Research Paper: My Client, My Friend: Managing Multiple Role Relationships in Coaching Without Compromising Effectiveness or Integrity

Research Paper Assessment Name: Lynne M. Radiches Date: July 16, 2012 Student ID: 265629 Email: bestfootforwardri@cox.
net
Complete your 2000 word research paper and insert it in the space below. Then email this document as an attachment to assessment@icoachacademy.com
MY CLIENT, MY FRIEND: MANAGING MULTIPLE ROLE RELATIONSHIPS IN COACHING WITHOUT COMPROMISING EFFECTIVNESS OR INTEGRITY Synopsis The purpose of this paper is to raise awareness of the challenges associated with dual or multiple relationships between coaches and clients, and to provoke and promote thoughtful discussion among coaches who may, as a result, be inspired to prevail over such challenges. Introduction The neutrality and absence of judgment exercised by a good coach notwithstanding, a coachs role is one of support and encouragement. Strong connections between coach and client can develop as early as the first session. A coachs caring must be genuine. Boundaries can become blurred. This paper is about dual or multiple nonprofessional relationships between coaches and clients.1 A comparison to dual or multiple relationships between therapists and clients will also be explored. Several personal experiences of ICA coaches will also be shared. * Multiple or Dual Relationships Defined A life coach who holds more than just the coaching role with the client has a dual, or multiple, role with that client. One example might be when the coach and client are
1
The author of this paper is aware of no coaching code of ethics that would acknowledge a sexual relationship between coach and current client as ethical. All references to dual, multiple, and/or nonprofessional relationships are non-sexual.
Copyright 2006 International Coach Academy Pty. Ltd. Use is governed by the Terms and Conditions at http://www.icoachacademy.com Last updated Feb 2006
also friends. Other examples include, but are not limited to, the coach and client who are relatives; business associates; have children who attend school or engage in extracurricular activities together; or are involved in the same organization. If the dual relationship exists as the coaching is taking place, it is said to be concurrent. If an additional relationship begins after the coaching relationship has ended, it is said to be sequential. The International Coach Federation The Core Competencies and Code of Ethics are but two professional guidelines from the International Coach Federation (ICF) available to coaches. Each includes parameters within which a coach may prudently engage in a multiple role relationship with a client. The ICF Core Competencies The ICF imparts its expertise to professional coaches in its Core Competencies. Below are excerpts from two of the sections from the ICF Core Competencies as relate to the professional relationship between coach and client. B. CO-CREATING THE RELATIONSHIP 3. Establishing Trust and Intimacy with the Client Ability to create a safe, supportive environment that produces ongoing mutual respect and trust. 1. 2. 3. 4. Shows genuine concern for the clients welfare and future; Continuously demonstrates personal integrity, honesty and sincerity; Establishes clear agreements and keeps promises; Demonstrates respect for clients perceptions, learning style, personal being;
5.
Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure;
6.
Asks permission to coach client in sensitive, new areas.
Most prospective clients seek a coach who will be respectful, empathetic, supportive, and keep confidences. These are the qualities people often seek in friends, as well. It is not a stretch to imagine a person wanting to be coached by someone whom he or she already knows and trusts as a friend. Likewise, a coach and client who have developed a professional relationship based on trust and excellent communication between them may wish to extend their relationship to other areas of common interest, such as a club or organized social activity. The co-creation of a coaching relationship is comparative in a broad sense to the development of a friendship or professional business relationship. The exchange of communication between client and coach, that is for honoring the clients agenda and not that of the coach - with the coach reserving all judgment and refraining from any attempt to influence, distinctively separates the coaching relationship from any other type relationship between the same people. C. COMMUNICATING EFFECTIVELY 5. Active Listening Ability to focus completely on what the client is saying and is not saying, to understand the meaning of what is said in the context of the clients desires, and to support client self-expression. 1. Attends to the client and the clients agenda, and not to the coachs agenda for the client; 2. Hears the clients concerns, goals, values and beliefs about what is and is
