ABSTRACT
Once coachees are well on the way towards achieving their development-based objectives or problem-based goals, it is important for the rational emotive behaviour (REB) coach to encourage them to generalise their learning to other areas of their lives where they want to develop themselves or where they have a problem. At the initial stage of rational emotive behavioural coaching (REBC), coaches are quite active-directive with respect to helping the coachee to identify their coaching objectives/goals and to learning the relevant framework that is best suited to their coaching needs. As coaching progresses, coaches should ideally encourage coachees to take increasing responsibility for using this framework and other relevant material in the pursuit of their development-based objectives or problem-based goals. Coaches should increasingly utilise the Socratic questioning technique during the middle stage of coaching as a means of encouraging coachees to do most of the work of coaching.
