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Coaching Psykologi The Danish Journal of Coaching Psychology Volume 2, Edition 1 October 2012 Page 91 CCoaching psykologi www.coachingpsykologi.org Multimodal coaching and its application to workplace, life and health coaching Af Stephen Palmer Abstract This article highlights how the multimodal approach (Lazarus, 1989) has been adapted to the field of coach- ing and coaching psychology. It covers the basic theories underpinning the multimodal approach and illus- trates the link between the theory and practice. Key multimodal strategies are covered including modality profiles, structural profiles, tracking and bridging. Keuwords: multimodal coaching and therapy, workplace coaching, health coaching, Arnold Lazarus, mo- dality profiles, structural profiles, tracking, bridging. Development of the multimodal apy which focuses on seven discrete but interac- approach tive dimensions or modalities which encompass THE MULTIMODAL APPROACH was devel- all aspects of human personality (Lazarus 1971, oped by a psychologist, Arnold Lazarus (1989, 1973). 1997) in the 1970s. He believed that no one system The multimodal approach has been adapted and of therapy could provide a complete understand- applied to executive coaching (Richards, 1999), ing of either human development or condition. and to personal/life coaching, stress management By following-up counselling clients who had re- and health coaching (Palmer, 2003; Palmer et al., ceived behaviour therapy he found that many of 2003; Palmer & Gyllensten, 2008). It pre-dates them had relapsed. He noted that when clients cognitive behavioural models such as SPACE had used both behaviour and cognitive techniques (Edgerton & Palmer, 2005). Successive surveys of more durable outcomes were obtained. Hence he coaching psychologists have found that about 10 started using a broad range of cognitive-behav- per cent of respondents use multimodal coach- ioural techniques applied systematically and finally ing (see Whybrow & Palmer, 2006a, b; Palmer & this led to the development of Multimodal Ther- Whybrow, 2004, 2007). The Danish Journal of Coaching Psychology is a joint project of the Coaching Psychology research Unit, Dept. of Communication and Psychology at Aalborg University and the Coaching Psychology Unit, Dept. of Exercise and Sports Science, University of Copenhagen. This document is subject to copyright and may not be reproduced in whole or part in any medium without written permission from the publishers. The Danish Journal of Coaching Psychology can be found at www.coachingpsykologi.org Page 92 The Danish Journal of Coaching Psychology Volume 2, Edition 1 October 2012 Basic theory and practice and conditioning, physical environment and ge- The Multimodal approach is underpinned by a netic endowment. broad social and cognitive learning theory (Ban- The combination for each individual is unique dura, 1977, 1986), although it also uses group and and although they may share similar problems with communications theory and general systems theory their colleagues and friends the solution may be as necessary (Lazarus, 1989). It assumes that people different. Coachees often use some of the BASIC are: ‘essentially biological organisms (neurophysi- I.D. modalities in preference to others, Depend- ological/biochemical entities) who behave (act and ent upon the modality they prefer, the coachees are react), emote (experience affective responses), sense referred to as ‘imagery reactors’ or ‘cognitive reac- (respond to olfactory, tactile, gustatory, visual and tors’ or ‘sensory reactors’. For example, an individu- auditory stimuli), imagine (conjure up sights, sounds al may think in pictures and images. The coach may and other events in the mind’s eye), think (hold be- note that in conversation the person states, liefs, opinions, attitudes and values), and interact ‘I can see me doing a good job on that task’. This with one another (tolerate, enjoy or suffer in various may suggest that this coachee may find imagery interpersonal relationships). These dimensions of per- techniques more effective than cognitive techniques sonality are usually known by the acronym, BASIC in addressing issues relating to stress and perfor- I.D. derived from the first letters of each modality, mance. It is worth noting that ‘Multimodal coach- namely Behaviour, Affect, Sensations, Images, Cog- ing’ per se does not exist, as multimodal coaches, as nitions, Interpersonal and Drugs/biology (Palmer, technical eclectics, apply theories and techniques 2006, pp.322–323). The BASIC I.D. modalities of- from other approaches as necessary. However, there ten interact with each other and may exist in a state is a multimodal framework or structure. of reciprocal transaction. For example, an Image in one’s mind of performing badly at work