Coaching for Transformation

Sample Forms & Resources Coaching with the Energetic Body:Spinning the Chakras for AwakeningThe body is a vehicle of consciousness. Chakra are the wheels of life that carry this vehicle about-through its trials, tribulations, and transformations.—Anodea JudithA map toward wholeness using the energetic body of the Chakra System THE SHADOW THE LIGHTATTACHMENT AWARENESSExcess: Spiritual addiction, confusion Right to knowDeficient: Limited beliefs, materialism Wisdom / knowledge / spiritual connectionILLUSION INTUITION / IMAGINATIONExcess: Trouble concentrating Right to seeDeficient: Inability to see problems, Accurate interpretation / imagination /denial seeingLIES COMMUNICATIONExcess: Inability to listen, talking in circles Right to speak - to be heardDeficient: Fear of speaking aloud Clear communication / creativity / resonanceGRIEF LOVE / RELATIONSHIPS Right to love - to be lovedExcess: Poor Boundaries, jealousy Balance / compassion / relationships / self- acceptanceDeficient: Lonely, bitter, critical, lack ofempathy POWER / WILL Right to actSHAME Will / purpose / self-esteem / drive /Excess: Blaming, aggressive, scattered, spontaneityalways ‘doing’Deficient: Lack of confidence, fearful, SEXUALITY / EMOTIONSpassive Right to feel - to want Fluidity / pleasure / feeling & emotionsGUILTExcess: Obsessive attachments, poor SURVIVALboundaries Right to be here - to haveDeficient: Fear of pleasure, emotionally Stability / grounding / prosperity / trust /numb physical healthFEAR 355Excess: Hoarding, heavy, sluggish,materialismDeficient: Frequent fear, lack of discipline,‘spacy’

Coaching for Transformation Strategic Planning Wheel356

Sample Forms & ResourcesBalance Wheel 357

Coaching for Transformation Expanding your Comfort Zone358

Sample Forms & ResourcesSupport Grid 359

Coaching for Transformation SWOT Analysis Strengths APPRECIATIVE SWOT ANALYSIS Wishes Opportunities Threats360

Sample Forms & Resources Goals and Action Planning Worksheet GOALS AND ACTION PLANNING WORKSHEETGoal:Priority:Values:Commitment level:Action steps with dates:1.2.3.Goal:Priority:Values:Commitment level:Action steps with dates:1.2.3.Goal:Priority:Values:Commitment level:Action steps with dates:1.2.3. 361

Coaching for Transformation GOALS AND ACTION PLANNING WORKSHEET Goal: Priority: Values: Commitment level: Action steps with dates: 1. 2. 3. Goal: Priority: Values: Commitment level: Action steps with dates: 1. 2. 3. Goal: Priority: Values: Commitment level: Action steps with dates: 1. 2. 3. Goal: Priority: Values: Commitment level: Action steps with dates: 1. 2. 3.362

International Coach Federation Appendix II International Coach Federation Never forget that you are one of a kind. Never forget that if there weren’t any need for you in all your uniqueness to be on this earth, you wouldn’t be here in the first place. And never forget, no matter how overwhelming life’s challenges and problems seem to be, that one person can make a difference in theworld. In fact, it is always because of one person that all the changes that matter in the world come about. So be that one person. —Buckminster Fuller TOPICS ICF CredentialICF CredentialICF Core Competencies The Coaching for Transformation program is an International CoachICF Code of Ethics Federation (ICF) Accredited Coach Training Program (ACTP). If you choose to pursue an ICF credential after completing the Coaching for Transformation course, you will follow the ACTP track. In addition to your certification training, the ICF credentialing process requires completion of the Coach Knowledge Assessment, a specific number of coaching hours and a minimum number of clients. During the Coaching for Transformation program, you will begin coaching immediately and will build your coaching repertoire as you go through the program. We encourage you to begin working with clients (paid and pro bono) as soon as you feel comfortable. ICF is the largest worldwide resource for professional coaches. It is the leading global organization dedicated to advancing the coaching profession by setting high professional standards, providing independent certification and building a network of credentialed coaches. ICF offers the only globally recognized, independent credentialing program. The ICF credentialing program Establishes and administers minimum standards for credentialing professional coaches and coach training agencies. Assures the public that participating coaches and coach training agencies meet or exceed these minimum standards. Reinforces professional coaching as a distinct and self-regulating profession. 363

Coaching for Transformation Coaches who have been credentialed by the ICF have received coach-specific training, achieved a designated number of experience hours and have worked with a mentor. The ICF offers three credentials (ACC, PCC and MCC). The ICF Associate Certified Coach (ACC) credential is for the practiced coach. It requires completion of a set amount of coach-specific training, a minimum of 100 coaching experience hours with at least eight clients, and completion of the Coach Knowledge Assessment. The ICF Professional Certified Coach (PCC) credential is for the proven coach. It requires completion of a set amount of coach-specific training, a minimum of 500 coaching experience hours with at least 25 clients, and completion of the Coach Knowledge Assessment. The ICF Master Certified Coach (MCC) credential is for the expert coach. It requires completion of 200 hours of coach-specific training, a minimum of 2,500 coaching experience hours with at least 35 clients, completion of the Coach Knowledge Assessment, and a performance evaluation. Refer to the ICF website (http://coachfederation.org) for additional information. ICF Core Competencies A. Setting the Foundation Meeting Ethical Guidelines and Professional Standards Establishing the Coaching Agreement B. Co-creating the Relationship Establishing Trust and Intimacy with the Client Coaching Presence C. Communicating Effectively Active Listening Powerful Questioning Direct Communication D. Facilitating Learning and Results Creating Awareness Designing Actions Planning and Goal Setting Managing Progress and Accountability364

