ABSTRACT

Purpose: To examine solution-focused coaching (SFC) as a means to enhance clinicians’ professional development.

Methods: Six pediatric rehabilitation clinicians (three physical, two occupational, and one behavior therapist) each received two SFC sessions targeting clinical listening goals. Conversational intervals were noted in session transcriptions. Frequencies of relational strategies and conversational intervals were calculated. The meaning of intervals > 10 s was examined.

Results: The most frequent relational strategies indicated that SFC facilitates reflection and critical thinking, and encourages action. An appreciable number of long intervals (>10 s) occurred, indicating substantial reflection by participants. These were embedded in relational dialogue sequences involving coach questions and formulations, and participant pauses.

Conclusions: The findings support the use of SFC as a professional development tool and substantiate the view that SFC ‘works’ through the coach’s use of relational strategies designed to facilitate collaborative conversations that build solutions through an emphasis on reflection and action.

摘要

目的：研究以解决方案为中心的教练（SFC），以增强临床医生的专业发展。

方法：六名儿科康复临床医生（三名物理，两名职业和一名行为治疗师）每人接受了两次针对临床听力目标的SFC会议。在会话转录中记录了对话间隔。计算关系策略和对话间隔的频率。检查间隔> 10 s的含义。

结果：最频繁的关系策略表明，证监会促进反思和批判性思维，并鼓励采取行动。发生了相当长的间隔时间（> 10 s），表明参与者进行了实质性思考。这些被嵌入到涉及教练问题和公式以及参与者停顿的关系对话序列中。

结论：这些发现支持将SFC用作专业开发工具，并证实了SFC通过教练使用关系策略来“工作”的观点，这些策略旨在通过强调反思和行动来促进协作对话，从而建立解决方案。