Coaching book

["communication exercises. Sometimes identifying a coachee\u2019s special interest and allow them to talk about this provides a platform on which Interpersonal Confidence can be developed. Even a shy individual can come to life when talking about something that particularly interests them. The other approach would be to experiment with different avenues: bodywork, drawing or other artistic methods. The use of these requires careful contracting. In the case of the Confidence dimension, your professional alarm should switch on if you experience the following: \u25aa Client giving an account of extreme self-confidence that is paired with a disregard or neglect of others. An \u201cI am above everyone else\u201d stance. \u25aa Extremely withdrawn clients, with whom ordinary day- to-day verbal exchange is challenging. Consider bringing the case to supervision or referring the client to a different helping professional e.g., therapist, counsellor. Working with the outliers is a balancing act. On one hand it is a balancing on the edge of the limits of the coach\u2019s skill set and what the profession can truly offer. Sometimes \u2013 mostly when working with the more mentally sensitive \u2013 outliers have the potential to change the path of the coaching process and can lead us towards a process that has more therapeutic elements. It is essential to be aware of this boundary and manage it ethically, based on your training and 141","credentials. Another balancing act can come into play when dealing with more mentally tough outliers. These qualities often represent resources that the coach can tap into, but they may be overused, overshadowing other resources the client may possess (abilities, interests, particular skills, etc). Thus, depriving them of other potential solutions. The final point is about the coaching interventions themselves. Ideally, they should be focused on raising awareness about the advantages of the \u201cother end of the scale\u201d and the behaviours that are often associated with this. Bringing a mentally tough client awareness about the benefits of a more mentally sensitivity approach can provide an insight into a behaviour that can be usefully adopted. Similarly showing mentally sensitive clients what a more mentally tough individual does could be a source of inspiration and, again, the adoption of a tool, technique or behaviour that brings benefit to the client. 142","7 COACHING MENTAL TOUGHNESS WITH A SYSTEMIC MINDSET \u201cNothing in life is to be feared. It is only to be understood.\u201d - Marie Curie Karen Stein Understanding the positive psychological construct of mental toughness can be of much value in your coaching practice. Engaging your coachee in coaching conversations which capture the essence of mental toughness, can support their discovery of not only how they can survive the challenges they face, but how they thrive beyond them. For a coach to be their best-self and of most valuable service to their coachee, it is imperative to engage on a path of continued learning and development. Challenging one\u2019s own coaching practice through professional development is beneficial to the coach with rippling benefits flowing to the coachee. How one coaches in relation to a coachee\u2019s mental toughness can influence the growth and development of a coachee. A novice coach might steer their client using the GROW coaching methodology, carefully coaching with adherence to this model. A more experienced coach might move beyond such a model and consider more nuanced approaches using adult developmental theory, complexity and systems theory, and dialogical coaching, deepening the learnings and discovery of a coachee. 143","As a coach, deepening your consideration of mental toughness to include a systemic view of the construct, can support a coachee with furthering their discovery, understanding and realisation of how their mental toughness can be addressed in an ever-changing world. This chapter considers practical considerations of coaching mental toughness through a systemic lens. What do we mean by a systemic lens? Systemic thinking provides you with the ability to gain increased insights beyond the here and now. By opening your mind and increasing your awareness of the system in which you operate, you gain the potential to expand your cognitive boundaries and broaden your insights. You can generate additional and valuable perspectives regarding the connections between things, and the influence that they have. This provides you with further information which you can use to facilitate behavioural, emotional and cognitive choices, to move closer to your desired outcomes. So, what does this have to do with mental toughness? A coachee might focus on their own behaviours, emotions and cognitions when examining their mental toughness or mental sensitivity. Through your coaching conversation, they may reflect upon their own levels of self-awareness of the constituent parts of their mental toughness (being Control, Commitment, Challenge and Confidence) and assess how each supports them or otherwise. They may identify which levers they need to adjust, to positively influence their well-being and mental toughness. 