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  1. How to Plan and Deliver an Effective Coaching Session

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    How to Plan and Deliver an Effective Coaching Session  Dr Michelle Hunter-Hill, Chartered Psychologist, Scientist, and Coach

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    A fundamental aim of coaching is to move the coachee from where they are to where they want to be. The aim is to guide the coachee is such a way that eventually they will feel empowered to take the reins and direct the process. While this may sound straightforward, it can be a difficult task to navigate. Having a strategy can help though.- use this period to prepare yourself for the coaching session. Are you ready and fit to coach? Are you adequately prepared for your session? Have you provided your coachee with your bio? Have you created a coaching contract/agreement? Have you assessed your coachees readiness for coaching? 

    Delivering an effective, engaging coaching session takes experience and planning. One way to maximise executive and career-based coaching is to create a session plan. A coaching plan can be useful to beginners, and to seasoned professionals also. Plans help to remind us about the importance of following ‘best/good-practice’ guidelines. Delivering effective sessions, inlcudes having to make informed choices about which coaching model, and tools to use to meet coachee needs.

     

     Every coachee is different, and no two coaching sessions are the same. While it may seem onerous to create a detailed plan to guide the coaching session, a semi-structured framework might help to keep coahes on track by focussing on the non-negotiable elements of the coaching sessions. However, it is still possible to tweak sessions on a case-by-case basis to ensure coachees achieve their goals.

     

     In this guide, Dr Hunter-Hill offers a 7-step process, which includes a pre-coaching, and a post-coaching phase. 

     

    The 7-step of an effective coaching session

     

    This generic framework below offers an effective way to structure your coaching sessions. However, it is important to note that the structure of coaching session will depend on many factors, including the type of coaching you offer, the models you use, and the goals of your coachees. Nonetheless, you can refer to this framework as a ‘work-in-progress’ document because you can build upon it, add, and transform it into a signature coaching experience that works for you and your coachees.

     

     7-Step Process

     

    Step 1: Pre-coaching. Use this period to prepare yourself for the coaching session. Are you ready and fit to coach? Are you adequately prepared for your session? Have you provided your coachee with your bio? Have you created a coaching contract/agreement? Have you assessed your coachees readiness for coaching?

     

     

     

    Step 2: Preparation warm up. Use this session to engage your coachee. Find out what they have been up to. Use small talk, and open-ended questions for exploration. Readiness can be assessed in this session also.

     

    Step 3: goal-setting. Find out what your coachee plan is for the session. Make sure that you and your coachee are aligned. What is their desired outcome. Remember, the coaching session is coachee-focussed so this information should come from your coachee and not from you.

     

    Step 4: Coaching tool-box. During this part of the session you will be using a range of tools and strategies to facilitate the session. As a coach your role is to assist your coachee to feel comfortable about getting out of their comfort zone to help them reach a point of ‘readiness’ to lay the groundwork for initiating behavioural change and to ensure new habits and learning takes place. (Please search for our infographic entitled ‘Coaching Questions’ on our website/Linkedin page for more information of further questions you can ask while coaching.)

     

    During this stage, it is important to use this step to ask the right questions. Being an active and present listener matters most here. Your role is to lead the conversation in a purposeful and constructive manner. Yes, this involves taking note of what your coachee is saying, and being ‘present’ enough to notice what they are bit saying. Experienced coaches make use of a range of resources to facilitate this step of the process, including role play scenarios, worksheets, roadmaps, anecdotes and examples from previous practice.

     

    Step 5: Pledge. How will you ensure coachees commit to the habits you have identified for them to develop to achieve behavioural change? You will have to find a way to ask them to write the commitments down.

     

    For example, you may suggest that every time the coachee is faced with a specific scenario, they should apply their new learning to it, and be mindful of it also.

     

    Step 6: Reflections. Reflection is a key element of all coaching sessions as including it can support lasting change. In fact, do not end the session without asking them to reflect on the breakthroughs achieved in the session. Again, the information that stems from you should not stem from you. It should be coachee-led.

