Table 4 Domain 2: coaching process competencies, frequency and importance validation ratings (N = 78; Domain weight = 63.7%)
From: Group Health & Wellness Coaching: development and validation of the required competencies
2.1 | Client-Centered Relationship | IMP | FREQ | WT |
2.1.1 | Continuously recognize the group’s individual and collective needs and design content and activities to meet them | 3.59 | 4.47 | 0.86 |
2.1.2 | Adjust approach according to the group’s evolving health literacy | 3.54 | 4.28 | 0.81 |
2.1.3 | Intentionally create a climate that respects social and cultural differences, and fosters inclusivity | 3.88 | 4.56 | 0.93 |
2.1.4 | Respect and explore the larger meaning of health and wellbeing across diverse group members | 3.55 | 4.22 | 0.80 |
2.2 | Managing Group Dynamics and Challenges | |||
2.2.1 | Establish and maintain trust and rapport | |||
2.2.2.1 | Model unconditional positive regard, benevolence, honesty, sincerity, and authenticity | 3.96 | 4.79 | 0.99 |
2.2.1.2 | Provide strong leadership and facilitation when the group is forming; respond to the evolving culture and needs of the group | 3.82 | 4.73 | 0.95 |
2.2.1.3 | Foster shared meaning and honor diversity (e.g. cultural, racial) | 3.82 | 4.44 | 0.90 |
2.2.1.4 | Monitor appropriate boundaries that meet the needs of individual participants and the group | 3.62 | 4.41 | 0.86 |
2.2.1.5 | Elicit commitment from participants to attend and to focus their participation by their elimination of all distractions around them | 3.53 | 4.23 | 0.79 |
2.2.1.6 | Create a comfortable setting, through expressing empathy and friendliness, holding a positive attitude, encouraging participants to share ideas, and building on each participant’s knowledge, as opposed to lecturing | 3.95 | 4.83 | 1.00 |
2.2.1.7 | Actively care about and equally value each participant with their unique contributions and needs | 3.90 | 4.73 | 0.97 |
2.2.1.8 | Follow through on commitments made to the group and co facilitators as appropriate | 3.90 | 4.78 | 0.98 |
2.2.1.9 | Honor participants privacy, confidentiality, choices, expertise and contributions (verbal, written and A/V recordings) | 3.95 | 4.83 | 1.00 |
2.2.2 | Apply communication skills | |||
2.2.2.1 | Facilitate development of effective communication skills within the group (e.g. focus on ‘I’ statements, bottom lining/laser speech, and disallowing advice-giving) | 3.55 | 4.23 | 0.80 |
2.2.2.2 | Elevate the group’s shared wisdom by modeling coaching techniques (e.g. open-ended questions, reflections, affirmations, and intentional silence) | 3.77 | 4.68 | 0.93 |
2.2.3 | Provide context and manage participant expectations | |||
2.2.3.1 | Summarize topics and segue to next topic intentionally | 3.41 | 4.36 | 0.79 |
2.2.3.2 | Provide instructions for activities, eliciting participant understanding, and clarifying as needed | 3.62 | 4.51 | 0.86 |
2.2.4 | Encourage participation and group cohesion | |||
2.2.4.1 | Identify common themes and link participants into the topic being discussed | 3.58 | 4.47 | 0.85 |
2.2.4.2 | Harvest group wisdom and resources by identifying themes and new awareness | 3.62 | 4.46 | 0.86 |
2.2.4.3 | Balance coach guidance with participant and group autonomy | 3.67 | 4.51 | 0.88 |
2.2.4.4 | Incorporate a range of appropriate group activities, such as open group discussion, round robin, brainstorming, and breakout groups | 3.37 | 4.08 | 0.74 |
2.2.4.5 | Facilitate a sense of belonging and cultivate interdependence among all group participants | 3.63 | 4.54 | 0.87 |
2.2.4.6 | Ensure adequate and appropriate attention for each group participant | 3.72 | 4.56 | 0.90 |
2.2.4.7 | Recognize and create experiences that facilitate discovery while accommodating different learning styles and preferences | 3.47 | 4.22 | 0.78 |