International Coach FederationA. Setting the FoundationMeeting Ethical Guidelines and Professional Standards—Understanding of coaching ethics andstandards and ability to apply them appropriately in all coaching situations. Understands and exhibits in own behaviors the ICF Standards of Conduct (see list, Part III of ICF Code of Ethics). Understands and follows all ICF Ethical Guidelines (see list). Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions. Refers client to another support professional as needed, knowing when this is needed and the available resources.Establishing the Coaching Agreement—Ability to understand what is required in the specificcoaching interaction and to come to agreement with the prospective and new client about thecoaching process and relationship. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate). Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client’s and coach’s responsibilities. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client.B. Co-Creating the RelationshipEstablishing Trust and Intimacy with the Client—Ability to create a safe, supportiveenvironment that produces ongoing mutual respect and trust. Shows genuine concern for the client’s welfare and future. Continuously demonstrates personal integrity, honesty and sincerity. Establishes clear agreements and keeps promises. Demonstrates respect for client’s perceptions, learning style, personal being. Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure. Asks permission to coach client in sensitive, new areas.Coaching Presence—Ability to be fully conscious and create spontaneous relationship with theclient, employing a style that is open, flexible and confident. Is present and flexible during the coaching process, dancing in the moment. Accesses own intuition and trusts one’s inner knowing—”goes with the gut.” Is open to not knowing and takes risks. Sees many ways to work with the client and chooses in the moment what is most effective. Uses humor effectively to create lightness and energy. 365

Coaching for Transformation Confidently shifts perspectives and experiments with new possibilities for own action. Demonstrates confidence in working with strong emotions and can self-manage and not be overpowered or enmeshed by client’s emotions. C. Communicating Effectively 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 client’s desires, and to support client self-expression. Attends to the client and the client’s agenda and not to the coach’s agenda for the client. Hears the client’s concerns, goals, values and beliefs about what is and is not possible. Distinguishes between the words, the tone of voice, and the body language. Summarizes, paraphrases, reiterates, and mirrors back what client has said to ensure clarity and understanding. Encourages, accepts, explores and reinforces the client’s expression of feelings, perceptions, concerns, beliefs, suggestions, etc. Integrates and builds on client’s ideas and suggestions. “Bottom-lines” or understands the essence of the client’s communication and helps the client get there rather than engaging in long, descriptive stories. Allows the client to vent or “clear” the situation without judgment or attachment in order to move on to next steps. Powerful Questioning—Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client. Asks questions that reflect active listening and an understanding of the client’s perspective. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client’s assumptions). Asks open-ended questions that create greater clarity, possibility or new learning. Asks questions that move the client toward what they desire, not questions that ask for the client to justify or look backward. Direct Communication—Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client. Is clear, articulate and direct in sharing and providing feedback. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about. Clearly states coaching objectives, meeting agenda, and purpose of techniques or exercises. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non- technical, non-jargon). Uses metaphor and analogy to help to illustrate a point or paint a verbal picture.366

International Coach FederationD. Facilitating Learning and ResultsCreating Awareness—Ability to integrate and accurately evaluate multiple sources of informationand to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results. Goes beyond what is said in assessing client’s concerns, not getting hooked by the client’s description. Invokes inquiry for greater understanding, awareness, and clarity. Identifies for the client his/her underlying concerns; typical and fixed ways of perceiving himself/herself and the world; differences between the facts and the interpretation; and disparities between thoughts, feelings, and action. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, and background). Expresses insights to clients in ways that are useful and meaningful for the client. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done.Designing Actions—Ability to create with the client opportunities for ongoing learning, duringcoaching and in work/life situations, and for taking new actions that will most effectively lead toagreed-upon coaching results. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice, and deepen new learning. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions. Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterward in his/her work or life setting. Celebrates client successes and capabilities for future growth. Challenges client’s assumptions and perspectives to provoke new ideas and find new possibilities for action. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them. Helps the client “Do It Now” during the coaching session, providing immediate support. Encourages stretches and challenges but also a comfortable pace of learning. 367

Coaching for Transformation Planning and Goal Setting—Ability to develop and maintain an effective coaching plan with the client. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development. Creates a plan with results that are attainable, measurable, specific, and have target dates. Makes plan adjustments as warranted by the coaching process and by changes in the situation. Helps the client identify and access different resources for learning (e.g., books, other professionals). Identifies and targets early successes that are important to the client. Managing Progress and Accountability—Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action. Clearly requests of the client actions that will move the client toward his/her stated goals. Demonstrates follow-through by asking the client about those actions that the client committed to during the previous session(s). Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching session(s). Effectively prepares, organizes, and reviews with client information obtained during sessions. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s). Focuses on the coaching plan but is also open to adjusting behaviors and actions based on the coaching process and shifts in direction during sessions. Is able to move back and forth between the big picture of where the client is heading, setting a context for what is being discussed and where the client wishes to go. Promotes client’s self-discipline and holds the client accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames. Develops the client’s ability to make decisions, address key concerns, and develop himself/ herself (to get feedback, to determine priorities and set the pace of learning, to reflect on and learn from experiences). Positively confronts the client with the fact that he/she did not take agreed-upon actions. ICF Code of Ethics Preamble ICF is committed to maintaining and promoting excellence in coaching. Therefore, ICF expects all members and credentialed coaches (coaches, coach mentors, coaching supervisors, coach trainers or students), to adhere to the elements and principles of ethical conduct: to be competent and integrate ICF Core Competencies effectively in their work.368

International Coach FederationIn line with the ICF core values and ICF definition of coaching, the Code of Ethics is designedto provide appropriate guidelines, accountability and enforceable standards of conduct for allICF Members and ICF Credential-holders, who commit to abiding by the following ICF Code ofEthics:Part One: DefinitionsCoaching: Coaching is partnering with clients in a thought-provoking and creative process thatinspires them to maximize their personal and professional potential.ICF Coach: An ICF coach agrees to practice the ICF Core Competencies and pledgesaccountability to the ICF Code of Ethics.Professional Coaching Relationship: A professional coaching relationship exists when coachingincludes an agreement (including contracts) that defines the responsibilities of each party.Roles in the Coaching Relationship: In order to clarify roles in the coaching relationship it isoften necessary to distinguish between the client and the sponsor. In most cases, the client andsponsor are the same person and are therefore jointly referred to as the client. For purposes ofidentification, however, the ICF defines these roles as follows:Client: The “Client/Coachee is the person(s) being coached.Sponsor: The “sponsor” is the entity (including its representatives) paying for and/or arrangingfor coaching services to be provided. In all cases, coaching engagement agreements should clearlyestablish the rights, roles and responsibilities for both the client and sponsor if the client andsponsor are different people.Student: The “student” is someone enrolled in a coach training program or working with acoaching supervisor or coach mentor in order to learn the coaching process or enhance anddevelop their coaching skills.Conflict of Interest: A situation in which a coach has a private or personal interest sufficient toappear to influence the objective of his or her official duties as a coach and a professional.Part Two: The ICF Standards of Ethical ConductSection 1: Professional Conduct at LargeAs a coach, I:1) Conduct myself in accordance with the ICF Code of Ethics in all interactions, including coachtraining, coach mentoring and coach supervisory activities.2) Commit to take the appropriate action with the coach, trainer, or coach mentor and/or willcontact ICF to address any ethics violation or possible breach as soon as I become aware, whetherit involves me or others. 369