144","In its simplest form, a coachee may continue these reflections with reference only to themself. Their view of what they can alter may well be true, provided the environment they find themself in remains stable, and nothing else changes. This linear predictable environment can simplify their reflections and decision making, and provide them with a frame to work within, or a bound environment with insignificant risk of instability or unexpected change. It sounds simple and easy to navigate. Yet in the world which we know, little in fact remains the same and such simplicity is far removed. Change is continuous with varying consequences. The VUCA (volatile, uncertain, complex and ambiguous) world in which we live has become more apparent. Volatility of change creates many unknown and unstable consequences. Complexity introduces many interconnecting parts, and causal effects may be unknown. Uncertainty can increase your negative emotional affect and slow down associated decision making. (Anderson et al, 2019). Ambiguity can delay decision making given the lack of clarity or information available. Each change in state in a VUCA world creates further changes, which can compound further. Your role as a coach is to draw the coachee\u2019s attention to observing and reflecting upon the continuous change, or instability within their environment, and encourage them to open their virtual boundaries to allow for the in-flow and out- flow of information. Doing so will aid your coachee in viewing themself as a part of a system, which will alter their perspective taking potential, their decision-making capacity and their knowledge and insight. Your coachee will become mindful of the impact of small 145","changes within the system in which they form a part, and how such changes impact their ability to develop their mental toughness. These feedback loops will increase their self- awareness and how they can learn and adapt and modify their level of mental toughness in changing circumstances. Your coaching will deepen their understanding of the mental toughness construct and how it can be developed in the ever- changing environment in which they form a part. Systems impact Within a corporate setting, if a coachee is to truly improve their mental toughness and well-being, they need to operate with a systems mindset where they address the externalities which are influencing and challenging their mental toughness. Your coachee may have all good intent to better their mental toughness by adjusting their thinking and behaviours, yet this may be futile where the system does not support their desired change. Corporate externalities, which may challenge your coach\u2019s mental toughness can include: Access to staff, Deadlines & Key Published learning meetings performance expectations of opportunities, indicators role & leadership (KPI\u2019s) opportuntities Regulatory Work load Company constraints culture 146","Positive or Organisation's Time zones of Virtual and remote negative strategic direction those you work workplaces professional relationships with (psychological safety) Work environment HR policies and Team (open plan, offices procedures confgurations and and flexibility) responsibilities Fig. 17 \u2013 Corporate Externalities - Sample Additional externalities which might also contribute towards your coachee\u2019s mental toughness might include: Family Cultural Social 'norms' Pandemics and responsibilities expectations lockdowns Financial Personal health Economic commitments and wellbeing stability Fig. 18 \u2013Non-corporate Externalities - Sample Your role as coach is to inquire about the externalities which your coachee needs to address as they focus on their mental toughness. The absence of such reflection leaves coachees with the considerable task of trying to manage their own mental toughness within a system which might not allow for positive change. In drawing their attention to these externalities, a coach can 147","seek clarification as to their relationship with the coachee\u2019s mental toughness. How might they interact and interrelate with their mental toughness? Which are within, and which are outside of the control of their coachee? Which supports their mental toughness, and which diminishes it? Once this is established, the coachee can direct their attention accordingly, and engage in their discovery of how they might address the specific element of mental toughness with this in mind. This broader view can support the coachee with contemplating the order and chaos which can result from the systemic changes which arise. In such cases it is valuable to work with your coachee to explore short-term cause and effect relationships of these system impacts with their mental toughness, so that effective programs of change can be designed (Cavanagh & Lane, 2012). Adopting a coaching stance with a systemic mindset can support your coachee with curating what might be possible and may assist them with their exploration of how they address the obstacles and barriers which may now be more apparent. Encouraging them to adopt a curious mindset where the coachee considers safe-to-fail experimentation to trial new or different ways of behaving, thinking or feeling in support of their mental toughness, can assist them with identifying and reflecting on how the system responds. \u201cThese experiments may then allow for more complex organisational engagement strategies that can support appropriate intervention, adaptation and the potential for positive change\u201d (O\u2019Connor, 2020). Drawing on a meta-systems model of leadership to assist coaches with building mental toughness. We can deepen our understanding and application of the construct of mental toughness through a systems mindset by 148","considering Cavanagh\u2019s meta-systems Four Factor Model of Leadership. This provides a model of leadership which includes four capacities needed to notice, engage with, and influence attractors within and across systems (Cavanagh, 2013). The four capacities include: \u25aa Perspective taking capacity. \u25aa Mindfulness \u25aa Purpose, and \u25aa Positivity. Although the model was designed to assist leaders in complex systems, its four capacities can be similarly applied to individuals who are focused on mental toughness. The model is a useful aid in enabling a coachee\u2019s systemic mindset. The four capacities can be integrated with the 4Cs Model of Mental Toughness (detailed in Chapter 1 Fig.1), as follows. 