2.2.4.8 | Promote collaborative discussions by encouraging the acknowledgment of other’s contributions | 3.60 | 4.54 | 0.87 |
2.2.5 | Group development and evolution | |||
2.2.5.1 | Understand and facilitate a participant’s evolution from a self-focus to a collective group focus in regard to goal achievement | 2.92 | 3.71 | 0.60 |
2.2.5.2 | Recognize that bonding and investment of members builds engagement through the practice of altruism | 3.27 | 3.90 | 0.69 |
2.2.5.3 | Champion the group by regularly and consistently giving supportive feedback that is specific and timely | 3.64 | 4.55 | 0.88 |
2.2.5.4 | Understand and facilitate the phases of the group development process | 3.32 | 4.05 | 0.73 |
2.2.6 | Manage energy, emotions, and flow of the session | IMP | FREQ | WT |
2.2.6.1 | Attend to shifts in both individual and group energy (e.g. nonverbal communication signals) | 3.60 | 4.36 | 0.83 |
2.2.6.2 | Apply nonverbal communication appropriately to the group | 3.45 | 4.24 | 0.79 |
2.2.6.3 | Demonstrate empathy and honor emotions, recognizing the importance of respecting both individual and group boundaries | 3.86 | 4.71 | 0.95 |
2.2.6.4 | Manage emotions to create a safe container for the group, by naming and reflecting the emotion | 3.69 | 4.38 | 0.86 |
2.2.6.5 | Celebrate the forward progress of some, while remaining sensitive to others who may be ‘stuck’ | 3.74 | 4.46 | 0.88 |
2.2.6.6 | Use humor to raise or lighten group energy when it best serves the group process | 3.55 | 4.33 | 0.81 |
2.2.6.7 | Foster group and individual self-compassion | 3.79 | 4.62 | 0.92 |
2.2.7 | Manage challenging group participant behaviors (i.e. under or over-talking, interrupting, fixing, arguing, using inappropriate language, being culturally insensitive, veering off topic, etc.) escalating as necessary from general to specific, for example: • Reinforce group honoring of ground rules • Redirect and reframe communication • Openly name and address discord appropriately within the group as it occurs • Have a private discussion with participant(s) outside of group • Attend to patterns of group conflict and resistance • Model skills for conflict management and navigation of difficult conversations | 3.78 | 3.79 | 0.76 |
2.3 | Model Active, Mindful Listening and Nonjudgmental Presence | |||
2.3.1 | Take into account differing processing styles and pace | 3.76 | 4.45 | 0.89 |
2.3.2 | Demonstrate cultural sensitivity and accommodate different world views | 3.78 | 4.18 | 0.84 |
2.4 | Set Goals, Implement Action Commitments, and Review Progress | |||
2.4.1 | Consistently integrate goal setting and progress reviews into sessions | 3.55 | 4.41 | 0.84 |
2.4.2 | Support accountability among group participants | 3.47 | 4.31 | 0.80 |
2.4.3 | Apply learning to real life goals and action, which may include debriefing of activities | 3.67 | 4.45 | 0.87 |
2.4.4 | Invite group members to normalize and reframe setbacks, obstacles, and challenges | 3.73 | 4.45 | 0.87 |
2.4.5 | Honor individual preferences for self-monitoring | 3.56 | 4.23 | 0.81 |
2.4.6 | Elicit commitment for actions to be taken before the next session | 3.51 | 4.37 | 0.83 |
2.5 | Enhance Social Support | |||
2.5.1 | Facilitate participants in developing and accessing social support inside and outside of the group | 3.42 | 4.12 | 0.76 |
2.5.2 | Bring awareness to outlets participants may utilize outside of sessions, such as social media, to share shifts, breakthroughs, or challenges they experience between sessions | 2.94 | 3.62 | 0.60 |
2.5.3 | Facilitate participants envisioning how to create needed support outside of the group, transferring the skills they’ve learned in the group | 3.42 | 4.08 | 0.75 |