Coaching Skills for Recovery
A Decade of Providing Coaching Skills for Recovery Training at Nottinghamshire Healthcare NHS Foundation Trust
Helen Cyrus-Whittle (with contributions from Tony Mitchell)
August 2019
1
1
Introduction Over the past 10 years at Nottinghamshire Healthcare NHS Foundation Trust we have developed and provided training courses that provide our staff with an Introduction to Coaching Skills that can be used to support people with their recovery. This paper provides a brief overview of the journey from initially adapting the course for the Trust and subsequent developments, sharing some reflections that focus on the experiences of delivery and participation. We will aim to address some of the factors that have influenced our rationale for this approach, before highlighting some of the successes and challenges that we have encountered. We will finish by considering by reflecting on the utility of this approach and what we may need to do to be able to continue to develop it in the future.
What is Recovery?
“Recovery is a deeply personal, unique process of changing one's attitudes, values, feelings, goals, skills and/or roles. It is a way of living a satisfying, hopeful, and contributing life even with limitations caused by the illness” (Anthony, 1993).
Since William Anthony’s definition of recovery in the early 1990’s, it has been explained in many different ways. However, there are some general themes that are consistently referred to. These generally relate to ideas about acceptance, self-worth, personal empowerment, self-management and self-identification of goals. Repper & Perkins (2001) suggested that these could be summarised as three core themes of hope, control and opportunity.
These perspectives about recovery focused very much on the experience of the individual. This was described as ‘personal recovery’ by Slade (2009), as a way to distinguish it from traditional ideas and experiences of ‘clinical recovery’.
Recovery within Mental Health Services
In England around the turn of the millennium, recovery began to be recognised by some as a concept that could truly inform and drive our mental health services. From the care and support that individual practitioners provided to the way that services were configured and prioritised – the then emerging and evolving thinking about recovery offered a positive challenge to the status quo. (Shepherd, Boardman & Slade 2008).
2
2
During a similar time period, other influential concepts and approaches emerged in the wider health and social care context. Many of these shared some of the core values associated with recovery and to varying degrees have informed and influenced current thinking about recovery. These include: Social Inclusion; Person-Centred Care; Strengths-Based Approaches; Self-Management and Personalisation. There was a strong emphasis on healthcare choice, consumerism and individual empowerment.
This ideological ‘shift’ has led to several innovative approaches and developments being introduced within mental health services. Underpinned by the principle of ‘experts by experience’, Recovery Colleges & Peer Support Workers have provided people with opportunities to explore, understand & develop what recovery means for them.
This ‘shift’ also created some positive challenges and questions for traditional ways of working and mental health service provision.
• How can mental health practitioners & services provide support for such personally defined ideas about recovery?
• What is their purpose & role within this approach? • How can they use their skills & expertise to support ‘personal recovery’?
Recovery at Nottinghamshire Healthcare NHS Foundation Trust
In 2009 the Nottinghamshire Healthcare NHS Foundation Trust published its first Trust-wide Recovery Strategy (NHFT, 2009). For a major English mental health service provider this was a significant step.
Whilst both nationally and internationally there had been an ever-increasing awareness of Recovery during the 2000s, it is fair to say that near the end of that decade, in the Nottingham area large numbers of people remained unaware of the thinking and work that had been developing around Recovery. This included people who used the services, their families or supporters and the staff within the services.
The publication of the strategy was an aspirational approach that largely succeeded in introducing many of the key values and principles of Recovery to a much wider audience. It highlighted the Trust Board’s commitment to promoting and embedding recovery in all of its services. It was also significant in supporting the development of several major initiatives, such as: Peer Support Workers; Nottingham Recovery College and Personal Recovery/Wellbeing Plans.
In terms of the preparing the workforce, other key organisational commitments stemming from the strategy included the establishment of Recovery Champions
3
3
in all services and a programme of recovery-themed educational and training activities that would be available for all staff.