1. Perspective taking capacity. This is \u201ca person\u2019s capacity to understand, critically consider and integrate multiple competing perspectives into a more comprehensive perspective that enables adaptive action\u201d (Cavanagh, 2013, p.168). Coaching conversations should explore the coachee\u2019s self- awareness. The more self-aware the coachee becomes, the greater their capacity to be cognisant of each of the 4Cs and how they are performing and assessing themselves against each constituent part. A limited perspective taking capacity may limit a coachee\u2019s insight. Your role as a coach is to support them in widening their perspective taking capacity to enable their discovery of 149","additional knowledge and information. This space allows for the testing of a coachee\u2019s assumptions and the identification of their biases. Asking them if their assumptions are always true can help them recognise any self- limiting thinking which may narrow their perspective taking. In addition, a broader perspective can assist the coachee with building solutions towards altering their mental toughness. When they are better able to see and understand the breadth of the issue by way of a broader perspective, and discover the inter-related parts within the system, they have a greater opportunity to consider the emerging dynamics and their impact on their desired outcome. Building perspectives Coaching questions can be focused on drawing attention to the coachee\u2019s meaning making, their feedback loops, their levels of curiosity and inquiry, their analysis of information and their questioning and listening skills. Coaching can be used to help the coachee make sense of the system in which they form a part, so they can better identify the influence of the system parts. A coach might use the metaphor of the coachee lifting themself from the dance floor to the balcony, to alter their view of what they are experiencing (Heifetz & Linsky, 2002). This metaphor helps the coachee lift themselves out of the detail to a broader perspective. This larger view helps them gain a fuller understanding of the relationships at play, and the consequences and unintended consequences of inter-relatedness of the system impacts. Lifting your coachee off the dance floor helps them become objective observers so they can look from overhead and see things which they otherwise could not whilst on the floor below. They can see how their behaviours, emotions and cognitions are 150","playing out, and in addition, they can better see how the impact of others are also playing a part. They can then use these new insights to test their thinking and through quality communication with others, consider how they can effect change which supports their mental toughness. An increased perspective capacity will aid the coachee in understanding the impact of externalities on their mental toughness. It will assist them with discovering how their current perspective limits their ability to dial up or dial down any of the 4Cs to better their mental toughness. It is important to assist the coachee with making sense of the interrelations between the different system components and the coachee\u2019s mental toughness. What do they notice about the impact of the system on their mental toughness? How can you, as a coach, pose questions which aid them with building their capacity to critically consider and understand the relationships between the system parts? What further questions can help them recognise what is emerging from a change in the system dynamics and how this impacts their mental toughness and the resulting choices which they make? Additionally, as their coach, how can you use inquiry to bring the patterns which are being identified from the systems dynamics to the attention of the coachee? What do the patterns tell them about how they can improve their mental toughness? On reflecting on the emerging patterns, what do they notice which might be impeding their progress? Let us look at this example. 151","Background: A coachee shares with her coach that she is feeling stressed and challenged by the responsibilities she has in her role at work. For months she has been working long hours and is exhausted and feeling anxious about maintaining her workload. She is spending less time with her family and feels remorseful and stressed. After deliberation of the 4Cs model of mental toughness, the coachee decides that she wants to focus on her Control and Commitment to improve her mental toughness. The coachee suggests that she will improve her Control and focus on reducing her working hours and will try and spend more time with her family. She is hopeful that this will better her Life Control and will regulate her Goal Orientation and Achievement Orientation towards her work priorities. The coachee suggests that this will be the solution to building her mental toughness. Coaching conversation Building perspectives: The coach works with the coachee to help her step off the dance floor and onto the balcony. The coach asks the coachee to share what she notices when she looks at her workplace and how this impacts her workload. This additional perspective is helpful to explore with the coachee regarding its impact on her mental toughness. In teaming with the coachee, the coach asks the coachee about which externalities might be impacting her mental toughness. Who is determining her workload and what can she do to influence this? The coachee has identified that her substantial workload is generated by the two managers who are working independently of 152","each other. She notices that they do not communicate with each other about deadlines and sharing team resources. Her perspective grows and she realises that this is impacting her level of Control and Commitment. Her working hours have become significant as they each delegate to her and she is very fatigued. Her Achievement Orientation is sliding as she has become overwhelmed by what is on her plate. What emerges? The coach inquires as to what emerges from these system dynamics \u2013 what emerges when the managers choose to delegate additional work? The coachee notices that her teammates have expressed that they have capacity for additional work yet seem to be overlooked. She wonders what she can do to share the workload. This generates her exploration of how she can bring attention to what is emerging from the work practices of the managers