not possible; 3. Distinguishes between the words, the tone of voice, and the body language; 4. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding; 5. Encourages, accepts, explores and reinforces the clients expression of feelings, perceptions, concerns, beliefs, suggestions, etc.; 6. 7. Integrates and build on clients ideas and suggestions; Bottom-lines or understands the essence of the clients communication and helps the client get there rather than engaging in long descriptive stories; 8. Allows the client to vent or clear the situation without judgment or attachment in order to move on to next steps. Effective communication is important to any successful relationship. For a coach, that means meeting and maintaining the obligation to focus only on the clients agenda in an attentive, earnest, and honest way, and without judgment or attempt to influence the client in any way. Unlike the give and take of many relationships, coaching sessions are all about the client. The coach has an important role as facilitator when working with people seeking focus, strategy, and motivation. The ICF Code of Ethics For the coach faced with potential conflicts of interest, the ICF Code of Ethics is useful. Part Two, Sections 2 and 3, of the ICF Standards of Ethical Conduct states, in pertinent part,
9) I will seek to avoid conflicts of interest and potential conflicts of interest and openly disclose such conflicts. I will offer to remove myself when such a conflict arises. 11) I will only barter for services, goods or other non-monetary remuneration when it will not impair the coaching relationship. ------------------------------19) I will respect the clients right to terminate the coaching relationship at any point during the process, subject to the provisions of the agreement or contract. I will be alert to indications that the client is no longer benefitting from our coaching relationship. 20) I will encourage the client or sponsor to make a change if I believe the client or sponsor would be better served by another coach or by another resource. The ICF Code of Ethics is instructive for the coach engaged in a dual or multiple relationship with a client. The contemplation of a dual or multiple relationship between coach and client is evident in Paragraph 11, which addresses the topic of bartering. The coach is responsible for recognizing even the potential for a conflict of interest, and is charged with the responsibility of resolving same. Paragraph 20 calls for a coach to encourage a change in coach or resource where a situation warrants. In certain instances, a change could be warranted based upon a dual or multiple relationship between coach and client that no longer allows for productive coaching to continue. In other instances, a coach may need to suggest an alternate resource in the form of a therapist, particularly if the client is evidencing emotional or
mental instability to the point where he or she is prohibited from his or her own goal setting and/or strategic planning. Life Coaching and Therapy
In Distinctions Between Coaching and Therapy (International Association of Personal & Professional Coaches Newsletter, Oct. 1995), C.J. Hayden & Laura Whitworth, CPPC, cite several characteristics shared by the therapy and professional coaching professions, including the on-going, confidential, one-on-one relationship between the professional and his or her client; a desire for change on the part of the client; and the assumption by the professionals that significant change will require time. Hayden and Whitworth also deftly identify fundamental differences between the two professions in the context of the relationship, condition of the client, and content of the sessions. A pertinent partial summary from the article follows in chart form:
Coaching
Therapy Medicine and healing
Models or Paradigms
Works with people who are
Approach
Sports training and coaching; Business skills training and performance development coaching; Personal growth seminars; Self-mastery disciplines and practices Eager to move to a higher level of functioning; Seeking focus, strategy, and motivation; Asking how to questions; Designing their future, learning new skills, and seeking more balance in their lives Begins with the premise that the client is whole; Refers individuals with prolonged depression, severe anxiety, phobias, harmful addictions, and destructive or abusive behavior patterns to mental health professionals; Primary focus on actions and the future; Oriented toward solving problems through action; Works mainly with the conscious mind; Typically directs the client to return to action Focused on learning and developing potential; Main tools include accountability, inquiry, requesting, goal-setting, and strategic planning; Deals mainly with external issues; Looks for external solutions to internal blocks Alliance designed jointly by
