102 The Coaching Toolkit for Child Welfare Practice
State assumptions. For example, “I wasn’t sure if you meant to
suggest the mother is not ready to get her kids back, but that’s
what I assumed. Now you can understand where my feedback is
coming from.”
Coaches must tell the learners if they approached the observation
from any one particular frame or perspective. For example, “I
listened to the audio tape of your interview with the biological
mother, specifically listening for your use of motivational
interviewing skills.”
Step 2: Value
Be clear and up front about what went well in the observation.
What did you appreciate or value in the behavior or comments of
the learner? What did the learner do that impressed you?
Be a role model for identifying strengths. Remember appreciative
inquiry; first appreciate to ensure the positive parts “stick.”
Step 3: Concerns
Coaches must voice concerns in a concrete, clear manner. Avoid
speaking in absolute and accusing terms. Make clear that what
you say is subjective. Do you detect some potential problems or
challenges within the work? Do you disagree with some part of
the work? Vagueness will lead to anxiety in the learner and you
will not be understood.