Search results for ""Author Anne Brockbank""

An Integrative Approach to Therapy and Supervision presents an innovative and flexible model for therapy and supervision practice. The model draws on ideas from the psychological traditions of Transactional Analysis, Gestalt theory and Cognitive Behavioural Therapy to develop an integrated approach to working with clients and to developing a supervisor-supervisee relationship that can be adapted to suit the needs of individual personalities and situations. The authors lay out the theory underlying the model, how it relates to existing models of supervision, and demonstrate how the model works in practice using case material to illustrate the range of approaches that can be applied in a given scenario. This book is essential reading for both new and experienced practitioners, as well as those responsible for training therapists, counsellors and supervisors.

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This ground-breaking book will give you the skills you need to become an advanced coach.For many years, executive coaching assumed that feelings had no place at work, or in the coaching relationship. Fearful of getting into therapy, coaches ignored emotions at the expense of focusing on solutions too soon. Neuroscience is now showing us that emotion is the dominant part of the human brain and as coaches we can only ignore this at our peril. Everything in coaching is about trust between coach and client, and the only way to create trust is through skilled and sustained empathy. Coaching with Empathy explains what empathy is, why it matters so much in coaching and what can go wrong when it's missing. Coaches who can use the skill of empathy, in the moment, have in their hands a powerful tool to nurture change in their clients. Anne Brockbank and Ian McGill provide an easily followed guide about how to create empathy and sustain it with clients, before asking them to think rationally about a solution. This timely book also gives practical and sensible guidance on how to avoid getting out of your depth, working within the boundaries of your skill and knowledge.

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Facilitating Reflective Learning: Coaching, Mentoring and Supervision is written by two leading experts in the field. The text explains how coaching and mentoring works in different situations. The authors guide the reader through key learning theories; describe the different models available for coaching and mentoring; and demonstrate how they can be applied in practice. In this completely revised new edition, robust theory is backed up by practical advice and numerous case studies. The coaching and mentoring skills used in different situations are clearly described. Ready to use resources include templates for contracting, reviewing and evaluating, as well as guidance on group dynamics for team coaching and group supervision. Advice is also included on sensitive areas such as the boundary between mentoring or coaching and therapy, and the desirability of supervision.

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Praise for the previous edition:“This is a passionate and practical book”Teaching in Higher Education“This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.”Studies in Higher EducationThis significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years. Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning.

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