What became clear during the early days of training with staff and the work with the first Recovery Champions, was that the inherent values and principles of Recovery challenged many of their established and traditional ways of working.
Moving away from professional-led treatment and care towards collaboration and working in partnership towards self-defined goals – meant that we had to think differently about how we could prepare and support the staff to work in this way with the people who use our services.
Around this time, there had been some early recommendations for Coaching approaches to be developed and used by mental health workers to support people with their Recovery (Slade 2009). We were familiar with basic ideas about how Coaching was used in the business and corporate sector, but at this stage had not experienced it being used consistently within a mental health context. Our next step was to check this out & see what was possible – our journey began here!
What is Coaching? Coaching is a relationship between two people - the coach and the client. It works on the basis that the client has the answers. Through the use of powerful questions, the unconscious mind can come up with answers - in spite of obstacles that may exist there due to fear, limiting beliefs, past ordeals, or negative reinforcements.
Coaching focuses on where you are now and where you want to get to. It does not focus on the past, although this is not discounted. It is about goal setting and creating options - then actioning these. Downey et al (2003) see it as the art of facilitating the performance, learning and development of another.
Coaching works on the basis that people usually have the answers within themselves. When the process of Coaching is learnt and the skill mastered, it allows people to step out of the position of problem solver and solution creator, into facilitator and coach. This allows the client space to process, think about their goals and to hear and respond to the answers that come from their own minds. This creates a buy in to the process, which usually gives more opportunities for achieving their goals. The technique by its very nature promotes the empowerment of people.
It is an approach that requires us to step back and not dictate. Instead, we use a range of communication and facilitation skills to support people through the
4
4
process of self-discovery. These include: developing rapport, active listening, using powerful questions, as well as appropriate pauses and silences. Using these skills with this approach, may well enable someone who is feeling that they have no control, the ability to be able to take it back.
The GROW model is one of many and one of the most popular used in Coaching, with people using this approach as a framework to help structure their Coaching sessions. Once a topic has been identified, it then encourages the Coach to work with a person to explore their Goal, current Reality, Options (or Obstacles) and Will (or Way Forward).
Once learnt, the GROW model can help in many scenarios. The one to one approach works well for many people and lends itself well to enabling the more formal use of the model. However once learnt it can help people to navigate day-to-day situations, to steer meetings, facilitate supervision and guide general conversations. Understanding the formality of the process does not limit the individual using it, who can adapt it to their work setting, creating more scope, diversity and flexibility in its use.
The first and often biggest transition in Coaching starts by practitioners becoming self-aware and addressing perceptions that can cloud our judgements. The process of Coaching enables us as individuals to begin by looking at ourselves. In wanting to ‘fix’ others we need to acknowledge our own barriers/attitudes and stumbling blocks to change and the understanding of the uniqueness of the process.
Generally, one cannot understand how something works, sell it and demonstrate it, unless they have tried it. In sales and marketing, the salesclerk needs to understand the product and how it works to pitch the product to their clients. Understanding the intricacies about Coaching is no different and every Coach has to be coached on their own issues first before venturing into helping others. It is usually a very powerful experience when one see’s the benefits in their own life and areas that they have been wrestling with becoming changed and transformed.
Making the Connections Between Coaching and Recovery
There are a number of similarities between the principles of recovery and coaching (Bora et al 2010). Bora (2012) identifies that it need not be a formal procedure.
The process of developing one’s own self-awareness and then helping an individual become focused, goal-centred, motivated and accountable to follow through with options is the coaching stance. This can be an informal process
5
5
through conversation, as well as through more formal one to one sessions. Recovery principles include engendering hope, creating opportunities and giving back control. All factors that the coaching process can help people to attain by enabling the client to discuss what they want to look at and helping them to see that the process of change can come from them. This personalised approach is crucial for both Coaching and Recovery, as opposed to a ‘one-size fits all’ approach that can seem like a ‘sausage factory’.