Psychologically dysfunctional in a quantifiable way; Seeking self-understanding; Asking why questions; Dealing with old issues, emotional pain, or traumas; Seeking resolution and healing Begins with the premise that the client needs healing; Treats individuals with prolonged depression, severe anxiety phobias, harmful addictions, and destructive or abuse behavior patterns, as well as other conditions; Primary focus on feelings and history; Oriented toward exploring the psychic roots of problems; Works to bring the unconscious into consciousness; Often directs the client to go deeper into feelings Focused on healing and restoring function; Main tools include listening, reflecting, confrontation and interpretation; Deals mainly with internal issues; looks for internal resolution Nature of alliance largely 8
Process
Relationship & Structure
coach and client
designed by therapist
The American Counseling Association (ACA) states in its Code of Ethics that nonprofessional relationships between counselors and their clients are to be avoided, the exception being when the interaction is potentially beneficial to the client. This applies not only to clients, but to former clients; the romantic partners of former clients; and the family members of former clients. Examples of potentially beneficial interactions include attending a formal ceremony; a hospital visit to an ill family member; and mutual membership in a professional organization. To the extent that a counselor recognizes a potential benefit to a client in the nonprofessional interaction between the counselor and that client, the counselor is advised to first obtain the clients consent. The counselor must then document in case records, prior to the interaction (when feasible), the rational for such an interaction, the potential benefit, and anticipated consequences for the client or former client and other individuals significantly involved with the client or former client. In cases where unintentional harm results from the nonprofessional interaction, the counselor is required to show evidence of any attempt to remedy said harm. Despite the sharing of certain characteristics between therapists and coaches as outlined in the chart above, the position on nonprofessional interactions taken by the ACA as depicted in its Code of Ethics serves to highlight the differences in the two professions. The avoidance of nonprofessional relationships between therapists and their clients ostensibly has at its root the quantifiable psychological dysfunction of a client who needs healing, and the potential threat of unintentional harm by a nonprofessional interaction between therapist and client. Where a typical coaching client is whole and
reasonably free from dysfunction and the alliance between coach and client is a cocreative relationship focused on the self-propelled movement forward by the client (as opposed to the focus on healing and restoration of function), nonprofessional relationships between coach and client ought not to be prohibited. The risk of harm or exploitation is far greater in the relationship between therapist and client than in the relationship between coach and client. The imbalance of power between a therapist who designs the healing process when working with a client who is psychologically dysfunctional in a quantifiable way differs greatly from the coach involved in a co-creative process with the client who is in generally good mental health. Although the risk for exploitation of a client is far less for a coach than for a therapist, a coach must remain diligent in the balance of dual relationships with clients and remain accountable for any potential harm to the clients. Experiences Shared by ICA Colleagues Madeline C., 2 a student from ICA, shared an experience about her concurrent relationship with a friend whom she coached for a while. Madeline cited her greatest challenge to be when, once the coaching sessions had stopped, the friend continued to seek out Madelines professional coaching services for free under the umbrella of their friendship. Madeline reported that the situation ultimately hurt both the friendship and the coaching relationship. Tim K. was involved in a concurrent dual relationship with the sister of a good friend, for whom he provided coaching services over the telephone. When asked to name his greatest challenge during the concurrent dual relationship, Tim replied: Because there
The real names of the coaches who shared their experiences have not been used.
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was such familiarity already there were some personal things exchanged that may not have happened in a different coaching relationship. I had some big things going on in my life and though I shared very little with her she would ask about them. My challenge was to be personal without it interfering with the coaching process or taking time from our calls. Tim did add that the fact that his client had known him for some years, and saw the transformation he made in his own life in areas in which she sought specific help, was a benefit. Roberta R., who needed some experience coaching an external client, offered the wife of her husbands friend twelve complimentary one-hour sessions. The external client was committed to the process, as was evidenced by her regular attendance and full engagement during the sessions. After the