organisational grapevine. So, she delegates fewer responsibilities to him than to other managers, avoids involving him in big projects and checks on him constantly. As a consequence, the manager feels mistrusted, disengages and performs poorly. The outcome appears to confirm the Director’s original belief. We could imagine an alternative scenario in which, conversely, a Director genuinely believes a new manager can handle a high-stakes project well. She expresses confidence in his abilities openly, demonstrates trust, provides opportunities for autonomy and celebrates wins with him along the way. As a consequence, the manager feels empowered, works collaboratively and exceeds the project goals. This outcome, too, appears to confirm the Director’s initial belief. So, a reflexive question for a Director to consider could be something along the lines of: ‘What’s my contribution to what I’m experiencing in this new manager?’ Is there something I’m thinking, feeling or doing that could potentially (at least in part) evoke or influence the outcome? This isn’t about confirming or denying the validity of the Director’s initial assumptions. It’s also not about absolving the manager of their own part. It is about an awareness of relational dynamics. It's about noticing the impact of belief on behaviour and corresponding results.
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 ‘When all of our idols are taken away, all our securities and defence mechanisms, we find out who we really are. We’re so little, so poor, so empty and a shock to ourselves. Then we find out who we really are and who God is for us.’ (Aaron Lines) Have you noticed that, when under pressure or stress, some people project their anxieties or frustrations outwards – blaming others for what they’re experiencing – whereas others tend to introject instead – taking too much responsibility onto themselves for whatever is happening? These are examples of aggressive and passive responses. The former (‘I’m OK, you’re not OK’ – ‘It’s all about you’) is a common example of a psychological defence mechanism, a way by which someone may aim to protect themself if, perhaps, they are feeling insecure or under threat. As a behaviour, it could well be experienced by others as unfair, an avoidance of taking personal responsibility, or bullying. The latter (‘I’m not OK, you’re OK’ – ‘It’s all about me’) is often a learned behaviour from early childhood, a way of making sense of a world of experience that has resulted in cognitive distortions. It too can be a defence mechanism, an attempt to protect oneself from, say, a painful, traumatic belief that a 'caregiver' was or is neglectful or abusive. If these are habitual responses, it can take awareness, effort and practice to develop a different way of being in relationships. Awareness often entails an openness to reflect and invite honest feedback; effort, a determination to work on changing oneself; practice, trying more assertive behaviours. It’s hard on your own. A coach alongside can help. Curious to discover how I can help you? Get in touch.  ‘It’s about recognizing the spark of greatness even in moments of darkness – and nurturing it to light the way forward.’ (Dr Wayne Dyer) Coaching has been described as ‘the art of the obvious’ – helping clients recognise what is hidden in plain sight. Coaches use various techniques to bring these insights to the surface such as asking thought-provoking questions, mirroring language and gestures, or engaging clients in physical experiments. A shift in awareness often provides the focus, energy and momentum needed for meaningful change. Coaching in action: Lisa’s fear of presentations Lisa, a new manager, says she feels scared of giving presentations. She feels sick and tries to avoid them. Someone may pose direct questions like:
While these could be useful, deeper exploration may be needed. Different coaching approaches offer varied pathways for insight and growth. Here are some examples, drawing on my own studies, training and practice in diverse psychological fields: Solutions-focused
Strengths-based
Cognitive
Psychodynamic
Neurolinguistic
Gestalt-somatic
Existential
Spiritual
Critical
Behavioural
Conclusion Different coaching approaches provide unique lenses through which clients can explore and address their challenges. The key is finding the method that best aligns with the clients' needs and interests, and unlocks awareness, confidence and action for meaningful growth. Would you be interested to work with a coach? Get in touch! It feels like walking on egg shells. That sense of tip toeing ever-so-carefully…a bit like making your way with nervous trepidation through a proverbial minefield. Every step feels dangerous. You don’t know what lays beneath. You’re never quite sure if you’re about to trigger something – Explosive!!! This kind of encounter, this type of volatile relationship, can feel incredibly difficult to navigate. It’s something about threat, uncertainty and unpredictability that can leave us anxious and stressed.