Coaching in Recovery helps the individual’s motivation and can empower an element of independence. Initially this can sometimes create barriers. Especially if the client has been used to being told what to do or has had limited opportunities and experience of making meaningful personal choices - which has been the feedback from some staff and former service users.
Putting oneself in the shoes of the person being supported, poses the question how would one like to be treated, consulted, supported or helped? This enables the person in the Coaching role to step away and reflect on their responses to that question and then explore the importance of really finding out what someone wants. Ten people may all have a similar problem with similar backgrounds in terms of size, height, sex, religion, etc. – potentially they could have ten different options to use towards this similar problem, yet so often people experience the same approaches being used.
Coaching, like Recovery challenges the notion of these ‘standard’ approaches. It uses a non-directive approach that elicits what the client/patient wants instead of the Coach telling someone what to do or asking the question ‘why’ they are doing what they do. When time is taken to understand, to ask the right questions, to be interested enough to gather that information, we may save the client and ourselves hours of unnecessary work. If we can help someone fulfil something they really want or explore that process it will enable them to come up with their truth, identify potential barriers and then move to taking steps towards success. Either way they come to that place themselves, which is far more enlightening and empowering than if they were told they had to do it some other way.
Both Coaching and Recovery can pose challenges to traditional practice and ways of working within mental health services. People are encouraged to move away from systems and approaches that place dependency on professional expertise towards collaborative partnership working between professionals and clients. The expertise gained from personal lived experience is equally valued and personally identified goals and aspirations are central to all work undertaken together. Many people see this challenge in a positive light, whilst acknowledging there remains some resistance from others. Over the past decade in Nottinghamshire Healthcare NHS Foundation Trust, both Coaching and
6
6
Recovery have significantly contributed to the process of positively challenging and changing the mindsets of both staff and service users.
.
Chance Encounters – The Launch of Coaching Skills Training at Nottinghamshire Healthcare NHS Foundation Trust
Through a series of events and opportune meeting in 2009, Dr Julie Repper, who had recently been appointed as Recovery Lead for Nottinghamshire Healthcare NHS Trust Foundation, came across a series of Coaching skills courses that were being facilitated for service users by Helen Cyrus-Whittle. Some European development funding was negotiated, and Helen was then able to offer an initial series of free Introductory Coaching Skills courses to several groups of staff from the Trust.
The course combined theory with practice and lasted for three days in total. An introduction to the principles of Coaching Skills was provided over the first two consecutive days. Participants then went away to implement and practice in their areas of work and personal lives. After approximately four weeks they returned for the third day’s session – which focused on reflection & feedback.
Tony Mitchell who was the Trust’s Learning and Development Recovery Lead participated as a student on one of the initial courses. After his experiences on the course, he began collaborating with Helen as she developed her Coaching Skills course to be delivered as part of a prospectus of courses that would help Trust staff to develop a ‘toolkit’ of skills that could help them to support the Recovery needs of the people they worked with.
The initial aim was to simply offer a range of basic Coaching Skills to staff that could help to improve communication, develop personalised perspectives of wellbeing and introduce a more facilitative approach to working with people. That helped to bring the best in performance and development out of them as individuals. In this way, it was hoped that staff developing these skills would help to support the Recovery approach within the organisation. It was also felt that introducing a Coaching Skills approach could be one of the most effective ways
“Coaching was the practical outworking of what Recovery means/looks like”
(Quote from a visitor from Germany who was part of a group came that came to Nottingham to look at the Trust’s Recovery approach and was introduced to the principles of Coaching).
7
7
for Trust staff to practically demonstrate the contributions that could they could make to support people with their personal experiences of Recovery.
Helen was initially commissioned to deliver the course as a pilot, and it was launched in the Trust’s Learning and Development department in 2010. Nearly 10 years later it has gone from strength to strength.