Coaching for Transformation 3) Communicate and create awareness in others, including organizations, employees, sponsors, coaches and others, who might need to be informed of the responsibilities established by this Code. 4) Refrain from unlawful discrimination in occupational activities, including age, race, gender orientation, ethnicity, sexual orientation, religion, national origin or disability. 5) Make verbal and written statements that are true and accurate about what I offer as a coach, the coaching profession or ICF. 6) Accurately identify my coaching qualifications, expertise, experience, training, certifications and ICF Credentials. 7) Recognize and honor the efforts and contributions of others and only claim ownership of my own material. I understand that violating this standard may leave me subject to legal remedy by a third party. 8) Strive at all times to recognize my personal issues that may impair, conflict with or interfere with my coaching performance or my professional coaching relationships. I will promptly seek the relevant professional assistance and determine the action to be taken, including whether it is appropriate to suspend or terminate my coaching relationship(s) whenever the facts and circumstances necessitate. 9) Recognize that the Code of Ethics applies to my relationship with coaching clients, coachees, students, mentees and supervisees. 10) Conduct and report research with competence, honesty and within recognized scientific standards and applicable subject guidelines. My research will be carried out with the necessary consent and approval of those involved, and with an approach that will protect participants from any potential harm. All research efforts will be performed in a manner that complies with all the applicable laws of the country in which the research is conducted. 11) Maintain, store and dispose of any records, including electronic files and communications, created during my coaching engagements in a manner that promotes confidentiality, security and privacy and complies with any applicable laws and agreements. 12) Use ICF Member contact information (email addresses, telephone numbers, and so on) only in the manner and to the extent authorized by the ICF. Section 2: Conflicts of Interest As a coach, I: 13) Seek to be conscious of any conflict or potential conflict of interest, openly disclose any such conflict and offer to remove myself when a conflict arises.370

International Coach Federation14) Clarify roles for internal coaches, set boundaries and review with stakeholders conflicts ofinterest that may emerge between coaching and other role functions.15) Disclose to my client and the sponsor(s) all anticipated compensation from third parties that Imay receive for referrals of clients or pay to receive clients.16) Honor an equitable coach/client relationship, regardless of the form of compensation.Section 3: Professional Conduct with ClientsAs a coach, I:17) Ethically speak what I know to be true to clients, prospective clients or sponsors about thepotential value of the coaching process or of me as a coach.18) Carefully explain and strive to ensure that, prior to or at the initial meeting, my coachingclient and sponsor(s) understand the nature of coaching, the nature and limits of confidentiality,financial arrangements, and any other terms of the coaching agreement.19) Have a clear coaching service agreement with my clients and sponsor(s) before beginningthe coaching relationship and honor this agreement. The agreement shall include the roles,responsibilities and rights of all parties involved.20) Hold responsibility for being aware of and setting clear, appropriate and culturally sensitiveboundaries that govern interactions, physical or otherwise, I may have with my clients orsponsor(s).21) Avoid any sexual or romantic relationship with current clients or sponsor(s) or students,mentees or supervisees. Further, I will be alert to the possibility of any potential sexual intimacyamong the parties including my support staff and/or assistants and will take the appropriate actionto address the issue or cancel the engagement in order to provide a safe environment overall.22) Respect the client’s right to terminate the coaching relationship at any point during theprocess, subject to the provisions of the agreement. I shall remain alert to indications that there isa shift in the value received from the coaching relationship.23) Encourage the client or sponsor to make a change if I believe the client or sponsor would bebetter served by another coach or by another resource and suggest my client seek the services ofother professionals when deemed necessary or appropriate.Section 4: Confidentiality/PrivacyAs a coach, I:24) Maintain the strictest levels of confidentiality with all client and sponsor information unlessrelease is required by law. 371

Coaching for Transformation 25) Have a clear agreement about how coaching information will be exchanged among coach, client and sponsor. 26) Have a clear agreement when acting as a coach, coach mentor, coaching supervisor or trainer, with both client and sponsor, student, mentee, or supervisee about the conditions under which confidentiality may not be maintained (e.g., illegal activity, pursuant to valid court order or subpoena; imminent or likely risk of danger to self or to others; etc) and make sure both client and sponsor, student, mentee, or supervisee voluntarily and knowingly agree in writing to that limit of confidentiality. Where I reasonably believe that because one of the above circumstances is applicable, I may need to inform appropriate authorities. 27) Require all those who work with me in support of my clients to adhere to the ICF Code of Ethics, Number 26, Section 4, Confidentiality and Privacy Standards, and any other sections of the Code of Ethics that might be applicable. Section 5: Continuing Development As a coach, I: 28) Commit to the need for continued and ongoing development of my professional skills. Part Three: The ICF Pledge of Ethics As an ICF coach, I acknowledge and agree to honor my ethical and legal obligations to my coaching clients and sponsors, colleagues, and to the public at large. I pledge to comply with the ICF Code of Ethics and to practice these standards with those whom I coach, teach, mentor or supervise. If I breach this Pledge of Ethics or any part of the ICF Code of Ethics, I agree that the ICF in its sole discretion may hold me accountable for so doing. I further agree that my accountability to the ICF for any breach may include sanctions, such as loss of my ICF Membership and/or my ICF Credentials. For more information on the Ethical Conduct Review Process including links to file a complaint, visit www.coachfederation.org. Adopted by the ICF Global Board of Directors June 2015.372