and her teammates, and how she can try to influence these system dynamics to alter the outcomes. What patterns become evident? The coach also has her consider the patterns of her own behaviour. What is she saying no to, and importantly, what is she saying yes to? The coachee reflects on her behaviour and acknowledges that she is rarely saying no. She discovers that she is contributing to her expanding workload and stress by not expressing herself and identifying the boundaries which might support her to say no. The coach and coachee can further explore these patterns and the coachee\u2019s cognitions which support them. Her desire to please others (high empathy) and be known as helpful has created 153","unintended consequences of building her workload and resulting working hours. This has limited the time she has had for her family, and when she has been present, she has been fatigued and not her best self. This has furthered her stress. With a broadened perspective of the patterns of her behaviours and cognitions, and those of other people within the system, the coachee is better able to make informed choices regarding how she responds to the systems dynamics. She can utilise these reflections to engage a systems mindset towards regulating her mental toughness. What actions does the coachee design? The coachee prepares for a discussion with her managers regarding her workload, working hours and stress, and proposes a solution which engages other team members who have the capacity to do the work. She intends to draw to the managers attention the patterns which they may not be aware of in how they both delegate work to her, with the absence of understanding of each other\u2019s work programs. She also hopes to bring to their attention the availability of other team members. She visualises the conversation in preparedness and identifies what might derail her in such a discussion. She identifies how she can respond should such situations arise, to assist her with moving towards the outcome she is desirous of. The coachee builds a narrative which she can practice helping herself in future situations. She now sees how she is being unkind to herself in accepting the workload as she is increasing the hours worked, her fatigue and decreasing the quality time she spends with her family. She is at risk of not completing work, which would be unhelpful to her managers. Without their understanding of her heavy 154","workload, they may have unintentionally burdened her with a tremendous load. The coach assists her with identifying and evaluating her assumptions which she has held to date. She learns to seek more data from her managers and the team to better inform her and support her assessment of her role, and the role of others. She explores how she can communicate more openly and regularly with her managers, and how she can expressly say no to additional work tasks. The coaching conversation continues with consideration of how she might influence the system in relation to this. What additional information might assist her with altering her 4Cs? Who might be able to assist her with accessing such information? What might a conversation sound like in relation to this? Growth of the coachee At the conclusion of the coaching session, the coach asks the coachee \u201cwhat are you now more aware of about the system you are working in and how is it impacting your mental toughness?\u201d The coachee refers to the externalities which influence her mental toughness \u2013 the workloads, the managers working independently, the lack of communication between her managers and herself, her tendency to always say \u2018yes\u2019 to the work, her managers\u2019 preference for her to be delegated work. Importantly, the coachee is now more self-aware. She has grown her insight and perspective regarding her own thoughts and behaviours, as well as understanding how she inter-relates with others in the system. This is particularly important regarding her understanding and enactment of her mental toughness, which relies upon an individual building their self-awareness of each of the 4Cs component parts. 155","2. Mindfulness \u201cA (person\u2019s) capacity to develop more comprehensive perspectives depends on noticing new information and adopting a stance of curiosity and openness toward it. These are the key features of mindfulness\u201d (Cavanagh 2013, p.171). When engaging in a coaching conversation regarding mental toughness, a coach can create a space where the coachee is prompted to notice what is influencing their mental toughness. Through coaching you can draw their attention to what is the impact of their choices on their mental toughness. Which of their behaviours, emotions and cognitions supports their positive choices towards improving their mental toughness? These insights will build their perspectives. Your role as the coach is to help them notice not only what is occurring externally to them (using their systemic mindset) but notice what is occurring internally. Even better is helping the coachee become more aware of the interconnection between themselves and the systems of which they form a part. The construct of mental toughness using the 4Cs model is highly dependent on a coachee building their self-awareness. This helps them build their personal perspective. Self-awareness is developed through mindful reflection. Reflection aids the search for new perspectives and solutions to problems. It also helps to unearth unconscious thoughts which create assumptions and biases. These tend to influence behavioural, emotional and cognitive choices. By using mindful reflection, a coachee is better able to evaluate and understand their perspectives and explore new ones. (Searby & Tripses, 2011). 