ABSTRACT
This chapter considers the issues that arise when coaching is considered from the perspective of the alliance and what makes for a good coaching alliance. It discusses the raison d'etre of cognitive-emotive-behavioural coaching (CEBC): its purpose. The main task that students have in the goal-alliance domain of problem-focused cognitive-emotive-behavioural coaching (PF-CEBC) is to help their coachee set a goal with respect to each of the problems for which they are seeking help. The reflection process is an integral part of CEBC, showing the state of the relationship with respect to the degree of mutual respect, acceptance and trust present in that relationship. Coach interactive styles may vary along a continuum rather than exist as either-or categories. The following are common style dimensions on which coaches may locate themselves: high activity – low activity, formality – informality, humour – seriousness and uses self-disclosure – does not use self-disclosure.
