Section 2 Flashcards
1
Q
A moment when the client realizes he or she wants to and doesn’t want to change, at the same time. 
A
Ambivalence 
2
Q
This technique is used to help overcome a clients ambivalence toward change. 
A
Motivational interviewing 
3
Q
The urge to fix the problem for your clients is known as what 
A
Righting reflex
4
Q
What are the four key elements that constitute the spirit of motivational interviewing? 
A
- Collaboration
- Acceptance
- Compassion
- Evocation 
5
Q
Eliciting (from the client) the client’s own reasons and arguments for change
A
Evocation 
6
Q
Unwavering acceptance of the client
A
Unconditional positive regard 
7
Q
A partnership between you, the coach, and your client grounded in the point of view and experience of the client 
A
Collaboration 
8
Q
Which one of the elements that constitute the Spirit of motivational interviewing is based on the belief that the majority of the answers can be found within the client, not from the coach?
A
Evocation 
9
Q
What are the four processes of motivational interviewing?
A
- Engaging
- Focusing
- Evoking
- Planning
10
Q
The heart of motivational interviewing that will help you elicit your clients own motivations for change
A
Evoking 
11
Q
What are the main skills to use when using motivational interviewing? 
A
- Open ended questions
- Affirmations
- Reflective listening
- Summarizing
12
Q
This skill of motivational interviewing recognizes the client’s strengths, intentions, accomplishments and efforts, and is used to build client self efficacy and confidence. 
A
Affirmations 
13
Q
These type of questions that are used in motivational interviewing usually begin with “what” or “how”. 
A
Open ended questions 
14
Q
These type of questions are not always intended to gather information, but rather to help you understand your clients frame of reference. They can also be important icebreakers to help you build rapport. 
A
Open ended questions
15
Q
When using affirmations, you should use the word _____ instead of _____.
A
“You” instead of “I”
16
Q
This skill of motivational interviewing combines verbal and nonverbal responses to indicate interest and understanding 
A
Reflective listening 
17
Q
Reflective listening is also referred to as this
A
Active listening 
18
Q
This skill of motivational interviewing seeks to provide clarifying points that are often a “best guess” at interpreting client statements
A
Reflective listening 
19
Q
A skill of motivational interviewing that collects what the client has been saying and offers it back to them 
A
Summarizing
20
Q
Statements that reflect a desire to change
A
Change talk 
21
Q
The process by which people attempt to replace habitual unproductive thinking with more helpful thoughts
A
Cognitive restructuring 
22
Q
Does strength-based coaching focus on the past, present or future? 
A
Future
23
Q
Does cognitive behavioral coaching focus on the past, present or future? 
A
Present
24
Q
This approach uses a guided discovery method to help individuals change unproductive thoughts and feelings that may be roadblocks in their behavior change plans. 
A
Cognitive behavioral coaching
25
Highlights of this approach include addressing cognitive distortions and irrational beliefs, as well as cognitive restructuring. 
Cognitive behavioral coaching
26
What is a helpful model for identifying and disputing erroneous beliefs? 
The ABCDE model 
27
What are the steps in the ABCDE model for uncovering unproductive thoughts?
A = Activating event (the event or situation that is associated with unproductive thinking)
B = Belief (the belief associated with the event that may have helped trigger the event)
C = Consequences (emotional and behavioral)
D = Disputing the negative thinking and trying to replace it with a more productive one
E = Effect (referring to the new effect, involves more productive emotions and behaviors)
28
A style of communication in which the professional takes charge of the conversation and advises an individual on what to do 
A directing style
29
A style of communication used in motivational interviewing in which the coach encourages, supports and assists the client in the process of change. 
A guiding style 
30
Simple re-statements of what the client has said 
Simple reflections 
31
A guess at the underlying meaning of what the client has said 
Complex reflections 
32
A simple or complex reflection in response to a clients sustained talk 
Straight reflections 
33
These are overstated reflections that challenge the client to think more about a statement he or she has made, usually sustain talk 
Amplified reflections 
34
These integrate a clients sustain talk with the clients own previously stated change talk. The clients statements are restated, joined by “and” with the sustain talk, stated first, followed by the change talk. 
Double sided reflections 
35
A skill of motivational interviewing that not only demonstrates effective listing, but also gives the health coach an opportunity to transition a conversation that is wandering too far off topic, or keep a session on track in terms of time 
Summarizing
36
An approach that is used as part of motivational interviewing in which the coach first asks permission before providing information, and then utilizes open ended questions to understand what the client already knows on the topic 
Elicit provide elicit
37
In general, health coaches should avoid informing and advising. When it becomes necessary, this is the best approach to use. 
Elicit provide elicit 
38
What are the four broad processes that form the flow of motivational interviewing? 
1. Engaging
2. Focusing.
3. Evoking.
4. Planning. 
39
The process of discovering and discussing the clients own motivations for change
 Evoking 
40
A process in which the health coach guides the client to make his or her arguments for change by strategically responding to both sustain talk and change talk
 Evoking 
41
A coaching approach that uses a guided discovery method (similar to MI) to help individuals identify, examine, challenge, and change unproductive thoughts and feelings that may be interfering with their behavior change plans. 
Cognitive behavioral coaching 
42
A coaching approach based on the idea that negative or self-defeating thoughts can lead to negative emotions and in turn to negative behaviors. 
Cognitive behavioral coaching 
43
Cognitive behavioral coaching encourages clients to become aware of the commentary that runs along inside one’s mind throughout the day also known as this 
Self talk 
44
Irrational and usually harmful thought patterns that interfere with a persons well-being 
Cognitive distortions
45
Something a person assumes to be true, but is actually an unreasonable concept often acquired from one’s family or culture, and usually reflects a judgment that something is other than it should be 
Irrational belief 
46
The statement “No one in my family thinks I’ll be able to reach my goal of running a 5K race” is an example of what kind of cognitive distortion and what subtype of this?
Jumping to conclusions (Mind reading)
47
The statement ”Even if I end up losing a few pounds, I know I’ll just gain it all back” is an example of what kind of cognitive distortion and what sub type?
Jumping to conclusions (Fortune telling is the subtype)
48
This type of cognitive distortion blows things out of proportion or inappropriately shrinks something to make it seem less important 
Magnification (also referred to as Catastrophizing) and Minimization
49
“I need to have a few drinks after work. It’s the only way I can deal with all the stress.” This is an example of what kind of cognitive distortion? 
Magnification/Catastrophizing
50
“I’ve had high blood pressure for years, but it’s not a big deal because I’ve always felt fine.” This is an example of what kind of cognitive distortion? 
Minimization 
51
“He’s such a fool.” This is an example of what kind of cognitive distortion? 
Labeling
52
“Of course, I would forget to pack my sneakers in my gym bag. I’m such an idiot.” This is an example of what kind of cognitive distortion? 
Labeling
53
Seeing one single event as a never ending pattern of defeat or disappointment is what kind of cognitive distortion? 
Overgeneralizing 
54
“Nothing good ever happens to me.” This is an example of what kind of cognitive distortion? 
Overgeneralizing 
55
“Even with exercising more, I still can’t control my blood sugar. I’m never going to lower my A1C.” This is an example of what kind of cognitive distortion? 
Overgeneralizing
56
“Either I do it right or not at all.” This is an example of what kind of cognitive distortion? 
All or nothing thinking 
57
“I already ruined my diet by having one cookie, so I might as well just eat the whole package.” This is an example of what kind of cognitive distortion? 
All or nothing thinking 
58
Blaming yourself or taking responsibility for something that was not completely your fault or conversely, blaming other people for something that was your fault is what kind of cognitive distortion? 
Personalization and Blame
59
“This is all my fault.” This is an example of what type of cognitive distortion? 
Personalization and Blame
60
“I would be able to stop smoking if my boss wasn’t always hounding me about work. It’s her fault I get so stressed out that I need a cigarette.” This is an example of what kind of cognitive distortion? 
Personalization and Blame
61
“You should always put other people first, and yourself last.” This is an example of what? 
An irrational belief 
62
An approach to health coaching that began in the field of organizational behavior where it encourages organizations to focus on their strengths rather than solving problems 
Appreciative inquiry