Recommended Reading Appendix III Recommended ReadingCoaching ModelsBritton, Jennifer J. (2010). Effective Group Coaching: Tried and Tested Tools and Resources forOptimum Coaching Results. John Wiley & Sons Canada, Limited.Crane, Thomas G. and Lerissa Nancy Patrick (2002). The Heart of Coaching: UsingTransformational Coaching to Create a High-performance Culture. San Diego: FTA.Flaherty, James. (2010). Coaching: Evoking Excellence in Others. Amsterdam: ElsevierButterworth-Heinemann.Stoltzfus, Tony (2008). Coaching Questions: a Coach’s Guide to Powerful Asking Skills. VirginiaBeach, VA: Tony Stoltzfus.Whitworth, Laura, Henry Kimsey-House, and Phil Sandahl (2006). Co-active Coaching: NewSkills for Coaching People toward Success in Work and Life. Mountain View, CA: Davies-Black.Williams, Patrick and Diane S. Menendez (2007). Becoming a Professional Life Coach: Lessonsfrom the Institute of Life Coach Training. W. W. Norton & Company.Coaching in OrganizationsHargrove, Robert A. (2008). Masterful Coaching. San Francisco: Jossey-Bass.Lasley, Martha (2004). Courageous Visions: How to Unleash Passionate Energy in your Life andOrganization. Discover Press.Orem, Sara, Jacqueline Binkert, and Ann L. Clancy (2007). Appreciative Coaching: a PositiveProcess for Change. San Francisco: Jossey-Bass/Wiley.Skiffington, Suzanne, and Perry Zeus (2007). Behavioral Coaching: How to Build SustainablePersonal and Organizational Strengths. Sydney: McGraw-Hill.Stober, Dianne R., and Anthony Grant (2006). Evidence Based Coaching Handbook: Putting BestPractices to Work for Your Clients. Hoboken, NJ: John Wiley & Sons.Whitmore, John (2009). Coaching for Performance: GROWing Human Potential and Purpose:The Principles and Practice of Coaching and Leadership. Boston: Nicholas Brealey.Wilson, Judith, and Michelle Gislason (2010). Coaching Skills for Nonprofit Managers andLeaders: Developing People to Achieve Your Mission. San Francisco, CA: Jossey-Bass.Zeus, Perry, and Suzanne Skiffington (2002). The Coaching at Work Toolkit: A Complete Guide toTechniques and Practices. New York, NY: McGraw-Hill. 373

Coaching for Transformation Executive Coaching Goldsmith, Marshall, and Laurence Lyons (2006). Coaching for Leadership: The Practice of Leadership Coaching from the World’s Greatest Coaches. San Francisco, CA: Pfeiffer. O’Neill, Mary Beth (2007). Executive Coaching with Backbone and Heart: A Systems Approach to Engaging Leaders with Their Challenges. San Francisco: Jossey-Bass. Peltier, Bruce (2010). The Psychology of Executive Coaching Theory and Application. New York: Routledge. Ting, Sharon, and Peter Scisco (2006). The CCL Handbook of Coaching: A Guide for the Leader Coach. San Francisco: Jossey-Bass. Underhill, Brian O., Kimcee McAnally, and John J. Koriath (2008). Executive Coaching for Results: The Definitive Guide to Developing Organizational Leaders. San Francisco: Berrett-Koehler. Multicultural Coaching Belf, Teri-E (2002). Coaching with Spirit: Allowing Success to Emerge. San Francisco: Jossey-Bass/ Pfeiffer. Lennard, Diane (2010). Coaching Models: A Cultural Perspective: A Guide to Model Development for Practitioners and Students of Coaching. New York: Routledge. Passmore, Jonathan (2009). Diversity in Coaching: Working with Gender, Culture, Race and Age. London: Kogan Page. Rosinski, Philippe (2003). Coaching across Cultures: New Tools for Leveraging National, Corporate, and Professional Differences. London: Nicholas Brealey Pub. Business of Coaching Brown-Volkman, Deborah (2003). Four Steps to Building a Profitable Coaching Practice: A Complete Marketing Resource Guide for Coaches. New York: IUniverse. Fairley, Stephen G., and Chris E. Stout (2004). Getting Started in Personal and Executive Coaching: How to Create a Thriving Coaching Practice. Hoboken, NJ: J. Wiley & Sons. Grodski, Lynn and Allen, Wendy (2005). The Business and Practice of Coaching: Finding Your Niche, Making Money, and Attracting Ideal Clients. W. W. Norton & Company. Hayden, C. J. (2007). Get Clients Now!: A 28-day Marketing Program for Professionals, Consultants, and Coaches. New York: American Management Association. Leshinsky, Milana (2007). Coaching Millions: Help More People, Make More Money, Live Your Ultimate Lifestyle. Xeno Press. Mann, Monroe (2008). Start Your Own Coaching Business: Motivational, Life, Business. Irvine, CA: Entrepreneur. The Coaching Starter Kit: Everything You Need to Know to Launch and Expand Your Coaching Practice. New York: Norton, 2003.374

Recommended ReadingContributions to the Field of CoachingChodron, Pema (2004). Start Where You Are: A Guide to Compassionate Living. Boston:Shambhala.Cornell, Ann Weiser (1996). The Power of Focusing: A Practical Guide to Emotional Self-healing.Oakland, CA: New Harbinger Publications.Dass, Ram (2005). Paths to God: Living the Bahagavad Gita. Three Rivers Press.Doidge, Norman (2007). The Brain Th at Changes Itself: Stories of Personal Triumph from theFrontiers of Brain Science. New York: Viking.Goleman, Daniel (1996). Emotional Intelligence: Why It Can Matter More than IQ. London:Bloomsbury.Heider, John, and Lao Tzu (1997). The Tao of Leadership: Lao Tzu’s Tao Te Ching Adapted for aNew Age. Atlanta, GA: Humanics New Age.Kegan, Robert, and Lisa Laskow Lahey (2009). Immunity to Change: How to Overcome It andUnlock Potential in Yourself and Your Organization. Boston, MA: Harvard Business.Lao Tzu and Brian Browne Walker (1995). Hua Hu Ching: The Unknown Teachings of Lao Tzu.San Francisco, CA: HarperSanFrancisco.Levine, Peter A. (2005). Healing Trauma: A Pioneering Program for Restoring the Wisdom ofYour Body. Boulder, CO: Sounds True.Markova, Dawna (2000). I will Not Die an Unlived Life: Reclaiming Purpose and Passion. ConariPress.Nemeth, Maria (2007). Mastering Life’s Energies: Simple Steps to a Luminous Life. Novato, CA:New World Library.Perls, Frederick Salomon (1973). The Gestalt Approach and Eyewitness to Therapy: Fritz Perls.Palo Alto, CA: Science and Behaviour.Pert, Candace B. (1999). Molecules of Emotion: The Science Behind Mind-body Medicine. NewYork: Touchstone.Rogers, Carl R. (2004). On Becoming a Person: A Therapist’s View of Psychotherapy. London:Constable.Rosenberg, Marshall B. (2005). Nonviolent Communication: A Language of Life. Encinitas, CA:PuddleDancer. 375