156","Exploring the concept of mindfulness will encourage your coachee\u2019s conscious deliberation of the four components of their mental toughness (Control, Commitment, Challenge, and Confidence), and their greater understanding of how it impacts their wellbeing. What is happening for them in relation to each part of the construct and what can they become more self- aware of, through mindful attention, to develop their own self- mastery? Supporting your coachee with their discovery of additional insights will help them see and understand more, bringing new perspectives to their attention. \u201cTransformational learning is facilitated through a process of critical self-reflection\u201d (Zachary, 2000 p. 225). By becoming more aware of additional information, insights and knowledge, and curiously unpacking the relevance and impact of each, your coachee will be more empowered to take responsibility for the choices they make in support of their mental toughness. Let us look at an example. Background A coachee raises concerns about the challenges he is experiencing with a team leader. He feels uneasy with this leader and believes that the leader will not advocate on his behalf for opportunities within the organisation. After seeing a colleague appointed into a role he was hoping for, the coachee discusses how helpless he feels, given the obvious lack of support from his leader. He describes how he is attending work yet is not engaging positively with his leader. He is limiting his communication and feels hostile towards him. He is sure these feelings are reasonable given the lack of support has had from this leader. 157","Mindful attention and perspective taking The coach holds the coachee in a reflective space and through exploration and inquiry, assists the coachee with becoming more mindful of what has occurred in the situation described. With a focus on the coachee\u2019s assumptions, the coach questions what data points the coachee has relied upon, to conclude that his leader does not support him. The coachee repeats the reference to the promotion of his colleague. The coach wonders what might have been the process which was followed regarding the promotion and asks the coachee to outline it. The coachee soon realises that he does not know what the process was, nor who had responsibility for the decision. The coach seeks to hear more about what may have been possible in leading to the promotion. At that point, the coachee reflects on the broader system and begins to identify other possibilities. There may have been other people involved in the promotion decision. There may have been a process which had to be followed, or an assessment to be completed. The coachee soon realises that he does not hold all the information on which to test his assumption that it was his leader who decided on this promotion. He has become more mindful of the external factors. The coach brings the 4Cs Model of Mental Toughness to the attention of the coachee. After some discussion, the coach asks the coachee which of the quadrants might reflect his current state. The coach has assisted the coachee with becoming more mindful of what is happening internally for him: his self-limiting thinking which in this case may have been catastrophizing, focusing on the 158","negative, and magnification of an untested assumption. This has supported his perspective taking. The coachee reflects that his Confidence may be low due to his negative thinking, and his Interpersonal Confidence may also have dipped. His Commitment has dropped as his negative emotions have disengaged him from his goals. In addition, the coachee has become more mindful of what may or may not be occurring within the system to lead to the promotion. He has become more cognisant of the externalities which might impact on his mental toughness. He has become mindful that he might not have a complete understanding of his leader\u2019s view of him and has reflected that his broader consideration of the system and his leader may require further understanding. This leads him to consider the choices which he can make regarding his thinking, his behaviours towards the leader, and the conversations which he can have to gain further insight to support his confidence and commitment. He has become more mindful of the story he has told himself and is poised to create a new one in support of his mental toughness. 3. Purpose Cavanagh references purpose as \u201cdenoting the pattern of commitment (i.e., desires, higher order values, hopes, fears and responsibilities) that give meaning to human activity. Rather than a clear end state, purpose can be thought of the set of criteria by which one judges, in hindsight, the degree to which something of value has been achieved\u201d (Cavanagh, 2013, p.171). Drawing a coachee\u2019s attention to their purpose can assist them with building their mental toughness. Mindful attention to a coachee\u2019s purpose can support them with reviewing their one of the 4Cs being Commitment. Does their Goal Orientation 159","calibrate with their purpose, and further, does their Achievement Orientation support the fulfilment of their purpose? Coachee\u2019s who can clearly articulate their purpose will be more likely to be self-aware of the meaning and significance of their goals, and the meaningful reasons to pursue the achievement of these goals. They will be more inclined to recognise what matters to them and set purposeful goals to support this. They will have a sense of purpose and know what they want to achieve. Additionally, they will have a greater sense of self- belief as they will be driven by their purpose. Another component of the 4Cs will be improved. Their Confidence will be buoyed by such thinking. By focusing on the coachee\u2019s purpose, the coachee \u201cwill become alive to the dynamics of their responses and inclinations. This both opens a wider range of responses and pathways to the person and makes selection of pathways more meaningful\u201d (Cavanagh, 2013, 172). This purposeful mindset will encourage a coachee to be more deliberate in selecting behaviours, cognitions, and emotions in support of their purpose. It will broaden the frame against which the coachee will make choices in support of their mental toughness. This will support their goal selection and design of their Achievement Orientation, which will improve their mental toughness. Zach Mercurio provides a useful analysis of systems thinking and purpose, drawing attention to the consideration of why an individual and organisation matter (Mercurio, 2017). 