63
What are the four phases in the 4-D cycle that are sometimes used in the appreciative inquiry approach to health coaching? 
Discover
Dream
Design
Deliver 
64
In this phase of the 4D cycle of the appreciative inquiry approach the health coach asks clients to focus on their peak experiences 
Discover
65
In this phase of the 4D cycle of the appreciative inquiry approach the health coach encourages clients to dream big
Dream
66
In this phase of the 4D cycle of the appreciative inquiry approach the health coach supports the client in moving forward with setting goals and making plans 
Design 
67
This phase of the 4D cycle of the appreciative inquiry approach refers to the realization of dreams and achievement of self determined goals 
Deliver
68
A model used for goal setting that was originally developed in a performance coaching context within workplaces 
The GROW model
69
What are the four stages of the GROW model?
Goal
Reality
Options
Will 
70
In this stage of the GROW model, the health coach asks open ended questions to help the client establish a SMART goal 
Goal
71
In this stage of the GROW model, the health coach asks open ended questions to examine the clients current situation and context 
Reality
72
In this stage of the GROW model, the health coach asks open ended questions to explore all of the possible options for achieving the goal 
Options
73
In this stage of the GROW model, the health coach asks open ended questions to help the client commit to the stated goal 
Will
74
In this stage of the GROW model, the health coach can engage clients in creative brainstorming and ask questions to help them “think outside the box”
Options
75
Which process of motivational interviewing is also known as agenda mapping?
Focusing

76
Which principle of appreciative inquiry is defined by people choosing what they work on and develop in their lives?
Poetic principle
77
Which principle of appreciative inquiry emphasizes the importance of keeping a positive perspective throughout the Coaching process?
The positive principle