About the AuthorsAbout the AuthorsMartha Lasley, MBA, PCCA founding partner of Leadership that Works, Martha creates results-orientedprograms that inspire, motivate, and transform. Passionate about mentoring leaders,she helps teams develop a coaching culture where visionaries and change agentsshift the power dynamics so that all people can thrive. As a trainer for the Centerfor Nonviolent Communication, she is an advocate for doing inner work in orderto fuel the outer work we’re called to do. Martha served on the faculty and coachedMBA students at Capella University for ten years. She has authored two earlier books:Facilitating with Heart and Courageous Visions.What people experience in Martha’s presence is a woman who listens deeply to eachperson’s heart and has a knack for drawing people into their power. She says, “I workwith movers, shakers and changemakers who are stuck in back-to-back meetings, buthave visions that rock. I help people make their visions real. Bold, compassionate,transformational coaching is a vehicle for creating a better world – where peoplevalue cultural humility, racial justice, shared power, and access to resources for all.My vision is to develop transformational coaches and facilitators in every nook andcranny of the world so that social change can flourish.”Virginia Kellogg, MCCVirginia takes a stand and fights for those who are marginalized and stays true toherself and the planet at a heart level. What makes Virginia’s work unique is hercommitment to expanding the reach of the coaching profession. She is a staunchsupporter of making coaching available, moving coaching from its current context ofprivilege into the wide world. As a pioneer in connecting the field of coaching to thegreater need in the world, she has been instrumental in creating the bridge betweencoaching, nonprofits and philanthropy and bringing coaching innovations into thesocial sector. Passionate about bringing coaching to all people, she challenges thecoaching profession to become more available and relevant to all communities.She says, “I work with people to look at the biggest picture of their possible impactand move toward that. It might be family based, community or global work. WhenI worked as a coach trainer in the federal prison system, everything shifted for me.I really learned there that once human beings see what they have to offer, even aglimpse of that, they set about offering it. Even when locked up for 30 years, they finda way to offer their gifts. I learned about the power of coaching, the deep way that thisprocess connects people to themselves and holds them to bring more of themselvesinto the world.” 377

Coaching for Transformation Richard Michaels, MCC Richard is a certified gestalt therapist, master certified coach and a visionary cofounder of the Coaching for Transformation certification training. He has been an executive coach and life coach for 18 years. Richard has been creating and facilitating personal, professional and spiritual development programs for over 35 years in the US, Canada and Mexico. The common thread in his work has been in-depth transformation through increasing self-awareness, self-confidence, creativity, skillfulness in communication and effective action. He was a founding member, mentor, fund-raiser and former trustee of Kripalu Center for Yoga and Health, Lenox, MA. Asked why he coaches, he shares, “I’m enlivened by the process. It calls me into deep connection with myself and others. Whether my client’s task is building an inspired team, working with a board of directors, staff, colleagues, or recognizing and following a new vision—self-awareness, communication, and seeing from new points of view are foundations for realizing the potential within individuals and groups. Clients and students inspire me to become more vulnerable and free and committed to transformation.” Outside of coaching and training, Richard is a passionate oil painter. A source of inspiration, learning and satisfaction, it has deepened his way of seeing and coaching others to support the unfolding of their creative potential. He is author of Moments on Canvas: Paintings by Richard Michaels, see www.RichardMichaelsArtist.com. He is married and lives in Great Barrington, MA and spends part of the year in Oaxaca, Mexico. Sharon Y. Brown, MS, PCC As a catalyst for personal, organizational and community transformation, Sharon supports people to envision powerful futures, overcome obstacles and co-create or advocate for the changes they want for their lives, families, organizations and communities. Drawing on her deep connection with Spirit and the ancestors, Sharon brings warmth and compassion in addition to a fierce commitment to collaboration, connection, personal and cultural awareness, and justice. Sharon joined the Leadership that Works faculty in 2010 after leading the team that developed the multicultural coaching curriculum. She currently trains and mentors aspiring certified coaches and also teaches coaching skills in school, workplace, prison, and community settings. Sharon is actively involved in the innovative work of Leadership that Works to make coaching skills widely available to community members and direct service providers to help shift the way they communicate, collaborate and partner with people they serve or engage. Sharon says, “Coaching skills transformed my life, so I’m passionate about helping people experience the power of coaching—personally and collectively. I truly believe coaching skills can support personal empowerment, deep cross-cultural connection, and a commitment to co-creating and advocating for organizational and community change.”378

Index Index: Coaching in ActionAltaf Shaikh Experiencing the Moment Page 104 Page 337Anne Yardley Prayer Led Me to Coaching Page 325Anuradha Prasad Tattva Shakti Dhara: Free the Power Flow - Coaching for Page 134 Organizational Re-Orientation Page 274 Page 336Belma González Barriers to Visioning Page 164 Navigating Rank Page 222 Page 152Damon Azali-Rojas Connecting to Spirit Page 289Guthrie Sayen Identifying Parts Page 270Ivy Woolf Turk Stepping Past the Borders of Our Knowing Page 270 Page 278J.R. Reynolds Expanding the View Page 220 Page 97Jagruti Gala Voice and Choice Page 270 Page 110Johnny Manzon-Santos How We Help, How We Harm: Deepening our Understanding Page 116 of Culture, Power, Privilege and Rank Page 245 Page 327Jonelle Naude How We Help, How We Harm: Deepening our Understanding Page 51 of Culture, Power, Privilege and Rank Page 56Kathleen Moore Coaching at Home 379Karen Romine When to Refer Clients for Mental Health ServicesKim Fowler Values Coaching How We Help, How We Harm: Deepening our Understanding of Culture, Power, Privilege and RankLeanne Whiting Coaching with the Energetic BodiesLeslie Brown It All Started with “What’s Okay?” A Trauma-Informed Coaching Model The Flying FishManish Srivastava Seeking the Deeper Agenda Calling Out the Power