Overview of Course Structure and Content
The course is held initially over two consecutive days and is an introduction to the principles of coaching skills, combining theory with practice. Participants then go away to implement and practice the skills over four weeks in their areas of work and personal lives. They then return for the third and final day of the course. The third day looks in more detail at Recovery principles, which once identified clearly show the correlation between Coaching and Recovery. This day also focuses on participants sharing feedback about their experiences of using the skills in their workplaces. They are also encouraged to share reflections and perspectives about the potential, the positives and negatives of the process, whilst taking part in more practice sessions and learning about more tools they could use.
The process on the Course involves actual practice in groups of three, with each participant taking it in turns to take on the role of a Coach, an Observer and Client.
Each role is promoted as being as valuable as the next. This can help staff identify with their clients, by experiencing ‘the light bulb’ moment when the right question is asked. The observer sees the importance of rapport and how this makes the difference when communication skills are effective. The Coach learns the importance of learning to talk less and listening more. They learn by trusting that through practice (like learning to ride a bicycle or driving a car) their brain will also learn to ask the right questions. They can see that when all these elements are working together, they can create something quite unique and result in helping to initiate the process of change for the client.
Learning about the fundamental principles and practical skills of Coaching includes looking at: rapport, communication skills, powerful questions and the Grow model.
8
8
During the practice sessions on the course, the participants in the Coach role follow a format that helps them navigate the process to an outcome. They clarify and identify what the topic and specific goal is that the client wants to achieve for the session. This is followed by ascertaining the reality around what is happening currently for the client about the topic. Then they help them through the use of powerful questions to come up with answers and to look at the options available to help them to move forward and achieve the changes they desire.
A key message that is promoted to participants is that it is the Coaches role to help motivate, encourage and enable the client to achieve what they want to. The process of specifically looking forward and ear marking what the client wants to address is key. In their role as a Coach, Participants are challenged to help to keep people on track, without becoming overwhelmed with the big picture. They are encouraged to support people to identifying what is the most important area to address right now! The whole process being motivational and can create changes quite quickly.
GrowModel
Powerful questions
Communication
skills
Values
Learning Styles
Cou
rse
Bega
n 2009-2019
App
rox
staf
f tr
aine
d
900
staf
f ForensicCommunityPrisonPrismFamily centresSocial WorkersCAMHSPerinatal servicesMental HealthFamily Health Practitioners
9
9
Coaching Skills Progression Courses and Development Opportunities
Several progression routes have been developed that build upon the original course. These include a one-day update course which builds on practice and looks at further principles in coaching that can help staff to continue to develop their skills.
A half-day professional development supervision course has been run quarterly with the same small group throughout a year period. This is very much facilitated and structured around what the staff brought in as case studies. As a group applying the Coaching approach, to come up with ideas to help the staff member for each particular case. Updates are then provided and reviewed at the next session.
The course was initially run with staff from a mental health background. However, as the organisation has developed and now includes primary physical healthcare services, the course has been reviewed to make it accessible to staff from all areas of the Trust. This also includes people from our corporate and administrative services who have found the course useful to support them to develop skills areas such as effective team communication and supervision.
A Coaching Skills course specifically for managers has now been in operation for two years giving them unique time to work together and to learn the skills with others in similar positions. This has empowered managers to learn to delegate and not have to be in that position of control but to lead and guide through a more facilitative approach. These add on courses have evaluated well and kept the Coaching approach fresh gaining further interest and support, which has helped as an incentive to carry on developing it.
A number of bespoke courses and sessions have also been developed and have focused around specialist areas of interest. This has included a course exploring using Coaching Skills in clinical supervision and sessions aimed at specific teams and services, as well as a pilot for a patient group.
10
10
Benefits for Service Users & Staff Quotes from Course Participants
Service Users Staff
• ‘Takes the weight off working with teenagers. Treated as equal, helps them reach decisions and gives power back’
• ‘Used with patient with OCD. It helped to keep client focused - good for framing and helped keep focus’
• Helps change culture • Helpful for relapse
prevention…how to look forward if always looking back
• Powerful questions – ‘Can you remember a time when’? Allows the client to come to their own conclusions
• What do you want? If you could have what you want what would it be?