78
“Stories are transformative. People construct stories about their lives that help determine future thoughts, feelings, and behaviors.” What principle of appreciative inquiry does this describe?
The narrative principle
79
“Image inspires action. Positive images of the future are more likely to inspire positive action and positive behavior change.” Which principle of appreciative inquiry does this describe?
The anticipatory principle
80
This principle of appreciative inquiry echoes self-determination theory and emphasizes the fact that people like to feel autonomous in their choices 
The free choice principle

81
This principle of appreciative inquiry stresses reflection as an important part of the AI process and being conscious of underlying assumptions.
The awareness principle

82
This principle of appreciative inquiry stresses that acting “as if” is self fulfilling
The enactment principle
83
This principle of appreciative inquiry stresses that inquiry creates change. Simply asking a question can begin the change process, so it’s important to choose questions likely to initiate positive change. 
The simultaneity principle 
84
This principle of appreciative inquiry stresses that words create worlds, and reality is subjective and created through language and the explanations people give. 
The constructionist principle
85
The potential meaning of this body language is anger, defiance or disinterest (unless the client is cold)
Crossed arms 
86
The potential meaning of this body language is bored or anxious to leave
Feet pointed toward the door. Also, repeatedly looking at a watch. 
87
The potential meaning of this body language is tension or trepidation
Biting lip 
88
This body language can potentially mean the client is engaging in a comforting habit 
Cracking knuckles 
89
When someone positions a barrier, such as a purse, backpack, or briefcase between themself and others, what’s the potential meaning? 
Their personal space is being invaded 
90
When too much time is spent reviewing data from assessment forms while meeting with a client and asking them one directional questions
Assessment trap
91
What are six traps that commonly occur in the engaging process? 
Assessment trap
Expert trap
Premature focus trap
Labeling trap
Blaming trap
Chat trap 
92
Portraying oneself as the expert who has the answer of what the client should do. This does not help the client take ownership of the change. 
Expert trap 
93
This occurs when the coach tries to set the agenda and hone in on a specific needed behavioral change to quickly. It is important for the conversation to start with the clients concerns, not those of the coach. 
Premature focus trap

94
This happens when the coach names the problem that needs to be fixed (e.g., obesity). This can trigger a feeling of alienation and stigma in the client.

Labeling trap
95
Disarming the client and acknowledging that the coach is not concerned with who may be responsible for the problem can help avoid which trap that commonly occurs in the engaging process? 
Blaming trap 
96
Spending too much time on small talk rather than moving the agenda forward with a sharp focus on the clients concerns and the goals of the coaching experience 
Chat trap
97
List and describe the three steps in agenda mapping 
Structuring - the coach asks the clients permission to step back from the conversation to explore potential options for discussion 
Considering options - the client and coach explore possibilities for focus
Zooming in - the client and coach choose an area of focus
98
What are the three phases of change according to the ACE framework? 
Awareness
Choice
Execution 
99
In this stage of change, clients begin to recognize and explore the gap between a current behavior and a desired behavior 
Awareness
100
In this stage of change, the client determines that a behavioral change is warranted and has a desired outcome in mind. The health coach supports them in creating self-directed goals. 
Choice 
101
In this stage of change, the coach and client co-create and implement a personalized plan based on goals established in the prior stage 
Execution 
102
What is the mnemonic that can be used to recognize change talk? 
DARN CATs
103
What is the acronym used to identify change talk that’s common among clients who are ambivalent about change (also called preparatory change talk)?
DARN =
Desire
Ability
Reasons
Need 
104
This is a key component of motivational interviewing that involves exploring the clients motivation to change. 
Evoking 
105
A core skill of motivational interviewing that combines verbal and nonverbal responses to indicate interest and understanding, and to encourage the speaker to continue 
Reflective listening (also called active listening)
106
What is the acronym used to identify change talk that’s common among clients who are no longer ambivalent and ready to move forward with taking action toward change (also called mobilizing change talk)?
CAT =
Commitment
Activation
Taking steps 
107
What are five approaches a health coach can employ to evoke change talk?
Using the importance ruler
Querying extremes
Looking back
Looking forward
Exploring values 
108
Explain the approach of using the importance ruler to evoke change talk 
The coach asks the client to rate the importance of the behavior change on a scale of 1 to 10. Note: The key to this approach is the follow up question from the coach after the client provides a number.
109
This approach for invoking change talk challenges the client to think about the best case scenario if a change is made and the worst case scenario if it is not made
Querying extremes
110
This approach to evoking change talk asks the client to remember a time prior to the current behavior that he or she is considering changing in order to highlight the contrast between what life once was like and how it is today. 
Looking back 
111
This approach to evoking change talk asks the client to envision what life would be like if the client successfully makes the change.
Looking forward
112
This approach to evoking change talk asks the client to highlight the things that they hold most dearly in life in order to provide anchors for change and a source of motivation to move forward toward action
Exploring values 
113
Describe the tiny habits method
You pair a super simple version of the new behavior with an anchor moment (like brushing your teeth or a phone ringing) and celebrate immediately after that to create positive emotions.