Coaching for TransformationMaria Rogers Pascual Creating and Sustaining Conscious Relationships Across Race, Page 213 Class and Immigration StatusMarilyn O’Hearne Page 270 How We Help, How We Harm: Deepening our Understanding Page 32Michael Wise of Culture, Power, Privilege and Rank Page 53Michael Wright Page 217 My Coach’s StandMike Scott Page 270 Problem Solving or Possibility Seeing Page 93Nirupama Subramian Coaching Ethics Page 230Pailin Chirachaisakul Page 27Pernille Plantener How We Help, How We Harm: Deepening our Understanding Page 85 of Culture, Power, Privilege and Rank Page 160Rebecca Aced-Molina Page 13Rob McGowan Values and Needs Page 78Shruti Sonthalia Page 108Sonali Kelkar You Don’t Have to Leave your Job to be a Coach Page 149Steven Filante Page 294Sushma Sharma The Coaching Relationship Working with Needs and Values Discomfort with Leadership The Power of Coaching Integrating the Five Pathways Using the Body’s Wisdom Road Map for Expanding the View Opening the Space380

IndexIndex supporting language 70 supporting voice 69A Azali-Rojas, Damon 336accountability 36, 195 B power-with 195 balance wheel 187, 357Aced-Molina, Rebecca 160 Baldwin, James 275acknowledging 103 Bandler, Richard 242acknowledging the essence 36, 44 Beck, Aaron 244acquisitions 286 behavioral coaching 223action 11, 185, 338 Behavioral Science 239 Beisser, Arnold 239 as “doing less” 196 beliefs 139, 140, 173 brainstorm possible 146 courageous visions 126 limiting 6, 64, 76, 78, 180 moving into 37, 189 Bennett, Milton 255 planning worksheet 191, 361 Bhagavad Gita 331 questions 40 Bhatt, Vikram 11 values-based 98 biases 119, 255, 263action planning 191 blame 72active imagination 155, 173 blogs 209 example 173 blog talk radio 209activists 243 Bly, Robert 155Adult Learning Theory 242 board development 287advertising 208, 209 body 50agenda client 37 awareness 107, 109 deeper 50, 52 coaching with the energetic 110, 355 presenting 50, 52 connecting with 42 transformational 50, 52, 77 honoring the 106agreements 215, 217 listen to the 114 logistics 215 sources of information about 107alignment 11 supporting awareness 69ambiguity 72 using the 159Andreas, Connirae & Tamara 242 wisdom 105, 108Angelou, Maya 266 body-mind connection 39Anzaldúa, Gloria E. 44 bracing 118appreciating 47 brainstorming 36Appreciative SWOT analysis 360 breath 108Appreciative Inquiry 303 Bridges to Tomorrow 322 four phases 304 Briody, Michelle 202 negativity 306 Brock, Vikki 236 questions 305 Brown, Leslie 116, 245, 327Arrien, Angeles 204 Brown, Sharon Y. 378Assagioli, Roberto 155 BTW Informing Change 312auditory learners 243 businessAURA Learning Center 289 establishing your 228awareness 6, 11, 15, 257, 268, 335 legal structure 228 client’s body 107 name your 228 cross cultural 263 register your 229 four simple steps 16 business of coaching 374 needs 81 business plan 227 of your body 109 supporting body 69 381

Coaching for Transformation experiential phone 221 family 224C fierce 57 flat 64calling out the power 63 focus of 345 essence of 55 frequently asked questions 348 grief 223Campbell, Joseph 75 group 326capacity building 316 holistic 5career coaching 223 kids 224case studies 280, 282 leadership 290celebrating 46 life 223chakra 110, 355 multicultural 374challenges 48 niches 223challenging 36 nonprofit 223championing 36, 45, 103 organizational 223, 285, 288change organizations 373 partnership 212 seven steps 307 power and privilege 265changing the mindset 285 coaching practice 224Chavez, Cesar 233 pushy 64Childre, Doc 15 relationship 11, 27, 224, 294Chirachaisakul, Pailin 230 sample agreement 350Churchill, Winston 121 sample letter 347clarifying 19, 36 secular clients 341 skills 36 feelings 71 small business 223 needs 71 social change 311 observations 71 social sector 231, 312, 313, 326 requests 72 soul and spirit 329, 339client 11, 201 spiritual 223 completion with 219 three levels 11 engaging with spirit and soul 332 transformational 223 enrolling 210 values 97 information 343 wellness 223 potential 201 what is 3 prep form 346 without questions 68 questions 344 with the energetic bodies 110 role 216 Coaching and Philanthropy project 267, 312, 316coach 9 Coaching for Transformation 1, 79 role 216 process 9, 238, 243Coaches of Color Consortium 267 coaching model 247, 373coaching GROW 296 7 outcomes 327 leadership 292 behavioral 223 trauma-informed 245 body 355 coach’s palette 79 business 374 coach’s stand 6, 28, 32, 79 career 223 commitment 30 community 223, 326 metaphor 29 contributions 375 physical 29 couples 224 Cognitive Therapy 244 cozy 64 collaboration 7 cross cultural 215, 224, 251, 263, 280 collaboratives 322 culture 319 comfort zone 192, 358 edgy 62, 68 entrepreneur 223 ethics 217 evaluation 308 executive 223, 293, 374382

