Coaching Presence & Responsiveness: Restoring Balance
The notion of providing for a client in a "mindful state" that "constantly creates new categories, welcomes new information, and is open to different points of views or perspectives" (Carson & Langer, 2006) is an important focus for me. I'm working on embracing nonjudgment and assumptions, recognizing that I sometimes fall into a habit of judgmental thinking after many years as a designer. The concept of the "witness self which helps practitioners move away from habitual problem solving" (Anderson, J.B., Campone, F. & Sellers, K, 2011, p. 206), also resonates with me, and I'm eager to remind myself to remain a neutral observer in sessions with clients.
From the article on the neuroscience of trust, I felt moved by the statement that "the first responsibility of a leader is to define reality. The last is to say thank you. In between the two, the leader must become a servant" (Zak, P.J. 2017, p.8). I've been able to apply this knowledge to my work and create more space for trust in my organization. Understanding the science behind these methods gives me the confidence to try new approaches and see how they work.
As I reflect on the statement that "the way we shape ourselves will have people move towards us, away from us, against us or indifferent to us" (Lupberger, T., 2011, p. 263), I'm reminded of how I used to draw and reflect every night during therapy sessions years ago. That practice gave me peace even during difficult times, and I'm now committed to reigniting my mindfulness practices. This includes a meditation practice, journaling, and being more aware of my body through physical activities. I'm curious to see how these practices will affect my coaching practice going forward.
My learnings are also reflected in the foundation of the FACE (FACE, 2022) model. By creating a stronger foundation in this model, I can be of better service to my clients in a more grounded and present manner.
Finally, I'm reminded of my privilege as someone who has a full-time job and the ability to engage in activities like listening to music, dancing, meditating, and exercising. Growing up working and going to school full-time, I often had no time to think and no money to spare. As I move forward, I hope to use my newfound free time to give back to my clients and peers during our coaching sessions.
From an equity, diversity, and inclusion lens, I'm curious to learn: how are people from different backgrounds assessing mindfulness practices today?
Anderson, J.B., Campone, F. & Sellers, K. (2011). Chapter 21: Mindfulness. Download Chapter 21: Mindfulness.In L. Wildflower & D. Brennan (Eds.), The handbook of knowledge-based coaching. From theory to practice. San Francisco: Jossey-Bass, pp. 203-208.
Lupberger, T. (2011). Chapter 27: Coaching and the body. Download Chapter 27: Coaching and the body.In L. Wildflower & D. Brennan (Eds.), (2011) The handbook of knowledge-based coaching. From theory to practice. San Francisco: Jossey-Bass, pp. 263-269.
Zak, P.J. (2017). The Neuroscience of Trust. Harvard Business Review (Jan-Feb 2017 Issue)