160","As a coach, if you can broaden the coachee\u2019s understanding of their purpose using a systemic mindset, they will soon realise that they are more than just themselves. They are a part of a system, and they impact the system. Even if they do so to a small degree. Mercurio focusses on identifying the problem which exists to be solved to understand why you matter \u2013 what is your purpose (Mercurio, 2017). This can be revealing when posed to a coachee. As a coach, if you can broaden the coachee\u2019s understanding of their purpose using a systemic mindset, they will soon realise that they impact more than just themself. They are a part of a system, and they impact the system. Even if they do so to a small degree. Once they recognise that they impact the system, they will soon realise that what they do matters. Mercurio suggests that when we believe we matter, responsibility follows, and it is the act of taking responsibility for our impact on the world that defines our purpose (Mercurio, 2017). This awareness can be a very powerful force for an individual who is hoping to increase their mental toughness. By committing to purposeful goals, where they have strong belief in the meaning behind those goals (why they really matter) and are approaching a challenge with this responsibility in mind, the coachee can bring mindfulness and attentional focus towards their determination and completion. Additionally, their sense of self will increase, and they are reflective of their significance \u2013 why they matter \u2013 their purpose. This will build their Confidence. Let us consider an example. A coachee who works as a teacher expresses that he is challenged by the number of classes he teaches with little time to prepare adequately for his lessons. He is worried about the challenge he faces and is struggling with his performance and self-worth. 161","He expresses that he feels overwhelmed and attends coaching to focus on his mental toughness. The coach spends some time exploring the reason this is of importance to the coachee. Why does it matter to him? Why is this meaningful? The coachee focusses on his feelings of poor performance and dissatisfaction with his time management. After some discussion, the coachee is asked to explain the problem which exists to be solved by the coachee beyond the coachee. Why does he matter? (Note that this is aiding the coachee with stepping off the dance floor to see the wider system impact from the balcony above). The coachee reflects on the importance of being a teacher, saying \u201ceducation is important.\u201d The coach explores this further. \u201cTell me more\u2026\u201d The coachee describes the need to grow and develop our children so they can positively impact our society. \u201cWhen children are educated, they have greater opportunities in life. They live better lives, and our communities benefit from their contribution.\u201d The coachee expresses that if he is unable to prepare his lesson adequately, he is unable to provide quality education to the children. The children will miss opportunities to learn and grow. This is the problem which he faces and exists to solve. The coach reframes what he has heard and recounts that he sees that the coachee has a purpose beyond himself. He exists to teach children in the best way he can. He understands this impact extends beyond himself and describes why he matters and is of significance in solving the problem he first identified. He has used a systemic mindset to unpack his purpose and notice why he matters in how he makes an impact beyond himself. With his purpose in mind, the coach teams with the coachee to 162","explore his mental toughness. Reflecting on the 4Cs component, Commitment, the coachee is more motivated to set and achieve purposeful goals which align which what he has just articulated. They also discuss other constituent parts of the 4Cs model and discover what the coachee can control and influence to increase control of his time management to support his commitment. His confidence in his goals lifts as he reflects on his reason for being \u2013 his purpose and why he matters. By exploring the coachee\u2019s purpose, the coach has supported the coachee with a deeper reflection of his mental toughness. 4. Positivity Cavanagh\u2019s fourth capability \u201crefers to the leader\u2019s capacity to collaboratively create, shape and support processes marked by sufficient psychological challenge and safety to enable ongoing stakeholder participation in dialogue over complex and contested issues.\u201d (Cavanagh, 2013 p174). When applying this to the 4Cs Model of Mental Toughness, it brings attention to the need to positively engage with the assessment of the quadrants of the model to discover how best to respond when exposed to stressors, pressure and challenge, irrespective of the prevailing situation. Mental toughness as understood through a systemic mindset can be complex to grasp. Complexity is more likely to be resolved and responded to when you hold an openness of mind towards the opportunities which avail and create and shape solutions. Engaging in positively minded thought processes, behaviours and emotions where individuals see and seek opportunity will build mental toughness (Clough & Strycharczyk, 2012). Doing so with a systemic mindset will broaden and build the coachee\u2019s capacity to explore more connections within the system, 163","understand the interplay between differing parts of the system, and navigate with hope and optimism towards their response to the stressors and challenges at bay. Evidence supports the positive correlation of mental toughness and optimism (Nicholls et al., 2008). The broaden and build theory suggests that the function of positive emotions is to build an individual\u2019s