A real problem here is that it places – or, we place – the other person in a position of great power over us, especially if we fear their reaction. This is compounded if it is a boss, a peer or another authority figure who holds sway over our job, our family, our organisation or our community. We can expend huge amounts of mental, emotional and physical energy trying to placate them, to avoid being, saying or doing anything that may set them off. It’s a form of intimidation and control. I worked with one leader who displayed wild mood swings at work. A mentor at the time invited me to envisage approaching this leader’s office…putting my hand on the door knob…turning it. What feeling did that evoke for me? I could feel the immediate tension in my stomach, that sense of ‘in the grip-ness’, not knowing – and fearing – who or what to expect on the other side of the door. I became aware that I would tend to modify my own behaviour to try to keep the peace at all cost. A turning point was in discovering insights from Transactional Analysis (TA) that helped me to manage such interactions differently – although still rarely easily. I pray for courage and grace, to view the person through a prism of love rather than one of fear. I choose to relate in adult-adult mode, irrespective of what mode the person may relate to me in. I take a deep breath and name the dynamic and, if needed, walk away if it can’t be resolved. What have you found works for you? Working cross-culturally can be a fascinating, illuminating and enriching experience. Picture this: here is an interview panel for a job in the UK. The candidate is from South East Asia and the lead interviewer asks her to comment on her strengths and weaknesses. The candidate bows her head. Her long hair falls across her face and she falls into silence. The interviewer restates the question, this time enunciating each word slowly and clearly in case she hadn’t understood. Still silence.
The interviewer now looks awkward. I feel curious so I ask the candidate, gently, ‘Is there something about the question that makes it difficult for you to answer?’ She lifts her head and responds in apologetic tone: ‘Yes. In my culture, it would feel very immodest to talk about my own strengths in this way.’ I say, ‘OK…so if we were to ask you to leave the room for a moment and to invite your colleagues into the room, what kind of things do you think they might say to us about you?’ Her face brightens immediately and she reels off a list of things she excels in and things she could develop further. It was as if, culturally, it was OK to talk about herself in this way from a third party perspective but not OK to talk about herself directly. Plaister-Ten (The Cross-Cultural Coaching Kaleidoscope, 2016) talks about this type of encounter and experience as working with the cultural self and cultural mandates. It’s about learning to navigate cultural beliefs, assumptions and norms. Plaister-Ten also offers some interesting culture-based coaching and interview questions, e.g. ‘What do you think members of your family would think about that?’ (if respect for elders and allegiance to family is high); ‘What do you think your boss would do in such a situation?’ (if power-distance is high); ‘If you were in a position of power in the government, what would you do about that?’ (if deference to institutions is high). So, I’m curious – how well do you navigate different cultures? Jackie LeFevre of Magma Effect is an inspiring and thoughtful guru in the values-related field. One of the things Jackie talks about is the importance of exploring the values and beliefs that lay behind people’s actions and behaviours. Two people could behave the same way but with very different reasons for doing it. Dave believes that people should arrive at meetings on time. For him, it’s about ensuring that time spent at meetings is efficient and effective. Sandra also believes it’s important to arrive on time. For her, it is about showing personal respect for colleagues in the room.