Index stepping out of your 193 diagnosis and feedback 302commitment 67 dialoguecommunities 322community coaching 223, 326 parts 157compassion 10 directives 68CompassPoint 312, 316 discovery session 212, 213competency sample outline 351 cross cultural 255, 259, 263 discovery walk 135 cultural 252 disempowering language 72 multicultural 255 Disraeli, Benjamin 45Confucius 237 distilling 19congruence 237 diversity 8, 181connection dominant social group 270, 271 empathic 212 domination 216conscious relationship 212 dualism 72consulting 4 Dubois, W.E.B. 279contribution 231 courageous visions 126 Econtributions to coaching 235core principles 7, 79 Early Childhood Connections 320, 323counseling 4 Eisler, Riane 216couples coaching 224 embracing the shadow 155, 160courage 10 create space for 115 active imagination 173courageous visions 125 example 173 action 126 contribution 126 detecting new parts 172 environment 126 empathizing with parts 170 history 126 getting permission to work with parts 166 identity 126 getting to know parts values 126 vision 127 example 169Covey, Stephen 81 honoring all parts 159Crane, Thomas 326 honoring the coach’s parts 181cross cultural coaching 224, 251, 263, 280 identifying parts 164 competency 255 internal oppressor 179 overview 252 parts dialogue 157 skills 257 self integration 165Cryer, Bruce 15cultural awareness 37, 263 example 168cultural competency structuring a session 165 framework 259 transformation of parts 176cultural humility 102cultural transformation 306 example 177culture 253, 270 types of parts 161curiosity 9, 22, 257 using the body 159 when to 180D wounded child 173Damasio, Antonio 111 example 174Daring to Lead 316 Emery, Mary 326defining moments 95 Emotional Intelligence 109, 240 emotions 6, 50 examples 95dependency 287 connecting with 42, 111 empathic understanding 237 empathy 64 empowering questions 36, 39, 258 empowerment 60, 268, 287 energy 106, 108 enrollment objections 211 383

Coaching for Transformation Fuller, Buckminster 363 future self 132 questions 210 statements 210 visualization 131entrepreneur coaching 223entry and contracting 302 Genvisioning the future 123 setting the stage 124 Gala, Jagruti 289Eoyang, Meganwind 90 Gandhi, Mohandas 282Erhard, Werner 235 GestaltEsalen 235ethics 217 open-chair technique 155ethnocentric 256 therapy 239ethnorelative 256 Gladwell, Malcolm 128evaluation and closure 303 goals 191, 196, 296, 298evaluation of coaching 308 compose and prioritize 190evolution of coaching 233, 235 implementation 191executive coaching 293, 294, 374 planning worksheet 191, 361existential therapy 238 setting 38, 40, 287expanding the view 139, 152 SMART 189 example 147 stretch 40, 191 fresh viewpoint 145 the power of sharing 196 identify a neutral topic 141 Goethe, Johann Wolfgang von 183 in four steps 140 Goldsmith, Marshall 295 multiple viewpoints 143 Goleman, Daniel 109 road map 149 Gonzales, Robert 90 viewpoints 144 González, Belma 134, 274 when to use 140 Goodman, Paul 239experiencing the moment 99, 104 Grantmakers for Effective Organizations 312 primary skills 101 grief coaching 223 when to choose 101 Grinder, John 242experiential learning 237 group coaching 326external forces 269 GROW model 296 with teams 298F guided visualization 131failure 121 Hfamily coaching 224Farrelly, Frank 57 habits 193fear 192 Hampden-Turner, Charles 251 Hayden, C. J. 201 overcoming 226 heart connection 7feedback 68 Henri, Robert 35feedforward 295 here and now 103feelings 112, 113, 353 four step process 99 clarifying 71 Hoffer, Eric 285 coach’s 85 holistic 6 mixed with judgment 114 holistic coaching 5fees 210 Honey, Peter 243fierce coaching 57 Hubbell, Ken 326Filante, Steven 149 Hughes, Langston 135Findhorn 235 Human Potential Movement 235foster care 116Four-Fold Way 204 IFowler, Kim 97, 270freedom 9 identityFreire, Paulo 269 courageous visions 126384 imagery 70

Immunity to Change 244 L Indexindividualism vs. communitarianism 261 385inner critic 156, 226, 280 Lahey, Lisa 244Inner Harmony 155 Landmark Education 235inner witness 338 language 70innovation 7inquiry 38 disempowering 72 Lao-Tzu 185 appreciative 303 Lasley, Martha 65, 67, 302, 377integrity 7 leadintelligence 105, 240intensity resist the urge to 115 leadership 160, 290, 316 engage with 115 leadership coaching model 292internal community 156 Leadership that Works 6, 267, 311, 312Internal Family Systems 155 learning styles 243internal oppressor 179 Ledgerwood, David 291International Coach Federation 363 Lennard, Diane 247 Leonard, George 92 code of ethics 217, 368 Leonard, Thomas 64, 235 core competencies 364 Lewin, Kurt 239 credential 363 life coaching 223interrupting 37, 101 life forceintersectionality 279interventions 21 connecting with the part’s energy 170introspection 338 light 355intuiting 37, 102 limiting beliefs 6, 64, 76, 78, 180intuition 21 listening 17, 258 seven steps 22 client-focused 18J enhancing 19 self-focused 17Jackson, Jesse 65 shifting the focus 19Jeffers, Susan 226 transformation-focused 18Jones, Nada 202 Lorde, Audre 62journal writing 338judgment 87 M example 88 Machado, Antonio 155 of others 89 MacKenzie, Gordon 137 self 87 Management Theory X and Theory Y 240 transform 114 Manzon-Santos, Johnny 270 transforming 86 marginalized group 270, 271, 277Judith, Anodea 355 marketing 208Jung, Carl 155, 224 marketing message 202K example 203 Markova, Dawna 1Kegan, Robert 244 Maslow, Abraham 241Kelkar, Sonali 108 Mayer, John 240Kelley, Tim 155 May, Rollo 238Kellogg, Virginia 377 McGowan, Rob 13kids coaching 224 McGregor, Douglas 240kinesthetic learners 243 McIntosh, Peggy 273Kivel, Paul 266, 272 Mead, Margaret 311Knowles, Malcolm 242 meditation 335Kolb, David 237, 243 mental health services 220Kuser, Kathy 197, 198 mentoring 4Kutch Mahila Vikas Sangathan 325 mergers 286 metaphors 37, 95, 103