• Coaching for Recovery - Gives by its very nature opportunity for individuals to discover what they want, to build hope through the possibilities of attaining Goals. Which can put them back in the driving seat and in control.
• An service user suffering with agrophobia attained three goals on his wheel of life in a week said it gave him the realisation ‘he could do it’
• Increase in self-awareness • Change in personal
relationships • Better communication between
staff and patients • Improved work life balance and
management skills • Learning and acceptance of
delegation and not ‘having to do it all’ approach. Stepping back and feeling lighter as the awareness that they do not need ‘to do it all’
• Staff have found it very useful in supervision for staff development and CPD, and have encouraged other members to attend which has helped more of a systematic approach in their areas of work
• Evidence of 10 years of feedback shows that service users cooperation, in and out of hospital/discharge between staff and the client, increases the pinning down of the specifics of what an individual needs enabling the process of attainment.
• Staffs approach to Service users being willing to stand back, to exercise patience to see things change, that could be lasting.
Challenges
Overall the experience of providing the course has been very successful and a large majority of the feedback is very encouraging and extremely positive.
11
11
However, there have been several themes that have presented as challenges whilst running the course.
The course has evaluated very well and has had good attendee numbers in general. The occasions that have created a drop have been staff shortages which has reduced numbers, when staff have been withdrawn from all non-essential training affecting enthusiasm and feelings of being supported to practice.
This can also affect staff when training in isolation in a team, without the support from contemporaries due to their lack of knowledge around the process, and workload etc.
One of the concerns by practitioners in stepping back, is that the goal chosen will not be achieved. How much better if the client has tried something that is within their heart to do and realized it’s not actually what they want, which the outcome will inevitably identify and therefore the process speaks!
A very small number of people have started the course but found that it didn’t suit them. Feedback has often related to them being uncomfortable with the open and personal nature of the course and them either not realising this or perhaps not being in a comfortable place in their own lives for this to happen.
Staffing levels within the organisation have also created a challenge for the running of the course. Courses have had to be postponed on several occasions. Sometimes the numbers of participants on courses can be affected and reduced at short notice, which can then affect the group work experiences for those who have been able to attend.
These challenges have been small in comparison to the success the course has experienced. However, these types of challenges do need acknowledging as they can and do impact on how the course is run and experienced.
Personal Observations and Reflections from the Course Creator/Facilitator
Attendees can have stumbling blocks around their own self-awareness and responsibility/ownership of their stuff/issues. The training takes them out of their comfort zone. In wanting to fix others, one needs to first begin to understand their own barriers, attitudes and stumbling blocks to change.
We all have resources within, which the skill of the coach taps into and is not reliant on others. The question is how much do we contribute to our emotional, physically and mental wellbeing and illness? How much time is spent trying to get this one thing done in order to move onto the next?
12
12
The beauty of Coaching for Recovery is that it offers a different perspective and approach to traditional professional led models, adding a strong emphasis on empowerment and choice. This sometimes creates challenges and difficulties for some people as historically they have not been accustomed to this approach and may look externally for what they think, others know they need. A useful Coaching question can simply be ‘what can I give /offer you that you think you don’t have yourself’?
Another positive outcome of this process can be the freeing up of staff to not have to feel that they must carry the responsibility and burden to ‘create, solve and fix’ goals on a daily basis for all of the people in their care. By stepping back and facilitating the goal setting process, using the knowledge and skills that they developed through the training course - staff can better utilise and develop their listening skills (‘sometimes we listen to interrupt’). Trusting in this process relies on their communication skill as opposed to their idea bank.
This then in turn can help to develop client motivation, self-esteem, empowerment and ultimately a buying into the process – because these are their own goals.
During the past decade there have been a number of discussions about when a Coaching Skills approach hasn’t worked or may be inappropriate. These generally relate to times when someone is experiencing crisis such as severe psychotic episodes. If someone has gone through a traumatic experience, they may require specific psychological interventions. In all of these situations it has generally been felt that the door can remain open for Coaching at a later date, although some staff feel and have found that it would only go so far with some patients.