Why is this important? Covey in The Speed of Trust observed that, ‘We judge ourselves by our intentions and others by their actions.’ The risk here is that I assume your intention from your behaviour then respond and relate to you as if my assumption (that is, my own belief about you in that situation) is true. What is more, we tend to notice things that confirm and reinforce the belief we already hold and don’t notice things that would challenge or contradict it. All kinds of misunderstandings can occur and these can prove limiting or damaging to relationships. This tendency is exacerbated if we are feeling tired, pressured or stressed. Somebody walks past my desk who normally stops and speaks to me. This time, they don’t speak. In fact, they don’t even look at me. I begin to hypothesise. If I’m already feeling anxious about the relationship, I may start to dream up an elaborate fantasy: ‘I’m sure they’re angry with me.’ ‘It’s because they didn’t like that email I sent.’ It’s a classic example of cognitive distortion. If we notice we are doing it, e.g. if we think we are reading the other person’s mind, it can really help if we simply stop and…breathe. I discovered a useful ‘3 Hypotheses Technique’ in Latting & Ramsey’s Reframing Change that can be used to surface such assumptions and open up alternatives. The first step is to take note of what we assume the person’s action or behaviour means. The second is to assume the person has a positive intention. The third is to assume the person is being driven by external circumstances. If we are able to entertain the possibility that more than one of these could be true, it can create sufficient psychological and emotional shift to enable us to respond with far greater reality and freedom. Awareness is the key to insight and to change. But how easily we seem able to deceive ourselves. This New Year, I tell myself an imaginary story. It’s so convincing that I actually believe it to be true. I feel sure that I cycled frequently throughout December 2015. I remember the rides vividly and they merge into a filmstrip that depicts almost continuous cycling last month. And, yet, somehow the weigh scales in the bathroom tell me a different story.
So, I’m curious. I wonder if I really cycled as frequently and as far as I’m telling myself I did. I check the sports tracking app and discover that I only went out on the bike half a dozen times for a total of around 8 hours. Not exactly ‘continuous’. The revelation leaves me puzzled and intrigued. It’s as if I noticed when I did cycle…and didn’t notice when I didn’t…then subconsciously extrapolated the did-cycle experiences to create a self-convincing scenario. What we’re talking about here is a sort of dissonance, a contradiction between my perceived reality and my actual experience. And this is fruitful territory for coaches and therapists too. How to work with clients and groups to enable them to explore beliefs, values, constructs, realities and experiences, especially where there are tensions or potential for distortions, in order to create space for new awareness, meaning, choices and actions. A cognitive behavioural approach can be particularly effective here. The coach helps the client to identify limiting beliefs and to examine them, as if holding objects up to the light to see how far the client’s ideas about them correlate with reality. This calls for a willingness and ability to wonder even for a moment, to suspend what we believe we know to be true and to be test alternatives. The result can be a revelation – and a great opportunity for change. I wrote a blog back in March called, ‘Goal, content, process and relationship’, based on coaching I was doing at the time with leadership teams. I’ve used and adapted this model since with various teams and have noticed some interesting results.
Firstly, some people found the word ‘process’ confusing because, in their cultural framework, it suggested formal business processes rather than creative methods (e.g. within a team meeting) that could work best for the people in the room. I now use the word ‘method’ instead. Secondly, some teams found it helpful to substitute ‘why’ for goal, ‘what’ for content, ‘how’ for process and ‘who’ for relationship. This enabled them to include e.g. ‘vision’ under why, ‘activities’ under what, ‘processes’ under how and ‘behaviours’ under who. Thirdly, some teams have found it useful to highlight warning signs against each of the model’s 4 dimensions, indicating what to look out for as red flags. Against ‘goal’ I write ‘dulled’, against content, ‘distracted’, against method, ‘disengaged’ and against people, ‘dismissed’. The most striking observation for me has been how the model seems to easy in principle and yet so difficult to apply and sustain. This is because teams, like individuals, can struggle to break away from embedded preoccupations, patterns of behaviour and ways of working. In light of this, I’ve found it useful to encourage teams to pause and notice their own behaviour, reflect honestly on what is influencing their choices, challenge themselves when they are drifting off track and be willing to face and address underlying dynamics. If you have tried using this, contrasting or similar models in team development and coaching, I would be very interested to hear from you, e.g. what you have done, how you have applied it, what kind of response you got and what happened as a result. When teams are under pressure, e.g. dealing with critical issues, sensitive topics or working to tight deadlines, tensions can emerge that lead to conversations getting stuck. Stuck-ness between two or more people most commonly occurs when at least one party’s underlying needs are not being met, or a goal that is important to them feels blocked.
