By Anne Brockbank, Ian McGill

ISBN-10: 0749444487

ISBN-13: 9780749444488

ISBN-10: 074944844X

ISBN-13: 9780749448448

Definitions of the phrases “coaching” and “mentoring” are typically ambiguous and are usually complicated for consumers who have to verify some great benefits of those actions. Facilitating Reflective studying via Mentoring and training presents readability by means of providing a theoretical framework featuring training and mentoring versions including examples of the way they are often utilized in perform. strong conception is sponsored up by way of functional routines, case reports, education workshop templates, studying associate handouts and instruments for choosing potential mentors. very important information is additionally given on delicate components corresponding to the boundary among mentoring or training and treatment, and the necessity for codes of perform.

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Example text

This socially acceptable self, formed for fear of losing the love of the parent, is often in opposition to the true ‘organismic self’ that is suppressed by conditions of worth. The struggle to live up to this idealized self is carried forward into adult life, and we discuss the two selves in Chapter 3. In evolutionary learning situations the idealized self-concept is revealed in the ‘shoulds’ and ‘oughts’ and ‘got tos’ that may appear in clients’ issues. The use of ‘should’ suggests that clients may be speaking under conditions of worth – rather than from their true organismic self (Rogers, 1992).

Mindfulness is ‘about being aware of what is happening in the present, on a moment by moment basis. It is an intentional becoming aware of our bodies and minds and the world around us whilst not making judgements about what we like or don’t like in what we find there’ (Landale, 2005). We present a mindfulness exercise in Appendix 2. In addition, for transformative learning it is necessary to revise the destructive core beliefs embedded in the emotional brain, which informs self 2. The emotional brain learns negative core beliefs from uncaring or threatening messages from childhood, and associates them with feelings like hurt, anger, fear and envy.

For functionalist and engagement approaches, instrumental and consensual reflection is appropriate. For evolutionary approaches, challenging embedded power relations through revealing a prevailing discourse enables critical reflection for clients. Our map of mentoring and coaching will now be placed in the context of learning theory. NOTE 1 The term ‘engagement mentoring’ has been coined by Helen Colley (2004) in her publication entitled Mentoring for Social Inclusion, Routledge-Falmer. This page intentionally left blank 3 Learning theories How can learning theories inform our understanding of mentoring and coaching?

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Facilitating Reflective Learning Through Mentoring & Coaching by Anne Brockbank, Ian McGill

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