     

     It is equally important for coaches to reflect on their performance during the session also. For example, you should reflect on how effective the session was for helping the coachee to achieve their goals. Did your approach work? What would you stop, start, and continue doing to improve your session next time?

     

     Step 7: post-coaching evaluation. It is important to find out from your coachee how they received the session. Did the session meet their expectations? In their opinion, what worked and what did not work so well? You can use a standard evaluation form to collect information on this.

     

    About the author
     
    Dr Michelle Hunter-Hill is a Chartered Psychologist, Scientist, Coach, and supervisor. She specialises in the professional development of psychologists and coaching professionals. Dr Hunter-Hill is Programme Director of MSc Occupational and Business Psychology at University of Roehampton, and she assesses and develops talent internationally, particularly in the UK and Middle East).

     

  2. Trolls-Feel-Good-About-Themselves-By-Hurting-Others-by-Dr-Hunter-Hill

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    C3EEA896-7C9B-49E7-8314-66C1029EBC83Trolling is on the increase in the UK, which has prompted an urgent desire to understand why people troll.  Recent findings from (Law Commission UK, 2018) suggests that one 1% of Internet users in the UK have been trolled online at least once over the past 12 months.  Several studies have attempted to construct a psychological profile of trolls who behave in this way purely to harm and disrupt the lives of others. What type of person would want to deliberately cause harm to fellow citizens? Well, if truth be told, although some do not see trolling as harmful as physical abuse, this perspective needs to change because consistent findings show in terms of impact there is no difference between these two forms of bullying.

    What is trolling?

    A troll is referred to as a person who intentionally attempts to instigate conflict, hostility, and is characterised by aggressive and deliberate provocation of others. In specific circumstances the intent of the trolling behaviour may even be to amuse and entertain. However, traditionally research explores trolling as a malevolent behaviour, which provides the opportunity for the troll to hurt their victims online.

    Why is trolling a problem?

    Trolling can cause extreme harm and distress to victims. It is associated with serious physical and psychological efforts, including lowered self-esteem, depression, disrupted sleep, self-harm, and in some cases, even suicide. Trolling is extremely common in the UK. One of the most useful estimates of prevalence of online trolling comes from the 2017 Ofcom report on Adults' Media use and attitudes. Two data sources have been used to inform the report: a survey of 1,846 adults aged 16 and over, and results from Ofcom’s Technology Tracker based on another survey of 3,743 adults aged 16 and over. According to the study, 1% of Internet users in the UK have been trolled online at least once over the past 12 months. This goes up to 5% for respondents aged 16-24. Looking beyond the UK, evidence suggests online trolling and related behaviour are becoming prevalent in other European countries also. Many more studies were identified estimating prevalence of cyberbullying in other countries than the UK or estimating prevalence without reference to specific geographies. Other studies report incidence rates of 31.4% for cyberbullying and 24.6 to 30.2% for cyber victimisation. If we can understand why people troll, this can inform management and prevention.

    Researching trolls

    Considering the frequency of these behaviours, scholars and practitioners are keen to understand who is most and least likely to engage in these harmful acts (LeBreton, Binning, & Adorno, 2006; Raskin & Hall, 1979). Two perspectives dominate this line of inquiry, with one stream of research seeking to understand which of the more traditional personality traits help explain who perpetrates online trolling by investigating its relationship with conscientiousness, agreeableness, emotional stability, openness to experience, and extraversion (Gylfason, H. F., Sveinsdottir, A. H., Vésteinsdóttir, V., & Sigurvinsdottir, R. (2021). In the other stream, scholars have investigated the effects of more malevolent characteristics, exploring the relationship between digital bullying and Machiavellianism (Jones & Paulhus, 2014), narcissicim ( Paulhus, 2014) and psychopathy (Jones & Paulhus, 2011) - commonly referred to as the Dark Triad (Paulhus & Williams, 2002).  More recently, scholars have begun to investigate the relationship between sadism and online trolling (Vaillancourt, & Arnocky, 2019) - known as the Dark Tetrad. Sadism means deriving pleasure from inflicting pain, which has generated the broadest consensus (Vaillancourt, & Arnocky, 2019).