The most obvious signs or stuck-ness are conversations that feel deadlocked, ping-pong back and forth without making progress or go round and round in circles. Both parties may state and restate their views or positions, wishing the other would really hear. If unresolved, responses may include anger/frustration (fight) or disengagement/withdrawal (flight). If such situations occur, a simple four step process can make a positive difference, releasing the stuck-ness to move things forward. It can feel hard to do in practice, however, if caught up in the drama and the tense feelings that ensue! I’ve found that jotting down questions as an aide memoire can help, especially if stuck-ness is a repeating pattern. 1. Observation. (‘What’s going on?’). This stage involves metaphorically (or literally) stepping back from the interaction to notice and comment non-judgementally on what’s happening. E.g. ‘We’re both stating our positions but seem a bit stuck’. ‘We seem to be talking at cross purposes.’ 2. Awareness. (‘What’s going on for me?’). This stage involves tuning into my own experience, owning and articulating it, without projecting onto the other person. E.g. ‘I feel frustrated’. ‘I’m starting to feel defensive.’ ‘I’m struggling to understand where you are coming from.’ ‘I’m feeling unheard.’ 3. Inquiry. (‘What’s going on for you?’). This stage involves inquiring of the other person in an open spirit, with a genuine, empathetic, desire to hear. E.g. ‘How are you feeling?’ ‘What are you wanting that you are not receiving?’ ‘What’s important to you in this?’ ‘What do you want me to hear?’ 4. Action. ('What will move us forward?’) This stage involves making requests or suggestions that will help move the conversation forward together. E.g. ‘This is where I would like to get to…’ ‘It would help me if you would be willing to…’. ‘What do you need from me?’ ‘How about if we try…’ Shifting the focus of a conversation from content to dynamics in this way can create opportunity to surface different felt priorities, perspectives or experiences that otherwise remain hidden. It can allow a breathing space, an opportunity to re-establish contact with each other. It can build understanding, develop trust and accelerate the process of achieving results. How would you describe your coaching style? What questions would you bring to a client situation?
In my experience, it depends on a whole range of factors including the client, the relationship, the situation and what beliefs and expertise I, as coach, may hold. It also depends on what frame of reference or approach I and the client believe could be most beneficial. Some coaches are committed to a specific theory, philosophy or approach. Others are more fluid or eclectic. Take, for instance, a leader in a Christian organisation struggling with issues in her team. The coach could help the leader explore and address the situation drawing on any number of perspectives or methods. Although not mutually exclusive, each has its own focus and emphasis. The content and boundaries will reflect what the client and coach believe may be significant: Appreciative/solutions-focused: e.g. ‘What would an ideal team look and feel like for you?’, ‘When has this team been at its best?’, ‘What made the greatest positive difference at the time?’, ‘What opportunity does this situation represent?’, ‘On a scale of 1-10, how well is this team meeting your and other team members’ expectations?’, ‘What would it take to move it up a notch?’ Psychodynamic/cognitive-behavioural: e.g. ‘What picture comes to mind when you imagine the team?’, ‘What might a detached observer notice about the team?’, ‘How does this struggle feel for you?’, ‘When have you felt like that in the past?’, ‘What do you do when you feel that way?’, ‘What could your own behaviour be evoking in the team?’, ‘What could you do differently?’ Gestalt/systemic: e.g. ‘What is holding your attention in this situation?’ ‘What are you not noticing?’, ‘What are you inferring from people’s behaviour in the team?’, ‘What underlying needs are team members trying to fulfil by behaving this way?’, ‘What is this team situation telling you about wider issues in the organization?’, ‘What resources could you draw on to support you?’ Spiritual/existential: e.g. ‘How is this situation affecting your sense of calling as a leader?’, ‘What has God taught you in the past that could help you deal with this situation?’, ‘What resonances do you see between your leadership struggle and that experienced by people in the Bible?’, ‘What ways of dealing with this would feel most congruent with your beliefs and values?’ An important principle I’ve learned is to explore options and to contract with the client. ‘These are some of the ways in which we could approach this issue. What might work best for you?’ This enables the client to retain appropriate choice and control whilst, at the same time, introduces possibilities, opportunities and potential new experiences that could prove transformational. |
Nick WrightI'm a psychological coach, trainer and OD consultant. Curious to discover how can I help you? Get in touch! 
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