could trig- Techniques and strategies ger a Cognition ‘I’m a failure’ which could subse- An extensive range of cognitive and behavioural quently lead to an Affect (emotion) of depression. techniques/strategies are used in multimodal Coachees presenting a number of issues or prob- coaching including others which have been tak- lems for coaching may need a range of strategies en from a variety of diverse approaches (e.g. the and techniques to deal with them. In multimodal empty chair taken from the Gestalt approach). coaching the seven BASIC I.D. modalities may be Table 1 illustrates some of the techniques are used examined if necessary when developing a coaching to deal with issues that arise across the seven mo- programme. Multimodal practitioners take Paul’s dalities. In the workplace when using the mul- (adapted 1967, p.111) mandate seriously: timodal approach for executive, business and/ ‘What intervention, by whom, is most effective or performance coaching, eliciting Performance for this individual with that specific problem and Interfering Thoughts (PITs) and the development under which set of circumstances?’ Although re- of Performance Enhancing Thoughts (PETs) is of- search may indicate a specific technique or skill ten seen as important depending upon the issues may be effective, the coach will still consider if it is the coachee is bringing to multimodal coaching the best one for this particular coachee at this mo- (Palmer, 2003). Whereas in multimodal health ment in time. The coach may refer the coachee onto coaching, eliciting Health Inhibiting Thoughts or another practitioner if he or she believes that would Beliefs (HITs or HIBs), and the development of maximise the coaching outcomes for the coachee. Health Enhancing Thoughts or Beliefs (HETs or Multimodal coaches may adapt their interpersonal HEBs) is seen as more crucial to help the coachee style to enhance their relationship with the coachee overcome blocks to change, reduce relapse and and improve the coaching alliance. For example, improve the ability to maintain health goals (see they would monitor whether the coachee prefers a Palmer et al., 2003; Palmer, 2004). Similar to cog- formal or informal approach, responds positively nitive behavioural coaching, bibliotherapy, ie the to humour and so on. This is known as being an use of books, information leaflets or other ma- ‘authentic chameleon’ (Lazarus, 1993). Coaches terials such as CDs, DVDs, to aid development assist the coachee in developing their own be- and learning is used in multimodal coaching. A spoke coaching programme as human person- range of books have been written by multimodal alities stem from interplay among social learning practitioners for this purpose (e.g. Lazarus, 1985; The Danish Journal of Coaching Psychology is a joint project of the Coaching Psychology research Unit, Dept. of Communication and Psychology at Aalborg University and the Coaching Psychology Unit, Dept. of Exercise and Sports Science, University of Copenhagen. This document is subject to copyright and may not be reproduced in whole or part in any medium without written permission from the publishers. The Danish Journal of Coaching Psychology can be found at www.coachingpsykologi.org The Danish Journal of Coaching Psychology Volume 2, Edition 1 October 2012 Page 93 Lazarus & Fay, 1975; Lazarus et al., 1993; Palmer DRUGS/BIOLOGY et al., 2003). Lifestyle changes, Stop smoking programmes, Nutrition, Weight control, Exercise, Medica- Table 1. Frequently used tion, Referral to specialists. techniques and strategies. Modality profiles BEHAVIOUR The techniques are applied in a systematic manner Behaviour rehearsal, Time management, Pri- depending upon the coachee qualities, coach qual- oritising skills, Modelling, Self-monitoring and ities, coach skills, coaching alliance and technique recording, Shame attacking, Empty chair, Fixed specificity. Through discussion during the first and role coaching, Response prevention/cost, Stim- sometimes second coaching session, a Modality ulus control, Paradoxical intention. or BASIC I.D. Profile is developed in which the particular issues or problems are divided into the AFFECT seven modalities. The coach and coachee develop Anger expression, Anger/anxiety management, a proposed coaching programme to address the Feeling identification. individual issues that have been discussed. Case Study 1 (overleaf) provides an example of Modal- SENSATION ity Profiles which illustrates a performance coach- Biofeedback, e.g. GSR, biodots, Hypnosis, ing programme (Palmer et al., 2003, pp.91–92). Relaxation training, Meditation, Momentary relaxation, Relaxation response, Multimodal Case Study 1 relaxation method. Michael has been asked to give a presentation at the next team meeting. Michael finds giving
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