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Debrief & Curriculum Mapping


  • What do you still want to know about Hope Theory?
  • Which curious question sparked your interest or created a “wow” moment for the client?

Curriculum Mapping

  • Learning Objective:
    • This section looks at the theory, as well as two core skills a coach uses during a coaching session: powerful questions and direct communication.
  • Target Competency:
    • A coach maintains confidentiality, respects a client’s experience and identity, and knows when to refer clients to other professionals.
    • A coach generates questions from the client’s perspective, asking questions designed to elicit insights.
    • A coach continues to ask meaningful questions that help clients go beyond current understanding, transforming judgement into curiosity, and helping clients clarify and define new insights and ideas.
    • A professional coach leans into the three trusts in coaching – trust your client, trust yourself, and trust the process – and embraces pausing and silence as useful elements of a coaching session.
    • A coach listens actively to clients, seeking to understand clients within the context of their lives and to create a safe space for clients to share freely.
    • A coach asks powerful questions designed to elicit a deeper awareness that explores a client’s current assumptions, ideas, and emotions as well as looks toward the future.
    • An effective professional coach is able to create a safe space that invites sharing and boldness.
    • A coach is willing to be direct and state his or her observations, insights, and suggestions without being attached to whether the client agrees with the idea or not.
    • An expert coach trusts the client’s resilience and brilliance.
  • Linked Core Abilities: 
    • Successfully work through the 7 elements of a classic coaching session
    • Stay engaged in curiosity using Hope Theory
  • Performance Standards Questions:
    • What are the elements of Hope Theory, and how do they play into a coaching session?
    • What are the elements of a powerful question?
    • How do I use direct communication as a coach?
This is a sample lesson and some features may not fully work.