    More recent studies have found a link between malevolent trolling, sadism, and high-self esteem. Sadism is characterised by enjoyment of physically and/or psychologically harming other people.  Findings show that the more somebody enjoys hurting others, the more likely it is they will troll. Therefore, although self-esteem was not an independent predictor of trolling, self-esteem interacts with sadism. So, if a person had high levels of sadism and high self-esteem, they were more likely to troll.

    What to do with this information?

    The results have important implications for how we manage and respond to trolling. Based on the review of psychopathy and sadism, we understand that the internet troll as someone who is callous, lacks a sense of personal responsibility and enjoys causing others harm. The significance of psychopathy in the results also indicates trolls have low ‘violence inhibition mechanism (VIM)’, particularly when it comes to their ability to experience and understand other people’s emotions. In addition to this, the findings also suggest the more someone enjoys hurting others the better they feel about themselves and their trolling behaviours.

    • Don’t react immediately, and out of anger or frustration
    • Seek advice to deal with the psychological impact of trolling 
    • Don’t respond in an aggressive manner
    • Don’t respond to trolls - this is like feeding them as it is exactly what they are looking for. Their power lies in the reactions they cause
    • Talk about it to somebody you trust - victims of this type of behaviour “crime” report the benefits gained from social support
    • Keep a record of the events
    • Join the Issues@Work Clinic to gain further support
    • Remember that it is not your fault - nobody deserves to be bullied
    • Report it to the social media platform. We are aware that some sites are not proactive in taking action against this type bullying
    • Report it to the Police by calling 101
    • Consult the Online Safety Bill for more detailed information about what counts as bullying, particularly digital forms.

    References

    Davis, A. C., Visser, B. A., Volk, A. A., Vaillancourt, T., & Arnocky, S. (2019). The relations between life history strategy and dark personality traits among young adults. Evolutionary Psychological Science5(2), 166-177.

    Gylfason, H. F., Sveinsdottir, A. H., Vésteinsdóttir, V., & Sigurvinsdottir, R. (2021). Haters Gonna Hate, Trolls Gonna Troll: The Personality Profile of a Facebook Troll. International journal of environmental research and public health, 18(11),

    Jones, D. N., & Paulhus, D. L. (2014). Introducing the short dark triad (SD3) a brief measure of dark personality traits. Assessment21(1), 28-41.

    Law Commission (UK), Abusive and Offensive Online Communications: A Scoping Report, November 2018, available at: https://s3-eu-west-2.amazonaws.com/lawcom-prod-storage- 11jsxou24uy7q/uploads/2018/10/6_5039_LC_Online_Comms_Report_FINAL_291018_WEB.pdf

    Paulhus, D. L., & Jones, D. N. (2015). Measures of dark personalities. In Measures of personality and social psychological constructs (pp. 562-594). Academic Press.

    Disclaimer: The content generated on this blog is for information purposes only. This Article gives the views and opinions of the authors.

    Dr Michelle Hunter-Hill is a Chartered Psychologist, Behavioural Scientist and Coach who specialises in advising on trolling, and the psychological safety of workers/contributors in various occupational settings (offices, remote-working, on screen, on track/field/pitch). Dr Hunter-Hill creates psychometric profiles (assessments) of trolls/digital bullies, and deviant types such as narcissistic leaders, extreme risk takers and more. Dr Hunter-Hill runs the Issues@Work Clinic, and The Psychometrics Cafe’. Dr Hunter-Hill is Director of the MSc Occupational and Business Psychology programme at University of Roehampton.