However, Coaching is ultimately a conversation. Therefore, how we converse, even during a crisis, can be informed by the principles of Coaching and using powerful questions, which opens the possibility of the client having needs met that they desire.
Having created, developed and facilitated the course during this time frame, my personal perspective continues to be enthusiastic. The many examples of innovative ideas that I have witnessed coming from the process do not fail to amaze me. Having now worked with over 900 staff from all areas of the Nottinghamshire Healthcare NHS Foundation Trust, I have time and time again been privileged to observe the verbal changes and ‘light bulb moments’ that many of the participants demonstrate during the course. I have seen and heard about anecdotes of personal relationships and personal wellbeing; re-evaluation of what needs altering in work-life balance; the obstacles to change; the limiting
13
13
beliefs that have stopped change; and the cycles of thinking and behaviour that keep giving the same results.
All of these inevitably create the effect of a challenge and also a recognition that people have choices and ownership to make decisions about things changing or remaining the same. This is very powerful and the transitions that people have shared, that have been influenced by their experiences on the course, have been varied and stark. They have resulted in job changes; leadership/management styles being revamped; decisions around the impact of managing change and time and what they can do personally to change things. There has also been an increase in understanding that actions create reactions and many course participants have become much more intentional about what they do and how, and when they do it.
There have been some concerns expressed by staff that due to time limitations in their work roles, using the model may be too lengthy to implement. In my experience as a Coach as well as delivering training over this past decade, their practice sessions during the course for 10 min 20 min and 30 min slots elicited positive outcomes. This highlights the approach can be used in a variety of settings and formats that can be both formal and informal. The key to the course and understanding the principles is practice and learning to adapt the skill to their work/life and having the conversation. This is a simple ongoing CPD requirement for any qualified coach or anyone using the skills.
The course is taught as I learnt and the staff on the course learn and practice the skills as would be delivered on any formal training course. This is only a short introductory skills-based course without a formal qualification. However, participants come away with the fundamental skills and insight into what it involves. It is then up to them as individuals to step out and be bold enough to try it back in the work environment, and in the wider context of their lives.
Staff wellbeing is currently very much at the forefront of many people’s agenda. The course promotes that making and acting on any decisions can create lasting significant effects. Staff own personal examples have been of role modelling switching work phones/laptops off at a very reasonable time and not on until work actually starts. This teaches and gives a message and permission to teams, that they can do the same.
One manager returned a month after the course having lost a stone in weight but also having been practicing the art of delegation. By asking ‘what would you do’ – it enabled growth, development and empowerment in her team. Her words ‘I feel lighter’ were not about the weight loss, but her sense of the burden being lifted of always having to have the answers and sort the problems out!
14
14
What next - Looking to the Future
The course has now developed to include Managers courses under the Management Essential training, which gives opportunity for them to learn along with others at a similar level allowing space for growth and development amongst peers, which has evaluated well with the desired effects.
A five-week pilot course was developed and run in a secure Forensic setting with patients, which looked at Goal setting motivation and identity, providing tools to help challenge their thinking and empower them with new approaches to facilitate change. It evaluated well amongst staff and patients with very insightful outcomes and good regular attendees.
Discussions are ongoing about the best way to formally evaluate and research the impact of the Coaching Skills training. Over the past 10 years we have been successful in capturing participants’ feedback about their views and experiences of the course. During the development courses and supervision groups we have also heard some anecdotal evidence about people’s experiences utilising the Coaching skills and approach in their practice areas.
In looking to the future we recognise that ongoing in-depth assessment of potential impact in practice is needed. This is imperative if we are to assess and analyse potential improvements in Coaching for Recovery focused outcomes and experiences of wellbeing and health for service users and staff. This could also help us confirm - what if anything has changed and explore any potential improvements that a Coaching approach can make within teams and services, and what the longevity of the changes have been. It is our aspiration to develop more formal research approaches to build on the evaluations and anecdotal evidence we have accumulated so far.