Coaching for Transformation overwhelm 41 examples 95 PMichaels, Richard 378microaggression 275, 276 Palmer, Parker 332mind mapping 194 particularism 260mindset, changing the 285 partnership 216mission creep 287 parts 161Moore, Kathleen 278multicultural coaching 374 connecting with the energy or life force 170Mumford, Alan 243 detecting new 172 dominant 163N honoring 181 identifying 164naming what’s present 37, 102 protected 162National Training Laboratories, 235 protector 161natural flow 25 transformation of 176natural opening 25natural world 333 example 177Naude, Jonelle 270 parts dialogue 157needs 6, 81, 85, 93, 354 example 157 awareness 81 pathways to alignment 75, 77, 78, 79 clarifying 71 peak experiences 94 coach’s 85 Perls, Fritz 155, 239 differentiating between 83 Perls, Laura 239 identify 83, 87 person-centered approach 236 underlying 84, 87 planning interventions and action 303 universal 81, 82 planning tool 194negations 118 Plantener, Pernille 27, 85networking 208 Plotkin, Bill 329, 330, 334Neurobiology 244 polarities 36Neuro-Linguistic Programming 242 Positive Psychology 241Nin, Anaïs 192 possibility 9nonprofit coaching 223, 267 possibility board 149Nonviolent Communication 241 action 151O actions 151 embodying viewpoints 150objections 211 viewpoints 149 responding empathically 212 posture 108 power 265, 269, 270objectives 207 calling out the 63 measurable 308 expanding 60 performance 287 in the shadow 73 vague 308 opening to 60 sharing goals 196observations 68, 86, 107 powerlessness 288 clarifying 71 power-with 195 separate opinions from 86 pragmatists 243 Prasad, Anuradha 325O’Hearne, Marilyn 270 prayer 337O’Neill, Mary Beth 293 presence 79, 115oppression 267 privilege 265, 270, 273options 296, 299 white 273O’Reilley, Mary Rose 24 Process Consulting 239organizational 223 process work 120 procrastination 196 challenges 286 coaching 223organization development 302386

professional development 229 Rogers, Carl 27, 55, 236 Indexpsychosynthesis 155, 237 Rogers Pascual, Maria 213 387psychotherapy 4, 220 rolepublicity 209public speaking 209 client 216publishing 209 coach 216purpose 137 Romine, Karen 220 Roosevelt, Eleanor 123Q Rosenberg, Marshall 90, 241 Rosinski, Philippe 253Qigong 336 Rowling, J. K. 201questions S clarifying 94 close-ended 42 sacred wounds 334 empowering 39 Salovey, Peter 240 informational 42 Sayen, Guthrie 164 judgmental 43 scarcity mentality 287 leading 43 Schein, Edgar 239 limiting 42 Scherer, John 5 probing 39 Schwartz, Richard 155 shrinking 43 Schwartz, Stephen 105 why 43 Scott, Mike 270 wicked 119 secular clients 341 self-alignment 75R self-care 26, 229 self-management 38, 101, 257radical presence 24 Seligman, Martin 241rank 270, 274 seminars 209reality 296, 299 Seneca 189referrals 208 Senge, Peter 15reflecting 19, 38, 103 sensing and discovery 302reflections service 338 shadow 355 disempowering 20reflectors 243 finding power in 73reframing 38 when to embrace 180 Shaikh, Altaf 104, 105 disempowering language 72 Sharma, Sushma 294relationship 215, 278 Sharpe, Chris 291 Shirlaw, Darren 291 coaching 27, 224 silence 37, 64, 103 conscious 212 Simms, Laura 306 designing multiple 290 Skiffington, Suzanne 309 transformational 25 Skye, Susan 90requesting 38 small business coaching 223requests 48 SMART goals 189 clarifying 72 social change 7, 311rescuers syndrome 287 socialization 279resistance dual 280 going to 117 ethnic 279 identify the needs behind 118 race 279 move toward 117 social media 209resourcefulness 8 social sectorReynolds, J.R. 152 creative approaches 326right brain vision social sector coaching 231 exercises 130 questions 129ritual in visioning 133

Coaching for Transformation training 5 transformation 5, 76, 176 evolution 312 unique challenges 313 cultural 306Sonthalia, Shruti 78 transformational coaching 223soul 329, 330, 332 transforming distress into light 90 connecting with 41 trauma-informed coaching 245 engaging the client 332 Trompenaars, Fons 251, 259spirit 329, 331, 335, 336 trust 24, 277 connecting with 41 engaging the client 332 creating 24spiritual coaching 223 holding the container 24spirituality 330 Twist, Lynn 306spiritual practice 342Srivastava, Manish 51, 56 Ustatements 68Stone, Hal & Sidra 155 unconditional positive regard 237strategic planning 185 Underhill, Brian 290 whole-life 186 universalism vs. particularism 260strategic planning wheel 356 upfront agreements 207strategies 84, 185 differentiating between 83 Vstrategy session 204 example 205 values 7, 81, 85, 93, 354 objectives 207 action 98 organizations 207 clarification 93, 214stretch goals 191 clarifying 40Subramanian, Nirupama 93 coaching 97Sue, D. & Sue, D. 255, 276 courageous visions 126support 197 defining moments 95 expanding your team 200 espoused 96 personal network 198 examples 95 system diagram 199 list 354 tune up 199 lived 96support grid 197, 359 metaphors 95support vs. empowerment 60 peak experiences 94SWOT analysis 301, 360 prioritizing 97 appreciative 301, 360 universal 81, 82T viewpoint 140, 142, 144, 145 choose a fresh 141Tai Chi 336 discover multiple 140, 143Tavistock 235teaching 5 vision 123, 183team board 130 courageous visions 127 global virtual 287 creating using the right brain 128 new start up 287 retreat 136testimonials 209 right brain exercises 130theoretical underpinnings 233 right brain questions 129theorists 243Theory X and Theory Y 240 visioning 38therapy 4 barriers to 134Thoreau, Henry David 189 ritual in 133Tolle, Eckhart 99topic 142 visualizationTracy, Brian 193 future self 131 guided 131388 visual learners 243 Voice Dialogue 155, 237

volunteering 209 Indexvulnerability 257 389WWalker, Alice 255, 268way forward 297, 300website 209wellness coaching 223Whiting, Leanne 110Whitmore, John 236, 296Whitworth, Laura 235whole-life strategic planning 186wholeness 8Whyte, David 331wicked questions 119Williamson, Marianne 273Wise, Michael 32Woolf Turk, Ivy 222workshops 209wounded child 173 example 174woundedness 334Wright, Michael 53, 217writing 209YYardley, Anne 337Yeh, Lily 265yoga 336youth 116, 327ZZeus, Perry 309