twelve free sessions, the external client, pleased with the progress she had made with Roberta, felt she still had some work to do, and purchased three additional sessions as a reduced rate. One year later, coach and client continue to exchange pleasant communication on occasion. They intend to make plans to get together with their husbands for dinner sometime, and share the understanding that should the client ever need additional coaching, Roberta will be there for her in the dual and professional capacity of coach. Conclusion The relationship between coach and client is unique from most other professional relationships. Because the alliance is co-creative in nature, the likelihood of exploitation by a coach is rare. The likelihood that a friendship or other professional relationship led to the coaching relationship, or that a friendship or other professional relationship could develop outside of the coaching relationship, is not so rare.
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A coach must maintain perspective and protect the client from any conflicts which might arise from a dual or multiple role relationship, and which could threaten the clients progress during the coaching process. A coach has a host of support from which to gain the information necessary to make decisions about dual or multiple relationships, including his or her professional coaching education; the ICF Core Competencies; the ICF Code of Conduct: and the ICF Code of Ethics. One should also never underestimate the significance and insight gained from his or her own experiences as a coach. References American Counseling Association (ACA). (2012). ACA Code of Ethics. Retrieved July 3, 2012 from http://www.counseling.org/resources/codeofethics/TP/home/ct2.aspx Hayden, C.J., and Whitworth, Laura. Distinctions Between Coaching and Therapy. International Association of Personal & Professional Coaches Newsletter, Oct. 1995. International Coaching Federation (ICF). (2011). ICF Code of Conduct. Retrieved June 21, 2012 from http://www.coachfederation.org/about-icf/ethics/conduct/ International Coaching Federation (ICF). (2011). ICF Code of Ethics. Retrieved June 21, 2012 from http://www.coachfederation.org/about-icf/ethics/icf-code-of-ethics/ International Coaching Federation (ICF). (2011). ICF Core Competencies. Retrieved June 21, 2012 from http://www.coachfederation.org/icfcredentials/core-competencies/ Pignotti, Monica. What is a Dual Relationship? Potentially Harmful and Other Questionable Therapies. Retrieved July 5, 2012 from http://phtherapies.wordpress.com/2011/09/03what-is-a-dual-relationship/ Vander Leek, Shann. (1999). Do You Need a Life Coach or Therapist? Retrieved on July 5, 2012 from http://bizzywomen.com/1009/do-you-need-a-life-coach-or-therapist/ Williams, Patrick and Anderson, Sharon K. Law & Ethics in Coaching How to Solve and Avoid Difficult Problems in Your Practice. Hoboken, NJ: Wiley Press, 2006. Zur, Ofer. In Celebration of Dual Relationships How Prohibition of Non-Sexual Dual Relationships Increases the Chance of Exploitation and Harm. The Independent Practitioner 20 (2000): 97-100.
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QUESTIONS 1. Are you presently an ICA student?
2. Are you a graduate of ICA?
3. Are you a member of the ICF?
4. Are you certified as an ACC, PCC, or MCC with the ICF?
5. Have you coached a client with whom you had a concurrent dual relationship?
6. Please describe nature of the concurrent dual relationship.
7. What was your greatest challenge during the concurrent dual relationship?
8. How, if at all, did one relationship affect the other?
9. Have you coached a client with whom you had a sequential dual relationship?
10. Please describe nature of the sequential dual relationship.
11. What was your greatest challenge during the sequential dual relationship?
12. How, if at all, did one relationship affect the other?

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THANK YOU!!! Optional: Name E-mail Address Additional Comments
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Research Paper: My Client, My Friend: Managing Multiple Role Relationships in Coaching Without Compromising Effectiveness or Integrity

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Research Paper Assessment Name: Lynne M. Radiches Date: July 16, 2012 Student ID: 265629 Email: bestfootforwardri@cox.

Asks permission to coach client in sensitive, new areas.

Therapy Medicine and healing

Works with people who are

Relationship & Structure

coach and client

QUESTIONS 1. Are you presently an ICA student?

2. Are you a graduate of ICA?

3. Are you a member of the ICF?

4. Are you certified as an ACC, PCC, or MCC with the ICF?

6. Please describe nature of the concurrent dual relationship.

8. How, if at all, did one relationship affect the other?

10. Please describe nature of the sequential dual relationship.

12. How, if at all, did one relationship affect the other?

THANK YOU!!! Optional: Name E-mail Address Additional Comments

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