Conclusion
In some cultures, disasters problems and obstacles are seen as opportunities to turn it around. In applying the method of coaching as a facilitator reviewing and receiving feedback is imperative to growth. This has then enabled through discussion, the possibilities of widening the scope of courses and content. It is exciting having been at the genesis of something new and a decade on still being in that frame of mind and being part of facilitating change can only be positive. Enabling individuals who make up an army of NHS staff wherever they are working, to have positive tools that enhance what they do and the way that they do it, as well as developing themselves, improving quality of life and experiences.
15
15
It has been an immense honour to be part of something so innovative and new. Looking at the way forward let us hope for Coaching to become a standardised approach in health, that helps each individual, staff and service user to be the best version of themselves.
Knowing that there is hope, and that they can have control in their thinking, physically, emotionally and psychologically, by acquiring outcomes, that give them opportunities that suits them the best.
The Coaching skills for Recovery course is primarily a ‘Personal development course that affects one’s Professional development’
Helen Cyrus-Whittle is an independent qualified Life Coach who is responsible for creating the Introduction to Coaching Skills Course that has been adapted and developed for the Trust. Tony Mitchell is an Education Consultant in the Recovery & Wellbeing Team, which is part of the Learning & Organisational Development Service for Nottinghamshire Healthcare NHS Foundation Trust.
“In collaborating together over the decade we have endeavoured to understand both disciplines by attending the courses as participants to give us better insight into both areas of expertise. This has helped to shape and inform us for future developments as well as to work in a more cohesive way. The courses we provide are tailored to meet the needs of the participants from the Trust and have also co-facilitated some sessions together. Providing this course continues to be a learning process for us – which we both think is a healthy perspective. We meet regularly to review the course and over the years have refreshed and revised the course in response to organisational developments and feedback/evaluations from course participants”.
Contact us:
Helen Cyrus-Whittle: [email protected] Click on Link for article
Tony at: [email protected]
16
16
Acknowledgements
I hereby would like to thank all the learning and development organisational department at Nottinghamshire Healthcare NHS Foundation Trust, for the administration of all the courses and bookings, which has been invaluable.
I also want to thank Tony Mitchell who has believed in the concept of Coaching and how it supports Recovery and also in my ability to facilitate these courses and has supported me throughout this decade for which I am very grateful.
These courses have been commissioned by Julian Eve the Associate Director of Learning and Development NHSFT, who has liaised with Tony Mitchell and has helped us to keep being innovative with what we are doing by providing the means to do it, and to whom I extend my gratitude and thanks.
References
Anthony W (1993) Recovery from Mental Illness: The Guiding Vision of the Mental Health Service System in the 1990s, Psychosocial Rehabilitation Journal, 16(4), 11–23
Bora R, Leaning L, Moores A, & Roberts G (2010) Life Coaching for Mental Health Recovery: The Emerging Practice of Recovery Coaching, Advances in Psychiatric Treatment, Vol. 16, 459-467.
Bora R (2012) Empowering People: Coaching for Mental Health Recovery, Rethink Mental Illness
Downey M (2003) Lessons from the Coach’s Coach, 20-21
NHFT (2009) Trust Recovery Strategy, Nottinghamshire Healthcare NHS Foundation Trust
Repper J & Perkins R (2003) Social Inclusion and Recovery: A Model for Mental Health Practice, Edinburgh, Bailliere Tindall
Shepherd G, Boardman J & Slade M (2008) Making Recovery a Reality; Sainsbury Centre for Mental Health
Slade M (2009) 100 Ways to Support Recovery: A Guide for Mental Health Professionals, Rethink Recovery Series: Volume 1
Slade M (2009) Personal Recovery and Mental Illness. A Guide for Mental Health Professionals, Cambridge University Press