resources for survival and well-being (Fredrickson, 1998). The 4Cs Model of Mental Toughness is focused on moving a coachee from survival to thriving (positive wellbeing). Hence this interlink of positivity and mental toughness is essential. As a coach you can help the coachee notice what within the system might affect their positive mindset as this is critical to determining how to develop their mental toughness. How do they respond to the relationships they have with others in the system? Who can they positively engage with in their system to build their confidence? Who can support them with building their interpersonal confidence by being a mentor, coach, advocate, or other interested teammate who collaborates with them to develop solutions to otherwise unsolved problems? How might they adopt an optimistic, hopeful mindset and positively approach challenges? What within the system might interfere with or bolster this growth mindset? Mental toughness requires optimism, which extends beyond simply focusing on the positives. It requires the coachee to be aware of the reality of the situation and notice what is really happening around them. Having a systemic mindset will improve a coachee\u2019s capacity to notice what is emerging around them and continue their exploration of complex and contested issues. This can support them in identifying adaptive behaviours and 164","cognitive responses, associated with greater flexibility, problem- solving capacity and an a more nuanced critique of negative information. Conclusion Examining the construct of mental toughness from a systemic point of view is a helpful lens through which to coach. As we continue to live through the complexities of our modern world, our coachees will benefit by broadening their perspective to notice the system impact on their mental toughness. As a coach, you will continue to be in service to your coachee as you support them with this mindset shift. 165","8 SUMMARY AND LOOK FORWARD Darren Whysall The book\u2019s purpose is to provide mental toughness practitioners and coaches with practical tools and techniques that can be used with clients to help them make sense of their MTQ reports and support their continued learning and growth. Contributing authors were tasked to bring the best of their eclectic knowledge and experience to facilitate learning and growth using coaching in parallel to our own suite of Mental Toughness Questionnaires, and we weren\u2019t disappointed. Regardless of your own knowledge and experience in the field of people development, we hope that you have been encouraged to practice and experiment with the tools and techniques included within this practitioner\u2019s guide. Importantly, to learn more about the mental toughness concept and coaching, through attending one of AQR International\u2019s Licensed Mental Toughness Practitioner programmes delivered by one of our partner organisations: https:\/\/aqrinternational.co.uk\/partners Those, with a particular interest in using psychometric measures in people development, can also contact AQR International for information about the British Psychological Society endorsed qualification in Test Use (Occupational). Formerly known as BPS Level A & B. This programme uses the mental toughness concept and the MTQPlus measure as its exemplar personality concept and measure. Finally, we wish you all the very best on your continued learning journey! 166","REFERENCES Abraham Lincoln, https:\/\/www.goodreads.com\/quotes\/69-folks- are-usually-about-as-happy-as-they-make-their Anderson Eric C., Carleton R. Nicholas, Diefenbach Michael, Han Paul K. J. (2019). The Relationship Between Uncertainty and Affect, Frontiers in Psychology 10, 1-17. retrieved from https:\/\/www.frontiersin.org\/article\/10.3389\/fpsyg.2019.02504 Berne E. (1961). Transactional Analysis in Psychotherapy. New York: Grove Press. Google Scholar. 3. Berne, E. (1958). Transactional analysis: A new and effective method of group therapy. American Journal of Psychotherapy, 12 (4), 735-743. Cavanagh, M. (2013). The Coaching Engagement in the Twenty- first Century: New Paradigms for Complex Times. In S. David, D. Clutterbuck, & D. Megginson (Eds)., Beyond Goals : Effective Strategies for Coaching and Mentoring, 151-183. Ashgate Publishing Ltd, Farnham. Cavanagh, M., & Lane, D. (2012). Coaching psychology coming of age: The challenges we face in the messy world of complexity. International Coaching Psychology Review, 7(1), 75-90. Cirillo F. (2017),Cirillocompany.de. The Pomodoro Technique\u00ae | Cirillo Company. Clough, P. & Strycharczyk, D. (2012). Developing Mental Toughness: Improving Performance, Wellbeing and Positive Behaviour in Others, Kogan Page Publishers Clough, P., Earle, K., & Sewell, D. (2002). Mental toughness: The concept and its measurement. Solutions in sport psychology. 32-46. Covey, S., 1989. The seven habits of highly effective people. New York: Simon and Schuster. Csikszentmihalyi, M. (2002).\u202fFlow: The classic work on how to achieve happiness. Random House. de Haan, E., Molyn, J., & Nilsson, V. O. (2020, June 11). New findings on the effectiveness of the coaching relationship: time to think differently about active ingredients?. Consulting Psychology Journal: Practice and Research. Advance online publication. http:\/\/dx.doi.org\/10.1037\/cpb0000175 EMCC Global Competence Framework V2 September 2015: 167","https:\/\/emccdrive.emccglobal.org\/api\/file\/download\/0gzGExIyhoRp VFnq5DB7ucXeu1FpQ6pJZk35YbTh Emerald, D. (2016). Power of TED: The Empowerment Dynamic \u2013 10th Anniversary Edition. Bainbridge Island, WA: Polaris Publishing Group. Fortitude, https:\/\/peped.org\/philosophicalinvestigations\/fort\/ Fredrickson, B.L. (1998) \u2018What good are positive emotions?\u2019, Review of General Psychology, 2(3), 300\u2013319. Heifetz, R. & Linksy, M. (2002). Leadership on the line: Staying alive through the dangers of leading. Boston, MA: Harvard Business School Press. Jack Welch, https:\/\/quotes4sharing.com\/4125\/ Karpman, S. (1968). Fairy tales and script drama analysis. Transactional Analysis Bulletin, 7(26), 39-43 Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, N.J: Prentice- Hall. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370\u2013 396. https:\/\/doi.org\/10.1037\/h0054346 Mercurio, Z. (2017). The Invisible Leader: Transform Your Life, Work, and Organization with the Power of Authentic Purpose, Advantage, Charleston, South Carolina. Michael Jordan, https:\/\/www.goodreads.com\/quotes\/212674- some-people-want-it-to-happen-some-wish-it-would Nicholls, A. R., Polman, R. C., Levy, A. R., & Backhouse, S. H. (2008). Mental toughness, optimism, pessimism, and coping among athletes. Personality and individual differences, 44(5), 1182-1192. O\u2019Connor, S. (2020). Systemically Integrated Approaches to Coaching: An Introduction, Philosophy of Coaching: An International Journal, 5(2), 40-62. Searby, L. J., & Tripses, J. S. (2011). Going to the balcony: Two professors reflect and examine their pedagogy. International Journal for the Scholarship of Teaching and Learning, 5(11). Strycharczyk D, Clough P J\u202f& Perry J (2021) - Developing Mental Toughness 3rd Edition, Kogan Page Strycharczyk, D, Elvin, C, (2014) Developing Resilient Organisations., Kogan Page 168","Strycharczyk, D, Whysall, D, (2022) Team Coaching. A practitioner's guide to unlocking mental toughness in high performing teams., AQR International Strycharczyk, D, Clough, PJC, (2023) How to Create a Resilient and Positive Culture in the Workplace. An OD practitioner's guide to developing performance, wellbeing and agility using the mental toughness framework, AQR International Zachary, L. (2000). The mentor\u2019s guide: Facilitating effective learning relationships. San Francisco, CA: Jossey-Bass. 169","EDITORS AND KEY AUTHORS DOUG STRYCHARCZYK Doug is the CEO of AQR International \u2013 Founded in 1989, AQR is now recognized, globally, as one of the most innovative developers of resources for individual, team and organizational development. AQR now works in 80+ countries. In recent years, Doug has worked with Professor Peter Clough and Dr John Perry to define mental toughness and to create the world\u2019s leading measure of mental toughness. Doug is now recognised as a leading authority on the application of mental toughness to the worlds of work, education, sport, health as well as social applications. DARREN WHYSALL MSC, BA (HONS), CERT ED Darren is an experienced and qualified strategic leader, executive coach, and facilitator with over 25 years\u2019 experience of partnering with people and teams who work in high pressure environments including the Armed Forces, Education Sector and Financial Services. Darren cut his teeth as a coach whilst serving as a Royal Marines Commando at the prestigious Commando Training Centre in Exmouth UK. As a key member of the Royal Marines Coaching Advisory Team, he coached military staff and students on all areas of learning and performance. Darren also designed and delivered accredited bespoke coaching programmes. In 2015 Darren joined Barclays UK where he became the Head of Coaching for Barclays UK COO. In 2022, Darren moved to a new role with a major organisation in the Middle East. 170","CONTRIBUTORS ZOLT\u00c1N CSIG\u00c1S has a career of more than 15 years in organizational consulting. Zoltan has worked with a wide range of companies and challenges, including organizational-level transformational projects, training, and executive coaching. His personal focus is on relational leadership development: addressing both the individual and the leadership structure while doing so. He holds a Master Practitioner Coach accreditation from EMCC. LORNA LAWLESS is a coaching psychologist with a specific interest in corporate wellness developed from a combination of a passion for applied positive psychology and experience in corporate environments. Engaging, honest, hardworking, with a flair for problem-solving and building clients self-awareness. PAUL LYONS is an experienced business leader and mental toughness practitioner. After twenty-five years as CEO for two international publicly listed recruitment companies, one of which he co-founded, he has since used the MTQ Mental Toughness framework as the enabler for his coaching practice. Living in Australia he works with clients across Australia and Asia. ANDREA NAYLOR is a senior HR professional and leadership Coach with track record in the delivery and management of broad range of HR programmes to support a successful people strategy. Now Senior Manager, Learning and Development at Etihad Airways. SYLWIA RYBAK is an experienced Consultant and trainer for more than 15 years providing services in three complementary areas: training, consulting and coaching. Sylwia is the CEO of AQR International. Poland. 171","SAMANTHA SLOAN has many years\u2019 experience in working in retail and banking leadership and L&D roles. Her keen focus on helping organisations to think creatively to find solutions to their people challenges not only delivers immediate results but longer-term lasting transformation in culture and performance. Samantha runs EMCC accredited programmes for prospective coaches. KAREN STEIN is a Professional Certified Executive Coach with over 30 years\u2019 of professional services experience, including 23 years as a partner at Deloitte. Karen leads the Coaching Program for Women Partners in Deloitte and is a Partner Faculty member of Deloitte University Asia Pacific. She also co-leads the Managing Menopause in the Workplace Working Group at Deloitte and provides group coaching in support. She is the author of Be Your Own Leadership Coach (self-coaching strategies to lead your way) which is a one-stop shop for leaders to drive their own professional development and lead as their best self \u2013 anytime, anywhere. www.karensteincoaching.com 172","Available in this series Released January 2023, AQR International, www.aqrinternational.co.uk 173","Available in this series Released June 2023, AQR International, www.aqrinternational.co.uk 174"]